Dissertations / Theses: 'Doctors' careers'

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Elston, Mary Ann C. "Women doctors in the British health services : a sociological study of their careers and opportunities." Thesis, University of Leeds, 1986. http://etheses.whiterose.ac.uk/247/.

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This thesis is an examination of the careers of women in medicine in Britain from the 1860s to the 1970s. It begins with an analysis of some of the sociological literature on the medical profession and argues that much of this has been guided by inappropriate assumptions concerning the history and present position of women within the British medical profession. An analysis of statistical evidence on the numbers of women doctors follows which shows that the number of women within the profession has often been underestimated. The trends in women's entry to medical schools in Britain are examined in detail, showing fluctuation in their entry over the past century and the changing pattern of segregation into particular medical schools. This section includes a brief consideration of the development and significance of the practice of reserving 'quotas' of places for women in medical schools from 1947 to 1975. Part Two consists of an historical analysis of the careers of women in medicine in successive periods over the past century. It begins with an analysis of the campaign for women's access to medical education in the late-nineteenth century, in relation to the contemporary women's movement and the professionalization of medicine. The following two chapters examine in detail the education and careers of women entering medicine before the First World War. The implications of the limitations of medical women's practice to women and children only are explored in relation to the contemporary organization of medical care. This limitation persisted until the First World War which brought about a marked increase in the numbers of women entering medicine, and wider opportunities for women to practise medicine, at least in the short-term. The subsequent reaction within medical schools and the profession is then analysed, as is the significance of the increasing state involvement in health service provision. The final chapter considers the implications of the development of the National Health Service for medical women's careers.

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Tregoning, Catherine Louise. "Doctors' career & retirement choices." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504696.

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This research investigates the influences on doctors' career and retirement choices. It looks at what influences the career choices of 1993-1996 medical graduates from The University of Manchester (in the North West of England) and also explores what makes-them leave the North West region during this training stage. Doctors in the late stage of their career are also studied to investigate what makes hospital consultants in the North West over the age of 55 retire from the UK's National Health Service (NHS). THE UNIVERSITY OF MANCHESTER ABSTBACJOFTHESI~submittedby Catherine Tregoning for the Degree of PhD and entitled Doctors' Career and Retirement Choices March 2008 . '. ~ .. - ....... ~. ,'., ....;- The research shows that trainees who make career choices based upon an interest in the specialty and/or opportunities as they arise at the time, are more likely to remain in the medical profession. If they have children, they are less likely to remain in medicine. Those who grew-up in the North West or have a partner who originates from the region, can more often be expected to remain in the North West. Furthermore, relocation during training is less likely if an individual has a preference for working with a mixture of deprived and affluent populations. Over 55 hospital consultan'ts are more likely to retire if they obtained their primary medical qualification before 1970, or have a disability or significant health problem. There is also a greater likelihood that they will retire if they consider issues with management to be an important factor in their decision to leave their NHS career. Conversely, they are more likely to remain working in the NHS if achieving their maximum NHS pension entitlement is important to them. The research was conducted in two stages. In stage 1, 47 doctors were interviewed from the two sample groups. The qualitative data gathered, informed the development of a questionnaire distributed to 1, 483 doctors in stage 2. Of these 534 (36%) responded. 32.1% responded from the trainee group and 55.5% from the over 55 consultant group. Pilot studies were conducted at both stages. The research draws upon several different theoretical perspectives to develop the concepts of individual, social and job influences on careers, as well as explore the process of change. The results of the research inform academic work by considering doctors' choices in the context of literature from the fields of careers, medicine and psychology, which has rarely been done. '~lt~aH:f6-U:jKes twOSamples~at different career stages and compares the influences on careers at these different stages. Recommendations for further research include more in-depth investigation of the difficulties for female doctors of combining their career with motherhood, and work into consultants' retirement intentions versus retirement behaviour.

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Munro, Neil Macarthur. "Postgraduate attachment to general practice : influence on doctors’ future career intentions." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6915/.

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Recruitment of medical graduates to general practice careers in the UK, as in other developed countries, remains challenging. Currently general practice attracts fewer doctors than health care planners anticipate will be needed to meet the burgeoning health needs of an ageing population. Understanding the factors that influence doctors in their career choices is important to manpower planners, the profession and society as a whole. A two year postgraduate foundation programme for all doctors was introduced into the UK in 2006. One of its main intentions was to provide doctors with postgraduate clinical attachments that would assist them in making informed career choices. This has resulted, for the first time, in large numbers of recent medical graduates experiencing several specialties before applying for specialty specific training programmes. The main aim of this thesis was to assess the influence of a four month postgraduate attachment in general practice in the second foundation year on doctors' career intent. It was hypothesised that the attachment would have a positive impact on recruitment to general practice careers. This hypothesis was tested using a combined quantitative and qualitative approach. A literature review examined career decision making in medicine. It was divided chronologically into sections covering decision making at school, university and in the early postgraduate years. In addition a section focussed on decision making in careers other than medicine. A validated career inventory (sci 59) measuring change in career preference was selected for use in this study. The output is in the form of career rankings among 59 medical specialties. In addition, a semi-structured interview questionnaire was developed based on themes emerging from the literature review and was refined following piloting. Interviews were recorded, transcribed and thematically analysed using NVivo 7. The study was conducted in the Kent, Surrey and Sussex Deanery between 2005 and 2008. Participants (n=225) included all doctors whose second foundation year programme included a four month attachment in general practice. They were sent a sci 59 questionnaire at the beginning of their attachment and a further questionnaire at the end. Those responding to both questionnaires were invited to take part in an interview. 112 participants completed sci 59 questionnaires at the beginning and end of their 4 months attachment. Initial analysis demonstrated a small, statistically non-significant improvement in career intent towards general practice. Using a measure that reflects movement in ranking between the two questionnaires, further analysis showed a small, statistically significant, improvement in the ranking of general practice among participants who had low initial rankings for general practice. 30 participants were interviewed. Placements in general practice during the second foundation year were generally regarded in a very positive light. Doctors particularly valued ongoing relationships with patients as well as involvement with local communities. They commented on the high quality of supervision and the structured learning environment of their attachments. General practice was also seen as a better lifestyle option than other main specialties as well as offering flexible working opportunities. New findings included the observation that career ranking for general practice improved following a four month postgraduate attachment in general practice among those less inclined to general practice as a career in the first place. Thematic analysis of transcribed interviews revealed enhanced respect, among foundation doctors, for general practice as a career option irrespective of their own eventual career intent. This improved regard for general practice among doctors intent on specialising may be important in the context of persisting disparagement of general practice by some students, clinicians and teachers. It may also be helpful in engendering mutual respect and more effective working relationships between specialists and generalists in the future.

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Edge, Rhiannon Louise. "A mixed methods study exploring early career doctors' and medical students' seasonal influenza vaccination." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/87730/.

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Seasonal influenza is an acute, contagious respiratory infection that causes considerable morbidity and mortality each year. The Chief Medical Officer for England recommends that healthcare workers have a seasonal influenza vaccination in an attempt to protect both patients and NHS staff. Despite current recommendations and campaigns targeted at improving vaccination uptake, many healthcare workers do not have a seasonal influenza vaccination. It is clear that more research is necessary to fully understand the vaccination decision of healthcare workers. This mixed methods thesis employed a range of novel methodological approaches to understanding the influences on the seasonal influenza vaccination decision by medical students and junior doctors. Social network analysis is a well-established research approach that looks at individuals in the context of their social connections. I used an outbreak simulation model to investigate to assess whether an individual’s risk of infection could be linked with their position in the social network. Expanding further on this, the auto-logistic regression model was applied to social network data to predict an individual’s likelihood of vaccinating given the behaviour of their peers. Finally, a qualitative approach was used to explore the factors informing vaccination decisions. Findings gathered throughout this programme of work were synthesised together to produce a more detailed evaluation of seasonal influenza vaccination amongst medical students and junior doctors. These have been disseminated widely, particularly to occupational health practitioners and the wider academic community – demonstrating that this public health research has impact in practice. By gaining a better understanding of the social effects on influenza vaccination it will be possible to improve seasonal influenza vaccination uptake by healthcare workers, in turn better protecting patients and staff.

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Gelles, Laura A. "Career Prospects and Resources of Domestic Engineering Doctoral Students." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7650.

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Career prospects are a motivating factor for entry and retention of doctoral students, especially in the discipline of engineering. While doctoral student training provides them with highly specialized skills to be an independent researcher, they may not have the requisite skills or guidance to secure the job position of their choice. Therefore, it is important to provide doctoral students with opportunities, training, and information (i.e., resources) about different types of careers to not only ensure they are productive contributors of teaching and research, but also equip them for future career prospects. Research techniques based upon in-depth narrative interviews and combining research with action were used to explain how doctoral students develop and fit in with their intended careers and was used to explore what supports and challenges contribute to their intended career paths. Analysis of the data revealed three themes: (1) Engineering Doctoral Identity; (2) Engineering Doctoral Skill Development; and (3) Time. Research emerged as central to engineering doctoral identity and was reinforced by ‘Insiders’, or people who had a Ph.D. in engineering. Insiders’ and doctoral students’ value of research came at the cost of relatively devaluing other skills (e.g., teaching) and associated career resources. These students had to consider and compromise how they fit within an engineering doctoral identity that is premised on research. This negotiation influenced the skills they developed and how they crafted tactics to acquire necessary skills for future careers. At the same time, participants were struggling to cope with immediate demands of their study while also working towards future career goals. Participants struggled to optimize their time, and in response utilized “Time Adaptive Tactics” such as flexibility, networking, and leveraging career resources. Engineering doctoral student and university staff perceptions of career resources were compared against each other which revealed that students utilize resources based upon a hierarchy that considers how specific and close in time and location those resources are. Whereas staff believed their resources were beneficial regardless of these factors. Additionally, the career resources that participants used were influenced by Insiders and how they implicitly showed they valued those resources.

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Zebelman, Edna S. "Attitude change towards faculty careers during the socialization experience in nursing doctoral programs /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7717.

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Frick, Liezel, Ruth Albertyn, Eva Brodin, Sioux McKenna, and Silwa Claessson. "The role of doctoral education in early career academic development." SUN Press, 2017. http://hdl.handle.net/10962/66658.

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The social and economic significance of the doctorate is recognised across the world, as doctoral candidates are considered to be key contributors to the knowledge society by contributing to socio-economic development through innovation (Barnacle 2005; Taylor 2012). Doctoral students – regardless of their discipline – are expected to take part actively in the knowledge creation process at universities, and this is especially important for those who will remain in academia and continue to contribute in this way.1 But knowledge creation is a complex process. Knowledge creation at the doctoral level and beyond requires a comprehensive understanding of relevant knowledge, sound judgment, and the ability to advise with insight. Doctoral learning also includes aspects such as abstract reasoning, the ability to conceptualise, and problem solving. Thus, through the original contribution candidates are expected to create during the doctorate, they are supposed to become experts in their chosen field of study. This process has been described by Evans (2014) as disciplinary acculturation. Various authors (for example Danby & Lee 2012; Lin & Cranton 2005; Manathunga & Goozée 2007) point out that this process of becoming an expert is by no means easy or straightforward. Rather, developing as a scholar is a lifelong process in which moving from a novice to an expert is an essential rite of passage into academic practice (Dreyfus & Dreyfus 1986). Benmore (2014) states that for those pursuing academic careers, it involves coming to know, but also coming to be an academic. Such a process of becoming doctorate implies movement over time, progression, and transformation (Barnacle, 2005).

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Morningstar, Mary, and Pamela J. Mims. "Grants and External Funding: Doctoral Student and Early Career Workshop." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/173.

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Bedard, Angela C. "Career Research Goals of Genetic Counselors in Training." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1092839314.

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Pierce, Jennifer. "The dual career couple : a human resource management perspective." Thesis, Queensland University of Technology, 1998.

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Carlisle, Katherine S. Witte James E. "An examination of a career and college awareness program and the effects on fifth grade students." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/CARLISLE_KATHERINE_26.pdf.

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Handforth, Rachel. "Exploring the career aspirations of women doctoral students : a longitudinal qualitative study." Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/22420/.

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This thesis explores how women doctoral students imagine their post-PhD futures, and how doctoral experiences shape career aspirations. Situated in literature highlighting the persistence of gender inequality in academia, and gendered post-PhD career choices, this research illuminates the factors which influence aspirations, and the role of the PhD in the 'leaky pipeline'. Using qualitative methods – interviews, research diaries, and letters to future selves – within a longitudinal framework, it explores how academic careers are perceived over time, and how shifting personal priorities shape imagined futures. Using possible selves theory and the concept of horizons for action as theoretical tools enables analysis of individual agency and academic structures. Adopting a three-dimensional narrative inquiry approach, underpinned by feminist research principles, places participants' stories at the centre of the thesis. These methodological and theoretical approaches make visible the structural barriers that participants perceived to pursuing academic careers, including the pressure to publish and the prevalence of insecure contracts. The research makes explicit how gendered issues pose barriers, including perceived incompatibilities between family and academic life. These issues hindered participants' sense of belonging to academic communities and their ability to develop academic identities. This research demonstrates how the doctorate acts as a litmus test for an academic career, allowing participants to observe what being an academic involves, and judge whether or not academia is ‘for’ them. It has implications for the higher education sector, current and future doctoral students, and those involved in doctoral education and support. This research makes four key contributions to knowledge. Firstly, it addresses the gap in knowledge about women's experiences of doctoral study, and their career aspirations. Secondly, its cross-disciplinary approach contributes to literature on academic cultures. Thirdly, it adds to knowledge about how PhD students develop feelings of belonging to academic communities. Finally, my introduction of the career savvy concept contributes to literature on doctoral students' career development. This research also makes methodological contributions through its longitudinal perspective and use of letters to future selves, and offers a theoretical contribution in combining possible selves theory from psychology with the sociological concept of horizons for action.

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Anderson, Quinn Stephanie M. "Preparing Doctoral Students in Rhetoric and Composition for Faculty Careers that Contribute to the Public Good." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276380421.

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Langbecker, Danette Helsa. "The evidence-based development of an intervention to address the information needs of adults newly diagnosed with primary brain tumours and their carers." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46663/1/Danette_Langbecker_Thesis.pdf.

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Adults diagnosed with primary brain tumours often experience physical, cognitive and neuropsychiatric impairments and decline in quality of life. Although disease and treatment-related information is commonly provided to cancer patients and carers, newly diagnosed brain tumour patients and their carers report unmet information needs. Few interventions have been designed or proven to address these information needs. Accordingly, a three-study research program, that incorporated both qualitative and quantitative research methods, was designed to: 1) identify and select an intervention to improve the provision of information, and meet the needs of patients with a brain tumour; 2) use an evidence-based approach to establish the content, language and format for the intervention; and 3) assess the acceptability of the intervention, and the feasibility of evaluation, with newly diagnosed brain tumour patients. Study 1: Structured concept mapping techniques were undertaken with 30 health professionals, who identified strategies or items for improving care, and rated each of 42 items for importance, feasibility, and the extent to which such care was provided. Participants also provided data to interpret the relationship between items, which were translated into ‘maps’ of relationships between information and other aspects of health care using multidimensional scaling and hierarchical cluster analysis. Results were discussed by participants in small groups and individual interviews to understand the ratings, and facilitators and barriers to implementation. A care coordinator was rated as the most important strategy by health professionals. Two items directly related to information provision were also seen as highly important: "information to enable the patient or carer to ask questions" and "for doctors to encourage patients to ask questions". Qualitative analyses revealed that information provision was individualised, depending on patients’ information needs and preferences, demographic variables and distress, the characteristics of health professionals who provide information, the relationship between the individual patient and health professional, and influenced by the fragmented nature of the health care system. Based on quantitative and qualitative findings, a brain tumour specific question prompt list (QPL) was chosen for development and feasibility testing. A QPL consists of a list of questions that patients and carers may want to ask their doctors. It is designed to encourage the asking of questions in the medical consultation, allowing patients to control the content, and amount of information provided by health professionals. Study 2: The initial structure and content of the brain tumour specific QPL developed was based upon thematic analyses of 1) patient materials for brain tumour patients, 2) QPLs designed for other patient populations, and 3) clinical practice guidelines for the psychosocial care of glioma patients. An iterative process of review and refinement of content was undertaken via telephone interviews with a convenience sample of 18 patients and/or carers. Successive drafts of QPLs were sent to patients and carers and changes made until no new topics or suggestions arose in four successive interviews (saturation). Once QPL content was established, readability analyses and redrafting were conducted to achieve a sixth-grade reading level. The draft QPL was also reviewed by eight health professionals, and shortened and modified based on their feedback. Professional design of the QPL was conducted and sent to patients and carers for further review. The final QPL contained questions in seven colour-coded sections: 1) diagnosis; 2) prognosis; 3) symptoms and problems; 4) treatment; 5) support; 6) after treatment finishes; and 7) the health professional team. Study 3: A feasibility study was conducted to determine the acceptability of the QPL and the appropriateness of methods, to inform a potential future randomised trial to evaluate its effectiveness. A pre-test post-test design was used with a nonrandomised control group. The control group was provided with ‘standard information’, the intervention group with ‘standard information’ plus the QPL. The primary outcome measure was acceptability of the QPL to participants. Twenty patients from four hospitals were recruited a median of 1 month (range 0-46 months) after diagnosis, and 17 completed baseline and follow-up interviews. Six participants would have preferred to receive the information booklet (standard information or QPL) at a different time, most commonly at diagnosis. Seven participants reported on the acceptability of the QPL: all said that the QPL was helpful, and that it contained questions that were useful to them; six said it made it easier to ask questions. Compared with control group participants’ ratings of ‘standard information’, QPL group participants’ views of the QPL were more positive; the QPL had been read more times, was less likely to be reported as ‘overwhelming’ to read, and was more likely to prompt participants to ask questions of their health professionals. The results from the three studies of this research program add to the body of literature on information provision for brain tumour patients. Together, these studies suggest that a QPL may be appropriate for the neuro-oncology setting and acceptable to patients. The QPL aims to assist patients to express their information needs, enabling health professionals to better provide the type and amount of information that patients need to prepare for treatment and the future. This may help health professionals meet the challenge of giving patients sufficient information, without providing ‘too much’ or ‘unnecessary’ information, or taking away hope. Future studies with rigorous designs are now needed to determine the effectiveness of the QPL.

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McClintock-Comeaux, Marta Suzanne. "Female doctoral students' family and academic department experiences and their relationships to career choices." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/4267.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Family Studies. 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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Columbaro, Norina L. "Paving the Way Toward Faculty Careers in Higher Education: Student Mentoring Relationship Experiences While Completing Online Doctoral Degrees." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449575557.

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Flegg, Robert Bertram. "The science career decision : a model describing the career orientation and decision-making processes of science-track students." Thesis, Queensland University of Technology, 1997.

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Throughout the last decade there has been much public discussion on the topic of participation in the sciences. The dialogue has centred around two issues, the lack of talented young people entering science careers and the under-participation of females in the physical sciences. In Australia there have been moves within government circles to embed vocational education within the high school curriculum in an effort to meet national economic goals. There is, therefore, a need for current knowledge concerning science career choice among young people. Previous studies of scientists have produced lists of personal and social characteristics which may contribute to a person entering a science career but there is a significant lack of knowledge of the thought processes which occur in young people prior to making a science career decision. This study addresses the issue of how and why young people decide to pursue a science career beyond secondary school. An in-depth case study was carried out in one Brisbane high school. A group of eighteen final year students with intentions to choose science-related courses at university was interviewed and observed informally throughout the year by their teacher-researcher. A considerable amount of secondary data relating to the academic performance of the students and the social contexts of their school and families were also collected. The data were analysed using grounded theory procedures. this involved the coding of transcripts to identify natural categories which represented causal conditions for science career choice. Two core categories, an image of self in a science career and the science career decision were identified and defined in terms of contributing sub-categories which represented the contextual forces and personal cognitive processes which lead to a decision to pursue a science career. The findings were grounded in the data by constant referral to the student responses. A model for describing students' decision making processes for science careers emerged from the data. The model provides vivid description and deep insight into the thoughts and experiences of developing scientists which cannot be found in any other known study. Of particular interest are the new understandings gained of the development of students' perceptions of science, especially with respect to gender differences. The importance of science experiences during early childhood is also emphasised. Careers advisers, science teachers, educational administrators and academics in scientific and educational fields may find the model very useful. The findings have many social implications with regards to the public perceptions of science and pedagogy. The view is expressed that the scientific community of practice needs to be extended beyond the traditional view of the scientist to include scientists in training.

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Goldman, Madeline B. "The Role of Learning Experiences, Supports and Barriers in Career Development for the Doctoral Student." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5513.

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Abstract THE ROLE OF LEARNING EXPERIENCES, SUPPORTS AND BARRIERS FOR THE DOCTORAL STUDENT By Madeline B. Goldman, DDS, MEd A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2018 Major Director: Robin Hurst, Ed.D., Assistant Professor, Department of Teaching and Learning This study seeks to understand the role of career development classes offered by the graduate school at a large public research university as part of its Leadership and Entrepreneurs for Professional Development (LEAPD) program and the LEAPD program effects on doctoral students’ career development and choices. The study also aims to understand the contextual influences on doctoral students, specifically the perceived supports and barriers that influence their career choices. The study’s goal in understanding these issues is to discover how the LEAPD courses impact these students as well as identify perceived supports and barriers in career development for doctoral students. The Social Cognitive Career Theory (SCCT) serves as a theoretical foundation for the study. This qualitative interview study involved students from different STEM programs at the doctoral level. Results of this study showed that the LEAPD program raised the career development confidence and inferred self-efficacy of these students. Furthermore, performance accomplishments were a significant factor in the persistence of these students to the doctoral level. Teachers and professors were most frequently reported as sources of support for these doctoral students, and the presence of supports seemed to minimize barrier perceptions. Keywords: doctoral students, career development, learning experiences, SCCT, supports, barriers, performance accomplishments, vicarious learning, teacher support, STEM

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Wagner, Tammy L. "A Retrospective Analysis of Leadership Identity Development and Career Paths of Doctoral Student Completers in One Leadership Program." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1404740585.

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Cumming, Jim, and jim cumming@anu edu au. "Representing the complexity, diversity and particularity of the doctoral enterprise in Australia." The Australian National University. College of Arts and Social Sciences, 2007. http://thesis.anu.edu.au./public/adt-ANU20080304.115824.

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This thesis addresses the need to reconceptualise the doctoral experience at a time when the boundaries between education, training, research, work and career development are becoming increasingly blurred. It does so by means of a detailed analysis of what candidates do and how they operate in a variety of disciplinary, employment and other contexts.¶ In order to synthesise and interpret the outcomes of that analysis a broader concept of the doctoral enterprise is developed within which the lived experience is embedded. It is argued that effective representation of the doctoral enterprise is as important as its reconceptualisation, and that both processes are required to generate in-depth understanding of the complexity, diversity and particularity of this phenomenon.¶ Case narratives incorporating the perspectives of candidatesas well as those whom they deem to be influencing their research and learningare employed to portray distinctive elements of doctoral work and its associated outcomes. Quantitative data and analysis derived from a national survey of doctoral candidates are combined subsequently with this qualitative material in order to generate further insight regarding doctoral activities and the entities that are integral to their enactment.¶ Drawing on theories of practice, an integrative model of the doctoral enterprise is then presented. This comprises two basic components, one of which is a set of doctoral practices classified in terms of curriculum, pedagogy, research and work. The other is a set of doctoral arrangements that reflect configurations of entities inclusive of the participants, the academy and the community.¶ The purpose of the model is to increase understanding of the dynamic and evolving nature of the doctoral enterprise and the interrelationships involving practices and arrangements. This model has implications for candidates and others involved directly in the doctoral enterprise, regardless of their sector, role or status.

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Ryan, Susan M. "Life-span developmental perspectives of the professional dance career." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36671/1/36671_Digitised%20Thesis.pdf.

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A professional career in dance can be challenging, with training commitments often from a young age, years of physically exacting work, and, in the latter career stages for some dancers, the struggle to preserve physical abilities in an effort to maintain performance roles. Yet, there is scant empirical knowledge of the degree to which the pursuit of a dance career relates to dancers' psychological and career development across the life-span. The present research, comprising three studies, investigated dance performers' identification with the dancer role and their career development prior to, during, and following a professional dance career. In Study 1, elite dance students (n = 134) from a number of Australian states completed measures of dancer identity, identity development, career maturity, and five-factor personality. In contrast to expectations derived from similar research on young athletes, a strong dancer identity was not maladaptive to dance students' ego identity formation or career development. In particular, identification with the dancer role was beneficial to young dancers' identity formation, with high investment in the dancer persona related to the formation of an achieved identity and related inversely to identity foreclosure. Students with heavy dance training commitments were not at risk of attenuated career exploration or planning, however, these dancers tended to have low identity achievement scores. Dance students did not differ from their peers (223 tertiary students) on career maturity measures and were equally likely to have formed an identity, suggesting that dancers may adapt to associated environmental constraints and reduced exploration opportunities. In a second study, 98 professional dancers completed measures of dancer identity, career stage concerns, career change confidence, career goal achievement, career planning, and personality. A stronger dancer identity was associated with concerns typifying the career establishment stage, whereas concern for separation from a dance career (representing the disengagement stage) was related to less self-definition as a dancer. The latter finding may auger well for dancers' subsequent dance career transition adaptation, given that a weaker dancer identity was a significant predictor of dancers' confidence to adjust successfully to a hypothetical prospective career change :from dance. Career goal attainment and career planning did not predict career change confidence. Dancers embarking on a career transition were more concerned than individuals not leaving dance with issues related to not only the disengagement stage, but also the career exploration stage, thereby demonstrating their career adaptability. Dancers not intent on a career change displayed more concern for establishing and maintaining their career positions than other dancers. Thus, dancers in the middle of their careers may fail to anticipate future career events associated with the time-limited nature of a dance career. An interview-based methodology was employed in Study 3 to elaborate key findings from the first two quantitative studies. Responses :from 15 former professional dancers indicated that dancers may attempt to mitigate the impact of a strong dancer identity on the quality of their career transition by a variety of processes including conscious detachment :from their dancer role. The timing of the career transition, precursors to career cessation, and intended post-transition career direction may further influence dancers' divestment of their dancer role prior to transition. An association between dancer identity salience and transition adjustment was evident for the majority of dancers; however, less identification with dance was neither a necessary nor a sufficient condition in determining the quality of transition adaptation. Instead, a number of factors mediated this relationship such as additional life-roles, social support, and challenges associated with transition. Career planning throughout a dance career appears challenging due to the interplay of contextual, social, and individual factors. Consequently, a number of recommendations were made to enhance dancers' career development. Finally, beneficial outcomes from dance career transition were identified, with positive gains not confined to dancers who experienced a smooth transition.

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Brown, Jeremy Michael. "From student to professional: a case study of the teaching and learning environment during a formative transitional period in the career of new doctors." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493268.

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This case study explores the support of pre-registration house officers (PRHOs) through the crucial transition from student to doctor, enhancing understanding of other transition phases in a doctor's career and to the nature of transition generally in professional development. The views of Mersey Deanery PRHOs and their Educational Supervisors were gathered using both quantitative and qualitative methods between August 2000 and 2001.

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Adams, David E. "The development of youth ministry as a professional career and the distinctives of Liberty University youth ministry training in preparing students for youth work." Lynchburg, Va. : Liberty University, 1993. http://digitalcommons.liberty.edu.

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Shaw, Courtney J. "Towards Dementia Friendly Emergency Departments: A mixed method exploratory study identifying opportunities to improve the quality and safety of care for people with dementia in emergency departments." Thesis, University of Bradford, 2018. http://hdl.handle.net/10454/17445.

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This project provides the first comprehensive investigation into the experiences of people with dementia (PWD), their carers, and the staff who provide care in emergency departments (ED) in the UK. This is a mixed methods study which used a national survey (N=403) followed by ED observation (32 hours) and qualitative interviews with health professionals (N=29), in an iterative and sequential design to present a holistic evaluation of the current experiences of the key parties- patients, carers, and ED staff involved in receiving and providing care. The theoretical perspective of the Human Factors Approach to patient safety underpins this work. The project included people with dementia and carers as collaborators and co-designers in both the development of the research tools and in shaping the project outputs. This research explores the barriers and facilitators to safe and effective care, concluding that here are a number of barriers (poor integration of communication systems, inappropriate physical environments, misalignment of staff training and workplace staffing models), which may affect the healthcare team’s ability to provide effective dementia care. These systemic challenges both give rise to and exacerbate poor organisational and safety cultures. However, despite these challenges, there are examples of safe and effective care (positive deviants) where uncommonly good outcomes for this patient population are achieved. Examining these examples offers valuable insight into potential adaptions, which could be used to improve existing care.

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Harris, Rod (Rod D. ). "Musician and teacher: the relationship between role identification and intrinsic career satisfaction of the music faculty at doctoral degree granting institutions." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332810/.

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The purpose of this study was to investigate the relationship between identification with the teacher or musician role and intrinsic career satisfaction by college music teachers in doctoral degree granting institutions.

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Diderichsen, Saima. "It's just a job : a new generation of physicians dealing with career and work ideals." Doctoral thesis, Umeå universitet, Allmänmedicin, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-139976.

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Background: Today, women constitute about half of medical students. However, women are still underrepresented in prestigious specialties such as surgery. Some suggest that this could be explained by women being more oriented towards work-life balance. Aim: The overall aim of this dissertation was to explore aspects of gender in work-life priorities, career plans, clinical experiences and negotiations of professional ideals among medical students and newly graduated doctors, all in a Swedish setting. Method: We based the analysis on data from two different sources: an extensive questionnaire exploring gender and career plans among medical students (paper I-III) and interviews with newly graduated doctors (study IV). In paper I, four classes of first- and final-year medical (N=507, response rate 85%) answered an open-ended question about their future life, 60% were women. We conducted a mixed methods design where we analyzed the answers qualitatively to create categories that could be analyzed quantitatively in the second stage. In paper II, five classes of final-year medical students were included (N = 372, response rate 89%), and 58% were women. We studied their specialty preference and how they rated the impact that the motivational factors had for their choice. In order to evaluate the independent impact of each motivational factor for specialty preference, we used logistic regression. In paper III, final-year medical students answered two open-ended questions: “Can you recall an event that made you interested of working with a certain specialty?” and “Can you recall an event that made you uninterested of working with a certain specialty?”. The response rate was 62% (N = 250), and 58% were women. The analysis was similar to paper I, but here we focused on the qualitative results. In paper IV, thematic interviews were conducted in 2014 and 2015. We made a purposeful sampling of 15 junior doctors, including nine women and six men from eight different hospitals. Data collection and analysis was inspired by constructivist grounded theory methodology. Results: When looking at the work-life priorities of medical students and junior doctors it is clear that both men and women want more to life than work in their ideal future. The junior doctors renounced fully devoted and loyal ideal and presented a self-narrative where family and leisure was important to cope and stay empathic throughout their professional lives. The specialty preferences and the highly rated motives for choosing them were relatively gender neutral. However, the gender neutrality came to an end when the final-year medical students described clinical experiences that affected their specialty preference. Women were more often deterred by workplace cultures, whereas men were more often deterred by knowledge area, suggesting that it is a male privilege to choose a specialty according to interest. Among the newly graduated doctors, another male privilege seemed to be that men were able to pass more swiftly as real doctors, whereas the women experienced more dissonance between their self-understanding and being perceived as more junior and self-doubting. Conclusions: The career plans and work-life priorities of doctors-to-be were relatively gender neutral. Both female and male doctors, intended to balance work not only with a family but also with leisure. This challenges the health care system to establish more adaptive and flexible work conditions. Gender segregation in specialty choice is not the result of gender-dichotomized specialty preferences starting in medical school. This calls for a re-evaluation of the understanding where gender is seen as a mere background characteristic, priming women and men for different specialties.

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Tharmaseelan, Nithiyaluxmy. "Careers in cross-cultural context : a study of Sri Lankan immigrants in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Management at Massey University, Albany, New Zealand." Massey University, 2005. http://hdl.handle.net/10179/1189.

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This study considered migrants’ career outcomes as the result of their adjustments in terms of culture and career adaptation along with other positive attributes they brought on their arrival as well as developing in their new country. It considered that career is the property of individuals and managing it successfully is the responsibility of individuals themselves. Prior research into migrants’ issues and careers was used as the basis of this study and a model for analysis was developed using such issues. The resultant model included the wider life of migrants. A questionnaire including reliable measures of key variables was developed based on the literature. Two hundred and twenty-one Sri Lankan migrants completed the pilot tested survey. The results were analysed using factor analysis, tests of association and multiple regression analysis at the first stage to formulate a less complex model. Structural equation modelling was then used to confirm the relationships assumed between different variables. Although some of the relationships and/or variables assumed initially were removed from the model, the final model explained strong links between the variables that remained. Qualification gained before migration and career self-efficacy were found to be the most significant variables in explaining job satisfaction before migration. Usefulness of prior knowledge, skills and habits, efforts made towards career, education in New Zealand, information seeking, length of time in New Zealand and overseas experience had the greatest influence on current job level. Current job level, length of time in New Zealand and overseas experience were found to be the most significant variables explaining subjective career success after migration. Adapting to New Zealand culture was found to be significant in explaining only the career satisfaction after migration. It was also found that migrants’ career outcomes (success and satisfaction) after migration were significant variables in explaining overall career satisfaction of this migrant group: however, with the exception of job satisfaction, career outcomes before migration did not play a significant role in determining overall career satisfaction. The implications of the present study were considered, from both migrants’ perspective and that of New Zealand as the host society. A number of possible practical strategies relevant to migrants, community organisations and policy makers and authorities were suggested. Several potential avenues for future researches were identified and discussed. Thus, it is expected that this study will contribute to better career outcomes of migrants in New Zealand.

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Saddler, Tonya N. "Socialization to Research: A Qualitative Exploration of the Role of Collaborative Research Experiences in Preparing Doctoral Students for Faculty Careers in Education and Engineering." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/27615.

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One challenge facing graduate education is the preparation of future faculty members across disciplines to assume faculty positions (Wulff & Austin, 2004). This qualitative study explored the socialization process of doctoral students in education and engineering fields committed to a career as a faculty member. Specifically, this study attempted to understand what knowledge, skills, and understandings (Weidman, Twale, & Stein, 2001; Van Maanen & Shein, 1979) are acquired during the research collaborations some doctoral students have with their faculty mentors and how this relationship prepared doctoral students for a future as a faculty member. Core elements of the Graduate and Professional Student Socialization model (acquisition of knowledge and skills, investment, and involvement) were used to explore doctoral student socialization (Weidman et al.). Semi-structured telephone interviews were conducted with forty doctoral students (20 education, 20 engineering) from four predominately White research institutions (PWRIs). Five themes emerged from the data regarding the role research collaboration played in socializing doctoral students in education and engineering to faculty careers. First, the research collaborative process with mentors aided doctoral students in learning how to communicate research to different audiences, the realities of research, how to conduct problem solving research, and the competitive nature of research. Second, participants identified learning about the complexity of a faculty role, particularly responsibilities that extend beyond teaching and research for faculty members. Third, doctoral students reported learning about the requirements of the tenure process. There were ways the collaborative experience positively or negatively contributed to an interest in a faculty role. Positive factors included enjoyment of research and the perceived autonomy and flexibility of research. Negative factors included the perceived low priority given to teaching and the demands placed on faculty members. Participants reported varying levels of commitment to the research collaborative relationship depending on whether they had competing interests. Exposure to the research collaborative process with a faculty mentor allowed doctoral students to conceptualize the entire research process from beginning to dissemination and to get an intimate idea of the realities of faculty life. Implications for practice, research, and theory are outlined.
Ph. D.

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Webb, Garlon Mobley. "Relations Between Social-Environmental Characteristics of Families and Career Decision/Indecision of Secondary Tech Prep Students." UNF Digital Commons, 1996. http://digitalcommons.unf.edu/etd/218.

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The study examined the relations of social-environmental characteristics of families and demographic variables on career decision/indecision of 425 secondary Tech Prep students in North Florida. Career decision/indecision was the dependent variable, measured by the Career Decision Scale (Osipow, Carney, Winer, Yanico, & Koschier, 1987). Predictor independent variables included social-environmental characteristics of families as measured by the Family Environment Scale (Moos & Moos, 1981). Other predictor independent variables included academic achievement (reading comprehension and mathematics)' gender, economic disadvantage and race. No significant mean differences were found by gender and by grade of Tech Prep students on the Certainty Scale or the Indecision Scale of the Career Decision Scale. There was no significant interaction between gender and grade level of Tech Prep students. The means indicated a middle range of certainty and a middle range of indecision. The expectation that the sample group of Tech Prep students would be more career decided by virtue of their selection of Tech Prep programs was not supported. It can not be known if without their Tech Prep participation, these students would have been in a lower range of career certainty. The lack of significant differences by grade of Tech Prep students on the Certainty Scale and Indecision Scale gives rise to the concern that 12th-grade students are no more prepared than 11th-grade students to follow specific plans for their future careers. The means of the students on the subscales of the Family Environment Scale indicated the highest mean on the subscale of Moral- Religious Emphasis and lowest mean on the subscale Intellectual-Cultural Orientation. The students' scores on the Family Environment Scale were in the middle range. The profile of demographic variables was as follows. The Reading Comprehension normal curve equivalent scores (NCE) was 51.21 for the 11th-grade and 12th-grade Tech Prep students. The Mathematics mean NCE score was 50.95 for the students. The mean scores of students in this study were in the average range. These scores are not unexpected in that students in Tech Prep are recruited most heavily from the general education track. However, the Tech Prep benefit of higher level academic courses is not clearly indicated in these average GTAT scores. The total sample was 66.8% female and 33.2% male. The total sample was 76.2% White, 20.0% African American and 3.7% other. More than 70% of the sample either did not qualify or did not apply for free or reduced lunch, and could not, therefore, be classified as economic disadvantaged. Tabulation of gender, racial and economic distribution for Tech Prep students in Florida is needed. Stepwise multiple regression analyses were used to explore the predictive ability of demographic variables on career decision/indecision and to explore the predictive ability of the ten subscales of the Family Environment Scale on career decision/indecision. There were similarities in the predictor demographic variables in the prediction formula for career certainty and career indecision. Regarding the predictive ability of the demographic variables on Career Certainty Scores, a multiple R of .26 was computed and accounted for 6.5% of the variance. Race entered on the first step, correlated .20 with Career Certainty and accounted for 4.4% of the variance. White students had a slight tendency to be more certain regarding career decision-making. The relations of culture-specific variables of racial minorities on career decision/indecision was not examined in this study. All tests are, at least to some extent, culture-bound. Therefore, test scores by minorities can be negatively affected by White, middle class cultural contexts. Reading Comprehension was loaded on the second step and contributed 2.1 % additional variance. Reading Comprehension correlated -.16 with Certainty. Students with higher reading scores tended to be slightly less certain of their career decisions. This study did not examine realism of career decisions. This study also did not examine the appropriateness of career choice with aptitude or achievement levels. Regarding the predictive ability of the demographic variables on Career Indecision Scores, a multiple R of .21 was computed and accounted for 4.6% of the variance. The Mathematics Scores correlated .12 with Indecision Scores and accounted for 1.2% of the variance. Race contributed an additional 1.7% of the variance. Class (grade) contributed 1.6% additional variance. African American students and 11th-grade students had a very slight tendency to be less sure of their career decisions. There were similarities in the predictor variables in the prediction formula for career certainty and career indecision. Race contributed a significant amount of the variance in predicting career certainty and career indecision. There was a tendency for African American Tech Prep students to have more indecision and less certainty than White Tech Prep students. Cognitive variables contributed a significant amount of the variance. GTAT Reading Comprehension scores predicted career certainty while Mathematics scores were the variables predicting career indecision. Regarding the predictive ability of the ten subscales of the Family Environment Scale on Career Certainty Scores, a multiple R of .273 was computed and accounted for 7.46% of the variance. Intellectual-Cultural Orientation contributed 5.37% of the variance and correlated .23 with Certainty. Achievement Orientation contributed 2.1 % unique variance. Achievement Orientation correlated .17 with Certainty. Both the Achievement Orientation and Intellectual-Cultural Orientation scales were subscales measuring Personal Growth Dimensions. Regarding the predictive ability of the ten subscales of the Family Environment Scale on Career Indecision Scores, Intellectual-Cultural Orientation correlated -.212 with Career Indecision and accounted for 4.5% of the variance. Therefore, only one of the ten subscales of the Family Environment Scale accounted for variance regarding career indecision. The mirror image indicated higher scores on the Intellectual-Cultural Orientation subscale predicted career certainty and lower scores on Intellectual-Cultural Orientation predicted indecision. The results of this study provided limited support for the predictive ability of demographic variables and family subscales on career certainty and career indecision. Clearly, a deeper and boarder understanding of the processes involved in adolescent career decision-making is needed.

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Krudwig, Kathryn Marie. "Learner Centeredness as a Predictor of Teachers' Role Stress and Career Commitment." UNF Digital Commons, 1999. https://digitalcommons.unf.edu/etd/373.

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Questions explored in this study were: (a) Is learner centeredness related to teacher role stress and/or career commitment; (b) If so, can learner centeredness explain variance in teachers' role stress and/or career commitment; (c) Is the discrepancy between teacher and student perceptions of teacher practices related to teacher role stress and/or career commitment; and (d) if so, can this discrepancy explain variance in teachers' role stress and/or career commitment? The current need to provide every child with qualified and committed teachers in the face of a growing, national teacher shortage supported the significance of the research. The study was based on open systems theory (Thompson, 1996). An open system consists of inputs, process, and outputs, as well as feedback loops connecting these three components. All systems adjust to changes in their search for equilibrium (Katz & Kahn, 1966; Thompson, 1996). The xiii changes inherent in the shift toward learner centeredness can be expected to disrupt role expectations and lead to role stress for teachers (Connor, 1992; Fullan, 1991). A related construct, career commitment, is critical to sustaining teachers through the stresses of change (Firestone & Pennell, 1993). Middle school teachers (N = 318) in three northeast Florida counties completed four surveys that measured their learner centeredness, role stress, career commitment, and demographic background. In addition, 60% of the sample (N = 192) had one class complete a survey about teacher practices. A total of 4,539 students completed this survey. Findings from Pearson product-moment correlations suggested that teachers who were more learner centered in their beliefs and practices experienced less role stress (role insufficiency, role ambiguity, and role boundary) and higher levels of career commitment (career identity, career resilience, and career planning) than teachers who were less learner centered. With strength~ of relationships ranging from low to moderate, it appears that learner centeredness offers measurable benefits to teachers. In addition, findings from stepwise multiple regression suggested that learner-centeredness was a predictor of role stress and career commitment in teachers. The variance that was explained by learner-centered beliefs and practices ranged from 19% to 25% for role stress (role insufficiency, role ambiguity, and role boundary) and career commitment (career identity, career resilience, and career planning). Thus, teachers may be able to influence some of their own role stress and commitment to the profession through their beliefs and practices. Using Pearson product-moment correlations, a low relationship was found between the discrepancy between teacher and student perceptions of xiv teacher practices and two dimensions of role stress, role ambiguity and role boundary. In addition, discrepancy was related to career commitment: The relationship to career identity was negative but low, while the relationship to career planning was negative but moderate. Finally, results of multiple regression indicated slight predictive value of discrepancy for role stress and career commitment. The variance that was explained by discrepancy ranged from 3% to 11% for role stress (role boundary and role ambiguity) and career commitment (career identity and career planning). An open systems model was developed to show the influence of learner-centered beliefs, practices, and discrepancy on teachers' role stress and career commitment. Tentative suggestions for practice, as well as recommendations for further study, concluded the dissertation. Focus was placed on the need for continued research of the complex issues that impact teachers' resilience.

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Sahar, Junaiti. "Supporting family carers in caring for older people in the community in Indonesia." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36786/1/36786_Digitised%20Thesis.pdf.

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The purpose of the study: The purpose of this research study was to improve the health status of older people living in the community through implementing a family carers' training program. Background of the study: Many previous studies have reported the improvement of family carers' knowledge in providing better care for older people as well as reducing their burden, anxiety and depression. However, those studies have not addressed clearly the impact of the programs on the health status of older people living in the community. Design of the study: An experimental design with pre and post-tests of intervention and control groups was used in the study. The intervention of the study: The intervention group attended the training program and received a training package consisting of 8 health education booklets and trainees'guide at the beginning of the study. They were also provided with guidance practice and follow-up support following the training program. The control group received usual care and support during the study. However, at the end of the study they were provided with the training package. Population and sample: All older people (60 years and above) living with their family carers in the district of Beiji, Depok Indonesia formed the population for this study. Two villages were randomly selected from the six villages in this district. One village was randomised to become the intervention group and the other became the control group. A sample of 120 older people and their primary carers (120) were selected from of the two villages. Therefore, the total sample consisted of 480 participants made up of 240 family carers and 240 older people. Data collection and instruments: The data were collected within three time points (baseline, 3 and 6 months) by using several tested and widely used instruments. Some additional questions relating to the family carers' training program were also added. All instruments were tested for reliability in Indonesia before being used for the present study. Data analysis: T-test and Chi-square analyses were used to identify baseline differences between the intervention and control groups. ANOVA was used to examine the differences between selected internal or external factors of older people and the health status of older people. Two-way repeated measures ANCOV A was chosen to evaluate the differences within the three time points and between groups and controlled for baseline differences or some potential confounders. Friedman's test was used to test the variances which were not equal and for categorical data. For the dichotomous variables, the Cochran's test was chosen. Results: Overall, the findings over the six-month period for the intervention group showed a significant increase for the knowledge, skills, attitudes, global social support and life satisfaction perceived by family carers when compared to those of the control group. The objective burden was significantly lower in the intervention group than that of the control group. The subjective burden was not significantly different between the groups. However, further analysis using independent pairwise comparisons (Bonferroni) showed the intervention group significantly lower than the control group. Similarly the health status of older people in the intervention group, including physical, mental, global social support, life satisfaction, and blood pressure was significantly increased when compared to those of the control group. In contrast to these findings, the activities of daily living of older people were not significantly different between groups. Conclusions: In conclusion, the Family Carers' Training Program made a positive impact on the health status of older people through increasing the family carers' ability in caring for older people. This program was found to be acceptable by the population and feasible to implement within the Indonesian population.

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Pederson, Gail. "Factors That Enable Later Career Female Nurses to Complete Their Ph.D. Degrees in Nursing." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1329936403.

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Epstein, Nurith Anna Verfasser], and Rudolf [Akademischer Betreuer] [Tippelt. "Achievement related cognitions and the intention of doctoral graduates in medicine and life sciences to pursue an academic research career : a sociocognitive perspective on the development of academic career aspirations / Nurith Anna Epstein ; Betreuer: Rudolf Tippelt." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2016. http://nbn-resolving.de/urn:nbn:de:bvb:19-201317.

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Epstein, Nurith Anna [Verfasser], and Rudolf [Akademischer Betreuer] Tippelt. "Achievement related cognitions and the intention of doctoral graduates in medicine and life sciences to pursue an academic research career : a sociocognitive perspective on the development of academic career aspirations / Nurith Anna Epstein ; Betreuer: Rudolf Tippelt." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2016. http://d-nb.info/1121508006/34.

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Keagy, Amy Haddock. "The Impact of Undergraduate Research Experiences on the Development of Biology Students’ Domain Knowledge, Domain Interest, and Career Aspirations." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/886.

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Federal and state agencies in the United States have pressured institutions in higher education to increase the number of graduates in STEM disciplines and supply an educated workforce for the increasing shortages in the STEM economy. Undergraduate research experience is one potential mechanism for supporting retention and student success within STEM disciplines. Most evaluations of the impact of undergraduate research to this point have been qualitative research studies. The purpose of this study was to use a quantitative model to examine domain knowledge, domain interest, and career aspirations in undergraduate biology majors and how participation in research experiences may impact each of these aspects. Path analysis was performed with data collected from an online survey that was administered to six upper level biology courses during one semester. Domain interest and career aspirations was the only significant relation in the path model. Research experiences may indirectly impact career aspirations by increasing domain interest, but additional work is needed to examine this relationship. Stakeholders in undergraduate research at institutions may consider the implications of this study as they develop policies to reduce barriers for student participation in research.

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Donohue, Ross D. "An examination of Holland's constructs in relation to career change and persistence." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36663/1/36663_Digitised%20Thesis.pdf.

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Holland's (1997) constructs in relation to career change/persistence were examined using a mixed-method design. The quantitative phase involved 153 career persisters and 150 career changers (intent on career change and had taken action to activate the transition) who completed the Self-Directed Search (SDS), Career Attitudes and Strategies Inventory (CASI), Vocational Identity Scale (VIS), and a Research Questionnaire. Follow-up interviews were conducted with representative persisters (n = 14) and changers (n = 14) to confirm and expand the quantitative findings. In the quantitative study, persisters were more congruent (C-Index; Brown & Gore, 1994) than changers. Changers also contemplated moving to careers that were more congruent than their current careers. In accord with Holland's theory, there was no difference between the current work environment congruence of persisters and the pursued work environment congruence of changers. However, contrary to expectations, congruence did not increase with successive changes. In the qualitative phase, consistent with the quantitative findings, congruence was more important for persisters than changers in choosing their current career. Persisters were more likely than changers to identify ways in which their career afforded expression of congruence. Congruence was important in the decision to persist, while incongruence influenced the decision to change. In terms of Holland's secondary constructs, persisters had higher vocational identity than changers, however, there were no differences in consistency or differentiation. Vocational identity was the only secondary construct to add to the prediction of career change/persistence, with congruence held constant. No secondary construct moderated the relationship between congruence and career change/persistence. With regard to the CASI scales, persisters had higher job satisfaction than changers, which was confirmed qualitatively. Job satisfaction influenced the decision to persist in career, while dissatisfaction influenced the decision to change career. In the quantitative study, persisters had higher career worries than changers and qualified support was obtained qualitatively. Career worries influenced persistence, while they were uninfluential in the decision to change career. Quantitatively, changers were higher than persisters in their skill development. Interview responses provided some support and suggested changers often viewed their transition as an opportunity to acquire skills, while many persisters reported that aversion to training/study influenced their decision to remain. In the quantitative study, changers were more likely to take risks than persisters and this was confirmed qualitatively. Risk aversion influenced the decision to persist in career, while risk seeking influenced the decision to change career. Consistent with Holland's (1996b) proposition, selected CASI scales (Job Satisfaction, Career Worries, Skill Development, Risk-Taking Style, and Dominant Style) contributed additional explanatory power, over and above congruence, in predicting career change/persistence. In fact, these scales were substantially better predictors of career change/persistence than congruence. Theoretical and practical implications are also discussed.

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Juralevičienė, Irena. "Sveikatos mokslų trečios pakopos studijų absolventų mokslinės ir profesinės veiklos raidos įvertinimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070803.115958-69251.

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Darbo tikslas – įvertinti medicinos ir visuomenės sveikatos mokslų doktorantūros absolventų profesinės ir mokslinės veiklos raidą. Uždaviniai: 1. Atlikti doktorantų mokslinio produktyvumo per 4 studijų metus ir po studijų analizę. 2. Išanalizuoti medicinos ir visuomenės sveikatos mokslų daktarų įsitraukimą į mokslinę, studijų ir praktinę veiklą. 3. Įvertinti absolventų požiūrį į doktorantūrą ir profesinės karjeros galimybes. Tyrimo metodika: Kauno medicinos universiteto medicinos ir visuomenės sveikatos doktorantūros studijų 2004, 2005, 2006 metų absolventų mokslinės ir profesinės veiklos raida vertinta analizuojant absolventų mokslinių publikacijų ir darbinės veiklos duomenis. Absolventų požiūrio į doktorantūrą ir profesinės karjeros galimybes vertinimui atlikta respondentų anketinė apklausa. Anketos atsako dažnis 82,6 proc. Duomenys apdoroti ir analizuoti naudojant MS Excel ir statistinio duomenų analizės paketo SPSS 12.0 versija. Rezultatai. Doktorantai savo mokslinių tyrimų rezultatus publikuoja visų lygių mokslo leidiniuose, paskelbdami vidutiniškai 4,84 mokslinius straipsnius (0,3 MII straipsnio). Didžioji dauguma (82,5 proc.) mokslo daktarų lieka dirbti Kauno medicinos universitete ir jam priklausančiose institucijose, trys ketvirtadaliai (72,6 proc.) absolventų dirba mokslinį ir pedagoginį darbą. Dauguma doktorantų, pasirinkdami doktorantūros studijas, tikisi geresnių darbo perspektyvų, norėdami dirbti mokslinį darbą ir tęsti studijas. Doktorantūros studijų metu... [toliau žr. visą tekstą]
Goal of the study – to evaluate the development of professional and research activities of doctoral graduates in medicine and public health. Objectives: 4. To perform the analysis of scientific productivity of doctoral students during and after the period of studies. 5. To analyze the involvement of PhD graduates in medicine and public health into research, practical and teaching activities. 6. To evaluate the attitude of graduates towards doctoral studies and their perspectives of professional career. Methods: The development of research and professional activity of doctoral graduates in 2004, 2005 and 2006 was evaluated analyzing data of their scientific publications and practical activities. The questionnaire was developed to evaluate the attitude of graduates towards their PhD studies and perspectives of professional career. Response rate was 82,6%. Data was analyzed using MS Excel and SPSS 12.0 software. Results. Doctoral students publish results of their research in scientific journals of all levels, publishing 4,84 publications in average. Majority of graduates (82,5%) stay employed in Kaunas University of Medicine and related institutions, 72,6% of respondents are involved in research and teaching. Most of doctoral students expect better perspectives for work while having the willingness to do research and continue the studies. During the period of studies they usually acquire experience in scientific research and the degree of PhD provides them with self-confidence... [to full text]

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Mongeon, Mylène. "Improvising Knowledge: A Case Study of Practices in and Around World Spine Care's Evidence-based Clinics in Shoshong and Mahalapye, Botswana." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34972.

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Global health organizations attend to populations around the world applying an evidence-based model of care that often does not correspond with local realities on the ground. My thesis provides an in-depth anthropological study of how this occurs within practices in and around World Spine Care's (WSC) clinics in Shoshong and Mahalapye, Botswana. More specifically I explore how knowledge is negotiated and improvised on the ground, paying particular attention to the ways WSC volunteers are (un)able to work with local health workers as they desire. I show the flows and counter-flows implicated in the difficult task of reconciling skills with standards. The study is based on a total of 15 months of participation with WSC's organization through attending meetings, activities and shadowing practitioners both in Ottawa and in Botswana. Expanding the scope of their creative improvisational skills beyond the closed settings of WSC clinics is proposed as a way to move forward.

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Bangali, Marcelline. "Pratiques de conseil en orientation professionnelle et transformation des formes d'anticipation de soi face à une situation de transition : le cas des jeunes docteurs en reconversion vers le privé." Phd thesis, Conservatoire national des arts et metiers - CNAM, 2011. http://tel.archives-ouvertes.fr/tel-00598546.

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L'étude conduite à l'occasion de cette thèse porte sur l'analyse des processus de transformations identitaires observables à l'occasion des interactions de conseil en orientation professionnelle. Elle s'intéresse aux stratégies d'insertion des jeunes docteurs en dehors de la recherche publique qui constitue généralement pour la majorité d'entre eux, un point d'ancrage majeur de leurs anticipations. L'objet est de repérer certaines figures de remaniements identitaires qui paraissent aller de pair avec une reconversion réussie vers le secteur privé et de formuler quelques hypothèses explicatives relatives aux processus et facteurs en jeu. Cette recherche (conduite au sein de l'association Bernard Grégory) s'appuie sur le modèle de la subjectivité individuelle, conçue comme un système dynamique de formes identitaires subjectives (Guichard, 2004). Certaines formes de ce système représentent les anticipations de soi qui peuvent jouer un rôle majeur dans le sens que l'individu donne à son existence à un moment donné. Deux formes de réflexivité en tension sont au principe du développement de ces anticipations : l'une (la réflexivité duelle) vise une stabilisation de soi dans un modèle désiré, alors que l'autre (la réflexivité trinitaire) pousse à une mise en perspective des expériences passées et présentes. C'est cette seconde forme de réflexivité que l'intervention de conseil développée dans cette étude vise à observer. La description de cas concrets de jeunes docteurs montre l'impact des processus de réflexivité dialogique sur la manière dont ces derniers renoncent progressivement à l'ancrage académique de leurs anticipations professionnelles, pour développer de nouveaux modes d'interpréter et de mise en perspectives futures de l'expérience doctorale

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Glasser, Ellen. "Voices of the First Women Leaders in the Federal Bureau of Investigation." UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/635.

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This qualitative study utilized elite, semi-structured interviews of a purposive sample of the first women who became Special Agents and supervisors in the highly gendered Federal Bureau of Investigation (FBI). The historical context for their experiences is significant in light of social and legal mandates for equal opportunity and the increased interest in gender-specific research that took place during the 1970s. Literature relating to feminist perspectives, the integration of women into nontraditional occupations, and the gendered nature of bureaucracy supported the conceptual framework. Guided by educational criticism, four strategies were used recursively: typological analysis was used to define categories of data; interpretive analysis was used to identify patterns and connections in the data; evaluation was used to attach value to the data beyond the participants, and thematics were used to analyze pervasive messages within the data as a whole. Typologies included the choice of nontraditional careers, decision-making, efficacy as leaders, and efforts to negotiate the FBI’s bureaucracy. Three metaphors were used to interpret connections and patterns according to feminist standpoint theory, career self-efficacy theory, and various organizational principles. A Supergirl metaphor highlighted women’s unique knowledge and complex roles; a Target metaphor highlighted complex patterns for high achievement and response to obstacles, and a Clubhouse metaphor highlighted masculine culture, the role of rules, and changes to an organization’s equilibrium. Evaluation analysis addressed the moral obligation for women in leadership and the need for organizational diversity. Themes in the data included occupational pride, the challenge to manage multiple roles, an absence of relationship support, and inconsistency in feminist views.

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Flowers, Lea Randle. "Exploration of the Socialization Process of Female Leaders in Counselor Education." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/383.

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Higher education literature, has several contributions that pertain to mentoring styles in academia, female faculty, gender and leadership, and recruitment and retention of women and minorities in academia. However, specific references that lend voice to the experiences of female counselor educators in the context of their career paths and patterns are scant(Hill, Leinbaugh, Bradley,& Hazler, 2005). This qualitative investigation explored the socialization process of 8 female leaders in counselor education from throughout the United States utilizing grounded theory methods. The primary theme of socialization was organized into three main categories, (a) childhood socialization, (b) anticipatory socialization (Van Mannen, 1976), and (c) organizational socialization (Van Mannen, 1976). Leaders' socialization experiences highlighted sub-themes of balancing work and family, satisfaction level of professional obligations and inequalities. The inequalities highlighted participants' experiences of exclusion in departments with counselor education and counseling psychology programs, as well as gender and race discrimination around issues such as salary, tenure and promotion. The results from this investigation provided a theoretical framework of the interrelated influences of their socialization process from childhood across the span of their careers to full professor and department chairs. Implications and recommendations for female doctoral students, counselor educators, professional development in higher education, mentoring relationships, supervision and leadership development are included.

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Hoare, Sarah. "Understanding end-of-life admissions : an interview study of patients admitted to a large English hospital shortly before death." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/275055.

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Hospital admissions for patients close to the end of life are considered ‘inappropriate’ in contemporary English health policy. Hospitals are supposedly unable to offer a ‘good’ death for patients, and dying there is thought to contradict patient choice, since patients are assumed to want to die at home. However, almost half of all deaths in England in 2015 occurred in hospital, and of these, nearly a third died within three days of admission. This thesis seeks to explore why these admissions are considered to be a problem and how they occur. Through a systematic review of UK literature I found that it cannot be stated that most patients want to die at home, because of the extent of missing data (preferences not asked, expressed, reported or absent). This finding challenges the justification that admissions are inappropriate because they contravene patient choice. Similarly inconclusive evidence about the undesirability, cost, and lack of need for patients to be in hospital were also found in a review of policy. Together with analysis of historical trends in hospital and hospice provision, it is apparent that attitudes towards end-of-life admissions reflect existing tensions about the role of hospital as an acute provider, and as a place of death. An analysis of interviews conducted with healthcare staff and next-of-kin involved in the admission of patients (case-patients) who died shortly after being admitted to Meadowbridge, a large English hospital explored these tensions further. I found that whilst hospital was not recognised as a place where ‘good’ deaths typically occurred, it was acknowledged as an emergency place of care. In this context, patients without obvious need for hospital care were nevertheless admitted to the hospital and the environment was subsequently recognised to offer distinct benefits. The need for emergency care reflected the difficulties of providing end-of-life care in the community. For dying to occur appropriately, home had to be adapted and care organised by healthcare staff. Both tasks were complicated by the unpredictability of dying, and family carers helped to absorb much of the uncertainty and support patients to die at home. Ambulance staff became involved when patients had care needs that exceeded care quickly and easily available in the community. When called to the case-patients, ambulance staff instituted familiar practices in transferring them to hospital. Hospital was recognised as a default place of care because ambulance staff struggled to facilitate alternative care and lacked sufficient professional authority to keep patients at home. The admissions of the case-patients represent the best attempts of staff to navigate the tangled practices of end-of-life care. These practices are the result of the actions of the staff, which in turn both constrained and enabled their action in providing care to patients. The term ‘inappropriate’ to describe admissions does not encompass these attempts, and moreover, devalued the significant care provided by healthcare staff in the community and hospital.

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Ganza, William John. "The Impact of Online Professional Development on Online Teaching in Higher Education." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/345.

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This study explored the impact a professional development program (Online Professor Certificate Program, OPCP) had on teaching online in higher education— specifically, the impact on faculty members’ teaching presence. The conceptual and theoretical model utilized the community of inquiry framework and both critical theory and transformational learning theory. This case study used data from various sources, including questionnaires, content analysis, and interviews. The overall results indicate that the OPCP had some impact on teaching presence, but not as much as anticipated. The study found that faculty who completed the OPCP were more engaged in their online classes than those who had not participated in the OPCP, as measured by the number of discussion posts. No statistically significant difference in teaching presence was found between participants’ retrospective pre- and post-OPCP responses. Participants mentioned mentoring and andragogy as the two most important parts of the OPCP. Educational leaders have an economic interest in this issue, as online enrollments increased significantly over the past decade, and the trend will likely continue. These increased online enrollments have impacted online teaching, creating a growing need for high-quality online teaching. Faculty need professional development programs to help them become more effective online teachers. The professional development programs need to be evaluated for effectiveness beyond the satisfaction level, with a focus on program outcomes.

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Pearson, Phyllis Findley. "Beyond High School Readiness in the 21st Century: A Multi-Case Study of the Perspectives of African American High School Students in Accelerated Learning Programs and Their Experiences of Success in Terms of Efficacy, Ethnicity, and Future Aspirations." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/542.

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Secondary Education reform efforts have focused on perpetual achievement gaps for more than a decade, highlighting the essence of state level standardized test scores in reading and math, among diverse student groups in relation to their white peers. The reauthorization of ESEA (2013), is a reform effort described as the Student Success Act, whereby the expectation of student success is described in terms of all students graduating from high school, both college and career ready. The concept of no child left behind remains at the base of the law, which designates federal funds for education programs designed to ensure equal access to educational opportunities for all students regardless of their demographics. In the 21st century, a major challenge of secondary school reform efforts is to guarantee equal access while supporting overall student success in accelerated learning environments. The major purpose of this study was to explore the perceptions of African American high school students’ on their experiences of success in accelerated learning programs, including Advanced International Certificate of Education (AICE), Advanced Program (AP), and International Baccalaureate (IB). Other key interest areas of influence on their perceptions of success included academic efficacy, ethnic identity awareness, and future aspirations. The theoretical frameworks of Bandura’s social cognitive theory (1986), Erikson’s (1968) identity development theory, McClelland’s (1961) human motivation theory, Benard’s (1993) resiliency theory, and Phinney’s ethnic identity development model (1992) framed this research study. Using a qualitative design, in-depth interviews were conducted to obtain thick, rich, detailed materials to gain a deep understanding of the self-concepts, beliefs, and views of how African American high school students think about key influences on their success in accelerated learning programs. Data analysis applying a thematic approach through an inductive and interactive systematic process of data coding and analysis generated themes regarding knowledge strengths, academic and cultural diversity, resource systems, stereotypical expectations, future focused, commitment to give back to the community, and networking for progress. Implications for secondary education policy makers include the need for a more comprehensive resource system, to address opportunity gaps in accelerated learning programs, and expectations gaps in the preparedness of diverse students for college and careers. Understanding African American high school students’ experiences of success may assist in fostering an environment of wholeness and inclusion, in turn possibly leading to a full health approach to student success, including the physical, psychological, mental, and spiritual/inspirational aspects of human development for optimal learning and increased academic and overall life success among African American high school students and all diverse student groups.

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Jamison, Rudolph F. Jr. "Black Male Perspectives of the Role Race Plays with Black Male Leader/Leadership Development in the World of Work." UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/733.

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There have been relatively few studies examining the leadership of Black men, and even fewer studies examining the leadership of Black men from the phenomenology of Black men, themselves. The purpose of this Q Methodology study was to examine Black male perspectives of the role race plays with Black male leader/leadership development in the world of work. The study was designed as an exploratory attempt to surface and understand how 40 emerging African American male leaders in a large, urban city in the SE United States viewed their own leadership development. Elements of socio-analytic theory and leader-member exchange theories were the basis for the conceptual framework. The 40 participants sorted 41 statements reflecting distinct perspectives on the role race plays with Black male leader/leadership development within the world of work. Participants sorted these 41 statements within a forced distribution response grid based on what best reflected their perspectives. These 40 sorts were then correlated and the correlations were factor analyzed and rotated, leading to the extraction of five factors, each representing five distinct, shared perspectives. Following examination and analysis of these five factors, or shared perspectives, the researcher named them: 1) Faithful, Familial, and Resilient, 2) Creative, Faithful, and Independent, 3) Attentive, Connected, and Woke, and 4) Knowledgeable, Congruent, and Unapologetically Black, and 5) Responsible, Faithful, and Supportive. The results of this study suggest there is rich diversity among Black male perspectives regarding their leadership development, and demonstrates important functions outside the workplace. These diverse perspectives and those elements characterizing them should be considered as educators prepare to work with Black males and those preparing to support their development, leadership and otherwise. Finally, the researcher suggests that future research into the experiences and perceptions of Black men continue to seek methodologies that honor and magnify their voices.

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Tulip, David F. "Preservice primary teachers' constructions of themselves as science teachers." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36598/1/36598_Digitised%20Thesis.pdf.

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The research reported in this thesis investigated preservice primary teachers' constructions of themselves as science teachers. This was done in response to Seddon' s (1991) claim that an approach to teaching the science component of a preservice Bachelor of Education course should be proposed that was congruent with preservice teachers' beliefs about themselves as science teachers. The nature of the research undertaken was interpretive and conversational. It was set in a context of postmodern students in contemporary universities and depended upon preservice teachers sharing their beliefs about themselves with the researcher. To achieve this end and elicit substantive data from individuals, that is, beliefs that affect individuals' behaviour in a consistent manner, the research was couched within a framework of Personal Construct Theory (Kelly, 1955/1991). A variety of data collection methods were used, including characterisation sketches, career snakes, repertory grids, semi-structured interviews, and questionnaires. The data received from these sources were reduced through processes of classification to produce profiles of hierarchical personal characteristics for each of the twelve preservice teachers who volunteered to take part in the project. During the collection and classification processes data were triangulated and personal profiles were memberchecked to establish trustworthiness. Based on the Commonality and Sociality Corollaries of Personal Construct Theory (Kelly, 1955/1991) and precedents well established in curriculum development and text writing, the researcher construed the commonalities between individuals' profiles to propose a profile of personal characteristics for a hypothetical preservice primary teacher. This construction was used as a platform from which to propose an approach to teaching science to preservice primary teachers that would be congruent with individual's beliefs about themselves as science teachers. Because of the nature of this derived profile and the manner in which it corresponded with conclusions reached by Shulman (1986, 1987a), the approach to teaching that was adopted was based on Shulman's (1987a) model of pedagogical reasoning and action. Importantly, this approach to teaching science is not prescriptive. It provides science educators with opportunities to recognise and build upon their preservice teacher students' prior experiences, to cater for a wide diversity of personalities, pedagogical skills and interests in science and science teaching, and, most importantly, to treat preservice teachers as social actors. These are conditions that Seddon (1991) claimed would be essential ifthe science pedagogical ideals of tertiary primary teacher education are ever to survive the transition from tertiary studies to primary classroom teaching practices.

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Machado, Mariana de Abreu. "Cuidados paliativos e a construção da identidade médica paliativista no Brasil." reponame:Repositório Institucional da FIOCRUZ, 2009. https://www.arca.fiocruz.br/handle/icict/2329.

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Made available in DSpace on 2011-05-04T12:36:18Z (GMT). No. of bitstreams: 0 Previous issue date: 2009
O objetivo desta dissertação consiste em investigar o processo de construção da identidade profissional de médicos que se dedicam à assistência a pacientes que apresentam doenças progressivas e ameaçadoras da continuidade existencial e que têm contribuído para o desenvolvimento dos Cuidados Paliativos no Brasil. Buscamos conhecer a trajetória profissional destes médicos desde a escolha da medicina como profissão até o encontro com a filosofia e a prática dos Cuidados Paliativos. Com este intuito, realizamos entrevistas semiestruturadas,colhidas segundo a metodologia de História Oral de Vida. Foram entrevistados seis médicos de diferentes especialidades que ocupam cargos diretivos em uma das associações profissionais voltadas para a disseminação e legitimação política e social dos Cuidados Paliativos no Brasil. Os depoentes se destacam no cenário nacional no que diz respeito às discussões sobre esta temática e mantêm contato com importantes instituições internacionais. Por esta razão, chamamos o conjunto de entrevistados de elite médica paliativista. Percebemos uma pobre interlocução entre os médicos paliativistas, o que se reflete na ausência de uma identidade integrada desse grupo profissional. Os entrevistados acentuaram as competências humanitárias necessárias ao bom exercício da Medicina Paliativa, mas, no entanto, não foram explicitadas as competências específicas a este campo profissional, que justificariam seu reconhecimento pelas entidades médicas competentes comouma nova área de atuação ou especialidade.

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Bailey-Iddrisu, Vannetta L. "Women of African Descent: Persistence in Completing A Doctorate." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/327.

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This study examines the educational persistence of women of African descent (WOAD) in pursuit of a doctorate degree at universities in the southeastern United States. WOAD are women of African ancestry born outside the African continent. These women are heirs to an inner dogged determination and spirit to survive despite all odds (Pulliam, 2003, p. 337).This study used Ellis’s (1997) Three Stages for Graduate Student Development as the conceptual framework to examine the persistent strategies used by these women to persist to the completion of their studies.

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Piko, Lesley Margaret. "Optimising professional life: a grounded theory of doctors' careers." Phd thesis, 2014. http://hdl.handle.net/1885/13439.

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This thesis presents the Theory of Optimising Professional Life - a new career theory derived from the professional lives of experienced general practitioners (GPs) working in Australia. GP careers involve a portfolio of clinical and non-clinical roles and are most often forged in small, non-hierarchical, private business organisations. This career structure does not conform to the traditional notion of a linear upward progression that underpins many career theories. Furthermore, existing career theories do not reflect the Australian medical context, including the concerns, needs and behaviours of doctors working in Australia. The Theory of Optimising Professional Life was discovered using Glaser’s grounded theory method and a quantitative analysis of survey responses collected for the ‘Medicine in Australia: Balancing Employment and Life (MABEL)’ study. The Theory is compared and contrasted with Dawis and Lofquist’s Theory of Work Adjustment, Super’s career development theory, Patton and McMahon’s Systems Theory Framework and Arthur’s boundaryless career. This thesis found that the main concern GPs have when shaping their professional lives is sustainment - a concept encompassing the aspirational nature of GP career development while also recognising the need for self-care and financial reward. Dynamic tension exists among the three elements of sustainment: the need for self-care to sustain well-being, the need for work interest to sustain motivation and the need for financial reward to sustain lifestyle. This research reveals that GPs satisfy these needs by implementing solutions within four dimensions of professional life: clinical work treating patients, structuring the work day, integrating work-life balance and adapting oneself. The Theory of Optimising Professional Life contributes an occupation specific theory of person-environment fit that includes a dynamic approach to career development where career decisions and events are influenced by previous experiences of vocational adjustment. The Theory can be used by experienced GPs to develop their careers and the way they participate in the clinical workforce. In addition, this Theory provides a new perspective for the design and implementation of GP workforce policy that integrates the structural or organisational dimensions of an issue with the psychological dimensions.

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"Different Concerns for Different Careers: Doctoral Student Career Trajectories Toward and Away from the Research Professorship." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49427.

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abstract: Research has revealed that familial concerns and obligations do impact the career decision making of people who shift their career goal away from the research academy and towards careers that are perceived as less intensive in terms of time and productivity demands. However, this same research line does not explain whether or not those who persist in a research professorship career aspiration experience the same familial concerns and obligations as those who shift or compromise on that goal. In line with the theory of circumscription and compromise (TCC), the current study examined specific accessibility concerns, or perceptions of barriers associated with implementing a preferred career, that contribute to doctoral student career decision making. More specifically, two groups including those who shifted their career path away from the research professorship (compromisers) and those whose career paths remain geared towards the research professorship (persisters) were examined by multivariate analysis of variance with a covariate (MANCOVA) to determine how accessibility concerns differ according to group membership. Accessibility concerns were also examined for gender differences. Results from multivariate and between-subjects follow up tests point to significant differences between the two groups on two accessibility concerns, planning for a career and family and some components of work-time flexibility preferences. Compromisers reported significantly higher preferences for work-time flexibility and scored higher on the planning for a career and a family measure when compared to persisters. No gender differences in accessibility concerns were found but female persisters were less likely than male persisters to indicate plans for children/presence of children. This study provides support for the TCC as applied to doctoral student career development and provides evidence that doctoral student persisters and compromisers do not experience accessibility concerns in the same way.
Dissertation/Thesis
Doctoral Dissertation Counseling Psychology 2018

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Dissertations / Theses on the topic 'Doctors' careers'

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