Dissertationen: „Values“

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Mills, Grant R. „Values and value in design“. Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/12010.

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Relatively little is known about how concepts of human values and value interact during the construction design process. Whilst researchers of value management have expounded in this context upon the complexity of the design process, problem-solving and sense-making, little is said about the alignment and reconciliation of multiple-stakeholder values and value judgements. An abductive reasoning and a grounded theory approach was adopted that iterated between literature and empirical observation to obtain new insights. The initial phase created a values and value framework and Value in Design (VALiD) approach through seven unstructured interviews, a design workshop, four Schwartz Values Surveys (with 545 participants) and 55 semi-structured interviews. The values and value parts were then separately implemented, developed and validated through action research on five live education capital projects, involving over 250 participants. Subsequently, a middle-range theory of values and value is proposed through theoretical triangulation. This draws on seven related theories to provide greater explanatory pluralism, uncover hidden phenomena and enable convergence. The research findings are significant in focusing soft value management on underlying stakeholder values and subjective value judgements. A more nuanced and intertwined relationship between stakeholder values, attitudes, behaviours and qualities during the design process is offered that promotes compromise and sense-making.

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Miller, Rebecca K. „The Value of Values-Based Literature: An Exploration of Librarianship's Professional Discussion of Core Values“. Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/457.

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In an attempt to describe the nature of recent journal literature revolving around the eleven core values of librarianship, as articulated by the American Library Association, this exploratory study analyzed 114 articles from four peer-reviewed library publications over the past five years (2002-2006): College & Research Libraries, Library Trends, Library Quarterly, and portal: Libraries and the Academy. This content analysis noted the levels of complexity with which the core values were discussed, the frequencies of the eleven core values (access, confidentiality/privacy, democracy, diversity, education and lifelong learning, intellectual freedom, preservation, public good, professionalism, service, and social responsibility), and the types of library environments found in the journal literature. The results are intended as a catalyst for the library profession to examine the way it discusses core values and uses them to guide and inform professional practice.

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O'Connell, Alec John. „Values, values congruence and organisational commitment“. University of Western Australia. Faculty of Business, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0130.

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This study examines the relationship between personal values, perceived organisational values and organisational commiunent. The study builds on the work of Finegan (2000). It is argued that the greater the congruence between a person's personal values and the perceived organisational values of the employing organisation, the greater would be their commitment to that organization. This study examines this issue in a school context, examining the teachers' values and their perceptions of their schools' values. As part of the study a survey was administered to a sample of teachers at eight schools that represented the three main streams within the Australian education system; namely Government schools, independent Christian schools and Catholic schools. In this case, personal values and perceived organisational values were measured using Schwartz's (1991) Values Scale and their congruence was calculated using Savery's (Savery, 1993. 1983, 1981) approach. Commitment was measured using Meyer and Allen's (1990) Organisational Commitment Scale. Perceived organisational support and professional commitment were also measured through Eisenberg's (1986) and Blau's (1985b) scales. The study suggests that teachers' backgrounds have little impact on commitment. It further suggests that personal values have only a minimal effect on continuance conunitrnent, although they have a stronger relationship with affective commitment. While congruence between the two types of values do impact on affective commitment, teachers' perceptions of their organisations' values (irrespective of their own values) are stronger predictors of commitment. Personal values are also shown to affect professional commitment. Although the major focus of the study is to explore the relationship between values congruence and organisational commitment, the results suggest that the most significant predictors of affective organisational commitment are perceived organisational support and teachers' perceptions of organisational values.

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Jankovic, Judita. „Value conflict, materialistic values and subjective well-being“. Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421724.

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Sanchez, Blandine, und Nathan Fanise. „Impact of managerial innovation on corporate social responsability : Ikea case study analysis“. Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28661.

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The purpose of this master thesis is to provide a deeper understandingof managerial innovation impact on companies through Corporate SocialResponsibility (CSR). For this objective, IKEA Karlstad was chosen for theempirical part in order to apply the theoretical framework to practicalrelevance. The method used for this thesis was a case study design includingdata collection from literature in different databases: Emerald, BusinessSource Premier, Scopus as well as Google Scholar. Regarding data collection forthe case study, three qualitative questionnaires were also distributed to IKEA:two designed for the local IT and sustainability coordinator Magnus Engstrandand one targeting employees. A quantitative questionnaire was distributed toIKEA employees too. An interview was set up with Magnus Engstrand according tothe unstructured interview guidelines. The theoretical framework focuses notonly on understanding the links between managerial innovation and CSR,managerial and technological innovations but also on the companies’ motivationto implement these actions and their impact on employees, organizations andcommunity. From our analysis of the literature it can be stated that managerialinnovation is stimulated by an internal element of the company. Managerialinnovation helps partly or entirely to develop CSR actions resulting in thecreation of positive value: tangible or intangible; or negative value accordingto value resonance or value dissonance. The case study analysis broughtexamples of how managerial innovation brings value without involvement of anytechnological innovation contradicting certain theories exposed in thetheoretical framework. At IKEA, the three different types of managerialinnovations are management, administrative and organizational innovations whichare used to develop CSR actions and constitute a minor or major part of theirimplementation. The impact of managerial innovation on CSR is translated atIKEA Karlstad as an intangible value for the company and its stakeholders. Thisthesis contributes to a better comprehension of managerial innovation conceptsin general as well as its application in a CSR strategy through concreteexamples. It can also be used as a demonstration of how managerial innovationcan be used to improve the internal and external images as well as employees’welfare and perceptions. Further qualitative research is needed to measure themanner of managerial innovations as well as quantitative studies to generalizeits impact on a larger scale.

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Lins, De Holanda Coelho Gabriel. „Which values are similar? : introducing new methodologies to map the structure of human values and value-expressive behaviours“. Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/117637/.

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This research provides the first direct assessment of human values and value-expressive behaviours based on their conceptual meaning. Chapter 1 provides a brief history of the study of human values and dissects the dominant contemporary theory of values, the Theory of Basic Human Values, proposed by Shalom Schwartz. I also discuss methodological approaches used to assess the structure of human values, and the nature of concepts and categorization. In Chapter 2, seven studies containing data from nine samples in two countries (United Kingdom and Brazil) asked participants to compare the meaning of different values found within Schwartz’s influential quasi-circumplex model of values. Different methods were used across the studies, including direct similarity judgment tasks, pile sorting, and spatial arrangement. The results of these diverse conceptual assessments corresponded to spatial configurations that are broadly convergent with Schwartz’s model, both between and within participants. In Chapter 3, four studies were conducted using British samples, asking participants to make direct comparisons between value-expressive behaviours and different levels of mental representations of values (e.g., value types, higher order values). Some of the methods used in Chapter 2 were also used for these studies. It was an open question whether the structure from Schwartz’s value model would be replicated by the spatial plane composed of value-expressive behaviours. The spatial configurations from these studies broadly converged with Schwartz's structure, and also provided a novel point of view of how values and behaviours are related based on how people interpret them. Finally, in Chapter 4, I discuss the contributions of this research, its implications, limitations, and future directions.

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McMahon, Rachel E. „Which values?: Matching Schwartz's ten values constructs with the Nine Values for Australian Schooling“. Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/83472/1/Rachel_McMahon_Thesis.pdf.

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This study set out to determine which values are represented in the National Framework for Values Education in Australian Schools by matching Schwartz's ten values constructs to the Nine Values for Australian Schooling and examining the values orientations of contemporary young people, specifically Grade 8 girls from one State High School in South East Queensland. This was achieved by using the Schwartz Portrait Values Questionnaire (PVQ) as well as thematic analysis. Key findings were that there was a match between the Grade 8 girls values and some of the Nine Values however not others. Also, that not all of Schwartz's values are represented in the Nine Values for Australian Schooling, and certain values could be said to be omitted from the Framework and certain privileged.

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Enquist, Bo-Jacob. „Values drive value when creating sustainable service business : A study of a medium-sized values-driven company: Löfbergs Lila“. Thesis, Karlstad University, Faculty of Economic Sciences, Communication and IT, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1418.

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This Master thesis investigates how values can drive value when creating sustainable business.Concepts like Corporate Social Responsibility (CSR) and Sustainable Development (SD) has in the last years become more and more accepted and therefore practiced in the business world. Due to alarms of the climate change, decreased biological diversity and alarming reports of child labour in the export industry, today’s society claims for more sustainable actions among global enterprises. Evidently, some organisations have a more proactive sustainable approach and therefore managed to use sustainable actions to grow and strengthen their market positions e.g. IKEA and Starbucks. Service research related to the above research area at CTF (Service Research Center) at Karlstad University pointed out that corporate values such as social responsibility and environmental responsibility (among others) can be used to create customer value, brand equity and help strategic decision-making for future growth. This thesis investigates in the specific context of Löfbergs Lila what can be learned if the above mentioned strategy is used in a medium-sized company with strong values. Which processes are required to create sustainable business and how far has Löfbergs Lila come according to selected concepts and theoretical framework in business research?

The purpose of the thesis is to investigate, in an explorative way, how values can drive value for sustainable business, both empirically through the Löfbergs in the coffee context as well as theoretically. The whole thesis can be seen as a mix of a descriptive case study and an interpretative case study where understanding of the thesis will be created in the interaction between the theoretical and empirical parts. The study has been developed using a combination of inductive and abductive methods whereby the interaction between the conceptual/theoretical framework and Löfbergs Lila, in the coffee context, have constructed a new meaning.

The explorative study of Löfbergs Lila (or AB Anders Löfberg) presents an understanding of how values have affected the strategy and operation of this organization and is still doing so to this very day. Every company can work with sustainability, but strong corporate values incorporated into the business model are an advantage. There is a fundamental basis for more “sustainable growth” when these values drive “true” environmental and social progress, including accountability. This thesis claims that true core values are deep-rooted in the company and drive value for Löfbergs’ customers in the name of sustainable business.

The theoretically- and conceptually-driven findings, built on five (re)-constructed thick descriptions from Löfbergs Lila in the coffee context, end up in five general concepts for valuesbased sustainable business

1. Service Logic

2. Values-based service

3. Values-based service quality for sustainable business

4. Managing Value chain responsibility

5. Creating the service experience

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Schiefer, David [Verfasser]. „The Value of Cultural Values Reinvestigating the Relationship Between Culture-Level Values and Individual-Level Psychological Phenomena / David Schiefer“. Bremen : IRC-Library, Information Resource Center der Jacobs University Bremen, 2013. http://d-nb.info/103526742X/34.

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Sjölander, Johansson Jakob Andreas. „Provisional Values“. Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184983.

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This paper concerns the issue of ignorance about values, and how to best deal with it.I try to find out what we ought to do when we are ignorant of what it is valuable topromote. The proposed solution is an indirect system of “provisional values”, builtaround three goals that are likely to increase our chances of achieving real value,should such a thing be possible.These three provisional goals the system gives us are as follows: knowledge,optionality, and diversity.Knowledge is the traditional way of trying to relieve our ignorance and has beenthe focus of most philosophizing about value.Optionality means having options, or the power to act differently. This is likelyto become important should we ever discover what it is actually valuable to do.Finally, diversity is simply the idea that, not knowing what truly is valuable, weshould do as much as possible of everything in the hope that some of it may bevaluable.
Denna uppsats handlar om problemet med vår brist på kunskap om värde och hur manbäst hanterar det. Jag försöker ta reda på vad vi borde göra i situationer där vi ärokunniga om vilka mål som är värdefulla att uppnå. Den lösning som föreslås är ettindirekt system av ”provisoriskt värde”. Detta system är uppbyggt kring tre mål somsannolikt kommer att öka våra chanser att uppnå direkta eller verkliga värden, om ensådan sak skulle vara möjlig. Dessa tre provisoriska mål som systemet ger oss ärföljande: kunskap, optionalitet och mångfald.Kunskap är det traditionella sättet att försöka lindra vår okunnighet, och harvarit fokus för det mesta filosoferandet om värde.Optionalitet innebär att ha alternativ eller makten att agera annorlunda. Dettakommer sannolikt att bli viktigt om vi någonsin upptäcker vad det är värdefullt attgöra.Slutligen är mångfald helt enkelt tanken att om vi inte vet vad som verkligen ärvärdefullt så bör vi göra så mycket som möjligt av allt i hopp om att något av det kanvisa sig värdefullt.

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Skeens, Jared L. „Biblical values“. Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Clayton, Steven Mikell. „Family Values“. Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/146043.

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Zhang, Liming. „Limit Values and Factors influencing Limit Values of Spruce“. Thesis, Uppsala universitet, Statistiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-155062.

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We collected the data for decomposition of spruce litter to determine the limit values of mass loss and to find both chemical and climate factors that influence limit values. Our data contained 28 sequences of spruce which mainly in Sweden and a small part in other places. We choose mean annual temperature (MAT) and mean annual precipitation (MAP) as climate factors and water solubles, lignin, N, P, K, Ca, Mg and Mn as chemical factors. Then we got the estimated limit values by performing a nonlinear model with mass loss and time spots, and found out the influential factors by using another linear mixed model. At the end we knew that linear mixed model is a proper and efficient approach for determining the factors, P and MAP are the significant factors and Species is a good random effect to explain the variance within groups.

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Mora, Pablo. „An encounter between Andean folktale values and biblical values“. Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Stojanovic, Maja, Charles Enjalbert und Madelene Rundberg. „How to maintain core values at Atea Logistics?“ Thesis, Växjö University, School of Management and Economics, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-718.

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Executive Summary

A company needs guidelines for the organization and its employees to act in the same direction. Core values constitute a fundamental part of a company but they have to be “lived” by the members of the organization in order to be valid. When a company undergoes many

changes, there is a risk of losing the core values as focus is put on the survival of the company. Therefore, the main purpose of this study was to reach a solution for the maintenance of the core values at Atea Logistics, a company which has faced turbulent periods. However, in order to do so, a first requirement was to get in touch with Atea

Logistics’ culture in order to later correctly apprehend the organization’s core values. Hence, this research was guided by the following research question:

“How to maintain core values at Atea Logistics?”

The conducted study consists of a case study made at Atea Logistics in Växjö, which is a part of the Atea Holding AB. The currently successful group, Atea, was created in 1985 under the name of Owell. Atea is a company which helps organizations and companies increase the

benefits of Information Technologies (IT) by providing products and services that simplify the management, operation and development of IT infrastructure. As an IT product supplier, Atea covers the entire cycle from the supply of new IT products to the recycling of old ones.

Since we aimed at providing the company with a research that it could benefit from, this thesis has its base in discussions with managers of Atea Logistics. Empirical data were mostly gathered through interviews with several employees and finally interplay between empirical

data and theoretical findings occurred. The findings of this complex study comprise that core values have been neglected within the company for several years because of repetitive changes. However, employees have been aware of this situation but still have not focused on this aspect.

Several core values have been discovered which have remained since the Owell-time: respect, participation, openness, trust, responsibility and family-friendly. In order for Atea Logistics to maintain these values, several aspects need to be developed such as their clear statement, their communication via different tools (i.e. printed documents, corporate events, an integration process for newcomers, etc.) as well as the alignment of employees with them.

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Pellechia, Victor J. „Do We Value "Values" in Education? A Study of Values Alignment in the Ethical Decision-Making of Catholic School Principals“. Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10844863.

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The purpose of this study was to explore personal and organizational values, their influence and alignment, in the ethical decision-making of Catholic school principals. Semi-structured interviews allowed the 12 participants to explore personal and school values, areas of congruence and dissonance, methods for resolving dissonance, the process of values alignment, and the influence of the Catholic school culture. Site observations and analyses of mission statements provided insight as to community values for each of the participating schools.

The review of the literature yielded a means by which to connect values of the principal with those of the school community. The individual level examined the formation of the school leader through personal values, professional preparation programs, and ongoing self-reflection. The communal level analyzed the nature of school culture, namely the Catholic school framework, and how community members perceived their organizational climate. The process of ethical decision-making through multiple paradigms formed the active connection relating individual and communal value sets.

The conceptual framework depicted the aforementioned values relationship. Values alignment and values congruence formed the theoretical framework, exploring how to bring personal and organizational values into alignment and the resulting congruence or dissonance between them. Although prevalent in the business sector, this study’s application of the theory in education suggested ramifications for decision-making, job satisfaction, and professional success.

Findings showed salient values across participant responses, observations, and documents and highlighted concepts of organizational fit, prayer as process of reflection, and individual versus communal goods. Further, values awareness and values negotiation were found to be layers in the dynamic process of alignment by which an appreciation of pre-existing stakeholder values could be brought to bear in discerning potential success or failure of change through ethical decision-making. The Catholic school culture, consisting of a seemingly unified values framework, provided a common sense of mission, vernacular, and expression through artifacts and décor. Recommendations were posited for “match” programs that could connect aspiring principals with schools of similar values. Delving more deeply into values awareness and negotiation by further examining principal motive and collecting broader stakeholder feedback could stimulate additional research.

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Defenderfer, Jessica A. „Differences in Group Value Priorities and Their Impact on Political Candidate Support:A Consideration of Sex, Party, and Race“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437481671.

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Larocque, Éric. „Are Quebec's values closer to France or English Canada's values?“ Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0028/MQ51386.pdf.

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Rughubar-Reddy, Sheena. „Crouching learners, hidden values : values in school mathematical literacy lessons“. Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5536_1370594599.

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Local and international pundits concur that education systems play a pivotal role in fostering and developing values in learners. In some countries, like South Africa, the values and rights
enshrined in the Constitution and the Bill of Rights resonate in the Schools Act. As one of the concerns of education is nationbuilding, my study investigates if the integration of the values does
achieve tolerance and co-operation in the classroom by examining how learners make sense of values in the Mathematical Literacy curriculum. While I firmly believe that educational
institutions have a responsibility to integrate positive values into all aspects of the school curriculum, it is my contention that learners cannot fully benefit from values specifically related to the
Mathematical Literacy curriculum itself on their own. All stakeholders in education need to come together to establish an informed understanding of policy documents and reconcile the complexities and challenges that surround the transmission of values, so that educators will be able to assist learners in a meaningful way. The classroom life of a learner is intricately woven
with that of the teacher. In order to unearth the views and practices of learners and teachers, I adopted a participatory approach. The qualitative study that ensued was conducted in three Mathematics Literacy classrooms at secondary schools in Cape Town, South Africa. The observation sessions afforded me the opportunity to experience and appreciate how the teachers
integrate values into the Mathematical Literacy lessons while observing learnersâ behaviour in the classroom. The interactions and interviews with both learners and teachers aided in further unravelling their understanding and implementation of values in the Mathematical Literacy lessons. For learners to develop into responsible, caring and morally just citizens who arecapable of critical thought, they
equire an education that provides them with the necessary opportunities and tools to develop. Mathematical Literacy is able to provide learners with the relevant opportunities and thinking
tools to construct meaning around moral concepts. I strongly believe that for learners to accomplish this goal, educators need to be appropriately capacitated to facilitate opportunities for their
learners.I did not find any evidence in the literature that suggests a fail-safe theoretical approach to success in values education. I am of the opinion that for any measure of success in values education, a combination of these theories of learning and moral development has to be employed.

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Brownell, Lisa Rainey. „VALUES IN PLACE: INTERSECTING VALUES IN RAILS TO TRAILS LANDSCAPES“. UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/197.

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This dissertation is a study of the values and meanings people attach to places and why exploring those values is important in trails and historic preservation planning. From a foundation in critical humanistic geography and values based preservation literatures, the dissertation examines three rails to trails projects as case studies. Primary research questions include: how does a landscape become valued, devalued, and/or revalued through time? In what ways do different values of different people or groups intersect in rails to trails landscapes and how do they shape the landscape? How do historic values intersect with economic, social, political, and other values as these relate to landscape preservation? A subset of questions deals with the interactions between trails, historic preservation, and geography. What common ground do these three areas already share and what is the potential for further connections between and through them? The project contributes to the geographical tradition of interpreting ordinary landscapes but also works towards bringing together the common ground of three disparate endeavors: cultural geography, historic preservation, and trails planning around the theme of “values in place.”

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Bellarts, Stella Beach. „Personal Values, Work Values, and Job Interests of Nursing Students“. PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4669.

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The purposes of this study were to (1) describe the personal values and work values of nursing students in the last year of their present educational preparation, (2) to investigate the relationships between values, both personal and work, and selected demographic variables (type of educational institution, present educational preparation, job interests, and age), and (3) to examine the correlations between students' personal values and work values. Using the Profile of Life Values (PLV) and the Ohio Work Values Inventory (OWVI) , the personal and work values of 452 student nurses were examined, first as a total sample for means and standard deviations, then by selected demographic variables with MANOVA, ANOVA, and Scheffe at the .10 level of significance. In the sample were 43 students from graduate nursing programs, 143 students from baccalaureate nursing programs, and 266 students from associate degree programs, from both public and private educational institutions in two northwestern states. The order of the means for the total sample on the PLV scales from the highest to lowest were Considerate, Intellectual, Achievement, Recognition, Creative, Artistic, and Integrity. The order of the means for the total sample on the OWVI scales from highest to lowest were Task Satisfaction, Self Realization, Altruism, Security, Money, Independence, Ideas/Data Orientation, Object Orientation, Control, Prestige, and Solitude. In comparing the values on the PLV and OWVI by type of educational institution, the means were significantly higher for students enrolled in private educational institutions than for students from public educational institutions. When the values on the PLV and OWVI scales were compared by educational preparation, significant differences were found on the means, with graduate students placing more values on Intellectual, baccalaureate degree students placing more value on Recognition, Control, Independence, and Object Orientation, and associate degree students placing more value on Integrity, Security, and Money. When the means on the PLV and OWVI scales were examined by job interest, students interested in pediatrics placed more importance on Considerate, Achievement, and Intellectual; students interested in specialty areas, such as the operating room or emergency room placed more value on Object Orientation, just as students interested in critical care and pediatrics placed more value on Object Orientation than did the students interested in medical/surgical nursing, geriatrics, obstetrics, mental health, nurse practitioner or clinical specialist role. In the final comparison of the PLV and OWVI values with age, the 40-54 age group placed more value on Intellectual while the 20-29 age group placed more value on Recognition, Security, Control, Money, and Prestige. Using Chi-Square as the inferential test, educational preparation and job interests were found to be related. Graduate students were primarily interested in the nurse practitioner or clinical specialist role; students receiving a baccalaureate degree expressed more interest in critical care and pediatrics; students receiving an associate degree expressed more interest in medical/ surgical nursing and geriatrics. In examining the correlations between the PLV and OWVI, 58 of the 77 coefficients were significant at the .05 level. The correlations of the two instruments demonstrated a logical relationship exists between the instruments. These findings have implications for nursing education. The educational foundation for nursing is based on the fostering of personal well-being and continuing growth through interpersonal interactions. The nursing curriculum needs to be reviewed periodically for differentiation, interpretation, and clarification of values. In order to provide an education that is conducive to recognition of values, the faculty need to be aware of their own values, be able to recognize how their values relate to teaching, student learning, and professional practice, and periodically evaluate how they use values in the process. Teaching by relating values to subject matter, human differences, and practice enables student nurses to recognize and understand their own values as well as the values of other people. These findings have implications for further research, as values of faculty and students are in some ways related to age, specific interests, and educational preparation.

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Llena, Clément. „Enseigner ce que l’on est : quand la concordance de valeurs rime avec bien-être au travail. : Le cas des enseignants d’EPS de l’académie de Lille“. Thesis, Bordeaux, 2019. http://www.theses.fr/2019BORD0251.

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L’enseignant est, dans son exercice professionnel, guidé par des motivations personnelles qui se nourrissent de ses propres valeurs. Celles-ci se traduisent par des comportements, des discours et des attitudes et in fine, caractérisent un style pédagogique. Leur importance est relative et crée une hiérarchie pouvant être différente d’un enseignant à l’autre. Dès lors, se pose la question de savoir si certaines valeurs permettraient d’être davantage en bien-être au travail. Plus encore, le fait d’agir en cohérence par rapport à ses valeurs dans son enseignement serait-il un facteur propice à ce bien-être ?L’objectif de la thèse consiste à étudier les relations entre le bien-être au travail et les valeurs des enseignants d’Éducation Physique et Sportive (EPS).En s’inscrivant dans le cadre théorique des valeurs de base de la personne (Schwartz, 1992), un outil de mesure a été conçu pour examiner les valeurs des enseignants d’EPS dans le contexte particulier de l’enseignement de l’EPS avec 599 enseignants d’EPS. Ensuite, le travail a été mené en deux temps. En premier lieu, 396 enseignants d’EPS de l’académie de Lille ont complété un questionnaire permettant d’identifier leur système de valeurs général, leur système de valeurs opérationnalisé en EPS et leur niveau de bien-être subjectif au travail.Les résultats issus des analyses statistiques multifactorielles montrent que les valeurs sont déterminantes pour expliquer le bien-être au travail. Ainsi, ils révèlent que les valeurs d’ouverture au changement et de dépassement de soi sont plus vertueuses que les valeurs de continuité pour le bien-être des enseignants d’EPS. Si la nature des valeurs permet, en partie, d’expliquer le bien-être au travail, le fait d’agir en accord avec son système général de valeurs est un facteur plus déterminant. Ainsi, la concordance entre ses valeurs et ses pratiques professionnelles apparaît comme un objectif prioritaire pour améliorer le bien-être au travail. De plus, les résultats permettent d’identifier quatre profils caractéristiques d’enseignants selon leurs systèmes de valeurs et leur niveau de bien-être : les harmonieux, les compositeurs, les désaccordés et les sans-partitions.Parallèlement à ces enquêtes, douze entretiens semi-directifs ont été menés auprès d’enseignants d’EPS typiques des profils identifiés (trois par profil).Les résultats issus de l’analyse des entretiens permettent non seulement d’affiner la compréhension des profils d’enseignants d’EPS mais également de mieux comprendre le lien entre leurs systèmes de valeurs et leur niveau de bien-être au travail. Par ailleurs, les résultats révèlent que le partage de valeurs avec ses pairs est un facteur médiateur du bien-être au travail des enseignants d’EPS.En conclusion, ce travail de recherche basé sur une méthodologie mixte permet d’amorcer une réflexion pédagogique et didactique autour de l’importance des valeurs et de leur concordance dans l’enseignement. Il soulève également l’importance de clarifier collectivement les valeurs au sein des équipes pédagogiques. Une réflexion et un travail sur ces deux aspects devraient permettre d’améliorer le bien-être au travail des enseignants
In their professional practice, personal motivation often guide teachers based on their personal values. These translate into behaviours, discourses, attitudes, and in fine, characterize a pedagogical style. Their importance is relative and creates a hierarchy that may differ from one teacher to another. In this thesis, we examine to what extent specific values may contribute to the increase of well-being at work. Also, is acting following one’s values while teaching a factor leading to well-being? The purpose of this thesis was to examine the relationship between values and well-being at work in Physical Education (PE) teachers.Within the theoretical framework of basic human values (Schwartz, 1992), one questionnaire was developed with 599 PE teachers to examine the professional values of french PE teachers in the area of PE teaching. Then the work was conducted in two steps.First, 396 PE teachers from Lille Academy completed a questionnaire to identify their profile of values, their values operationalized in PE, and their level of subjective well-being at work.Multifactorial statistical analyses show that values are a crucial variable to explain and predict well-being at work. Teachers scoring high in openness to change and self-transcendence higher-order values reported significantly higher well-being levels than those exhibiting high scores in conservation for PE teachers. One’s values are more determinant and significant. Concordance between values and professional practices should thus be an essential goal to reach in order to improve well-being at work.Besides, we identified four characteristic PE profiles according to their value systems and level of well-being: "harmonious," "composers," "detuned," and "without musical scores".Alongside these surveys, we conducted twelve semi-structured interviews with PE teachers taken from the profiles identified (three per profile).Analyses of the interviews helped to refine the understanding of PE teachers’ profiles and the link between their value systems and their level of well-being at work and confirms the findings of the questionnaire. Otherwise, they demonstrate that sharing values with their PE pedagogical team is a mediating factor for their well-being at work.In conclusion, this research, based on a mixed-method, allows starting a pedagogical and didactic reflection about the importance of values and their concordance in teaching. It also highlights the need to clarify collectively the values shared by the members of a pedagogical team. A reflection and work on both issues would improve teachers' well-being at work

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Grübmeyer, Sonja Felicitas. „Quiet Activists - Environmental Values and Value Adjustment in Environmental Policy Advisors“. The University of Waikato, 2007. http://hdl.handle.net/10289/2369.

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In this thesis, I investigate the influence of environmental values on the work of environmental policy advisors in a regional council in New Zealand and the influence on the institutional values of their work environment on their personal environmental values. Values are relatively stable concepts of socially acquired beliefs and norms that influence the perception and behaviour of humans and are organised in interdependent and dynamic structures that can be changed through social experiences. Environmental values are partly responsible for environmentally friendly behaviour, which encompasses a variety of activities and even lifestyle choices. People, who have chosen to work in the environmental sector are exposed to environmental values through working for institutions that represent environmentally friendly principles. By working in an environmental context, environmental values can get changed by social interaction, which can lead to an adjustment or approximation to the dominant notion of environmental values within the workplace (Finegan, 2000) Although policy advice is expected to be a neutral and objective task, statements are still written by persons with an individual opinion that, although suppressed, represents the values of the writer (Heineman, Bluhm, Peterson, Keary, 2002). It is therefore likely that the whole process of evaluating information and preparing a policy recommendation is influenced by the values of the policy advisor. My findings indicate that environmental values of employees get adjusted to the institution's environmental values through their work. This happens through a merging of their private environmental values into their professional values, through processes of adjustment. This change not only results in identification with the job but also presents a way to circumvent possible value conflicts in the work environment. The policy process involves a number of stages where information is re-evaluated and discussed to fit the formal and structural requirements of policy making under the Resource Management Act, which is done in collaboration with others. This leads to a social construction of values that are represented in collaboratively developed policy recommendation. In my conclusion, I show that policy advisors at regional government level use. in New Zealand have environmental values, use them for environmental protection, and adjust them to work more efficiently for the environment within a public service organisation. The use of their environmental values by the participants show that they are environmentalists and do what environmentalists do, but in a quiet, unobtrusive way.

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Fitzhugh, Helen. „The role of organisational values in value creation : comparing social enterprises“. Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/66835/.

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Social enterprises (SEs) are businesses that aim to create positive change for individuals and society. They are part of a society-wide discussion over how to create ‘social’ value, where the focus is often on finding efficient and effective means of ‘doing good’, but without consistent recognition that ‘good’ is a subjective term. Critical scholarship directs us to pay more attention to this subjectivity. This study explored how beliefs about what is ‘good’ - i.e. values - influence the experiences SEs provide for the people they aim to benefit. The mixed methods exploratory study drew on data from an online survey of SE organisational values and case-situated interviews across 14 English SEs. Quantitative and qualitative data were gathered on organisational values, decision-making and perceptions of value. The multi-faceted analysis approach reflected the influence of applied critical realism on the research design. The study found that certain ‘process’ values - i.e. beliefs about how SEs should operate - were surprisingly common across diverse cases. Coalescing around these values appeared to allow SE practitioners to downplay variation in ‘outcomes’ values - i.e. end-state preferences. While many SE practitioners described their preferences as common sense, clear differences in outcomes values belied claims of neutrality. These findings were used to posit a five point conceptual model of how values influence value creation. This academic contribution underpins two propositions with implications for policy and practice. Where values are instrumental in influencing the design and emphasis of activities carried out by SEs, the political implications of adopting different outcomes values should be more commonly recognised. Secondly, SEs should be aware that for the full translation of their intentions into perceptions of value creation, their activities must align with stakeholder expectations. Both participative and persuasive approaches to bringing about this alignment also carry with them politically significant choices.

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Eliasson, Hampus. „Values at Risk“. Thesis, Uppsala universitet, Statistiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-347408.

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Maio, Gregory R. „Values as truisms“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21304.pdf.

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Duringer, Eva-Maria. „Emotions and values“. Thesis, University of York, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516616.

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Shykhmanter, Dmytro. „Modeling Extreme Values“. Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-199737.

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Modeling of extreme events is a challenging statistical task. Firstly, there is always a limit number of observations and secondly therefore no experience to back test the result. One way of estimating higher quantiles is to fit one of theoretical distributions to the data and extrapolate to the tail. The shortcoming of this approach is that the estimate of the tail is based on the observations in the center of distribution. Alternative approach to this problem is based on idea to split the data into two sub-populations and model body of the distribution separately from the tail. This methodology is applied to non-life insurance losses, where extremes are particularly important for risk management. Never the less, even this approach is not a conclusive solution of heavy tail modeling. In either case, estimated 99.5% percentiles have such high standard errors, that the their reliability is very low. On the other hand this approach is theoretically valid and deserves to be considered as one of the possible methods of extreme value analysis.

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Galliford, Megan Elizabeth. „Discounting and Values“. OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2101.

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The present study examines delay, probability, and social discounting with money in relations to self-reported values. The participants completed a values questionnaire including questions regarding God, sex, and politics, and were divided into a low values and a high values group with the low values group n=10 and high values group = 10 for a total n=20. These groups were compared in the delay, probability, and social discounting tasks. Results indicate little to no difference in discounting between groups with an AUC for the low values group (.47), (.322), (.196), respectively and the AUC for the high values group at (.494), (.411), (.288) respectively. Individual scores for area under the curve (AUC) were tested for degree of correlation to each values question. Results indicate moderate correlations between temporal discounting and 5 sex value questions. Moderate correlations between probability discounting and political and sex value questions were observed. Finally, correlations between social discounting and politics, religious, and sex values were observed. Keywords: delay discounting, probability discounting, social discounting, politics, sex, religion

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Leung, Alvin. „'British values'? 'Chinese values'? : governing and reimagining nation through values-based education policies in Britain and Hong Kong“. Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/288762.

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This dissertation presents research that is broadly concerned with comparative understanding of the concept of citizenship and its relationship to nationhood, most particularly as it relates to contemporary government policies - what Michel Foucault refers to as 'studies of governmentality' - in Britain and Hong Kong. A major consideration is the assessment of how modern states seek to imbue citizenship with new meanings by mobilising connections to reimagined 'national cultures' and 'national values' as a way of expanding power and limiting access to citizenship. Two cases are selected and examined in this research to elucidate the above concern and consideration. The first is Hong Kong, where a compulsory subject Moral and National Education was proposed in 2012 to cultivate students' positive values and enhance their 'national qualities'. The second is Britain, where all schools and universities since 2015 must by law carry out the Prevent Duty to assess the risk of students becoming terrorists and beginning in 2014 where all schools must actively promote 'fundamental British values'. In both contexts, the education policies and their associated discourses claimed to protect 'our culture', defend 'our values', and promote understanding of 'our nation' Curriculum documents, policy documents, and parliamentary reports related to these education policies are collected and critically analysed in a genealogical approach to reveal (a) the expressions of 'national values' and citizenship in these policy and associated political texts, (b) how these texts and associated discourses influenced the re-imagination of nations, and (c) how the national perspectives expressed ideologically - especially in relation to the narrowing of borders through policies - recast, mediate or alter conceptions of citizenship. The comparative policy landscape in Britain and Hong Kong is assessed by deploying an interdisciplinary framework that addresses nation, citizenship, borders, and governmentality in a unique way. The study of the cases, in return, demonstrates how this framework can be applied to analysing education policies and assessing the rationalities and effects of these policies.

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Shannon, Kristy L. „Examining the relationship between delay discounting and self-reported values“. OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1959.

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The present study used a delay discounting task and the Valued Living Questionnaire to examine the relationship between delay discounting and self-reported values. Thirty-eight participants completed the study. Participants were asked to make choices between immediate and delayed monetary rewards to determine rates of discounting. An exponential function (R2=0.97) provided a strong fit for discounting scores. On the Valued Living Questionnaire, participants rated on a Likert-type scale of 1-10 both the importance and their action in the previous week toward the following values: Family, marriage, parenting, friends, work, education, recreation, spirituality, community, and physical well-being. A composite valued living scored was calculated and compared to participant discounting rates; results suggest that there was a significant relationship between participant valued living scores and K-values (p<0.01) and participant valued living scores and AUC (p<0.02). The results of this study, while preliminary, are important for beginning to understand how values impact decision making.

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HAMBLIN, DAVID LEE. „SENSITIVITY TO THERAPIST VALUES, VALUE CONVERGENCE AND OUTCOME IN GROUP COGNITIVE THERAPY“. Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184240.

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Value convergence refers to the empirical finding that in successful psychotherapy patients adopt their therapist's values. This study examines the relationship between therapy outcome and the following predictor variables: The initial similarity of patient and therapist values; patient sensitivity to therapist values; value convergence, changes in dysfunctional beliefs, and patient's ability to predict therapist's values. Previous attempts to define values are examined as well as conceptualizations of the relationship of values to psychotherapy. The empirical research relating to value change and psychotherapy is reviewed. A growing body of literature has largely confirmed the value convergence phenomenon. Methodological weaknesses in this literature are discussed. The related research area in cognitive therapy concerning the relationship of belief changes and depression is also reviewed, followed by a summary of cognitive therapy (CT) theory and practice. A total of 29 depressed older adults were randomly assigned to group CT or to a medication (alprazdam)/supportive therapy condition. The Rokeach Value Survey (RVS) assessed value similarity, value convergence and subject predictions of therapist values. A scale developed here, the Treatment Sensitivity Survey (TSS), assessed sensitivity to therapist values. The Cognitive Error Questionnaire (CEQ) measured changes in dysfunctional cognitions. Of these variables only sensitivity to therapist values significantly predicted improvement as measured by the Beck Depression Inventory. Initial values similarity also predicted value convergence. Subjects in the CT condition evidenced greater value convergence and made more accurate predictions of therapist values.

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Aiken, Mike. „Managing values : the reproduction of organisational values in social economy organisations“. Thesis, Open University, 2002. http://oro.open.ac.uk/57702/.

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This thesis examines how quality social economy organisations reproduce their organisational values. The `social economy' sector is of growing importance in the European Union for employment and as a deliverer of public services. Others see social economy organisations as an important component of civil society: as advocates for the disadvantaged, as critics of social injustice, and as innovators of social changes (Korten 1990; Putnam 1993). These organisations are seen as distinctive in being independent of government and commercial enterprise, and because they are value-based. This study examined a crucial issue for social economy organisations: how they reproduce their distinctive values. The research examined six social economy organisations in the voluntary and cooperative sector in the UK using an exploratory case study strategy. Semi-structured interviews, documentary evidence and group discussions were used to illuminate the understandings of organisational actors. Organisations were chosen in a range that stretched from a worker co-operative operating in commercial markets; through to social enterprises using a mixture of public, private and charitable income streams; to charities using grants and government contracts. The study assumed a realist ontology. It drew from institutionalist and management culture theories informed by the not-for-profit research literature. The argument has been that economically orientated value-based organisations will face inevitable degeneration in the face of market pressures with a loss of their distinctive values (Webb 1930). A parallel argument has suggested that charitable organisations face threats to their independence from statutory funding regimes particularly with contracts for welfare services (Taylor 1990). This study suggests that a decline of values may occur, but that it is not inevitable, and shows some of the processes operating in social economy organisations which can enable and encourage the reproduction of values. These included integrated organisational structures which gave space to embed values in practise and enabled key values to influence decision-making processes.

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Konty, Mark A. „Values, deviance and conformity: Measuring values with the factorial survey method“. Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280298.

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The value concept is regularly employed by sociologists and social psychologists. Despite the ubiquitous nature of the concept, values are not a relevant theoretical construct in much social theory and the concept remains difficult to measure. This project tackles both theoretical and methodological shortcomings in the study and application of values. Two cutting edge methods of value measurement are used--the Schwartz Value Survey and the factorial survey method--and their results compared to assess the validity of these measures. There is little convergent validity with these two methods, perhaps due to some of the difficulties encountered when measuring values in the first place. In terms of content validity, both measures of values demonstrate a relationship between people's values and their deviant behavior. Surprisingly, this result has been difficult to obtain in the criminological literature. A theory that specifies a direct mechanism between values and deviance--cultural deviance theory--is tested. Evidence supports the notion that people who are more likely to be deviant, are also more likely to place a higher priority on "subterranean" values for wealth, aggression, competition, and beating the system, while simultaneously placing a low priority on "mainstream" values like trustworthiness and equality. Results could also apply to other criminological theories that have previously ignored values as an important theoretical construct.

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Williams, Michael Ray. „Navigating Conflicts Between Religious and Professional Values: Psychologists' Experiences“. BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6933.

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The issue of psychotherapists' values in psychotherapy has become increasingly challenging as philosophers have questioned the viability of concepts such as objectivity and relativism. Historically, psychotherapists have relied on notions such as bracketing or suspending their own values to avoid the moral and ethical implications that such values might be active in psychotherapy. Acknowledging that psychotherapists' values are active in psychotherapy raises a host of important issues, including how to appropriately navigate value conflicts. This study explored the experience of psychotherapists as they navigate conflicts between their religious and professional values. Qualitative interviews with eight religiously committed psychologists were transcribed and analyzed using Collaborative Hermeneutic Interpretation. Major themes and findings include: the possibility that one can be a religiously committed psychologist; that research topics are informed by religious values; the strengthening of personal values through conflict; there are a variety of values gained from religious affiliation; feeling out of place in religious and professional communities; having religious and philosophical issues broadened and deepened in complexity; knowing when to defend values and worldview; having quality research and reputation as a defense; and positive and negative experiences with supervisors. Participants also discussed what was helpful in preparing them for value conflicts and the preparation they wished they would have received. The findings in this study emphasize the importance of the supervisory relationship and the impact that supervisors can have on trainees as they work through value conflicts. Training programs are also recommended to provide trainees guidance that will help prepare them to navigate potential value conflicts over the course of their professional development.

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Papajcik, Jessica L. „The Rhetoric of American Beauty: A Value Analysis“. Akron, OH : University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1164663536.

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Thesis (M.A.)--University of Akron, School of Communication, 2006.
"December, 2006." Title from electronic thesis title page (viewed 06/27/2007) Advisor, Mary E. Triece; Committee members, Patricia S. Hill, N. J. Brown; Interim Director of the School, Carolyn M. Anderson; Interim Dean of the College, James M. Lynn; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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Xiao, Ge Kim J. O. „The Chinese consumers' changing value system, consumption values and modern consumption behavior“. Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/XIAO_GE_36.pdf.

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Mueller, Tadzio. „Other worlds, other values : alternative value practices in the European anticapitalist movement“. Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436234.

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Fritz, Mackenzie R. „Knowing their values| A phenomenological study examining undergraduate leadership students' values clarification“. Thesis, The Florida State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705814.

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This qualitative research study examined how junior-level undergraduate students clarify their values in the environment of a leadership course. Previous research indicated the concept of values clarification is a dynamic process in which people come to understand what they individually view as important in their lives by placing a name or label to what one values (i.e., honesty, love, success, etc.). This process commonly occurs during the traditional college years and is a critical component of the undergraduate experience. A college student clarifying their values is an important first step in the overall values development process. To encourage development, educators must first understand this process. However, there remains an important gap in the current literature regarding how students clarify their values in college, specifically in the context of leadership coursework. Therefore, the purpose of this study was to understand the essence of the students' experience in their values clarification. Utilizing a phenomenological method involving interviews, thematic coding, phenomenological reduction, imaginative variation, and data saturation; primary themes were formed explaining the experience of how students identify their values in college. Data for the study were collected over a semester-long period in the spring of 2012 from junior-level students who were currently enrolled in or had successfully completed a course in an undergraduate Leadership Certificate at a large, Research I institution in the southeastern United States. Findings from this research helped to explain the experience of how junior-level students clarify their values in their collegiate experience and inform the practice of character education and leadership curriculum development in colleges and universities.

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DANIONI, FRANCESCA VITTORIA. „"UNDERSTANDING HUMAN VALUES IS A NEVER-ENDING PROCESS": CHALLENGES IN VALUES MEASUREMENT“. Doctoral thesis, Università Cattolica del Sacro Cuore, 2019. http://hdl.handle.net/10280/57794.

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L’obiettivo generale del progetto di ricerca è quello di riflettere sul tema della misurazione dei valori nell’ambito delle scienze psicosociali. Secondo la Teoria di Schwartz, i valori sono definiti come obiettivi desiderabili e transituazionali che servono come principi guida nella vita delle persone per guidare e determinare le azioni e gli atteggiamenti. I valori sono stati prevalentemente indagati tramite l’utilizzo di strumenti self-report per raccogliere dati quantitativi. Tuttavia, le risposte a questi strumenti possono essere influenzate da diversi bias, come ad esempio la desiderabilità sociale, oppure possono dipendere dalla tendenza a riflettere in modo introspettivo delle persone che rispondono. Ciò accade principalmente perché i valori sono per definizione ciò che è desiderabile e sono inoltre concetti astratti. Sulla base di queste riflessioni, i Capitoli 1 e 2 considerano in modo teorico ed empirico gli strumenti self-report di misura dei valori e i bias che possono influenzare le risposte a questi strumenti. I Capitoli 3, 4, 5 e 6 considerano invece un recente sviluppo nel campo della misurazione dei valori, ovvero la possibilità di studiare questo costrutto adottando la prospettiva della cognizione sociale implicita, utilizzando quindi strumenti indiretti per acquisire conoscenza sul tema. Nel presente lavoro sono stati sviluppati due strumenti indiretti utili alla misurazione di valori, il Values Implicit Association Task and the Values Lexical Decision Task; tali strumenti sono stati anche analizzati in funzione della loro relazione con gli strumenti self-report di valori e con un outcome comportamentale.
The general aim of the present research project was to reflect on the measurement of values in the field of psychosocial sciences. According to Schwartz’s Theory, values are defined as desirable and trans-situational goals that serve as guiding principles in people's life to select modes, means, and actions. They have been mainly investigated using self-report instruments to gather quantitative data. However, respondents’ answers on these measures may be influenced by different response biases, such as for example socially desirable responding, or may depend on respondents’ tendency to introspection. This is mainly because values are by definition what is desirable, and they are abstract concepts. Based on this Chapters 1 and 2 theoretically and empirically deal with the available self-report measures of values and with the possible biases which are likely to influence respondents’ answers. Chapters 3 to 6 consider instead a recent trend in the field of values measurement, which is the possibility of studying values adopting an implicit social cognition perspective, that is using indirect measures to gain knowledge on the topic. Two indirect measures aimed at measuring values, namely the Values Implicit Association Test and the Values Lexical Decision Task, are here developed and considered in terms of their relations with self-report measures of values and with behavioural outcomes.

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DANIONI, FRANCESCA VITTORIA. „"UNDERSTANDING HUMAN VALUES IS A NEVER-ENDING PROCESS": CHALLENGES IN VALUES MEASUREMENT“. Doctoral thesis, Università Cattolica del Sacro Cuore, 2019. http://hdl.handle.net/10280/57794.

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L’obiettivo generale del progetto di ricerca è quello di riflettere sul tema della misurazione dei valori nell’ambito delle scienze psicosociali. Secondo la Teoria di Schwartz, i valori sono definiti come obiettivi desiderabili e transituazionali che servono come principi guida nella vita delle persone per guidare e determinare le azioni e gli atteggiamenti. I valori sono stati prevalentemente indagati tramite l’utilizzo di strumenti self-report per raccogliere dati quantitativi. Tuttavia, le risposte a questi strumenti possono essere influenzate da diversi bias, come ad esempio la desiderabilità sociale, oppure possono dipendere dalla tendenza a riflettere in modo introspettivo delle persone che rispondono. Ciò accade principalmente perché i valori sono per definizione ciò che è desiderabile e sono inoltre concetti astratti. Sulla base di queste riflessioni, i Capitoli 1 e 2 considerano in modo teorico ed empirico gli strumenti self-report di misura dei valori e i bias che possono influenzare le risposte a questi strumenti. I Capitoli 3, 4, 5 e 6 considerano invece un recente sviluppo nel campo della misurazione dei valori, ovvero la possibilità di studiare questo costrutto adottando la prospettiva della cognizione sociale implicita, utilizzando quindi strumenti indiretti per acquisire conoscenza sul tema. Nel presente lavoro sono stati sviluppati due strumenti indiretti utili alla misurazione di valori, il Values Implicit Association Task and the Values Lexical Decision Task; tali strumenti sono stati anche analizzati in funzione della loro relazione con gli strumenti self-report di valori e con un outcome comportamentale.
The general aim of the present research project was to reflect on the measurement of values in the field of psychosocial sciences. According to Schwartz’s Theory, values are defined as desirable and trans-situational goals that serve as guiding principles in people's life to select modes, means, and actions. They have been mainly investigated using self-report instruments to gather quantitative data. However, respondents’ answers on these measures may be influenced by different response biases, such as for example socially desirable responding, or may depend on respondents’ tendency to introspection. This is mainly because values are by definition what is desirable, and they are abstract concepts. Based on this Chapters 1 and 2 theoretically and empirically deal with the available self-report measures of values and with the possible biases which are likely to influence respondents’ answers. Chapters 3 to 6 consider instead a recent trend in the field of values measurement, which is the possibility of studying values adopting an implicit social cognition perspective, that is using indirect measures to gain knowledge on the topic. Two indirect measures aimed at measuring values, namely the Values Implicit Association Test and the Values Lexical Decision Task, are here developed and considered in terms of their relations with self-report measures of values and with behavioural outcomes.

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Guerrini, Jean-Claude. „Les valeurs dans l'argumentation : structures axiologiques et dimension axiologique des disputes“. Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20048.

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Cette thèse cherche à articuler l'argumentation rhétorique aux avancées de la sémantique et de la pragmatique sur le point précis des valeurs. Se situant dans le sillage du Traité de l’argumentation, La Nouvelle rhétorique (1958) de Chaïm Perelman et Lucie Olbrechts-Tyteca, elle se propose d’en réactiver et d’en approfondir les orientations proprement axiologiques à l’aide d’outils linguistiques et sémiotiques qui se trouvent aujourd’hui à la disposition des chercheurs. Elle met au jour, à partir de matériaux verbaux divers (énoncés isolés, textes, corpus), les structures axiologiques du discours argumentatif : axes de la valorisation, relief axiologique, organisation contrastive des énoncés et des textes, tension entre les pôles de la montée en généralité. S’appuyant sur la linguistique de l’énonciation et l’étude des modalités, elle souligne le lien étroit qui unit l’exercice ordinaire du jugement et les conflits de valeurs de grande ampleur, qu’ils s’expriment à travers l’usage de maîtres-mots, le maniement de couples polémiques ou le jeu d’isotopies rivales. L’enquête sur les maîtres-mots et sur leur insertion dans le discours aboutit à un répertoire indicatif. Un corpus portant sur la dispute opposant, en France, partisans et adversaires de la corrida dans la période 2004-2014, est examiné selon une approche interactionnelle et intertextuelle qui conduit à la construction de l’interdiscours dans lequel se situent les énoncés en concurrence. La relation entre émotions et valeurs, négligée par les refondateurs de la rhétorique, se trouve réévaluée. L’enquête topique qu’ils avaient ébauchée donne lieu à des propositions nouvelles mettant l’accent sur le caractère nécessairement tensif des énoncés argumentatifs
This doctoral dissertation tries to link rhetorical argumentation together with semantics and pragmatics about the specific issue of values. In the wake of Chaïm Perelman and Lucie Olbrechts-Tyteca’s Traité de l’Argumentation. La Nouvelle Rhétorique (1958), this dissertation intends to reactivate and deepen its properly axiological propositions thanks to linguistic and semiotic advances now available.From various verbal data, Part I shows the axiological framework of speech : the valorization registers, the axiological focus, the diferential and contrastive organization of statements and texts, the tension between universal, general and particular values. Relying on the study of utterance production and modalities, Part II underlines the close relation between the ordinary use of judgement and the conflicts of values which express themselves through the use of master words or polemical pairs. The inquiry about master words as they are inserted in discourse results in a list of items, which is obviously highly debatable. A corpus dealing with the dispute about the practice of corrida in France (2004-2014) is examined through an interactional and intertextual approach (Part III), leading to the building of the interdiscourse according to which each pro and con is supposed to take a stand. The links beetween emotions and values, which were neglected by the Traité’s authors, is reconsidered. The topic inquiry, which was sketched, is started again, with an emphasis on the tension lying in the argumentative statements

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Evans, Amanda. „SOCIAL WORK VALUES AND HOSPITAL CULTURE: AN EXAMINATION FROM A COMPETING VALUES FRAMEWORK“. Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3499.

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The purpose of this study is to assess the perceptions of social workers employed in Florida hospitals in relation to the core values of their profession and the alignment of those values within the culture of their current work setting. The conceptual framework for the study was from organizational behavior theory specific to culture, values, and trust. The Competing Values Framework (Cameron & Quinn, 1999) provided a method to distinguish co-existing competing values within an organization. The research findings indicated that 65% of the professional social workers who participated in the study perceived that the core values of their profession are very much in alignment with the written mission statement of their hospital. However, less than half of the respondents (42%) stated the daily business of the hospital strongly reflected the mission statement. The social workers perceived the current culture of hospitals in Florida as being closely clustered among four cultures: clan, adhocracy, market, and hierarchy. However, they would prefer a stronger clan culture and less of a market culture in the future. A large majority (85%) of all respondents communicated that their work assignments allowed them to demonstrate their professional values on a regular basis. However, only 63% stated that they trusted that their hospital valued the knowledge and skills of their profession.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

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McAlpine, Cameron. „Values voters in America“. CONNECT TO ELECTRONIC THESIS, 2006. http://hdl.handle.net/1961/3618.

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Joosten, Reinoud Anna Maria Gerardus. „Dynamics, equilibria, and values“. Maastricht : Maastricht : Universiteit Maastricht ; University Library, Maastricht University [Host], 1996. http://arno.unimaas.nl/show.cgi?fid=6709.

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Cribb, Alan. „Values and comparative politics“. Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329596.

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Kantas, Artistotelis. „Occupational choice and values“. Thesis, University of Edinburgh, 1985. http://hdl.handle.net/1842/18334.

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Celi, Maria Alejandra. „Normality, values and affiliation“. Bachelor's thesis, Universidad Nacional de Cuyo. Facultad de Filosofía y Letras, 2016. http://bdigital.uncu.edu.ar/8961.

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La selección de libros de texto para el aula de la escuela EFL a nivel local sigue siendo muy dependiente de cuestiones tales como las demandas del plan de estudios, los factores de motivación para los estudiantes, el tratamiento de la gramática y lexis, y la promoción de ciertas series de libros por las editoriales que ayuda a establecer una tendencia Para su adopción. Este trabajo abordó la necesidad de considerar críticamente los libros de texto de EFL para las aulas de las escuelas locales y, más específicamente, la necesidad de analizar los valores ideológicos que los autores de los libros de texto parecen respaldar e intentar afiliar a sus usuarios intencionados, material. Este estudio específicamente intentó explorar: i) cómo la normalidad y la tipicidad se interpretan en los libros de texto de EFL; Ii) ¿cuáles son los sistemas de creencias y valores que subyacen a tales representaciones de lo normal o típico que Se espera que los estudiantes se afilien con; Iii) qué comunidad de lectores los libros de texto en inglés buscan alinear y, dadas las conclusiones relativas a las tres preguntas anteriores, iv) cómo son apropiados los libros de texto EFL para los diferentes contextos educativos dentro de la comunidad local. El estudio se basó en el sistema de transitividad desarrollado por M. K. Halliday y colegas. Como modelo de los procesos y de las configuraciones semánticas asociadas de los participantes y las circunstancias, el sistema de transitividad ofrece un gran potencial para descubrir la base ideológica de tales representaciones, ya que las configuraciones de transitividad pueden evocar la normalidad entre Muchos otros tipos de juicios y actitudes en general (Martin y White 2005). Sin embargo, los recursos de evaluación no fueron explorados en este estudio, que se basó en el análisis de treinta (30) textos tomados de cuatro (4) diferentes libros de texto de EFL, clasificados en 6 grupos diferentes en términos de campo y luego analizados a la luz del Transitividad. Los textos seleccionados fueron incluidos como modelos para la escritura en los libros de texto, con el participante principal en ellos representando vicariamente al usuario del libro de texto. Los resultados mostraron que ciertas acciones, hábitos y atributos relacionados con temas tales como las relaciones entre padres e hijos, el matrimonio, la familia y el papel de las mujeres fueron predominantemente descritos como normales en la mayoría de los grupos de campo. Además, hubo ciertas secuencias de actividad (Martin y Rose 2003) instanciadas frecuentemente entre grupos de campo que sirvieron para naturalizar ciertos comportamientos como normales, reflejando un sistema de valores de creencias que los autores recurrieron a afiliar a sus lectores.
The selection of textbooks for the EFL school classroom locally is still very much dependent on issues such as syllabus demands, motivational factors for students, the treatment of grammar and lexis, and the promotion of certain book series by publishing houses that helps set up a trend for the adoption of them. This paper addressed the need to consider EFL textbooks for the local school classrooms critically and, more specifically, the need to analyze the ideological values the textbook authors seem to endorse and to try to affiliate their intended users with, an aspect often disregarded when selecting classroom material. This study specifically attempted to explore: i) how normality and typicality are construed in EFL textbooks; ii) what are the belief and value systems underlying such representations of the normal or typical that students are expected to affiliate with; iii) what community of readers English textbooks seek to align with, and, given the findings relating to the previous three questions, iv) how appropriate EFL textbooks are for the different educational contexts within the local community. The study drew on the transitivity system developed by M. K. Halliday and colleagues. As a model of the processes and associated semantic configurations of participants and circumstances (Halliday 1985; Martin, Matthiessen & Painter 1997; Matthiesssen 1995), the transitivity system offers great potential for uncovering the ideological basis of such representations since transitivity configurations can evoke normality among many other kinds of judgments and attitudes in general (Martin and White 2005). Yet, appraisal resources were not explored in this study, which was based on the analysis of thirty (30) texts taken from four (4) different EFL textbooks, classified into 6 different groups in terms of field and then analyzed in the light of the transitivity system. The texts selected were all included as models for writing in the textbooks, with the main participant in them vicariously representing the textbook-user. Results showed that certain actions, habits and attributes relating to issues such as parent-children relations, marriage, family, and women’s roles were prevailingly depicted as normal across most field groups. In addition, there were certain activity sequences (Martin and Rose 2003) instantiated frequently across field groups that served to naturalize certain behaviors as normal, reflecting a belief value system the authors resorted to affiliate their readers.
Fil: Celi, Maria Alejandra. Universidad Nacional de Cuyo. Facultad de Filosofía y Letras.

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Rapp, Marie, und Zoé Varnier. „Feminist values and entrepreneurship“. Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75390.

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This study will focus on two main concepts: entrepreneurship and feminism and more clearly about the relation which brings them together.Feminist values have gained more attention over the years and became a field of studies (Grunig, 2000; Van Bogaert, 2009; Ahmed et al., 2013; Gardner, 2009). It becomes a natural topic in our society as it fills a role in businesses; and even more in entrepreneurship (Ahl and Marlow, 2012; Morris et al., 2006 ; Mutch, 2018 ; Orser, 2012).Even if feminism gain ground in the business world, its definition is still not unanimous.The first section will then give an insight about all the main way feminism can be understood in the current environment, then entrepreneurship. Linking both term lead to another point of view of business management. Therefore, the effect of feminism in the managerial and business culture is researched through the paper.Three main feminist values have been chosen in this study, by their predominance in the existing feminist and entrepreneurial literature. To that aim, this paper will state the three main feminist values and then, how to identify them in the workplace.

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Anderer, Stefan. „The valuation of values“. HHL Leipzig Graduate School of Management, 2018. https://slub.qucosa.de/id/qucosa%3A33702.

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The doctoral thesis explores the relationship of Business and Society in four essays. The growing public, corporate and academic interest in organizational contribution to society – in this thesis measured as Public Value, Shared Value and Corporate Social Responsibility – poses the question how we can determine value creation beyond financial benefits. The thesis provides psychological and sociological perspectives to shed light on this pressuring question. The psychological view in essay four shows that value is rooted in relationship between an observing subject and an object that is to be evaluated, thus, it is not objectively out there. This perspective is rooted in motivational psychology of basic human needs upon which individuals assess the contribution of organizations to society. Adding to this emotional-affective perspective on human psychology, we show that cognition (‘cognitive styles’) plays a vital role in individuals’ determination of how value for society is created. Essay three provides evidence that how an individual perceives value creation for society reciprocally affects the individual. We show that employees who perceive their organizations’ value creation more strongly, also derive higher levels of meaningfulness from their work and identify more strongly with their employing organization, which in turn is related to higher levels of work addiction. The final paper takes a sociological perspective borrowed from the actor network theory and shows that some discourses concerning corporate value creation for society narrow the concept of value for society down to a self-serving notion for corporations. In a case study, the essay not only shows how this narrow concept infuses corporate action but, moreover, it details how it negatively impacts society. The multi-facetted approach of the dissertation furthers the understanding of the notion of value creation for society as much as it poses new questions and calls for ambivalent investigation.:1. FRAMEWORK PAPER 1.1 Introduction 1.2 Society, Knowledge and Performativity 1.3 Technology, Complexity and Trust 1.4 Framework of the Dissertation 1.5 Four Essays on the Relationship of Business and Society 1.6 Overview of Key Findings 1.7 Implications 1.8 Strengths, Limitations, and Avenues for Future Research 1.9 References 2. MAKING SENSE OF A MOST POPULAR METAPHOR IN MANAGEMENT: TOWARDS A HEDGEFOX SCALE FOR COGNITIVE STYLES 2.1 Introduction 2.2 Theoretical Background 2.3 Data and Methods 2.4 Analysis and Findings 2.5 Discussion 2.6 Limitations and Future Research 2.7 Conclusion 2.8 References 3. TOO MUCH OF A GOOD THING? ON THE RELATIONSHIP BETWEEN CSR AND EMPLOYEE WORK ADDICTION 3.1 Introduction 3.2 Development of Hypotheses 3.3 Method 3.4 Results 3.5 Discussion and Conclusion 3.6 References 4. CREATING SHARED VALUE? ON THE PROLIFERATION OF A RESOURCE-BASED SOCIAL 4.1 Introduction 4.2 Agencements and the Proliferation of the Social 4.3 Creating Shared Value 4.4 From a Value Proposition to a Network of Valuation 4.5 Nestlé in Society 4.6 Insuring Shared Value 4.7 Discussion 4.8 Conclusion 4.9 References 5. PUBLIC VALUE PERFORMANCE: WHAT DOES IT MEAN TO CREATE VALUE IN THE PUBLIC SECTOR? 5.1 Introduction 5.2 Theoretical background 5.3 Public Value Scorecard (PVSC) 5.4 Public Value Atlas (GemeinwohlAtlas) 5.5 Conclusions 5.6 References

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