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Dissertations / Theses on the topic 'Competence'
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Rupprecht, Beatrice. "Kompetenzorientierte Leistungsmessungen in der Erzieherausbildung des Freistaates Sachsen." Doctoral thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-175273.
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Der Beruf der Staatlich anerkannten Erzieherin/des Staatlich anerkannten Erziehers hat in den vergangenen Jahrzehnten stark an gesellschaftlicher und bildungspolitischer Bedeutung gewonnen. Die angehenden ErzieherInnen sollen dementsprechend innerhalb der dreijährigen fachschulischen Ausbildung das Maximum an Kompetenzen aus verschiedenen Fachdisziplinen erwerben und im Berufsleben an wissenschaftlichen Erkenntnissen und Methoden ausgerichtet selbstständig handeln. Aktuelle Studien zeigen jedoch, dass die ErzieherInnen im Anschluss an die Ausbildung trotz umfangreicher ausbildungscurricularer Reformierungen und vielzähligen Qualitätsinitiativen seit Mitte der 1990er Jahre diesen Anforderungen zumeist nicht gerecht werden. Die Dissertation fokussiert die fachschulische Ausbildung und beleuchtet anhand von zwei Untersuchungen die Ausbildungssituation im Freistaat Sachsen. Dabei wird die mangelnde Kompetenzausrichtung von Lehre, Diagnostik und ministeriellen Vorgaben als Hauptursache identifiziert. Unter der Zielstellung ein Hilfsmittel für Dozenten als Lösungsansatz zu entwickeln, um die Lehre und Diagnostik kompetenzorientierter gestaltbar zu machen, wird ein innovatives umfassendes Kompetenzmodell entwickelt. Dieses Modell beschreibt berufsaufgabenbezogen präzise die erforderlichen Kompetenzen von ErzieherInnen in ihren Inhalts- und Verhaltensaspekten. Im Rahmen zweier empirischer Untersuchungen zeigt sich die Validität und Nützlichkeit des Kompetenzmodells der Erzieherausbildung.
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Bergkamp, Jude A. "The Paradox of Emotionality & Competence in Multicultural Competency Training: A Grounded Theory." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1275422585.
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Musgrove, Albert F. "Assessing internet competence." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA297404.
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Stupariu, Ioana. "Development and evaluation of a professional development framework for pharmacy undergraduate students to support their learning in professional practice." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557816.
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The roles of pharmacists have changed in the last decades requiring pharmacists to keep up with, and even anticipate, the changes in practice to continue to be competent healthcare professionals. Competency or professional development frameworks have been developed and validated to support pharmacists with their learning and development. However, such a tool has not been developed for pharmacy undergraduate students and it is sensible to think that such a framework might also help pharmacy students in their learning and competency development. Thus, the aim of this research was to identify competencies required of pharmacy undergraduate students and to develop, and evaluate the use of, a professional development framework for these students. A mixed methods approach was adopted in the two-phased study. A cross-sectional design was employed in the first phase. Literature on pharmacy students’ competencies was reviewed and a series of workshops, focus groups and interviews with pharmacy students and academics, and stakeholders in pharmacy were conducted to identify the competencies required of pharmacy students during their degree and to develop the framework. The findings of previous rounds of data collection fed into the subsequent rounds. After five iterations 17 competencies were identified and divided in two clusters: Professional; and Delivery of Patient Care Competencies. A longitudinal design was used in the second phase. The use of the framework was evaluated with third and fourth year pharmacy students who self-assessed their competencies three times in two schools of pharmacy over the academic year of 2009-2010. The students’ self-assessed competencies increased over the year and correlated positively with their examination results and perceived self-directedness towards learning. This research provides evidence that the framework captures pharmacy undergraduate students’ development of their competencies during the academic year based on their self-assessed competence. Thus, the framework can be used as a self-assessment tool to support their learning.
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Macintyre, Donald McMaster. "Exploring understandings of the competence vocabulary : implications for understanding teacher competence." Thesis, University of Glasgow, 2005. http://theses.gla.ac.uk/2621/.
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The aim of this thesis is to explore the vocabulary of competence, to analyse conceptualisations of competence and to unravel understandings that then have implications for preparation and professional development of teachers in Scotland. Through discussion of the context for assessing teacher competence and a presentation of the accountability movement’s proposals for criteria that purport to measure teacher competence, differing conceptualisations of teaching are examined. At one end of the spectrum there are conceptions of teaching as a dialectical activity while at the opposite end there are conceptions of teaching as a mechanistic activity. It is the contention of this thesis that the conceptualisation of teacher competence reflects directly on the conceptualisation of teaching that dominates current political thinking on the purposes of education. An analysis of the discourse of competence and the vocabulary of competence is then revelatory of the underlying dimensions and conceptualisations of teaching held by the ‘leadership class’ or ‘policy community’. Following a lengthy critique of alternative conceptions of competence where it is realised that there is little real consensus – even among advocates of competence approaches to training and education – about what constitutes a definitive conceptualisation of competence, there is an attempt to regain ground through an understanding of competence that accords with a more traditional understanding of what the ‘notion of competence’ implies. Competence in this regard is considered as a deep understanding that is actually constitutive of action. Understood, this is not just that understanding lies behind action, but that understanding determines the approach to action. Such a notion of competence reflects how a person conceives their world and what then drives them to action.
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Johansson, Christoffer. "How to Assess and Map Employees Competencies." Thesis, Linköpings universitet, Programvara och system, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-161323.
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The need to manage, map and develop a companies employees competencies is constantly increasing in today’s rapidly growing market. It is therefore incredibly importantto have a broad understanding of what competencies one’s employees possess and whichcompetencies the company potentially lacks. This thesis investigates how to assess, evaluate and map employees competencies in the best possible manner, followed by the potential effects this can have on the individuals undergoing the assessment. Lastly the thesis identifies how a competency management system could be implemented and whichfunctionalities said system should contain. This study began with a systematic literaturereview, for me to get a better understanding of the competency concept and competency assessment. The literature study was followed by a questionnaire distributed to all Etteplansemployees in Linköping and Norrköping, and lastly four interviews were conducted withemployees at the office in Linköping. To get a clearer understanding of the employeesthoughts regarding competency and the implementation of a new competency management system. One of the most important factors to take into consideration when applyinga competency management procedure is that these implementations takes time and mustbe carefully planned and executed to generate the best possible results. All companies areunique and require their own competency management procedure to succeed.
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Подопригора, Вадим, and Vadym Podopryhora. "Про важливість формування інформаційних компетенстностей." фізико-математичний факультет СумДПУ імені А. С. Макаренка, 2018. http://repository.sspu.sumy.ua/handle/123456789/6198.
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У тезах розглянуто особливості компетентнісного підходу. Зазначено про важливість формування інформатичної компетентності.The thesis considers the features of the competence approach. It is noted about the importance of the formation of computer competence.
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Hood, Janelle Karina. "Children's goals and competence : the relation between children's goals, competence, and adjustment." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/j_hood_042607.pdf.
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Mirabile, Scott Paul. "Emotion Socialization, Emotional Competence, and Social Competence and Maladjustment in Early Childhood." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1159.
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In this study of preschool children and parents (N=64), we examined relations between two facets of parents' emotion socialization: direct and indirect socialization; three facets of children's emotional competence: emotion expression, regulation, and understanding; and their relations with children's social and emotional adjustment. Few associations were observed between indicators of parents' emotion socialization and among indicators of children's emotional competence, suggesting that these constructs are better understood as multi-faceted, rather than unitary processes. Additionally, aspects of children's emotional competence linked--both directly and indirectly--parents' emotion socialization behaviors and children's social and emotional adjustment. Results are discussed with regard to the role of parents' emotion socialization and children's emotional competence, especially emotion regulation, in children's adjustment during preschool.
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Sjögren, Pontus, and Henrik Riber. "Relational Competence and Leadership." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40559.
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An increasing number of studies suggest that a positive teacher-student relationship is an important element of successful education. Yet, resources and awareness about how teachers in Sweden can develop skills for supporting positive teacher-student relationships seem to be limited or lacking in popular teaching training programs where almost all focus is put on subject-knowledge and didactics. One potential means of promoting a leadership that endorses a positive teacher-student relationship is through the development of relational competence. Briefly, relational competence can be understood as how the teacher meets a student on a level where the teacher plans his or her actions by knowing the students’ experiences and life situation. This is connected to the teachers' communicative, differentiation, and social-emotional competence (Aspelin, 2018). Such an approach has been demonstrated to be successful in Denmark, where it has been introduced in teacher training programs as well as in the school system. In this paper we investigate to what degree current English teachers in Swedish compulsory school are aware of relational competence as a tool, what features from relational competence do the teacher currently use in their classroom leadership, and what aspects of relational competence teachers perceive as difficult to adopt or implement as a concept. Results show that Swedish English teachers work with relationships in connection with leadership and didactic competence, but that a majority of the informants do not have sufficient knowledge, terminology, time, or training to work with relational competence. Additionally, the teachers find it a challenge to implement the concept when it comes to significantly changing their view in the classroom to include not only the student or situation but the whole interactional situation between teacher and student.
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Морозова, Ірина Анатоліївна, Ирина Анатольевна Морозова, and Iryna Anatoliivna Morozova. "Teaching for communication competence." Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/16722.
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Ageicheva, A. O., and S. I. Bukhkalo. "Cоmplex projects competence development." Thesis, National Technical University "Kharkiv Polytechnic Institute", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41489.
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Bullock, Melanie M. "Counseling Students' Technological Competence." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4343/.
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Technology has a profound influence on how business, education, entertainment, and interpersonal communications are conducted. Mental health professionals have been exploring how technology can support and enhance client care since the 1960s. In the last decade the influence of technology in the practice of counseling has increased dramatically. As the use of technology increased, so did the expectations for counselor preparation programs to include technology instruction. In 1999, the Association for Counselor Education and Supervision (ACES) developed the Technical Competencies for Counselor Education Students: Recommended Guidelines for Program Development. This study examines the technological competence of counseling students at one southwestern university based on the ACES recommendations.
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Ramaswamy, Aparna. "Cultivating Multicultural Counseling Competence." Thesis, University of the Cumberlands, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10591898.
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The concept of multiculturalism has traditionally referred to visible racial and ethnic cultural differences among people, and has expanded to include other marginalized and oppressed populations in the United States in the past 25 years. However, in the context of counselor education, there appears to be an incomplete understanding of what constitutes multicultural competence, the characteristics a competent counselor embodies, and how counselor education programs are evaluated for their efficacy in cultivating multicultural competence. The hypothesis guiding the current study was that there are shared characteristics between a mindful counselor and a multiculturally competent counselor such as cultural humility, increased awareness, genuineness, cultural empathy, and a non-judgmental disposition. To explore this further, the researcher used a mixed method research methodology to explore the phenomena of multicultural counseling competence and mindfulness. The qualitative aspect of this study involved the use of a hermeneutic phenomenological approach to correlate the attributes that are shared between these two phenomena, while the quantitative aspect involved using the Mindful Attention Awareness Scale and Everyday Multicultural Competencies / Revised Scale of Ethnocultural Empathy to statistically measure the magnitude of the correlation between mindfulness and multicultural competence. A grounded theory for the cultivation of multicultural counseling competence is presented in the final chapter as a synthetic outcome of this study.
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Todd, Kathryn Brantley. "GLOBAL COMPETENCE SURVEY DEVELOPMENT." UKnowledge, 2017. http://uknowledge.uky.edu/edsc_etds/29.
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The research objective for this dissertation study was to build a preliminary survey that would, in its final form, allow educators and administrators to establish baseline information on individuals’ global competence characteristics prior to instruction, cross-cultural experience, international study or collaboration. A secondary aim concerned length: The intent was to keep the eventual final survey at 15 minutes or less to make it adaptable to a variety of settings. The researcher extracted terms and phrases from existing global competence definitions (e.g., Boix-Mansilla, Jackson, Asia Society & Council of Chief State School Officers, 2011; Hunter, 2005), related literature (e.g., Lambert, 1994), and previous research (Todd, 2013) to develop a definition and theoretical framework for this competence. Central to the developed definition and framework were the disposition/affective realm, knowledge, skill, and action elements, and a clear connection to cosmopolitanism (e.g., Appiah, 2006). Currently, a global competence definition and survey tied directly to cosmopolitanism do not exist. The learning theories of Vygotsky (1986), Bandura (1977), Lave (1993), and Kolb (Kolb, Boyatzis, & Mainemelis, 1999) also provided insight into global competence development for measurement purposes. The four-step study method included building a draft survey from the developed global competence definition, field testing the draft survey with a purposive sample (e.g., Babbie, 2007b; Teddlie & Yu, 2007) in order to make initial revisions to the instrument, conducting a Delphi review (e.g., Cyphert & Gant, 1970; Fogo, 2014; Helmer, 1967) of the revised draft survey to further refine the instrument, and describing the field-test sample using data from items retained in the resulting survey from the Delphi review. The outcome of each of the four steps constituted the findings for this research. Future research could involve adding new items and then field-testing the survey once again to examine the statistical structure of the developing instrument.
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Hardless, Christian. "Designing competence development systems /." Göteborg : Göteborg university, 2005. http://catalogue.bnf.fr/ark:/12148/cb401993920.
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Michelino, Denise <1992>. "The intercultural communicative competence." Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8779.
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Questa tesi analizza il ruolo centrale che ha la competenza comunicativa interculturale negli scambi comunicativi. Attraverso l'analisi delle sue diverse componenti si mette in luce il fatto che essa è indispensabile e che possedere solo una buona competenza linguistica, in una lingua, non sia sufficiente per raggiungere una buona comunicazione. Sono mostrati infatti alcuni dei possibili problemi che possono nascere se non si pone sufficiente attenzione alle diversità culturali e quindi ai processi mentali che un individuo possiede, dovuti alla sua cultura. Si spiega anche la rilevanza della comunicazione non verbale con le sue manifestazioni negli scambi comunicativi e il concetto di cultura e il suo legame alla lingua, spiegando che sono interdipendenti l'una dall'altra. Nella seconda parte la tesi include uno studio di caso effettuato in scuola superiore a studenti italiani e stranieri. Si metteranno in luce le diversità culturali e quindi l'incidenza della cultura nel rapporto fra gli individui. Si evidenzierà il fatto che avere valori e modi di rapportarsi diversi possa diventare la causa principale di fraintendimenti e quindi portare a discussioni. Obiettivo di questa tesi è quindi quello di far capire che la cultura è presente in qualsiasi scambio comunicativo e incide su di esso in maniera consistente. Usare un modello di competenza comunicativa interculturale aiuta a generare comportamenti che possano portare a comunicazioni ottimali con gli stranieri.
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Anderson, Aaron. "An exploration of the intercultural competence and the cross-cultural experiences of educational psychologists in the United Kingdom." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34340.
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The United Kingdom (UK) is becoming increasingly diverse (Office for National Statistics, 2013). Educational psychologists in the UK will need to feel competent in providing services to an increasingly multicultural population. This research study used a mixed method, two-phase, sequential, explanatory study design to explore the self-perceived intercultural competence of UK educational psychologists and trainee educational psychologists (EP/Ts). The study also explored EP/Ts experiences of working with culturally diverse populations. The first phase of this research study used an online adapted version of the MCCTS-R (Holcomb-McCoy & Myers, 1999; Munoz, 2009), and the second phase built upon the first phase with follow-up semi-structured interviews, analysed using Braun & Clarke's (2006) thematic analysis. The results of this research study present a breadth and depth of information. EP/Ts generally perceived themselves to be competent to work cross-culturally with particular areas of competence including knowledge of assessment bias, poverty effects, and positive attitudes towards diverse cultures. EP/Ts also reported areas of lower competence including theories of racial/ethnic identity development, limited experiences of community work and limited knowledge of community resources. However, EP/Ts perceptions about development needs depended upon their awareness. The process of participating in the study raised awareness of gaps in knowledge and limitations in practice. The study concludes with a discussion of implications for the practice of EP/Ts.
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Carpenter, Hilda Vivian. "Reconceptualizing communication competence high performing coordinated communication competence, HPC3 a three-dimensional view /." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3218173.
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Ley, Tobias [Verfasser]. "Organizational Competency Management – A Competence Performance Approach : Methods, Empirical Findings and Practical Implications / Tobias Ley." Aachen : Shaker, 2006. http://d-nb.info/1170529062/34.
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Zhao, Chun-Mei. "Intercultural Competence: A Quantitative Study of the Significance of Intercultural Competence and the Influence of College Experiences on Students' Intercultural Competence Development." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27721.
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This research is a detailed look at intercultural competence, an issue showing escalating importance in today's higher education and the society at large. In this study, intercultural competence was defined in light of the concept of culture and the contact hypothesis. Person-environment interaction theory and college impact theories were incorporated as theoretical foundations for the operationalization of this research. The development of students' intercultural competence was examined from two perspectives--intercultural competence is viewed both as a desirable outcome of college education and as an active environment component that exerts important influence on students' self-reported gains.
Findings of this study evidenced that a variety of college activities, especially those emphasizing cooperative and associated learning, play important role in students' intercultural competence development. Intercultural competence, in turn, has substantially positive effect in student gains in multiple realms. The intrinsic influences of student characteristics were also examined. In the end, previous research was drawn upon to scrutinize the findings of this study. Implications to future practice and policy as well as the values and limitations of this study were also presented.Ph. D.
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Okuneva, Kristina. "Vadovo kompetencijos ugdymo modelio kūrimas ir taikymas organizacijoje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2010~D_20140626_195352-86742.
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Šiandienos rinkos sąlygos ir nuolatiniai pokyčiai, siekiant išlikti unikaliais ir konkurencingais rinkoje, verslininkus verčia gebėti greitai reaguoti ir adaptuotis. Žmonių ištekliai ir sėkmingas vadovavimas prilyginami aukštiems įmonės rezultatams ir įgyvendintiems tikslams. Kaip vieną svarbiausių uždavinių, siekiant užsibrėžtų tikslų, galima įvardinti vadovo kompetencijas. Sėkmingai įmonės veiklai kompetencijas ne tik labai svarbu turėti ar įgyti, bet ir atitinkamai jas ugdyti pritaikant prie besikeičiančių sąlygų, atsirandančių inovacijų ar kintant profesiniems reikalavimams ir žinių bagažui. Efektyviam mokymo(si) procesui ir lėšų panaudojimui, kuriami kompetencijos ugdymo modeliai. Tyrimo objektas - vadovo kompetencijos. Apklausa internetiniame portale vykdyta dvi savaites. Darbo struktūra ir apimtis. Darbą sudaro įvadas, 3 dalys, išvados. Pagrindinė darbo medžiaga aprašyta 69 puslapiuose, įskaitant 17 lentelių ir 26 paveikslų. Taip pat pateikiami 3 priedai. Panaudotos literatūros sąrašą sudaro 57 šaltinių.The entrepreneurs seeking to be unique and competitive in the market need to have an ability to react and to adapt quickly because of today’s market’s conditions and constant changes. Human recourses and successful management are equated to high company’s results and implemented aims. As one of the most important aims seeking settled tasks could be named management competence. It is very important to have or to develop the competences for the successful company activity, but it is also very important to develop the competences adopting them to the changing environment, new innovations or to the changing professional requirements and knowledge baggage. For the effective competence development we need to create manager’s competence training model. The object of research work – manager’s competences. Internet interrogatory was realized in two weeks. The structure of work. The search work consists of introduction, 3 parts and conclusions. The main part is described in 65 pages, including 17 charts and 26 pictures.
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Trentacosta, Christopher J. "Kindergarten children's emotion competence as a predictor of their academic competence in first grade." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.30 Mb., 80 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220798.
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Lava, Cavassa Claudio. "La independencia del convenio arbitral y el competence- competence en el arbitraje comercial internacional." THĒMIS-Revista de Derecho, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/109262.
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El presente artículo presenta breves aproximaciones a la independencia del convenio arbitral y al competence- competence. Además mediante el análisis de la legislación comparada se podrán evidenciar las diferencias de ambos conceptos, así como sus elementos esenciales, todo ello en el marco del arbitraje comercial internacional.
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Schluter, Traci Diane Yates. "Perceptions of school-based competence : parents' and teachers' conceptions of parent and teacher competence /." Digital version, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008437.
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Jokikokko, K. (Katri). "Teachers' intercultural learning and competence." Doctoral thesis, Oulun yliopisto, 2010. http://urn.fi/urn:isbn:9789514263705.
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Abstract The aim of this research is to provide more theoretical and practical knowledge and understanding on the process of teachers’ intercultural learning and the nature of intercultural competence in teachers’ work. It is a qualitative study based on various types of questionnaires and interviews collected from former ITE (Intercultural Teacher Education) students in the Department of Educational Sciences in the University of Oulu. The research consists of five articles and a summary part. The research falls with in the area of intercultural education. The theoretical framework of the research is based on critical pedagogy, various models of intercultural competence as well as various learning theories (transformative, experiential, sociocultural) which are seen as approaches that provide analytical and theoretical tools for understanding intercultural learning. Phenomenographical and narrative research approaches construct the methodological framework for the research. The data have been collected twice. The first data consist of open-ended questionnaires (15) and half-structured interviews (10). This set of data was analysed phenomenographically. The second data consist of 10 biographical interviews which are analysed narratively. The main results of the study suggest that, according to the conceptions of the research subjects, teachers’ intercultural competence is less related to specific skills and knowledge than it is comprised of a holistic approach to issues. It is perceived more as an ethical orientation to people, life and diversity, which guides a person’s thinking and behavior rather than an ability to perform something well in an intercultural environment. On the basis of the research, teachers’ intercultural learning processes differ, depending on the person’s background, living environment and other experiences. There does not seem to be only one theory that would comprehensively describe this varied process. Teachers’ intercultural learning is a process involving the combination of formal and informal learning. While it can be a gradual process affected by various life experiences, it sometimes occurs rather suddenly through crises and turning points as assumed in transformative theory. The significant roles of environment and other people for intercultural learning are obvious although individual self-reflection is needed as well. The research also highlights the importance of emotionally strong experiences for intercultural learningTiivistelmä Tutkimuksen tarkoitus on tuoda lisää teoreettista ja käytännöllistä tietoa ja ymmärrystä opettajien interkulttuurisen oppimisen prosessista sekä interkulttuurisen kompetenssin luonteesta. Tutkimus on luonteeltaan laadullinen, ja se perustuu erityyppisiin kyselylomakkeisiin ja haastatteluihin, joita olen kerännyt entisiltä Oulun Yliopiston Kasvatustieteellisen tiedekunnan ITE (Interkulttuurinen opettajankoulutus) -ohjelman opiskelijoilta. Tutkimus koostuu viidestä artikkelista ja yhteenveto-osasta. Tutkimus sijoittuu interkulttuurisen kasvatuksen alueelle. Tutkimuksen teoreettinen viitekehys pohjautuu kriittiseen pedagogiikkaan, interkulttuurisen kompetenssin malleihin sekä erilaisiin oppimisteorioihin (transformatiivinen, kokemuksellinen ja sosiokulttuurinen). Näiden teorioiden katson tarjoavan analyyttisiä ja teoreettisia välineitä interkulttuurisen oppimisen ymmärtämiseen. Tutkimusmetodologiana olen soveltanut fenomenografista ja narratiivista lähestymistapaa. Aineistoa olen kerännyt kahdesti. Ensimmäinen aineisto koostuu avoimista kyselylomakkeista (15) ja puolistrukturoiduista haastatteluista (10). Tämän aineiston analysoin fenomenografisesti. Toinen aineisto koostuu 10 elämänkerrallisesta haastattelusta, jotka analysoin narratiivisesti. Tutkimuksen päätulosten mukaan opettajat eivät koe interkulttuurista kompetenssia niinkään erityisinä taitoina tai tietoina vaan enemmän kokonaisvaltaisena lähestymistapana. Opettajien mukaan interkulttuurinen kompetenssi on ennen kaikkea eettinen orientaatio ihmisiä, elämää ja moninaisuutta kohtaan. Sen katsotaan ohjaavan ihmisen ajattelua ja toimintaa kokonaisvaltaisesti, eikä sitä siis nähdä pelkästään kykynä suorittaa jotain taitavasti monikulttuurisessa ympäristössä. Tutkimuksen tulosten pohjalta voidaan sanoa, että opettajien interkulttuurisen oppimisen prosessit ovat moninaisia riippuen henkilön taustasta, elinympäristöstä ja muista kokemuksista. Mikään kuvatuista oppimisteorioista ei näytä kokonaisvaltaisesti selittävän ja kuvaavan tätä moninaista prosessia. Opettajien kulttuurienvälinen oppiminen sisältää formaalia, informaalia ja nonformaalia oppimista. Se voi olla vähittäinen prosessi, johon erilaiset elämänkokemukset vaikuttavat pikkuhiljaaa. Se voi joskus tapahtua myös yhtäkkisesti kriisien ja elämänmuutosten kautta, kuten transformatiivisen oppimisen teoriassa oletetaan. Merkittävillä toisilla sekä ympäristöllä on interkulttuurisessa oppimisessa suuri rooli, vaikka yksilöllistäkin reflektiota tarvitaan. Tutkimuksessa nousi keskeiseksi myös tunneperäisesti vahvojen kokemusten merkitys interkulttuurisessa oppimisessa
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Wallace, Sandra K. (Sandra Kay). "Outcomes of Supervisory Communication Competence." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500246/.
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The purpose of this study was to investigate the impact of the communication competence of supervisors upon an employee's job satisfaction. Results obtained supported the 5 hypotheses proposed. Findings indicated the importance of supervisory communication responsiveness in areas of listening, sensitivity, and expression of interest in subordinate's ideas and concerns in ensuring satisfaction with supervision received. Support was also generated for the value of an "open" communication climate where continual feedback and idea exchange interact to produce organizational identification. Significant relationships were found to exist between communication climate and dimensions of the JDI: satisfaction with supervisor, work satisfaction, pay satisfaction, satisfaction with promotion opportunities, satisfaction with coworkers. Finally, communication skills training for supervisors was recommended to animate organizational growth and development.
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Huntly, Helen Eva, and h. huntly@cqu edu au. "Beginning Teachers' Conceptions of Competence." Central Queensland University. Education and Innovation, 2003. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050512.134448.
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The focus of this study is the phenomenon of beginning teacher competence. In Queensland, the context for the research presented here, the competence of beginning teachers is appraised by their supervisor (usually the principal) at the end of their first year of full-time employment. This appraisal is conducted on behalf of the Queensland Board of Teacher Registration and a positive outcome enables beginning teachers to achieve full teacher registration. Although there exists research suggesting that principals bring to the appraisal process their conceptions of competence, there is a dearth of knowledge about beginning teachers' conceptions of their own teaching competence. The research presented here adds to the debate about competence by including the voice of the beginning teacher. This focus, located within the context of local issues, is used to explore important themes that are relevant to other systems of beginning teacher appraisal.
The selection of phenomenography as the research approach adopted for this study is based on its appropriateness to the investigation of a phenomenon such as competence. Phenomenography aims to describe, analyse and understand the ways in which people experience aspects of the world around them. The point of departure that sets apart this approach from many others, is the principle that phenomenography seeks to investigate neither the phenomenon, nor the people who experience the phenomenon, but the relation between the two. The results of a phenomenographic study are presented as a description of all of the possible conceptions that a specific group can have about a particular phenomenon.
For the research presented here, eighteen beginning teachers were interviewed individually in order to identify and describe the variation in their conceptions of competence. Research participants representing State, Catholic and Independent school systems were drawn from preschools, special, primary and secondary schools of one provincial city, in one regional area of South East Queensland.
Two major outcomes emerged from the research presented here. Firstly, beginning teachers were identified as experiencing competence in a number of ways. Although these conceptions were varied, their number was quite limited. Six distinct conceptions of beginning teacher competence were identified, with a further finding that individual beginning teachers were not limited to one conception, but conceived of competence in multiple ways.
Because the relational nature of competence demands that it be investigated within the context in which it is experienced, this study also identified five different approaches to competence appraisal, as understood by the beginning teachers who had undergone the appraisal process. Comparisons of both conceptions of competence and approaches to appraisal were then compared to existing research in this area.
This thesis presents an alternative view of competence and appraisal that may be used to further develop the process of appraisal and indeed, the professional development of beginning teachers.
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Alkheshnam, Abeer. "Intercultural competence : components and measurement." Thesis, University of Surrey, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553751.
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This thesis reports three studies which examined the components of intercultural competence, developed methods for measuring these components, examined how these components are related to each other, and examined differences in intercultural competence as a function of gender, age, minority vs. majority status and multilingual status. Study 1 developed a set of quantitative scales for measuring the different components of intercultural competence using students from the University of Surrey, while Study 2 tested these scales further using students from the University of Kuwait. These two studies showed that 12 different components of intercultural competence could be measured using these scales. Study 3 used the same scales to collect data from secondary school students in Kuwait at the beginning and at the end of a school year. Study 3 showed that the intercultural competence of these school students did not develop over the year, and was not enhanced by an educational intervention. Study 3 also showed that the intercultural competence of these school students was sometimes but not always related to their attitudes to people from other cultural groups. Taken together, the three studies revealed that the components of intercultural competence can be measured using quantitative scales, that these components tend to be positively correlated with each other, and that females, older individuals, minority individuals and individuals who speak multiple languages tend to have higher levels of intercultural competence. However, intercultural competence does not always develop across the course of a single school year in the absence of intercultural training or intercultural experiences.
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Cheetham, Graham. "The acquisition of professional competence." Thesis, University of Sheffield, 1999. http://etheses.whiterose.ac.uk/3487/.
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The research began by examining professions, both historically and as they are today. It went on to investigate the nature of professional practice and professional competence. In particular, it attempted to throw fresh light on how professional competence is acquired and maintained. The research consisted of an extensive literature study and empirical work which included in- depth interviews with practitioners from 20 different professions. This was followed by a series of larger-scale postal surveys across six of these. The chosen professions ranged from traditional ones, including the Church, the Bar and Medicine, to newer professional-type occupations, such as Training, Personnel Management and Information Technology Consultancy. A total of 80 people were interviewed and a further 372 completed survey questionnaires. Following a review of existing models of competence, a new, 'provisional model of professional competence' was developed. This drew on a number of earlier models and related concepts, and was influenced by both reflective practitioner and competence based approaches to professional development. The new model was exposed to expert and academic criticism through a series of conference and journal papers, comments being received from a total of 70 people. The model was also tested empirically, after which a revised version was developed. The empirical stage of the research had a number of strands, in addition to being used for testing the model. It examined the nature of modem professions and tested the validity of certain characteristics traditionally associated with professions - altruism, autonomy, self- regulation, etc. It also examined the nature of professional practice and tested the validity of two competing epistemologies - 'technical-rationality' and 'knowing-in-action' (reflective practice). It investigated how professional competence is acquired, examining the contribution made by both formal development programmes and various kinds of informal experience to which practitioners are exposed. It sought to identify the conditions and environments that are important to professional learning, especially in early practice. Finally, it looked at how professionals maintain their competence through personal learning and continuing professional development (CPD). Both qualitative and quantitative methods were employed throughout. Analysis of results led to the identification of 12 general learning processes or 'learning mechanisms'. These formed the basis of a taxonomy which was used to classify the range of informal learning experiences and events reported by respondents. Outputs from the research included: "a new model of professional competence; "a taxonomy of informal professional learning methods; "a proposed new (or modified) epistemology of professional practice; "a proposed new paradigm of professional development, together with a linked self- development paradigm; an exemplar professional development model; and "a number of practical suggestions for improving professional development programmes. The research has contributed to knowledge by throwing new light on the nature of both professional practice and professional competence, and providing insights into the ways in which people become effective in their professional roles
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Barnett, Anna Louise. "Manual competence in clumsy children." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018816/.
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This thesis starts by addressing some complex issues concerning the classification of children called 'Clumsy'. The focus then turns more specifically to manual competence in Clumsy children, which is investigated using both a descriptive and an experimental approach. In both cases performance on two different groups of manual tasks is examined: drawing tasks and object manipulation tasks. Within the descriptive approach, both cross-sectional and longitudinal analyses are undertaken. Firstly, overall differences in the performance between Clumsy children and age-matched controls are described. More detailed examinations are then made of different aspects of movement quality using observation checklists. The main findings are that Clumsy children perform more poorly than controls on simple manual tasks. Their performance is worse, not only in terms of motor control, but also in relation to spatial characteristics and more global factors. It was also found that the movement characteristics of Clumsy children vary at different ages and that, although there are general improvements with age, the motor aspects of performance seem resistant to change. Within the experimental approach the role of vision in performance is studied in two different ways. Using a correlational approach, one study suggests that although Clumsy children have visual perceptual deficits, it is not clear how these are related to their motor difficulties. Using a different methodology, another study involves the manipulation of visual information to produce different perceptual conditions. The main finding is that Clumsy children (and particularly the younger ones) are affected more by a lack of visual information than controls. It is suggested that the role of vision in Clumsy children may differ at different ages but that generally it seems that they depend heavily on visual information and that they are poor at making sense of kinaesthetic input.
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Skinn, Barbara J. "Cultural Competence Among Oncology Nurses." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1163797735.
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Altman, Marni Cary. "Cultural Competence in Dysphagia Treatment." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1597499987726109.
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Finello, Christina M. Heilbrun Kirk. "Testamentary competence : defining functional abilities /." Philadelphia, Pa. : Drexel University, 2009. http://hdl.handle.net/1860/3033.
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Gunn, Cindy L. "Exploring second language communicative competence." Thesis, University of Bath, 2001. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392066.
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Malkus, Amy J. "Cultural Competence in the Workplace." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4310.
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Coleman-Ferreira, Kimberly W. "Achieving Competence: Clinical Instructors' Perspective." Diss., NSUWorks, 2015. https://nsuworks.nova.edu/hpd_pt_stuetd/1.
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Purpose: The profession of physical therapy uses physical therapist clinical instructors to educate students in the clinical education portion of the curriculum. The requirements to become a clinical instructor are minimal and non- specific regarding formal training and development. A variety of educational opportunities is available to clinical instructors, but the evidence in the physical therapy literature is conflicting regarding the effectiveness of these programs. Additionally, no previous research regarding the meaning of competence, nor the pathway to achieving competence as a clinical instructor was found. Therefore, the purpose of this study was to describe the experience of achieving competence as perceived by clinical instructors who have chosen different paths toward becoming effective CIs. Methods: This study utilized phenomenological methodology to explore the meaning of clinical instructor competence and the experience of achieving competence from the perspectives of the clinical instructors themselves. Data was collected through the use of focus groups, semi-structured interviews and written statements. Data was analyzed for themes using thematic analysis. Participants: A purposive sample of twenty-nine physical therapist clinical instructors was recruited to participate in five focus groups, each group consisted of 5-7 participants. Results: An overarching theme of “Empowerment” emerged from the data analysis of the transcriptions and field notes. This overarching theme was supported by eight themes which resonated across the five focus groups. These themes were 1: The meaning of competence, 2: “My first student”, 3: Finding the way, 4: Feeling supported, 5: A fork in the road, 6: Barriers to achieving competence, 7: The “ah-ha” moment, 8: “Ongoing road”. Conclusion: The results of this study provide a description and interpretation of the meaning of clinical instructor competence and the journey of achieving competence. These findings can inform and empower clinical instructors on their own journey to competence. CCCEs may also find a deeper awareness of the meaning of competence and the importance of providing support for CIs. The physical therapy education community and it’s professional bodies can also be informed by these findings in establishing a definition of clinical instructor competence. As well as give direction to future efforts and programs designed to prepare clinicians to effectively educate students in the clinic setting.
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Nebbergall, Allison J. "Assessment of social competence and problem behavior the psychometric properties of a social competency rating form /." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7216.
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Thesis (M.A.) -- University of Maryland, College Park, 2007.Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Eberwine, Julia K. "Methods Used to Assess Critical Care Nurses’ Ability to Detect the Deteriorating Patient and the Perceived Effectiveness of Those Methods." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459438932.
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Fields, Sally. "Revision and validation of the Australian Competency Standards for Occupational Therapy Driver Assessors to ensure best practice." Thesis, Federation University Australia, 2022. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/186813.
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Occupational therapy driver assessment and rehabilitation is an advanced and complex area of practice. Users of this service require that occupational therapy driver assessors are, and remain, competent in their role. Competency standards support and inform occupational therapy driver assessment and rehabilitation practice, ensure standardisation of practice, and determine whether practice can be deemed competent. Competency standards for occupational therapy driver assessors in one Australian state, Victoria, were published in 1998 to provide a benchmark for service provision and guide training. Since then, occupational therapy driver assessor practice has undergone further developments and growth, including a significant increase in research evidence underpinning this advanced practice area. As a result, the competency standards required revision to reflect contemporary practice and enable their use and application across all Australian states and territories. The purpose of the research program reported in this thesis was to revise and validate the Australian Competency Standards for Occupational Therapy Driver Assessors and determine if education and practice using these standards led to increased adherence to their use in clinical practice. A sequential, exploratory, mixed methods design was used within a pragmatist research paradigm to revise and validate the competency standards for occupational therapy driver assessors from a national perspective. Four separate research studies were conducted. In the first study, an overview was undertaken to summarise the current evidence for including cognitive and perceptual assessments within fitness-to-drive evaluations, to inform the revision of the competency standards for occupational therapy driver assessors. The second study involved focus groups with Australian occupational therapy driver assessors and expert educators and identified the changes and revisions required to be made to the Victorian competency standards for occupational therapy driver assessors. Content themes and changes were extracted from the focus groups and combined with research evidence to draft the revised standards. The third study collected feedback from consumers and Australian driver licensing authorities to incorporate into the revised draft. This was followed by a two-round Delphi process with Australian occupational therapy driver assessors to achieve consensus and validate the Australian Competency Standards for Occupational Therapy Driver Assessors. A high level of consensus on the content of all competency standards and underlying practice behaviours was obtained in the final round. Finally, a mixed-methods multiple case-study methodology was adopted, and multiple forms of evidence were collected from file audits, semi-structured interviews and an individualised education session with occupational therapy driver assessors. This study demonstrated that, for this sample, occupational therapy driver assessors’ adherence to the Australian Competency Standards for Occupational Therapy Driver Assessors increased following an individually tailored education package about the standards. The research in this thesis has contributed to the evidence base for occupational therapy driver assessor practice. The Australian Competency Standards for Occupational Therapy Driver Assessors have been revised, validated and published, and the impact of an education package to increase adherence has been investigated. These competency standards: (i) assist occupational therapy driver assessors’ clinical practice, support occupational therapy registration and regulatory agencies to evaluate practice against a standard and (iii) provide universities with a framework to deliver postgraduate training in occupational therapy driver assessment and rehabilitation. Finally, this research has described a process that can be utilised in other areas of occupational therapy practice to develop and validate competency standards.Doctor of Philosophy
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Lindgren, Josefin Astrid Maria. "Interaction Competence : A concept describing the competence needed for participation in face-to-face interaction." Thesis, Uppsala universitet, Sociologiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-133663.
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Face-to-face interaction has been studied both within sociology and linguistics, as well as withinother disciplines. Often has the perspective been too narrow, something which is not compatiblewith the diverse and dynamic nature of this type of interaction. This narrow view prevents fullunderstanding of interaction. Within this theoretical paper it is suggested that face-to-faceinteraction has to be studied with a broad perspective; when studying face-to-face interaction itis necessary to acknowledge its dynamic nature and therefore it is necessary to combineknowledge from different disciplines. Within this paper, I combine theories from linguistics andsociology in order to gain a broader perspective upon interaction. What has been missing fromearlier research upon face-to-face interaction and upon the competence needed to participatein such interaction is not the knowledge of the different features of interaction but a will toconnect them all. Existing concepts for describing the competence needed in order to be ableto interact have often failed to describe the dynamic, multi-faceted nature of interaction; therehas been a tendency to try to explain everything with just one factor. Within this paper, amore covering concept of the competence needed of an interactant within face-to-faceinteraction is proposed and sketched; a concept which I name Interaction Competence. Thiscompetence is the knowledge and abilities needed of an interactant in order to be able tointeract with others. This concept, which can be a valuable analytical tool for analyzing faceto-face interaction, has Dell Hymes’ concept of Communicative Competence and ErvingGoffman’s and Ann Warfield Rawls’ concept of Interaction Order as building-blocks andconsists of four main areas of competence: Control Body, Command Language, HandleSocio-cultural Knowledge and Understand Interaction Order. Within this paper also the affectof two interactant-external factors: the context and acceptability. Both are found to be highlyrelevant for the Interaction Competence of an interactant, thus the need for acknowledging therole of sufficient and acceptable Interaction Competence is seen.Presenterades (utöver uppsatsseminariet) inom ramen för Sociologiska Institutionens IMER (Internationella Migration Etniska Relationer)-seminarium
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Al-Emara, Falih Saddam Manshad. "Translating into the first language : textual competence, disposition and monitoring as indicators of translation competence." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/7712/.
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This thesis reports on an empirical study which attempts to answer basic questions about translation competence as a key issue in translation studies, through the conceptual replication of Campbell’s (1998) model to test the applicability of the model on translating into L1. It is a process-oriented study which presents a methodology for the testing of the model through the quantitative statistical analysis of the translator’s output. The primary aim is pedagogical and it is carried out in the framework of applied linguistics, translation studies in general and translator training in particular. The study is focused on the investigation of the three components of Campbell’s model: textual competence, disposition and monitoring. Theoretically, the model assumes that the interrelation among these components constitutes the function of the translator’s competence. The study investigates questions regarding the ways in which translators into L1 vary in regard of the three components. The central question, which represents the ultimate aim, is about the extent to which these aspects are helpful in characterizing the competence of student-translators as revealed by their individual profiles. The profiles are based on the results of an experiment in which translations of two texts were undertaken by a group of twenty-five participants (L1 Arabic MA translation students translating from English into Arabic). The findings of the study show that translators into the first language markedly vary in their output in respect to the three components of the model, which confirms its applicability. The current study claims that it has successfully sharpened Campbell’s measure by transforming the behavioural statements of characterizing translation competence into numerical values for each component to make the individual’s competence more easily interpretable. Certainly, numerical values have easily recognizable discrimination ability which makes them suitable to rank translators in a dependable and justifiable way.
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Smejkalová, Žaneta. "Kompetenční model společnosti Hartmann-Rico." Master's thesis, Vysoká škola ekonomická v Praze, 2014. http://www.nusl.cz/ntk/nusl-193449.
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This thesis focuses on the topic "Competency model in the company HARTMANN-RICO a.s." The aim of this study is to evaluate the new competency model of the company HARTMANN-RICO a.s. that is used for the annual employee evaluation, to determine its strengths and weaknesses and to suggest possible measures how to improve the process. The work is divided into two parts, theoretical and analytical. The theoretical part includes familiarization with this issue. First, basic concepts such as competence, competence structure, life cycle of competencies are defined. Further, the work is focused on the independent competency model, and its individual steps in the preparation and implementation in the organization. The theoretical part is followed by the analytical part, which analyzes the new competency model of the company HARTMANN-RICO a.s.
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Pettersson, Martin. "Competence management in Swedish companies : Design & Implementation." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-142639.
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Šedienė, Daiva. "Klasės auklėtojo vadybinė kompetencija ugdymo procese." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_175756-14427.
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Šiame darbe nagrinėjama klasės auklėtojo vadybinė kompetencija ugdymo procese. Pagrindinis darbo tikslas- ištirti klasės auklėtojų vadybinės kompetencijos naudojimo ugdymo procese lygį. Teorinėje darbo dalyje pateikiama medžiaga apie kompetenciją, pedagogo kompetencijas, vadybą, pedagogo vadybinę kompetenciją bei klasės auklėtoją, apimant jo atliekamas funkcijas ir pareigas bei jas siejant su vadybine kompetencija. Praktinėje darbo dalyje pateikiami klasės auklėtojų ir mokinių apklausos rezultatai: teorinės klasės auklėtojų žinios apie vadybinę kompetenciją, vadybinės kompetencijos naudojimo ugdymo procese dažnumą bei kokybę bei vadovavimo klasei stilius.The article provides management competence of classroom tutor and management competence using level and using rate in education process. This work concists of two parts: theoretical part in wich are introducing educator competences, educator management competence and classroom tutor and practical part in wich it is given four research work results evaluations: classroom tutor distribution af academic management competence knowledges; respondents (classroom tutor, pupil) assesment of management competence level; respondents (classroom tutor, pupil) assesment of management competence using rate and respondents assesment of mostly usable management style, wich is using in the classs.
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Cram, Bridgette E. "Cultural Competence in Public Administration: A Framework and Predictors of Cultural Competence for Graduating Masters Students." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3459.
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Cultural competence is a critical aspect of achieving the pillar of social equity in public administration. Cultural competence refers to awareness, knowledge, and skills that support an individual’s ability to effectively function in various cultural contexts. Obtaining this set of skills is imperative for serving an increasingly diverse citizenry and workforce. However, several gaps in the literature prevent empirical research on this topic.
Although cultural competence has become increasingly important over the past decade, there lacks a theoretical framework about what influences cultural competence and how to measure cultural competence of public administrators. The purpose of this study was twofold. First, it sought to fill the gaps in the literature through identifying a discipline specific measure of cultural competence, and a set of cultural competencies that public administrators should be able to demonstrate. Second, it was to develop both an indirect and direct measure of cultural competence to test relationships with hypothesized predictors: public service motivation, color blind racial attitudes, exposure to diversity, and Lifetime Experience with Discrimination.
To address the primary objective, the results of a Delphi survey of 19 diversity or cultural competence experts in the field were analyzed. The Delphi results served as guidance in creating the dependent variables for this study: The Public Administration Cultural Competence Scale (PACCS) and the Public Administration Cultural Competence Index (PACCI). Fourteen institutions, for a total of 267 student responses, served as the sample to test the relationships with cultural competence and the independent variables.
Results of the analyses demonstrate that the PACCI serves as a preferred assessment of cultural competence, as the PACCS was significantly influenced by social desirability bias. The results also demonstrate evidence for a negative relationship between cultural competence and color blind racial attitudes, and a positive relationship between cultural competence and Lifetime Experience with Discrimination.
Overall, the study provides evidence for the increased need of cultural competence training and integration throughout the curriculum. A commitment to cultural competence integration and assessment is necessary to ensure that future public administrators are prepared to serve an increasingly diverse public.
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Azuma, Masumi. "Metaphorical competence in an EFL context : the mental lexicon and metaphorical competence of Japanese EFL students." Thesis, University of Nottingham, 2004. http://eprints.nottingham.ac.uk/11894/.
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This thesis on metaphor and metaphor study covers theoretical and practical issues in the past and the present both in the occidental and oriental worlds. Metaphor in rhetoric, cognitive and applied linguistics is described briefly, mostly as a theoretical issue. It states that metaphor was treated as part of rhetoric in the past, however, recently it has developed more broadly into a facet of human cognition. As a practical issue, professional studies assessing metaphorical competence are highlighted, which inform the measurement of metaphorical competence of Japanese learners of English (Japanese EFL students, hereafter). The author developed her original measurement instruments (tests and evaluations of metaphorical competence) to assess the receptive and productive metaphorical abilities of Japanese EFL students. The tests aims to measure Japanese EFL students' metaphorical competence and discover the answers to what factors affect their comprehension and use of English metaphorical expressions and what kinds of metaphorical expressions are salient or opaque for them. This study showed that the Japanese EFL students' receptive ability was better than their productive ability. It further indicated that the size of their mental lexicons, the elasticity of their linguistic ability, the degree of semantic expansion, and their cognitive flexibility (e.g. analogical reasoning, mapping and networking) were important factors affecting their ability to handle metaphorical expressions. Another important discovery was that L1 transfer might play an ambivalent role. As for the salience and opacity of metaphorical expressions, the degree of clarity of expressions was an important element. For example, the expressions with images easy to visualise were the easiest for the Japanese EFL students to understand and use metaphorically. The highly conventional idioms involving metaphorical meanings were problematic for them to understand and especially to use.
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Robb, Yvonne Ann. "An exploration of how registered nurses perceive competence and the development of competence in nursing students." Thesis, Glasgow Caledonian University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426412.
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Sessa, Maria Rosaria. "Ontology-based model sustaining competence management within corporates: competence certification in CSR. The SADA Spa experience." Doctoral thesis, Universita degli studi di Salerno, 2017. http://hdl.handle.net/10556/3027.
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2015 - 2016The theme of competences is characterized by the complex nature, as the possible definitions can be traced back to various fields that belong to the psychology, the world of work and the quality of the reference society. The concept of competence, depending on the perspective of analysis, has assumed different meanings over time, pointing to conceptual uncertainties that inevitably reflect on the procedures to define its measurability and transferability. The polysemy of the term competence is probably not due to terminological fragility but is due to a not yet completely consolidated concept. Thus, this ambiguity is perceptible both in the theoretical matrices but more so in its modes of use so it seems interesting to note that competence assumes value and centrality precisely in function of the vision of the reality that it generates. Although the concept of competence derives from uncertain perimeters, it represents a significant "attraction" as: in knowledge economy, competence is a source of added value and competitive advantage in the light of the dynamic needs of the customer and the uncertainties of the market. whose development of employee skills is an important component of personal development and individual self-management. To simplify the discourse on skills, a multidimensional lens can be useful, capable of highlighting the different approaches to the theme and illustrating the backgrounds to which they refer. Therefore, in this paper some of the most important contributions and models that have fueled the debate on skills have been analyzed. The purpose is not to propose a systematic literature review, but to present the main points of view of the scholars of the industry and some of the different meanings that this notion can assume. These are the theoretical basics from which to start with the theme of recognition, validation and certification of skills that have been debated over many years and in the main segments of labortraining policies. Such attention is probably due to the "unifying function" of skills certification in the labor market, as a process capable of ensuring fluidity and support for the employment transitions of individuals. In fact, aspects such as mobility, interdisciplinarity and the internationalization of workers increasingly require the construction of training and professional paths rich in diverse experiences and competences, able to adapt to changing demands and conditions, but also recognizable by the organizations and professional communities. Expanding the needs of skills and training opportunities corresponds to the extension of what is defined as the learning environment through the rediscovery of non-formal and informal learning. Therefore, the identification, validation and certification of competences can be considered as fundamental processes for the purpose of enhancing human capital as, in the transition from the training chain to the employment market, allow a rethinking of learning outcomes, more recognizable and informative. In transitions in the labor market, these processes embody impetus on worker mobility by favoring reintegration through the emergence of tacit skills and those accrued in nonformal and informal areas, considered subsidiary and functional to access to job opportunities. Therefore, skills are considered the "common metric", the "interoperable" language that allows different systems (school, training, universities, businesses, public institutions) to refer to the same "competence standards". For these reasons, for decades, these issues have played an important role in the labor, education and training policies of the European Union and Italy. In this regard, a further aim of the dissertation work was to analyze the theoretical framework of validation and competence certification processes as well as the relevance of the concept of lifelong learning, which is also a shared reference framework for the concrete exercise of rights of European citizens to recognize their training pathways and experiences of life and work throughout the community. The examination of the "certification" pathway continued with the analysis of the main approaches, policies and tools adopted by the European Union and Italy for its implementation. Finally, the results of a preliminary investigation into the usefulness of the Europass Portfolio and the Diploma Supplement, presented by the graduates of the University of Salerno, were presented. These premises are fundamental to better understand the context of the proposed approach in this dissertation, which aims to achieve cross-competence certification. The context developed refers to Corporate Social Responsibility and Competence Model. The progressive and rapid evolution of the concept of Corporate Social Responsibility (CSR) over the last few years has prompted a rethink of the same goals that companies are called upon to pursue, alongside the traditional production function, which constitutes the constituent element of their being and work, the principles of sustainability, in a way that is capable of enhancing not only economic capital, but also natural and human capital. This represents the response of organizations to continual changes in the outside world, so better services or goods not only affect the corporate image but also in terms of energy saving orientation, reduced distribution costs, environment and greater protection of workers. Therefore, there is a need to go beyond the generic concept of Corporate Social Responsibility, taking into account rather the concept of corporate sustainability, whereby the satisfaction of the needs and expectations of the parties involved must be supported by means of 'triple bottom line approach. In the light of this, human capital formation exerts a significant impetus on the economic and social growth path of a community, as defined by economist Gary S. Becker in 1964, according to which human capital represents the whole of the productive capacity that an individual acquires through the accumulation of general or specific knowledge, of savoir-faire. It is an intangible resource that, like any other capital, has the capacity to reproduce, throughout the life of the individual, through different types of learning: formal, non-formal and informal. In particular, modern technologies, greater market demands and the search for a combination of efficiency and quality assurance, which have led to the emergence of new forms of production organization, will also have considerable repercussions on the level of qualifications and skills required to workers. In addition to a greater need for more declarative and procedural specific knowledge, key qualifications, system understanding and professional skills are also important. Therefore, job-based learning becomes more and more important to qualify workers inside and to benefit from new organizational forms. Learning potential involves the possibility that learning processes take place in a particular workplace. This is the result of the interaction between the characteristics of workers (qualifications already possessed, learning abilities and willingness to learn) and learning opportunities offered by the job. While the other model considered as the context of the proposed approach in this study is the model based on the ontologies proposed by Miranda et al. (2017) that enables you to represent your skills through the Semantic Web's own languages and tools. This model represents the tool that, within CSR, and thus the enhancement of human capital, enables you to organize, represent and "standardize" skills in order to govern the various factors that affect the CSR Management path. In addition, it is based on the idea that it is possible to implement an approach that identifies, evaluates and certifies skills in organizations by exploiting ontologies or through the ability to describe knowledge within a specific domain, while also enabling the automatic processing by the computers of the knowledge thus represented. Therefore, in the light of this theoretical framework and theoretical context, the main aim of this paper lies in the possibility of implementing a model based on competence-oriented ontologies in CSR organizations, in order to increase the competitive advantage precisely through the management of human resources, or through the management of their intangible skills. The experimentation of this implementation took place at the company Sada Spa. [edited by author]
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Panizzon, Raffaella. "Acquiring Translation Competence through the Use of Subtitling. Enhancing Language Learning through Translation and Translating." Doctoral thesis, Università degli studi di Padova, 2013. http://hdl.handle.net/11577/3423627.
Full textAbstract:
The research work presented here is the result of two interconnected factors: on the one hand the results of a preliminary study on the skills of students of the degree courses “Mediazione Linguistica e Culturale” [Linguistic and Cultural Mediation] and “Lingue, Letterature e Culture Moderne” [Modern Languages, Literature and Cultures] to analyse and assess the translation of audiovisual products and on the other hand the analysis of the most recent literature on language learning and audiovisual material, in particular interlingual subtitling. The first shows that the competences acquired during the three years of study do not always guarantee satisfying language and translation skills – in particular, a rather literal approach to texts persists –; while the second presents encouraging results on the use of subtitling in foreign language teaching, although the studies conducted so far are few and on small samples. Hence, the need for students to abandon their word-for-word approach and the intrinsic characteristics of interlingual subtitling and of audiovisual texts (i.e. the time and space constraints imposed on the text) are the starting point of this dissertation.
Although the Common European Framework of Reference (CEFR) acknowledges translation as part of the activities necessary to language learning, its status is not yet clear since it is sometimes included in reception and production skills. The lack of specific descriptors then, makes the role played by translation in language learning still uncertain.
To this end a methodology based on the use of two pieces of software was designed and implemented, namely LvS 2.5.2 a subtitling simulator for didactic purposes and Translog 2006 that allows to record all cursor movements and keystrokes. The first was used to analyse the processes and products of the translation of audiovisual texts, while the latter to create subtitles from English to Italian. One of the innovative aspects of this project lies precisely in the combination of these two pieces of software for the survey and development of language and translation competence for English L2 learners.
The first stage of this investigation consisted in a pilot study with 18 volunteers of the third year of the degree course “Mediazione Linguistica e Culturale” over three lessons. The main purpose of the pilot study was to test students' reactions to the use of LvS and Translog and improve the methodology, as well as the quality of the learning material. This provided us with positive reactions on the part of students and with preliminary data on translation processes that proved helpful to the trial. The most striking datum found is that around 40% of the students observed do not read the text before translating, with negative consequences on the working speed and quality of their translations.
The trial had a larger sample of students (27) and took place over a period of about two months (10 lessons). Students underwent an initial profiling activity, so that their translation style and initial competence and were instructed on how to use LvS and Translog. The activities carried out during the trial were structured according to the main stages of the translation process (orientation, drafting and end-revision). Therefore, every lesson would entail three stages: a group watching of the material and students' comments on the content and possible translation problems, then the translation with Translog and a transposition on LvS, and finally a group discussion with students' proposals. The material was administered on the basis of the learner-centred approach in which the teacher was a mere facilitator and encouraged a critical dialogue among students as much as possible rather than impose her own perspective.
The definition of competence the study and the analysis refer to is that proposed by the PACTE group (“the underlying system of knowledge required to translate”). The audiovisual texts propose to students were selected on the basis of a number of “Rich Points”, which were then the specific object of the qualitative and quantitative analysis. Special attention was paid to the three basic stages of the translation process and their evolution, the duration of pauses, number of re-elaborations and the quality of the solutions of Rich Points. Moreover, the trial group's translation performance was compared to that of a control group to allow better data validation.
The results of the study have contributed to gather precious information on learners' translation style and techniques and seem to encourage the use of this practice in foreign language teaching through the analysis and translation of audiovisual material. In fact, the trial group outperformed the control group both as far as the general approach to translation is concerned and specific problems considered representative of the most common translation difficulties.Il progetto di ricerca presentato di seguito è il risultato dell'incontro di due fattori interconnessi: da un lato i risultati di uno studio preliminare sulla capacità degli studenti dei corsi di laurea “Mediazione Linguistica e Culturale” e “Lingue, Letterature e Culture Moderne” di analizzare e valutare la traduzione di prodotti audiovisivi, e dall'altro l'analisi della letteratura più recente in materia di apprendimento linguistico e audiovisivi, in particolare del sottotitolaggio interlinguistico attivo. Dal primo risulta che le competenze acquisite nell'arco del triennio non sono sempre sufficienti a garantire abilità linguistiche e traduttive soddisfacenti, in particolare persiste un approccio quasi letterale al testo, mentre dalla seconda emergono risultati incoraggianti (anche se gli studi condotti finora sono pochi e su campioni limitati) riguardo l'uso del sottotitolaggio nella didattica delle lingue straniere. La necessità quindi di allontanare gli studenti dall'approccio parola per parola da un lato e le caratteristiche intrinseche al sottotitolaggio interlinguistico (cioè le limitazioni di tempo e spazio a cui il testo deve sottostare) nonchè al testo audiovisivo in generale dall'altro sono il punto di partenza di questa tesi. Anche se nel Quadro Comune Europeo di Riferimento (QCER) la traduzione è riconosciuta come parte integrante delle attività necessarie all'apprendimento linguistico, il suo status non appare ancora del tutto chiaro poichè questa viene volte inclusa nelle abilità di ricezione e produzione. La mancanza di specifici descrittori, poi, contribuisce a lasciare nell'incertezza il ruolo della traduzione nell'apprendimento linguistico. A tale scopo è stata elaborata e implementata una metodologia basata sull'utilizzo di due software: LvS 2.5.2, un simulatore di sottotitoli creato a scopi didattici e Translog 2006, che permette di registrare tutti i movimenti effettuati dal cursore e le battute della tastiera di un computer. Il primo è stato utilizzato per l'analisi sia dei processi che dei prodotti risultanti dalla traduzione di testi audiovisivi, mentre il secondo per la creazione di sottotitoli dall'inglese all'italiano. Uno degli aspetti innovativi del progetto sta proprio nella combinazione di questi due software per l'esplorazione e lo sviluppo della competenza linguistico/traduttiva di apprendenti di lingua inglese L2. La prima fase di sperimentazione è consistita in uno studio pilota con 18 volontari frequentanti il terzo anno del corso di laurea “Mediazione Linguistica e Culturale” della durata di 3 lezioni. Lo scopo principale era quello di testare le reazioni degli studenti all'utilizzo dei due software e affinare la metodologia, nonchè la qualità del materiale didattico. Questo ha permesso di ottenere risposte positive da parte degli studenti e anche dati preliminari utili alla sperimentazione successiva riguardanti i processi di traduzione. Il dato più significativo emerso è che circa il 40% degli studenti osservati non legge il testo prima di tradurlo, con conseguenze negative sulla velocità di esecuzione e la qualità delle traduzioni. Lo studio principale si è tenuto con un campione di studenti più ampio (27) su un periodo di circa due mesi (10 lezioni). Gli studenti sono stati sottoposti ad un'attività iniziale di profiling in modo da individuarne lo stile traduttivo e la competenza di partenza e sono stati introdotti all'uso dei software. Le attività proposte durante il corso sono state strutturate in fasi che rispecchiano quelle del processo di traduzione (orientamento, elaborazione e revisione). Perciò ogni lezione consisteva in una fase di visione collettiva del materiale audiovisivo e di commento da parte degli studenti riguardo al contenuto e ai possibili problemi di traduzione, in una fase di traduzione con Translog e di trasposizione su LvS e infine una fase di discussione di gruppo delle soluzioni proposte. Il materiale è stato somministrato sulla base del learner-centred approach, in cui l'insegnante aveva un ruolo di facilitatrice e incoraggiando il più possibile il dialogo critico tra studenti piuttosto che imporre il proprio punto di vista. La definizione di competenza di riferimento per lo studio e l'analisi è quella proposta dal gruppo PACTE (“the underlying system of knowledge required to translate”). I testi audiovisivi proposti agli studenti sono stati selezionati considerando una serie di “Rich Points”, che hanno costituito poi l'oggetto specifico dell'analisi quantitativa e qualitativa. E' stata posta particolare attenzione alla durata delle tre fasi fondamentali del processo traduttivo e la loro evoluzione, alla durata delle pause, al numero di rielaborazioni e alla qualità della resa finale dei Rich Points. Inoltre la performance traduttiva del gruppo sperimentale è stata confrontata con quella di un gruppo di controllo per una migliore validazione dei dati. I risultati ottenuti dallo studio hanno contribuito a fornire preziose informazioni riguardo allo stile e alle tecniche di traduzione degli apprendenti e sembrano incoraggiare l'utilizzo di questa pratica nell'insegnamento delle lingue straniere attraverso l'analisi e la traduzione di materiale audiovisivo. Sono infatti stati riscontrati miglioramenti rispetto al gruppo di controllo sia nell'approccio alla traduzione in generale che a specifici problemi considerati rappresentativi delle difficoltà più diffuse in traduzione.