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Dissertations / Theses on the topic 'Professions and professionalism'
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1
Lindgren, Tanja. "Expertis, service och autonomi : Analys av professionalisering och professionalism i bibliotekarieyrket." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-32445.
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The purpose of this study is to examine and compare librarian profession with different professional theories. The intention is to describe how the librarian profession meets the different professional criteria and to what extent the librarian profession can be said to be professional in expertise, service and autonomy. Nolin’s modern theory provides an opportunity to analyze occupational groups based on professionalized basic concepts. The analysis of relevant material showed that the librarian is a service profession with high skills, but does not hold a high degree of autonomy. Librarian profession has been regarded as a semiprofession by previous profession theories, but Nolin’s broadened profession definition invites the librarian to the profession concept.
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Liaschenko, Timothy. "Problems of professionalism in three novels of Kazuo Ishiguro." Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1564034051&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.
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Blomquist, Helle. "Lawyers' ethics : the social construction of lawyers' professionalism : Danish practicing lawyers and some pre-conditions for their ethics /." Copenhagen : DJØF publ, 2000. http://catalogue.bnf.fr/ark:/12148/cb37756390n.
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Villanueva-Russell, Yvonne. "On the margins of the system of professions : entrepreneurialism and professionalism as forces upon and within chiropractic /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060152.
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Attridge, John. "Impressionism and professionalism Joseph Conrad, Ford Madox Ford, and the performance of authorship /." Connect to full text, 2006. http://hdl.handle.net/2123/5825.
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Thesis (Ph. D.)--University of Sydney, 2007.<br>Title from title screen (viewed 28 January 2010). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of English, Faculty of Arts. Degree awarded 2007; thesis submitted 2006. Includes bibliographical references. Also available in print form.
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Martin, Kate. "Purposes, processes and parameters of continuing professional learning." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/9ad794b4-c737-4cf9-a688-849b47ea74f0.
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This study examines boundaries and synergies between continuing professional learning contexts of academy, workplace and profession, and considers what factors and approaches of learning contribute to common good in societies. In a review of literature, historical trends in professions and professional learning, concerns of managerialism and performativity, and educational theories of socially constructivism, developmental and ethical learning were considered. A constructivist grounded theory approach was used to collect and analyse data from eighty work-based student documents and from twelve semi-structured interviews with practitioners in four Scottish professions. The findings indicated that learning across contexts was disconnected, creating additional demands for professionals. Increased academic study indicated a more knowledgeable and skilled workforce, with a caveat of market-led credentialism in response to demands for higher qualifications. Professional CPD provided benefits of quality assurance and public safety, but was reported as individualised procedural accountability. Interpersonal communicative action was identified as key to workplace learning, although was afforded less significance than accredited learning in professional and academic contexts. Factors of individualism, accountability and credentialism were noted to have effect on participative workplace learning, which, the study argued, impacted on ethical agency in professions. To address these trends, adaptability, reciprocity and dialogical critical thinking were identified as necessary factors for a continuing professional learning that contributes to common good in societies.
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Harris, Andrew Robert. "Professionals developing professionalism : the interactional organisation of reflective practice." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2354.
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Reflective practice remains the dominant model for the professional development of teachers in the early twenty first century. A large body of research discusses this area from various theoretical standpoints, however, despite numerous calls to expand this research position, scant attention has been paid to the question of what happens when professionals attempt to carry out a process of reflective practice through talk. The few studies that have investigated this area claim to find little evidence of reflection occurring. This study directly engages this question by empirically investigating an interactional context where the institutional goal is to reflect on the participants’ professional actions through talk: the post-observation feedback meetings of a TESOL teacher-training certificate course. The study employs the methodology of institutional conversation analysis to uncover the organisation of talk in this context and relate it to the institutional goal of the feedback meetings. It demonstrates that the meetings are organised into a number of phases, each focussing on different ‘types’ of feedback: positive, critical, self, and group. It also demonstrates that the talk within each phase is oriented around a number of feedback topics, each focussing on a specific aspect of the trainee’s practices. Furthermore, that within these feedback topics the trainees engage in interactional processes with the trainers, through which they reflect on their practices in a series of stages: describing their experiences, drawing interpretations and theories from these descriptions, and finally making plans for future actions. The findings of this study explicate a process of reflective practice, as it is instantiated by the participants through talk. By presenting this data, its analysis, and its relationship to previous research, the study adds to our understanding of the interactional organisation of feedback meetings. It also provides the first systematic description of ‘reflective practice as an interactional activity’ and discusses the implications of this process for teacher-training professionals.
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Horsley, Michael William, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education. "Activist professionals and profession-led change." THESIS_CAESS_EDU_Horsley_M.xml, 2005. http://handle.uws.edu.au:8081/1959.7/765.
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The publications in this portfolio are focused on issues related to educational innovations and in particular, how improved practice can be encouraged, planned and implemented. It highlights how activist professionals can play key roles in mobilising teachers, academics, communities and education authorities and so engage in the politics of transformation that invokes wider issues of equity and social justice. As members of communities of practice that value respect, reciprocity and collaboration, activist professionals forge an identity that is strategic and tactical and works strongly in the interests of students and the communities in which schools are located. In identifying and promoting better practice, activist professionals are critical of existing structures and in shaping and embracing the challenges that present themselves, they frame the future agendas of schooling and education. This research as an activist professional in both diverse and intersecting communities of practice, has led to the development of a range of benchmarking methodologies as a way of identifying and fostering better professional practice. These methodologies and their associated better practice have the common purpose of reviewing and revitalising teacher professionalism. The research undertaken, its methodologies, findings and application have been intended to contribute to profession-led change<br>Doctor of Education (Ed. D.)
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Horsley, Mike. "Activist professionals and profession-led change /." View thesis, 2005. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051019.162923/index.html.
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Immonen, K. (Kati). "Continuing professional development of medical laboratory professionals." Bachelor's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805221864.
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The aim of the bachelor study was to find out what kind of experiences continuing professional development (CPD) has received in medical laboratories and how it has been implemented through a literature review. The purpose of the study was to find and compile the literature review as up-to-date research data on the importance of continuing education in medical laboratories.
The literature review has been carried out by adapting a systematic literature review. The literature review material was obtained utilizing nursing reference databases from CINAHL, PubMed, Ovid Medline, Scopus, Medic and a few international journals. Research material (n = 8) was selected for the material, whose main subject was continuing professional development and medical laboratory.
CPD is used to improve knowledge and skills with various categories and tools but there is similarities and differences in CPD implementation. CPD must be continuous throughout the professional career and it should be based on time- cycles of reasonable duration. Medical laboratory professionals with dozens of years of experience feels that they need less CPD activities than recently qualified laboratory professionals. The laboratory professional keeps important to increase their learning and development of their skills with continual encouragement.
Research has shown that CPD has been recognized as an important part of professional development and the use of various tools, such as internet-based, makes it effective. The use of a systematic CPD program should be constantly evaluated to identify the most effective ways of developing professional skills. CPD should be time bounded but there is variation in duration and volume. The use of time and experience years will affect the successful implementation of the CPD.
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Vigario, Maria Antonieta Lopes. "Professional ethics of information professionals : a Portuguese approach." Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323060.
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Bradley, Fiona. "Writing for the profession: The experience of new professionals." Emerald Group Publishing Limited, 2008. http://hdl.handle.net/10150/105415.
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Authors from the ALIA New Librariansâ Symposium held in December 2006 in Sydney, Australia were surveyed about their experiences of writing and presenting early in their career. The author of this paper was the symposiumâ s programme coordinator.
The majority of authors were working in Australia, and few were required to write or present as part of their work role. In the absence of this requirement, factors that motivate new professionals to write can be difficult.
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Ward, Callahan K. "Professional Development Needs of Utah State University Extension Professionals." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/6927.
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Many Utah State University (USU) Extension personnel are nearing retirement age. The purpose of this study was to identify professional development needs of Extension professionals and assess USU Extension by evaluating competencies essential to be a successful Extension professional. USU Extension can conduct more beneficial professional development training by using identified high priority competencies and improve the on boarding process for new Extension professionals. With improvements as suggested, the effectiveness of professional development could be enhanced and produce Extension professionals who work more efficiently and are committed to the success of USU Extension.
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Blanchard, Soline. "De la cause des femmes au marché de l'égalité : l'émergence de l'espace de l'accompagnement à l'égalité professionnelle en France (1965-2012)." Thesis, Toulouse 2, 2013. http://www.theses.fr/2013TOU20054.
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Comment penser conjointement la (re)production et le changement en matière d’inégalités des sexes ? Telle est la question abordée dans cette thèse, au prisme de l’analyse des protagonistes impliqué-e-s dans l’accompagnement des démarches de promotion de l’égalité professionnelle femmes/hommes au sein des organisations. À partir d’une expérience personnelle envisagée d’un point de vue réflexif et d’un large corpus de données écrites et orales, dont une centaine d’entretiens, cette thèse propose d’étudier trois dynamiques (d’institutionnalisation, de marchandisation et de professionnalisation) perceptibles au sein de l’ « espace de l’égalité professionnelle », en France, depuis le milieu des années 1960. L’analyse met d’abord en exergue une « institutionnalisation molle » de l’égalité professionnelle dans le contexte français, au cours de la période considérée. Elle révèle ensuite le caractère « incertain » du marché des prestations de services et du marché de travail au sein de l’ « espace de l’accompagnement à l’égalité professionnelle ». Elle souligne, enfin, la difficile structuration d’un espace investi par des protagonistes issu-e-s d’horizons divers, mobilisant des conceptions variées de l’égalité, de l’expertise et de l’ethos professionnel. Deux facteurs paraissent dès lors jouer un rôle fondamental pour comprendre ces phénomènes, ainsi que le constat posé d’une difficile reconnaissance du caractère « professionnel » de l’activité étudiée : l’emprise du genre sur le fonctionnement de cet espace et le discrédit qui pèse plus généralement sur le féminisme, en France. Cette thèse permet ainsi d’éclairer certains enjeux scientifiques et sociaux qui se manifestent autour des activités dédiées à la promotion de l’égalité entre les femmes et les hommes. De plus, s’inscrivant dans une approche favorisant le dialogue interdisciplinaire, elle fait écho aux préoccupations de plusieurs communautés de recherche, au premier rang desquelles les études genre, la sociologie de l’action publique, la sociologie économique et la sociologie des professions<br>Is it possible to analyse simultaneously the (re)production and transformation of gender inequalities? This thesis aims to address this question, by focussing on women and men who are invested in accompanying organisations towards the promotion of equal opportunities in employment. By taking a reflexive stance on the author’s personal experience and by constructing a rich corpus of written and oral data, including almost one hundred interviews, this thesis uncovers three social processes (institutionalisation, marketization and professionalization), which have characterised the “equal opportunity in employment field” in France, since the mid-1960s. The research underscores the weak institutionalisation of equal opportunity measures in the French context over the period studied. It also reveals the “uncertain” nature of the job and business opportunities related to accompanying organisations in the promotion of equal opportunities in employment. The thesis illustrates the difficulties associated with organising a field that is invested by individuals originating from very diverse horizons, with varied know-how and qualifications. Two factors seem to play a major role in determining the denial of the “professional” nature of the activities studied here: the highly gendered characteristics of the field in question and the more general discredit of anything associated with feminism in France. This thesis sheds light on the scientific and social issues that are raised by activities related to the promotion of equal opportunities in employment. From a trans-disciplinary perspective, it echoes contemporary discussions within several research communities, including: Gender Studies, Social Policy, Economic Sociology and Sociology of the Professions
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Taunyane, Tladi Petros. "An educational law perspective on educator professionalism / Tladi Petros Taunyane." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1215.
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This research study deals mainly with the educator professionalisation in the post democratic
South Africa, paying attention to the role of a professional council in promoting
educator professionalism. The status and image of teaching in this country seem to have
been viewed From the racial and cultural differences of communities previously. The
democratic dispensation brought an end to this unfair racial and cultural discrimination in
the education system through the establishment of a non-racial professional council for
educators (i.e. SACE).
The research aims are to determine:
- The characteristics of a professions and those needed for educator professionalism;
and - the role of the a professional council in promoting educator professionalisation.
In order to attain the above-mentioned research aims, a literature review and an empirical
investigation were undertaken.
The literature study was used to clarify concepts such as occupation, semi-profession,
profession, professionalisation and professional status. Secondly, characteristics or common
features associated with traditional models of professions (ie. accounting, law and
medicine) were discussed from a theoretical point of view. Lastly, the literature study
highlighted the establishment of professional councils for educators in other parts of the
world, including South Africa.
The different forms of legislation and policy documents applicable in education were
discussed. In order to determine the extent to which teaching adheres to or fulfils the
characteristics associated with a profession, teaching was tested against these
characteristics. The history of the establishment of SACE was briefly discussed and the
objectives or role of this organisation in educator professionalisation concluded this chapter.
The empirical research was conducted by using the questionnaire as a measuring instrument.
The advantages and disadvantages of the questionnaire as measuring instrument were
highlighted. The target population comprises of 239 educators from a total population of 2070 educators in Lejweleputswa and Northern Free State Education Districts -Free State
Province. The data collected in the investigation was processed through the SAS computer package to establish frequencies and percentages of responses mean scores ranking, t-test procedures and the effect sizes. The results were then presented tables, analysed and interpreted in accordance with the literature study.
The literature study revealed that like all other occupations, teaching aspires to attain
recognition and status as a profession. It was also revealed that teaching partially satisfy
characteristics associated with professions. The empirical study revealed that the
employment of un- or under qualified educators is still prevalent in South African schools.
In the last chapter, Chapter 5, conclusions from the literature review and empirical
investigation were drawn. The recommendations with regard to the role of SACE in
educator professionalisation were provided. Finally based on the research, future research
studies in SACE and educator professionalism were recommended.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
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McClintock-Comeaux, Patrick. "Building professionals: The intersection of professional learning communities and trust." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539791823.
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The purpose of this study was to quantify individual Professional Learning Communities' (PLCs) consistency with the indicators of PLCs. In addition, the level of trust in the groups was also measured. The correlation between these two sets of data was then, explored to determine the degree to which trust plays a role in PLCs.;The study was conducted in three elementary schools in a suburban school district, called Glennville for the purposes of this study, located in the northeastern United States. Teachers were administered an on-line survey consisting of questions from the Professional Learning Communities Assessment -- Revised (PLCA-R) and from the Faculty Trust Survey.;Within the context studied, the questions from the PLCA-R coalesced around different factors than indicated by the creators of the instrument. In addition, correlations of varying strengths were found between Trust and teachers' perceptions of PLCs . The strongest correlations were observed between faculty trust in clients and teacher perceptions of PLCs.;Further study is warranted to determine if the factor structure of the PLC model is stable in other contexts. Increasing the scope of the study could also add to claims that analysis of trust may be a method to connect PLC usage with student achievement.
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Payor, Tara. "Perspective from Two Professions: Two professionals Making Meaning of the Clinical Educator Role." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6349.
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The purpose of this phenomenological study was to describe how professional educators make sense of their role in helping novice practitioners make meaning from authentic clinical practice. Simultaneously studying a clinical educator from teacher and graduate medical education, and subsequently setting their stories side by side, speaks to the interest both professions have in learning from the other. Both clinical educators were Board certified in their respective area of practice. In-depth phenomenological interviewing was used as the study’s methodology, and the professional formation construct served as the study’s conceptual framework. Data corroborate findings in the literature that there is a lack of consensus about what the clinical educator role entails. Participants showed alignment with the professional formation conceptual framework and demonstrated that the clinical educator role is multifaceted, complex, and made up of more than discrete functions. Their capacity to support professional formation comes from their ownership of a special mix of cognitive and behavioral processes, professional knowledge, and personal attributes. Given both professions’ interest in and ongoing efforts to improve clinical education, the study can help both continue their work toward understanding the clinical educator role and ensuring that people selected for the role are chosen through thoughtful methods and provided with clinical-educator-specific professional development throughout the professional lifespan.
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Dierkes, Tina. "Administrative professionals : their educational preparation and need for professional development training /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1342745691&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Behrman, Gina L. "A Q study of investor relations professionals' beliefs concerning professional practices." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1265084.
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This Q study revealed the beliefs about professional practices by investor relations professionals at publicly traded corporations in Illinois, Indiana, Michigan, and Ohio. Participants completed a fifty-four statement Q sort that included five areas of investor relations: tactics, shareholder relations, analyst/media relations, laws and regulations, and internal relations.The data from the completed Q sorts was then entered into the PQMethod software and two factors of investor relations professionals were identified: The Investor Relationship Professionals and the Technical Investor Professionals.The Investor Relationship Professionals believed that communication and good relationships were the most important aspects of their profession. The Technical Investor Professionals believed that the technical aspect of their position, including the laws and regulations surrounding their profession, should be the focus of their professional practice.The characteristics of the two factors that emerged can be directly attributed to the scandals at Enron and WorldCom. The focus on open communications and credibility are associated with the push to rebuild investors' trust and confidence in publicly traded corporations. The focuson laws and regulations are associated with the strict enforcement of the new SEC regulations that have emerged in the last three years. Thus, illustrating that the recent events have impacted the practices of investor relations professionals.<br>Department of Journalism
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Kingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.
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Ongoing professional development is an integral part of a child welfare agency's strategy toward the provision of services to children and families involved with a child welfare intervention. Electronic learning (E-Learning) is popular as a fiscally responsible and flexible way to deliver such trainings. There is a gap in the research addressing the problem of how child welfare professionals are motivated to engage in the E-learning process. The purpose of this qualitative case study was to explore the perceptions of child welfare professionals regarding their motivation to use an agency provided E-learning program. Eight child welfare professionals employed by a Midwestern private child welfare agency participated in semi-structured interviews, which were audio recorded and transcribed verbatim. A pattern matching logic model was used to extrapolate relevant themes. The themes from this study were that work environment, irrelevance of content, and emotional aspects of child welfare work were barriers to engaging in E-learning during a work day. The implications for positive social change are that using E-learning as a delivery system for training in child welfare needs to be combined with a concerted effort to develop programs that first consider the work environment of the child welfare professional and the relevance of content. Providing more effective training is expected to result in better trained workers, which leads to more effective child welfare interventions. More effective child welfare interventions are needed to resolve the current crisis within the field of child welfare, which protects one of society's most vulnerable populations.
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Gubler, Nicholas Burr. "Outcomes for Professionals and Companies Through Student-Professional Reverse Mentoring Sessions." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7774.
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This qualitative inquiry explores the outcomes that professionals, and their companies, experience when they participate in a student-professional reverse mentorship. Professional development is used across all trades and professions as a way to increase employee skills and improve product/service quality. Reverse mentoring, where a novice teaches the more experienced individual, is a relatively new approach in professional development. When the reverse mentoring scenario is between students and professionals, instead of professionals and their colleagues, we know that students benefit from the reverse mentoring process but little is known about what outcomes the professionals experience. This research reports that professionals experience similar benefits through student-professional reverse mentoring as they experience through colleague reverse mentoring.
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Muller, Jan. "Electrical engineering professionals’ continuing professional development needs within one South African company." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96694.
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Thesis (MPhil)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: The aim of the study performed in 2014 was to identify what the Continuing Professional Development (CPD) needs are of a selected group of electrical engineering professionals from one company in South Africa. The interpretivist research paradigm formed the basis for the “Interactive Qualitative Analysis” methodology used in the study. Due to limitations research was focused on only one constituency, a selected group of electrical engineering professionals in one organisation, which is close to, but have very little power over the specific phenomenon of CPD. Research activities included conducting focus group and individual interviews with participants to gain a better understanding of identified problem through the analysis and interpretation of the collected data. The phenomenon of CPD was found to lie within the spectrum of lifelong learning. Due to increasingly fast changing technological and work environments, practicing professionals take part in professional development, if it is compulsory or not, in order to stay competitive in the global arena. Research has shown that compulsory CPD for registered engineering professionals may further their professional development. From the “Possible Implications for CPD Provision for Engineering Professionals” document several issues and concerns were identified, which influence engineering professionals’ perception of the professional body. The CPD system and CPD provision facilitated by the Engineering Council of South Africa (ECSA) may be one of the key reasons why many practicing engineers choose not to register professionally. Through this study the perceived and proposed CPD needs for the selected group of electrical engineering professionals have been identified, but to identify the actual needs of practicing engineering professionals in South Africa, a more detailed study will need to be done that should include all the constituencies that practice within the engineering environment or have any influence on the CPD phenomenon. The study also identified aspects that could help to improve the CPD system and the available CPD initiatives, and enhance the leadership from the professional body. This may positively influence the perception of practicing engineering professionals. Such positive perceptions could result in more practicing engineering professionals registering with ECSA and maintaining their professional registration.<br>AFRIKAANSE OPSOMMING: Die doel van die studie uitgevoer in 2014 was om die Voortgesette Professionele Ontwikkeling (VPO) behoeftes van ‘n geselekteerde groep elektriese ingenieurs van een maatskappy in Suid-Afrika te bepaal. Die interpretatiewe navorsingsparadigma het die “Interaktiewe Kwalitatiewe Analise” metodologie wat gebruik is in die studie onderlê. Binne die studie beperkinge is gefokus op slegs een konstituensie, ‘n geselekteerde groep professionele elektriese ingenieurs binne een organisasie, wie digby die spesifieke fenomeen van VPO funksioneer, maar baie beperkte mag daaroor het. Navorsingsaktiwiteite het fokusgroeponderhoude en individuele onderhoude met deelnemers ingesluit om ‘n beter begrip van die geïdentifiseerde probleem te verkry deur analise en interpretasie van die ingesamelde data. Die fenomeen van VPO lê binne die spektrum van lewenslange leer. As gevolg van ‘n toenemend snel veranderende tegnologiese en werksomgewing, neem professionele praktisyns deel aan professionele ontwikkeling, of dit verpligtend is of nie, en bly sodoende kompeterend in die globale arena. Maar navorsing het ook bewys dat verpligte VPO vir geregistreerde ingenieurspraktisyns hul professionele ontwikkeling tot voordeel kan strek. Vanuit die “Possible Implications for CPD Provision for Engineering Professionals” dokument is verskeie kwessies en knelpunte geïdentifiseer wat professionele ingenieurs se persepsies van die professionele liggaam mag beïnvloed. Die VPO sisteem en VPO verskaffing wat deur die Suid-Afrikaanse Raad vir Ingenieurswese (SARI) gefasiliteer word, mag een van die kernredes wees waarom vele ingenieurspraktisyns kies om nie professioneel te registreer nie. Die perseptuele en voorgestelde VPO behoeftes van ‘n geselekteerde groep professionele elektriese ingenieurspraktisyns is geïdentifiseer in hierdie studie, maar om die werklike behoeftes van professionele ingenieurspraktisyns in die breër Suid-Afrikaanse konteks te bepaal is ‘n meer gedetailleerde studie nodig wat al die konstituensies insluit wat praktiseer binne die ingenieursomgewing of die VPO fenomeen in dié konteks beïnvloed. Die studie het ook aspekte identifiseer wat kan help om die huidige VPO sisteem en insiatiewe te verbeter, en die leierskap van die professionele liggaam tot voordeel kan strek. Dit mag ‘n positiewe invloed hê op die persepsies van professionele ingenieurspraktisyns. Diesulke positiewe persepsies kan lei tot meer professionele ingenieurspraktisyns wat registreer by SARI en hul professionele registrasie byhou.
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Puttfarken, Wolf-Alexis. "The Role of Social Capital in Retaining Professionals in Professional Service Firms." St. Gallen, 2008. http://www.biblio.unisg.ch/org/biblio/edoc.nsf/wwwDisplayIdentifier/05600440001/$FILE/05600440001.pdf.
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Arnold, Amy Joan. "Constructing Guidelines for Practicing Professionals Teaching Continuing Professional Development in Online Environments." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99054.
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Professionals called upon to design and deliver online professional development face unique challenges in fulfilling those roles when they may have little or no training experience within the online medium. Using research-based recommendations from the literature via a design and development methodology, this study operationalizes findings into Gilbert's (1978) Behavior Engineering Model to create guidelines for designing and delivering continuing professional development within the online medium. An expert review serves to validate and lead the revision process for the guidelines. This study describes the literature, guideline development, experts' reviews, and the validation of the guidelines.<br>Doctor of Philosophy<br>Often, individuals in the workforce are asked to design and teach professional development that is not delivered in a face to face setting. It is a challenging task that could be made easier by following guidance that has been developed by instructional designers and researchers. As such, this study highlights the techniques and best practices located within the publications from the fields of professional development, online learning, and instructional design. These techniques and best practices have been organized into a performance improvement model established by Thomas F. Gilbert entitled The Behavior Engineering Model (1978) and follows the research method known as development research. The findings of this study were reviewed by three experts who research the areas of online learning, performance improvement, and instructional design.
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Buthelezi, Noluthando Loveness. "Innovative Facilitating of Learning to Foster Holistic Professionals in the Oral Hygiene Profession." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80494.
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As a lecturer in the module Orthodontics in the study programme Bachelor of Oral Hygiene, the construct innovative facilitating of learning is the one I adopted as I embarked on a self-transformative journey. This dissertation focuses on the professional development of my practice and the self (me). The self-transformative journey taken was not taken independently but with my students who became my co-travellers and co-constructors engaging in a learning process. Engaging in a learning process meant journeying in the steps of the Action Research cycle(s) and being especially observant of Herrmann’s Whole-Brain® thinking theory and other learning theories such as constructivist learning, cooperative learning, self-regulated learning and the like.<br>Dissertation (MEd)--University of Pretoria 2020.<br>pt2021<br>Humanities Education<br>MEd<br>Unrestricted
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Hussin, Mohamad Ab Rahman. "The doctrine of special relationship affecting professionals and quasi-professionals." Thesis, University of Aberdeen, 1994. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU602274.
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The common law notions of profession, quasiprofession, professional and quasi-professional categories in tort are analysed. The basis of liability before Hedley Byrne and Co. Ltd. v. Heller and Partners Ltd.1 involving the various stages of evolution, transition, reversion, regeneration and conflict is analysed. The focus of interpretation is to identify the relevance of professionalism and quasi-professionalism as the basis of third party liability. The relationship between Hedley Byrne2 and its impact on quasi-professional categories is analysed. The Hedley Byrne3 principle and policy model of special relationship, together with its core concepts and its theoretical and practical implications in subsequent cases is examined. The theoretical and practical problems of analysis in the application of Hedley Byrnd4 to Ross v. Cauntersr' is redefined and defended on the footing of professional ism. The theoretical and practical difficulties in the application of Hedley Byrn and to architect, consulting engineer, valuation surveyor, local authority skilled employee and specialist sub-contractor is analysed. The conceptual and practical problems of analysis arising from the decisions in Yianni v. Edwin and Sons,7 Smith v. Eric S Bush; Harris v. Wyre Forest D.C.,6 Ministry of Housing and Local Government v. Sharp,9 Junior Books v. Veitchi Co. Ltd.10 are examined within the principle and policy analysis. The competing policy interpretations in Caparo Industries plc v. Dickman11 by the Court of Appeal and the House of Lords is contrasted. The similarity in their theoretical framework and the difference in their applications and conclusions are identified. The House of Lords decision in Caparo12 is examined to ascertain how much it has redirected Hedley Byrne.13 The subsequent applications of Caparo14 is examined. It is suggested that the previous cases be categorised within both principle and policy contexts. It concludes with a recommendation towards a theory of special relationship based on the experience of the last two centuries.
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Sood, Rema Kumari. "Outsourcing IT professionals." Thesis, King's College London (University of London), 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.690022.
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Roberts, Jordan Rachel Simeon. "Job satisfaction, organisational commitment, professional commitment and turnover intentions among information technology professionals /." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09SPS/09spsr6454.pdf.
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Hatcher, Julie Adele. "The public role of professionals developing and evaluating the civic-minded professional scale /." Connect to resource online, 2008. http://hdl.handle.net/1805/1703.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, 2008.<br>Title from screen (viewed on June 4, 2009). Department of Philanthropic Studies, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Robert G. Bringle. Includes vita. Includes bibliographical references (leaves 120-130).
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Erasmus, Lucia. "Exploring the professional identity construction and negotiation of professionals from previously disadvantaged groups." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/77813.
Full textAbstract:
Research purpose: This study aimed to explore the professional identity construction of accountants from previously disadvantaged groups. The study considered the significance of context and the influence of whiteness and racial micro-aggressions on individual identity construction.
Motivation for this study: Little is known about the struggle that people from previously disadvantaged groups in South Africa have to go through to negotiate their professional identities. This study provided a platform for these individuals to share their journey in becoming a professional accountant and understanding the impact of context on their professional identity construction.
Research design, approach and method: The study followed a qualitative design, and a multiple case study method was used. Semi-structured interviews were conducted through a narrative lens to explore the individual stories of the participants’ experiences. Non-probability purposive sampling was used. The sample consisted of five black professional accountants from previously disadvantaged groups. Data analysis took the form of individual case narratives followed by a thematic analysis across cases.
Main findings: The history of apartheid is still present in South African organisations today in the form of racial micro-aggression and whiteness which create barriers to the professional identity construction of people from previously disadvantaged groups. It was found that the following contexts influence identity construction: political, legislative, socio-economic, educational, organisational, professional, family and cultural contexts.
Practical Implications: Legislation such as BBEEE, AA and the EEA are in place to support the transformation agenda of South African organisations. However, in this study it became clear that legislation does not achieve its intended impact. If organisations do not start supporting professionals of colour, it will have a major impact on their skills and career development as well as on talent retention within organisations. Value/Study contribution: The results could become a valuable resource for educational institutions, professional bodies and managers within organisations to enable them to eliminate the barriers of whiteness and micro-aggression and to support people from previously disadvantaged groups to construct positive professional identities.<br>Dissertation (MCom)--University of Pretoria, 2019.<br>Human Resource Management<br>MCom<br>Unrestricted
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Gendron, Tracey. "The Development of a Discipline: Examination of the Profession of Gerontology and Gerontological Professionals." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3220.
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The growth of the aging population has warranted increased training and education to prepare professionals with the specific knowledge needed to best serve older adults. Gerontology, as an academic discipline, provides professionals with the conceptual knowledge and the skills necessary to address the complexities of working with a diverse aging population. Little research has been done of the characteristics of professionals both with and without formal education in gerontology that are working with the aging population. The aim of this study was to investigate the roles of career motivation, job satisfaction, attitudes about aging, career commitment, and professional identity among those working with older adults. An exploration of the characteristics of gerontological professionals has implications for the development of best practice approaches in student and staff recruitment, retention, curriculum design, and training practices. Participants were recruited from volunteers invited from a convenience sample of approximately 7,000 members signed up to receive emails from the Department of Gerontology at a Southeastern University, and a snowball approach with the link to the survey being distributed by various organizations and institutions (e.g., assisted living facilities, Southern Gerontological Society, Therapeutic Recreation Association). Professionals’ age and job satisfaction significantly predicted professional identity. Participants’ career motivation, job satisfaction, and exposure to formal gerontological education (MSE) significantly predicted career commitment. Self-identified professional identity in aging groups did not moderate the relationship between MSE predictors and career commitment. However, aging anxiety mediated the relationship between job satisfaction and career commitment. Finally, age and higher perception of the value of teamwork predicted both level of professional identity and job satisfaction. This study sheds lights on perspectives of professionals working with older adults and highlights areas for future research and training with this population.
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Kennerley, David Thomas. "'Flippant dolls' and 'serious artists' : professional female singers in Britain, c.1760-1850." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:abea8ab2-2c48-46bb-b983-626a7b8d12b8.
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Existing accounts of the music profession argue that between 1750 and 1850 musicians acquired a new identity as professional ‘artists’ and experienced a concomitant rise in their social and cultural status. In the absence of sustained investigation, it has often been implied that these changes affected male and female musicians in similar ways. As this thesis contends, this was by no means the case. Arguments in support of female musical professionalism, artistry, and their function in public life were made in this period. Based on the gender-specific nature of the female voice, they were an important defence of women’s public engagement that has been overlooked by gender historians, something which this thesis sets out to correct. However, the public role and professionalism of female musicians were in opposition to the prevailing valorisation of female domesticity and privacy. Furthermore, the notion of women as creative artists was highly unstable in an era which tended to label artistry, ‘genius’ and creativity as male attributes. For these reasons, the idea of female musicians as professional artists was always in tension with contemporary conceptions of gender, making women’s experience of the ‘rise of the artist’ much more contested and uncertain compared to that of men. Those advocating the female singer as professional artist were a minority in the British musical world. Their views co-existed alongside very different and much more prevalent approaches to the female singer which had little to do with the idea of the professional artist. Through examining debates about female singers in printed sources, particularly newspapers and periodicals, alongside case studies based on the surviving documents of specific singers, this thesis builds a picture of increasing diversity in the experiences and representations of female musicians in this period and underlines the controlling influence of gender in shaping responses to them.
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Parry, Julianne Mary, and j. m. parry@cqu edu au. "The Effect of Workplace Exposure on Professional Commitment: A Longitudinal Study of Nursing Professionals." Central Queensland University, 2007. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20070524.133840.
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The behaviour of employees is increasingly being recognised as the critical
factor in achievement of organisational effectiveness. Therefore, the need to address
inefficiencies that are derived from the organisation-employee relationship is being
recognised as important to organisational success. For many years the concept of
organisational commitment provided the means to develop theory in relation to
organisation-employee relationships. More recently, however, other types of workrelated
commitments have been identified as having importance to the organisationemployee
relationship.
In the contemporary political-economic context, professionals are
increasingly becoming employees of organisations which operate according to
market or quasi-market principles. There are some fundamental differences between
professional occupations and non-professional occupations. These differences may
have consequences for the relationship between professional employees and their
employing organisation. The differences may also have consequences for other workrelated
outcomes for professional employees in ways that are different from the
work-related outcomes of non-professional employees. Importantly, for professional
employees commitment to the profession is developed during the pre-workplace
entry educational experiences and may have consequences for the retention of
professional employees within organisations, as well as retention within the
profession. Therefore, the commitment of professional employees to their occupation
may be both an antecedent to and a consequence of other work-related outcomes.
However, to date, professional commitment has not been studied from a
developmental perspective and the effect of workplace exposure on professional
commitment is not understood.
This thesis reports the findings of a study in which a theoretical model of the
relationship between professional commitment prior to workplace entry and
professional turnover intention was evaluated using path analysis. The relationships
included in the model were between commitment to the profession as both an
antecedent to, and a consequence of organisational-professional conflict, job
satisfaction and organisational commitment, as well as the relationship that each of
these variables may have to organisational turnover intention and professional
turnover intention. A repeated measures design was used with a sample of nursing
professionals. Professional commitment before entry to the workplace was measured,
and after a period of workplace exposure, professional commitment was again
measured, as well as the other work-related outcomes identified in the model. The
Blau (2003) occupational commitment measure was used to measure the pre-and-post
workplace entry levels of professional commitment. The thesis also examined the
factor structure of the Blau (2003) occupational commitment measure.
The results of the model evaluation indicated that it is a plausible model of
the identified relationships. Examination of the factor structure of the Blau (2003)
occupational commitment measure indicated that it is best represented by five rather
than four components. This research found that professional commitment was quite
stable in the initial period of workplace exposure. The research findings also
indicated that the relationship between professional commitment and organisational
commitment was mediated by job satisfaction and that organisational-professional
conflict and job satisfaction were directly related to organisational commitment. The
research found that job satisfaction and professional commitment after a period of
workplace exposure were related to organisational turnover intention, but that
organisational commitment was not. The final major research finding was that
organisational turnover intention was the only workplace variable in the model that
was directly related to professional turnover intention.
This research has contributed to the organisational behaviour literature
through the development and initial evaluation of a model of the relationship between
professional commitment prior to workplace entry and professional turnover
intention. The results of the model suggested that when organisations provide
professional employees with workplace experiences that are professionally, as well as
personally satisfying, they promote retention of professional employees with their
own organisation, as well as retention of professionals within the profession.
This research recommends that for organisations that employ professionals,
the model of the organisation-professional employee relationship that is likely to
promote the retention of professional employees both within the organisation and
within the profession, is a partnership model. Conflict resolution principles are
recommended to inform the partnership model of the organisation-professional
employee relationship. In addition, the empowering leadership style is recommended
for organisations that employ professionals, because it is better matched to the
employment mode and characteristics of professional employees.
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Helm, Matthew P. "Professional identity, sense-making, and the market effect: Perspectives from new student affairs professionals." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290031.
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New student affairs professionals encounter a myriad of socialization challenges as they undergo both graduate and professional socialization and organizational socialization. More often than not, these environments are socializing new student affairs professionals in ways that are incongruent and perhaps even oppositional. Layered on top of these general socialization tensions is the emergence and encroachment of academic capitalism into student affairs professional environments. For the purpose of this dissertation, the term Market Effect with be utilized in place of academic capitalism to depict how academic capitalism has manifested itself in the student affairs profession. This case study of four college student personnel programs seeks to understand how new student affairs professionals make sense of and resolve socialization tensions in professional environments and the extent to which these socialization tensions are created by the marketization of the student affairs profession. The literatures drawn upon in this study include, the sociology of professions and professionalization, professional socialization and education, student affairs history and professional ideology, and academic capitalism and the marketization of student affairs. Implications and recommendations are made in the final chapter.
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Wang, Jiayi. "Relational management in professional intercultural interaction : Chinese officials' encounters with American and British professionals." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/59959/.
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Professional intercultural communication is of growing importance in today’s globalising world. This study analyses the dynamics of relating that occurred between Chinese officials and American officials and other professionals during a three-week delegation visit to the USA. Drawing on concepts and frameworks in pragmatics, sociolinguistics, cross-cultural psychology, communication studies and translation studies, it takes a data-driven approach to explore Chinese officials’ professional interaction with American/British professionals. This kind of interaction, which involved government officials, has rarely been studied before. During the delegation visit, over twenty authentic professional intercultural events including formal meetings and banquets were recorded in six major cities in the USA. Relational issues and the interactants’ interpretations of these issues from both sides were extracted and examined from twenty-hour-long video recordings and two-hour-long audio recordings of official interaction, fifteen-thousand-word notes of the delegation’s evening meetings where they reflected on the day’s events, forty-one individual post-event and post-trip interviews with the Chinese and fourteen open-ended questionnaire responses from the Americans. Taking a first order approach, I place the interactants’ perspectives at the core and significantly reduce my interference by starting from the natural and spontaneous reflections made by the participants in the evening meetings. I then check the generality of the findings by comparing them with a second dataset which comprises eighty-six narrative accounts of Chinese-non-Chinese professional communication reported by thirty-seven Chinese officials and three businesspeople. My analysis takes a developmental perspective, and reveals the complexities of relational management as it unfolds over time. A number of different norms and interactional principles emerge, and my investigation of relational management combines motivational (e.g., Rapport Management theory) and descriptive aspects (e.g., dialectical theory). The study contributes to our understanding of the conceptualization and operationalization of the key concepts face, politeness and relations as well as the major practical concerns of gifts, hosting and interactional styles, including language and interpreting. For example, the findings suggest that while the concepts face, politeness, guanxi and the “relational”, i.e., relations/relationships/relating, tend to be conflated and remain largely entangled in the literature, all of them are distinguishable. First, face and politeness are conceptually distinct, and their connection is not as strong as we have assumed. Second, while both face and guanxi can be viewed as enduring yet not static entities, they are two separate concepts. Guanxi work is much broader than facework and face is only one of the major motivations behind it. Yet guanxi dynamics frequently have face implications. Face can be gained when guanxi goes well and is very likely to be lost when it goes wrong. Additionally, face and the “relational” are not synonymous. In spite of the emerging call for a relational study of face, it is not a property of a relationship and merely analysing it in talk-in-interaction is inadequate.
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Nel, Coenraad Josephus. "Developing a structured professional development program for engineering professionals within the public sector environment." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85671.
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Thesis (MScEng)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: South Africa is currently experiencing a time in which existing infrastructure is
reaching its design life end. With a growing economy and the increased level of
social development, existing infrastructure is under extreme pressure. South Africa is
also facing a challenge in which a need exists for engineering capabilities. These
capabilities include engineering skills to maintain and manage existing infrastructure,
plan for new infrastructure and construct new needed infrastructure.
This study looks at a possible solution towards the above mentioned challenges. As
a solution, the study proposes a professional development program to prepare
engineers to work in the environment of infrastructure development. More specifically
the program prepares civil engineers to work in public sector organisations
responsible for basic service infrastructure.
The research for the proposed professional development program is done by
comparing literature with feedback received from various industry professionals. By
doing this, the components for the proposed program were researched and identified.
The components for the proposed program are professional work experience,
professional training and structured mentorship. A further deliverable of the proposed
program is to assist candidates taking part in the program to register as professional
engineers on completion of the program. The study further showed the proposed
program should be structured in such a way that all the components mentioned
above work together interactively and should be centrally managed to ensure all the
goals for the program are being reached.
It is further stated that if the proposed program could successfully be implemented
and if all the stakeholders commit towards the goal of the proposed program, the
program could have a significant positive impact towards the challenges mentioned
above.<br>AFRIKAANSE OPSOMMING: Suid-Afrika beleef tans 'n tyd waarin bestaande infrastruktuur besig is om hul ontwerp
tydperk te bereik. Met 'n groeiende ekonomie en die verhoogde vlak van
maatskaplike ontwikkeling is bestaande infrastruktuur onder geweldige druk. Suid-
Afrika staar ook tans `n uitdaging in die gesig in verband met onvoldoende getalle
professionele ingenieurs, veral in die omgewing van die instandhouding van
bestaande infrastruktuur, die konstruksie van nuwe infrastruktuur, en die beplanning
van verdere nodige infrastruktuur.
Hierdie studie ondersoek dus 'n moontlike oplossing tot bogenoemde uitdagings. As
'n moonlike oplossing stel die studie voor dat `n professionele ontwikkelingsprogram
vir ingenieurs saamgestel word. So `n program sal dus ingenieurs oplei en voorberei
vir werk binne die openbare sektor wat verantwoordelik is vir die ontwikkeling en
bestuur van basiese dienste infrastruktuur.
Die navorsing vir die voorgestelde professionele ontwikkeling program is gedoen
deur bestaande literatuur te vergelyk met inligting ontvang vanaf verskeie
professionele ingenieurs in die praktyk. Deur dit te doen, is die komponente vir die
voorgestelde program nagevors en geïdentifiseer. Die geïdentifiseerde komponente
vir die voorgestelde program is dus soos volg: professionele werkservaring, opleiding
en gestruktureerde mentorskap. 'n Verdere aflewering van die voorgestelde program
is om kandidate te registreer as professionele ingenieurs teen voltooiing van die
program. Die studie toon ook verder aan dat al die komponente, soos wat hierbo
genoem is, geïntegreerd moet plaasvind en dat die program gestruktureerd bestuur
moet word vanaf `n sentrale punt of organisasie.
Dit word dan verder genoem dat indien die voorgestelde program suksesvol
geïmplementeer kan word, en indien die verskeie belanghebbendes tot die program
hulle self tot die program kan verbind, die program 'n beduidende positiewe impak op
die uitdagings hierbo kan maak.
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Rothwell, Andrew Trevor. "Professionals, CPD and employability." Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/11574.
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This thesis presents the findings of a study of U.K. Human Resources professionals, and factors relating to their Continuing Professional Development or CPD. The study has investigated their attitudes to CPD (CPDV), what CPD they actually engage in (CPDE), and the statistical relationships between employability, CPD, and a number of biographical and attitudinal variables. As a subsidiary aim, the study developed and tested a scale of employability, as no appropriate measure was discovered prior to the field research being undertaken. While the respondents engaged in CPD, they did so for reasons of professional commitment rather than a concern for their employability, and that the CPD undertaken tended to be either informal or organisationally-driven. Examination of relationships between the study variables using multiple hierarchical regression saw biographical variables explain 4.1 % of the variance in the perceived value of CPD, and attitudinal variables a further 13.5%. Biographical variables explained 10.7% of the variance in employability, and attitudinal variables a further 30.3%. The study has concluded that professional organisations may have some way to go before they achieve the comprehensive engagement with CPD that may become (and is already in some organisations) mandatory, and that this gap relates to individual's self perceived needs in addition to aspects of record keeping and attitudes to the profession generally. More encouraging has been the development of a new measure of individual employability that compares well against the limited empirical literature in the field, and appears to be a distinct construct to SUbjective career success. Overall, the study has contributed to our understanding of professionals, their attitudes and values, and especially their attitude to and engagement with CPD. Although it was not an original aim, the development of the scale of individual employability may well turn out to be the principal theoretical and practical contribution of this research, as a concept that becomes part of a new paradigm of the psychology of work in the 21st century.
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Solovyov, Alexander. "Professional socialisation for social work in Russia." Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324410.
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Soler, Ranzani Mònica. "Desenvolupament del professionalisme en educació mèdica: l'avaluació formativa de valors i actituds professionals en l'aprenentatge basat en problemes (ABP)." Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/370855.
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Malgrat que el professionalisme, entès com el conjunt de principis ètics i deontològics, valors i conductes que sustenten el compromís dels professionals de I a medicina amb el servei als ciutadans, ha estat considerat clau en l'educació de grau de medicina en els llibres blancs de l'educació mèdica locals i internacionals, molt poques facultats el tenen en compte. La Facultat de Medicina de la Universitat de Girona (UdG) és una d'elles atès que el mètode docent que s'hi utilitza, l'Aprenentatge Basat en Problemes (ABP), permet el desenvolupament de valors i actituds professionals així com la seva avaluació.
La formació i avaluació del professionalisme és, doncs, un camp molt emergent que requereix de l'aportació de la recerca per nodrir el seu desenvolupament amb rigor metodològic. És per això que aquesta tesi té per objectiu analitzar la pertinença contextual de l' escala d'avaluació formativa de valors i actituds professionals (EAFVAP) en tant que l'escala utilitzada és un manlleu provinent de la Universidad Nacional del Sur de Bahia Blanca (Argentina) i posteriorment adaptada per l'expert en ABP Luis Branda per a la Facultat d'Infermeria de la Vall d'Hebron de la Universitat Autònoma de Barcelona, i modificada posteriorment per a la seva utilització a la Facultat de medicina de la Universitat de Girona. D'altra banda pretén estudiar el desenvolupament dels valors i actituds professionals, mitjançant l'evolució dels estudiants de I a facultat de medicina de Ia Universitat de Girona formats i avaluats en professionalisme amb l'instrument. L''EAFVAP consta de quatre dimensions, amb diversos ítems o preguntes cadascuna, que són les següents: a) habilitats d'aprenentatge, b) comunicació, c) responsabilitat i d) relacions interpersonals.
La tesi desenvolupa mètodes qualitatius i quantitatius per respondre a l'objectiu que es planteja. Per valorar la pertinença contextual es duu a terme un estudi qualitatiu mitjançant qüestionaris estructurats de preguntes obertes a experts en educació mèdica. D'altra banda, per estudiar l'evolució dels alumnes la metodologia a utilitzada és quantitativa. S’analitzen les puntuacions obtingudes pels estudiants amb l’EAFVAP, d’una mateixa cohort d’alumnes de medicina en dos cursos diferents, essent la primera administració del’ EAFVAP a segon curs i la darrera a tercer curs dels estudis de grau.<br>Even though professionalism, understood as the set of ethical principles and professional ethics, values and behaviours that nourish the commitment of medical professionals with public service, has been considered key in medical education in white local and international books, very few schools have taken it into account. The Faculty of Medicine of University of Girona (UdG) is one of them because its teaching method, in which the Problem Based Learning (PBL) is used, allows the development of values and attitudes as well as their professional evaluation.
Training and assessment of professionalism is, therefore, a very emerging field that requires the contribution of research to nourish its development with methodological accuracy. Thus, on the one hand, the main objective of this thesis aims to analyze the contextual relevance of the assessment scale training of professional values and attitudes (EAFVAP) as the scale used at the Universidad Nacional del Sur in Bahia Blanca ( Argentina) and later adapted by the expert Luis Branda ABP for the School of Nursing in Vall d'Hebron at University Autanoma de Barcelona, and later modified for its use at the Faculty of Medicine of the University of Girona. On the other hand, it aims to study the development of professional values and attitudes through the development of students of the UdG-Faculty of medicine taught and evaluated with the instrument. The EAFVAP has four dimensions, each one with several questions or items, which are: a) learning skills, b) communication c) responsibility and d) relationships.
This thesis develops qualitative and quantitative methods to achieve the main objective initially planned. To be able to assess contextual relevance, a qualitative study using structured open questions to experts in medical education has been carried out. Moreover, in order to study student's evolution, the methodology used is quantitative. Scores obtained by students with EAFVAP are analyzed, a single cohort of medical students in two different courses, being the first administration of the EAFVAP in the second last year and the third year of undergraduate studies.
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Yakoub, Inaam. "Professionalism i förskolan : En kvalitativ studie om vad några förskollärare anser kring professionalism i förskolan samt vad deras professionella ansvar handlar om." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-28071.
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Syftet med denna studie är att undersöka några förskollärares upplevelser kring professionalism i förskolan avseende förskollärares uppdrag och svårigheter i arbetet samt vad deras professionella ansvar handlar om. Studien är kvalitativ och datainsamlingen består av fokusgruppsintervjuer och individuella intervjuer. Resultatet visade att uppfattningar kring professionalism i förskolan utgick ifrån tre områden. Dessa områden var ansvar, uppdrag och svårigheter. Studiens slutsater är att förskolläraryrket är komplext och även om förskolläraryrket är professionellt är det inte alltid enkelt att agera på ett professionellt sätt i alla situationer.
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Melenhorst, Mark Sebastiaan. "Highlighting professional writing on screen note-taking as part of writing from sources by professionals /." Enschede : University of Twente [Host], 2006. http://doc.utwente.nl/57864.
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Enberg, Birgit. "Work experiences among healthcare professionals in the beginning of their professional careers a gender perspective /." Doctoral thesis, Umeå : Umeå University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-25771.
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Catley, Christina Anne. "Engaging Health Care Professionals in Personalized Medicine: A Pilot Study Comparing Two Professional Engagement Approaches." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32054.
Full textAbstract:
Given the emerging importance of personalized medicine (PM) in primary care, now should be the ideal time for engaging with health care professionals (HCPs), both physicians and nurses, about integrating PM into practice. The question then becomes: what is the most effective way to engage with HCPs about emerging technologies that are not in routine clinical use and which are unfamiliar to many?
The overall aim of this pilot study was to develop and compare two professional engagement (PE) approaches for engaging with HCPs about PM to inform their development and design of a future formal evaluation. The first PE intervention was a structured in-person focus group and the second was an online version, also incorporating an educational component, but without group interaction. The pilot study showed that while participants evaluated both interventions positively, the in-person workshop consistently scored higher; however, recruitment challenges were a major obstacle for this approach.
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Schneider, Jennifer Smith. "Self-Perceived Competence of New Student Affairs Professionals." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5392.
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This study was designed to determine the extent to which new student affairs professionals feel competent for the work and to identify the experiences that foster such competence in them. The study also revealed discrepancies in the perceived levels and sources of competence between professionals who have completed either one or three years of full-time employment in student affairs. While some quantitative studies have addressed competence in student affairs professionals, the literature lacks in-depth information regarding the acquisition of competence of new professionals. This basic qualitative study offers rich information about competence development from the professionals themselves.
Participants graduated from five master's-level student affairs preparation programs housed at large public institutions in Florida. They generally felt competent at the mid-range (intermediate) in the ten areas published by the American College Personnel Administrators - College Student Educators International (ACPA) and the National Association of Student Personnel Administrators - Student Affairs Administrators in Higher Education (NASPA). Primary sources of competence were full-time experience in student affairs, graduate preparation programs, and professional development. Those who obtained their degrees more recently reported higher levels of competence than those who have been in the field longer. Other interesting themes relating to competence development emerged, as well.
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Mulvey, M. Rachel. "Professionals under pressure : a consideration of the experience of careers guidance professionals post-privatisation." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/45712/.
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The recent privatisation of careers guidance provision in the United Kingdom has resulted in major cultural change in the organisation of guidance companies. This research examines the effect this external change has had on the quality of working life for professionals engaged in the practice of careers guidance. The intention of the policy was to improve service delivery not the quality of careers guidance. Nevertheless, the implementation of the policy has had a discernible effect on the way professionals experience work and on the guidance they give. Questions of professional ownership and protectionism arise and are addressed with reference to guidance and ethical frameworks. Field research was undertaken with careers practitioners working in the South East and in the North of England. The data collection comprised a questionnaire administered to these two groups, followed by focus groups conducted with some respondents from the South East sample. The concern was to understand how these careers professionals are finding their way in changed circumstances; the approach was phenomenological and interpretative (Huberman & Miles, 1994). The findings demonstrate that guidance professionals are feeling under pressure from targets introduced after contracting out. Practitioners are struggling to satisfy the individual needs of their clients against policy requirements for standardised outcomes: a tension familiar in the professionalism and managerialism debate (Friedson, 1994; Edwards, 1998 and Becher, 1999). This pressure is exacerbated by the anticipation of further policy changes for careers guidance delivery. Where the organisation sees the strategic imperative as contract compliance, commercial success has been at some cost to guidance professionals and their practice. A more explicit consideration of ethical practice during strategy formulation might be a way forward in the management of change in careers companies. There is evidence that policy fails fully to understand how careers guidance works.
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Nilsson, Jenny. "A Divided Role : - a qualitative study exploring how public library professionals are facing change within their profession." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-94740.
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Due to changes within the public library profession and a lack of previous research regarding its societal role, this essay explores this phenomenon. The objective of this empirical study is to explore the societal role of public library professionals in Canada through the analyzation of semi-structured interview transcripts and a guideline document for professionals. The results were analyzed and sensitized through the theoretical frameworks of Abbott’s professionalization theory (1988) and Bourdieu’s praxeology theory (1986; 1992). Through grounded theorization, the study found that the role of professionals has changed, and is changing, due to not only external but also internal factors in the form of a conflict. This conflict was conceptualized through sensitization of Bourdieu’s framework as challenging and enabling ideas of the doxa of the profession. This conceptualization was understood further through the lens of Abbott’s system of professions where claims of expertise, which is viewed as a crucial part of professionalization, was theorized as an important part of that conflict.
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Enwefa, R., Arnold Nyarambi, and S. Enwefa. "Autism and Sensory Processing Disorders for Special Education Professionals, Speech Language Pathologists and Other Health Related Professionals: Unraveling." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/8252.
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Hidalgo, Arreola Alfredo, and Julia Källström. "Emigration of Swedish health professionals." Thesis, Jönköping University, JIBS, Economics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-12152.
Full textAbstract:
<p>There seems to be a gap in previous literature where economists and social scientists do not focus on factors driving emigration of health professionals between developed coun-tries. Although, there is a lot of literature that discusses emigration of health profession-als from developing towards developed countries, there are few previous studies of health professional emigration between developed to developed countries. This paper examines and analyzes factors which might be of importance in determining the direc-tion of emigration of health professionals between developed countries. The concept of health professionals in our study contains people with more than 3 years of education within the health and social welfare sector, not referring to any particular occupation such as nurses, doctors, dentist etc; or whether they are specialized in any area. This pa-per analyses factors that affect emigration of Swedish health professionals, using eco-nomic and social variables in a structured regression model. The results indicate that the percentage of Swedish health professionals is directly affected by factors of destination countries such as geographical proximity, GDP(PPP) per capita, income tax rate and co-workers encouraging development.</p>
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Koenig, Michael. "Leadership roles for information professionals." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106438.
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Cheong, Po-man, and 張寶文. "Media professionals' perspective of psychosis." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206554.
Full textAbstract:
Background / Objectives:
Mental diseases are perceived as one of the highest stigmatised conditions in our society. Public knowledge of mental illness does not come from professional journals or medical authorities, but largely from mass media as it is a major and most convenient source of information. Media tends to portray mental illness with negative attitude, focusing on bizarre and unexplainable behaviours of patients with mental illness, and exaggerating the linkage between mental illness and aggressive behaviours. However, few studies have been conducted in Hong Kong focusing on media perspective on this. This study focuses on the research of media’s role on psychosis from the perspective and experience of media professionals, and to identify media’s functional role of whether it is fostering public awareness and reducing stereotypes towards psychosis or on the contrary intensifying stigma conditions in the community of Hong Kong.
Methodology:
This is a qualitative study that purposive sampling method was used to recruit 22 media professionals from various media background including news media, entertainment and creative media, as well as public service broadcasting. All participants had up to one hour’s face-to-face in-depth interview based on pre-set theme of area of discussion.
Results:
Majority of subjects is able to recognise psychosis symptoms such as hallucination and (mainly persecutory) delusions, but unknown factors and myths about psychosis are still existed among the subjects. Confusion between psychosis, multiple personality disorders and even psychopath is commonly observed. Suggesting that media portrayal on psychosis and other mental illnesses is instilled with negative and stigmatised attitude is not prevalent. Most subjects believe that local news media can still perform with a neutral attitude when reporting the issues related to psychosis and mental illness. However, insufficient exposure of discussion about the topic across media platforms may affect public accessibility on the knowledge of psychosis and mental illness. Anti-stigma programs can contribute mostly positive messages and images about psychosis, but quality and quantity of those programs and promotions have to be designed and planned in delicate and persistent manners so as to maximise the effectiveness.
Conclusion:
Media plays a constructive role in educating the public about mental illness, and can also perpetuate stereotype and undermine the efforts of public campaigns. Suggesting that media practitioners are recommended to learn more about the well-round knowledge of psychosis and mental illness issue. Indeed, increased communication between media and mental health agencies can benefit the mutual understanding and lead to cooperative approach to tackle social stigma against psychosis. Though media professionals agree that media has its own limitation in terms of highly competitive broadcasting time and editorial space, most suggested that envisioned educational plan is an essential and influential method in removing public stigma and stereotype about psychosis.<br>published_or_final_version<br>Psychological Medicine<br>Master<br>Master of Psychological Medicine