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Bender, Kurt A. "Cultural intelligence and its relationship with key project manager competencies." Thesis, Indiana Institute of Technology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646234.
Full textAbstract:
As organizations face increased challenges associated with globalization, developing the next leadership generation is an opportunity to create competitive advantage. Within the context of globalization, two key challenges stand for these organizations. The first challenge is the increase in cultural diversity. Cultural diversity has changed the landscape of international and domestic organizations resulting in a new global workforce with complex and dynamic challenges. The second major challenge associated with globalization is increased complexities imposed on leadership to lead strategic initiatives for organizations. This research brought these two key challenges together by examining the relationship of cultural intelligence (CQ) and key project manager competencies. A quantitative, correlational study was conducted to determine if relationships exist between CQ dimensions (cognitive, metacognitive, behavioral, and motivational) and key project manager competencies (communicating, leading, managing, cognitive ability, effectiveness, and professionalism). The sample participants were organizational leaders consisting of project managers associated with the Project Management Institute (PMI). The findings indicated a statistically significant relationship exists between CQ dimensions and project manager personal competencies. The results indicated a weak strength in Pearson’s correlation coefficient implicating further research should be performed. Additionally, the findings indicated a statistically significant difference when comparing the CQ scores competency scores of project managers between those who had experience in multicultural workplace environments and those who did not. The results of this study are significant for global leaders as cultural diversity and demand for leadership competencies increases due to new globalization. A recommendation, based on these findings is organizations should develop cultural intelligence focused training and leadership competency development initiatives that support increased project success. Finally, it is recommended that further research be explored supporting development of leadership in diverse organizations.
Keywords: cultural intelligence theory, leadership competency theory, project manager competencies
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Norris, Kelly. "Raising Teacher Sensitivity to Key Numeracy Competencies in the Early Years." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1473.
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Mathematical competence is a key capability for success in adult life, and yet many students do not achieve functional levels of numeracy during their school lives. Furthermore, many teachers report that they lack the confidence in teaching mathematics that they have for teaching literacy. Research indicates that it is possible to predict which students are likely to have difficulties in mathematics as early as the Pre-Primary year, and interventions can be provided which are effective in minimising such difficulties. The assumption framing this project is that raising teachers’ understanding of and thus sensitivity to markers of the skills most predictive of mathematical success in the early years will result in teachers planning more targeted and responsive learning programs and positively influence classroom practice.
A professional learning intervention focussed on raising professional knowledge about the sequence of number development and the predictors of mathematical difficulties was provided to teachers of five to eight-year-old students. Tools were provided which focussed on linear tracks (board games) as an external model of number magnitude. The study utilised a pre-test post-test design and surveys, teacher interviews, reflective discussions and student estimation tests to examine effects on four outcomes: teacher self-efficacy beliefs, confidence for teaching number and aspects of Pedagogical Content Knowledge; and, student estimation skills.
The data revealed that the intervention was successful in improving teacher self-efficacy beliefs and confidence, particularly with regard to planning and providing intervention for students with mathematical difficulties. Teachers’ Pedagogical Content Knowledge was improved, particularly with regard to understanding the sequence of number skills development and building mental representations of number, but the extent to which this was reflected in changes to classroom practice differed markedly between teachers. The teachers who made the greatest changes taught in the Pre-Primary year and were those who reported the most substantial changes in Pedagogical Content Knowledge. The study indicates that board game use could be beneficial in raising the accuracy of student number line estimation when combined with such changes in teacher PCK and associated practice.
Although the research supporting the use of board games to develop mental number line representations is compelling, teachers who did not experience a shift in thinking tended to use these as additional tools to complement existing programs, with little noticeable effect. The implications of these findings are discussed with regard to planning professional learning interventions for teachers which are narrow in focus, supported by a small number of specific classroom tools which can be used within existing whole-class or rotational structures, and targeted towards inducing particular changes in thinking.
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Bolibrukh, L., Y. Krykavskyy, Л. Больбух, and Є. В. Крикавський. "The paradigm shifts of logistics professionals key competencies due to the pandemic." Thesis, Національний авіаційний університет, 2022. https://er.nau.edu.ua/handle/NAU/54798.
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The article raises the question that traditional knowledge and skills are not enough. Accordingly, raising technological awareness, developing soft skills, working on emotional intelligence, team and project enthusiasm combined with the latest technology and modern requirements are a prerequisite for a successful career as a logistician.У статті піднімається питання про те, що традиційних знань і навичок недостатньо. Відповідно, підвищення технологічної обізнаності, розвиток soft skills, робота над емоційним інтелектом, командний та проектний ентузіазм у поєднанні з новітніми технологіями та сучасними вимогами є передумовою успішної кар’єри логіста.
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Ding, Shujing. "Comparing the key teacher competencies and the training process between China and Catalonia." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/394069.
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El objetivo de esta tesis es comparar las diferencias y similitudes de las competencias docentes claves de los maestros de primaria y el proceso de formación entre China y Cataluña. A partir del análisis del contexto cultural y de los sistemas educativos, se desarrolló un modelo teórico para comparar las competencias claves del profesor entre China y Cataluña a través de Estudio I y Estudio II.
El estudio I tuvo el objetivo de comparar las competencias claves más valoradas y metas profesionales de una muestra de 276 profesores de la escuela primaria de Cataluña y China. Se utiliza Un cuestionario abierto para la recolección de datos en ambos lugares. Los resultados mostraron que la principal diferencia es que los maestros chinos consideran la competencia del conocimiento como la competencia más valorada entre las ocho competencias claves, mientras que para los maestros catalanes, aprender a aprender es la competencia más valorada uno. Además, los principales objetivos profesionales para los maestros chinos están vinculados a su propio desarrollo profesional, mientras que para los profesores de Cataluña los objetivos se centran más en el desarrollo de sus estudiantes. Así, esta investigación ofrece una nueva perspectiva para obtener una mejor comprensión del papel que juegan las competencias clave para los maestros de primaria chinos y catalanes, y beneficiará a las aportaciones futuras de estudios sobre la formación docente desde una perspectiva intercultural.
El estudio II tuvo como objetivo comparar los programas de formación de profesores chinos y catalanes y conocer qué competencias claves y cómo son desarrolladas en sus respectivos programas de formación del profesorado. Para ello, se recurrió al análisis de contenido de tres casos (programas de formación del profesorado) y entrevistas. Los resultados mostraron que la principal diferencia es que el énfasis del programa chino está puesto en la formación de profesores especializados (un maestro por signatura) en el conocimiento de la materia, habilidades pedagógicas y la capacidad de investigación, así como actitudes y ética profesionales. El programa catalán, por su parte, destaca la formación cruzada desarrollando en los maestros competencias para la enseñanza de diferentes materias, el pensamiento crítico, habilidades de enseñanza inclusivas, conciencia socio-cultural, así como habilidades de comunicación y cooperación. Además, los educadores chinos utilizan más los métodos de enseñanza centrados en el profesor y la evaluación basada en el conocimiento, mientras que los educadores catalanes proporcionan más métodos de enseñanza centrados en el alumno y métodos de evaluación flexibles en la formación de futuros maestros primarios.
Estos dos estudios proporcionan evidencia basada en datos para responder a la cuestión de "si existe un conjunto de competencias claves que pueden ser consideradas transversales en países que difieren en cultura y perspectiva ", presentada por el DeSeCo (OCDE, 2005). Aún más, también señala un modelo adecuado para la futura comparación de estudios sobre las competencias clave de maestros chinos y de la UE. Por último, también construye un puente para la futura cooperación en la formación competencias de los docentes chinos y catalanes.The aim of this thesis is to compare the differences and similarities of key teacher competencies and the training process between China and Catalonia. Based on the analysis of the social culture contexts, education systems and the teacher related polices of China and Catalonia, it developed a theoretical model of comparing teacher key competencies and training process between China and Catalonia through a cross-cultural perspective. The Study I is aimed at comparing the most valued key competencies and professional goals of a sample of 276 primary school teachers from Catalonia and China. An open-ended questionnaire was used to collected data in both locations. The results showed that the main difference is that Chinese teachers believe knowledge competency as the most valued competency among the eight key competencies, while for Catalan teachers, learning to learn competency is the most valued one. Additionally, the main professional goals for Chinese teachers are linked to their own professional development, while for Catalonia teachers the goals are more focused on their students’ development. Thus, this research provides a new perspective to get a better understanding of the role that key competencies played for Chinese and Catalan primary teachers, which will benefit future policymakers and researches for future collaborations on teacher preparation and training. The Study II is aimed to compare the Chinese and Catalan teacher education programs and to know which and how the key competencies are trained by their teacher education programs. The documents of three cases (teacher education programs) and interview (of program designers) used to collect data, and the content analysis methods used to analyze the data. The results showed that the main differences are that: 1. Chinese programs are emphasizing on training the specialized teachers on subject matter knowledge, pedagogical skills and research ability, as well as professional attitudes and ethics. Whereas, the Catalan program is highlighting training the cross-subjects teachers with critical thinking, inclusive teaching skills, social and culture awareness, as well as communication and cooperation skills. 2. Chinese primary teachers are trained by multiple channels, while the Catalan primary teachers are trained by a channel which the Spanish Central Government unify 210 of 240 credits and curriculums. 3. Chinese educators used to use the teacher-centered teaching methods and knowledge-based evaluation methods in training future primary teachers, while the Catalan educators applied more learner-centered teaching methods and flexible evaluation methods in training future primary teachers. These two studies provide the data-based evidence for answering of two questions of “whether there is a set of competencies that can be considered as key cross countries that differ in culture and perspective, and which factors should be considered for the cross-culture comparative studies of teacher competencies”. Meanwhile, this thesis developed a synthesized model of teacher key competencies which provided a reference for future international comparative studies on teacher competencies. Furthermore, it provided evidence-based recommendation and application for policymakers, researchers, designers of future teacher education and training. Last but the least, this thesis could build a bridge for future cooperation on the teacher competencies training between Chinese and Catalonia (Spain).
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Wei, Xiaoding. "International outsourcing in Swedish companies : How to keep key competencies in Swedish firms?" Thesis, University of Gävle, Department of Technology and Built Environment, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-281.
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This thesis is mainly based on an extensive literature review and statistic analysis. The purpose is to find out the motives and effects of four different options in both literature and empirical study and then answer research questions. The four options are in house production, off-shoring, domestic outsourcing and international outsourcing.
After the explanation of four options’ definitions, literature review will discuss most common motives and effects of outsourcing from many articles. The theory basis, such as transaction cost, resource based view, industrial view and their influence on the outsourcing will be mentioned to help reader to understand outsourcing.
In empirical study, four options model and two questions (in house/outsourcing, domestic/off-shoring) from survey are used to classify Swedish companies into four groups which stand for four options. The statistics analysis results are from SPSS's ANOVA and Scheffe.
According to the results, important motives of Swedish companies are “cost reduction”, “investment reduction”, “fixed cost”, and “accessing to core competence”. They are a little different from the literature review. And most effects of four options are positive, only “lead time” and “delivery time” is significant between “in house production” and “off-shoring” options.
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Anderson, Erin Lorene. "Developing Key Sustainability Competencies through Real-World Learning Experiences: Evaluating Community Environmental Services." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2316.
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This study focuses on sustainability in higher education and the competencies essential to address sustainability issues. Because sustainability issues are complex, "wicked", and dynamic, sustainability education programs need to reflect the interdisciplinary and collaborative nature of the field. Graduates who are competent in sustainability research and problem solving will have the knowledge, skills, and attitude necessary to analyze a sustainability problem systemically and comprehensively, then will construct and implement interventions to reach optimal sustainability solutions. To prepare graduates, sustainability education programs should facilitate the development of key sustainability competencies (Wiek, Withycombe, & Redman, 2011). Such programs provide an interdisciplinary approach that incorporates real-world sustainability issues through a combination of formal (guided by curriculum) and informal (not guided by curriculum) learning environments.
This study examines Community Environmental Services (CES), a research and service unit at Portland State University (PSU) that has been providing students informal learning opportunities connected to real-world projects. CES projects provide students opportunities to work with community partners addressing waste, recycling, and materials management issues. The intent of this research is to determine if CES provides students real-world learning opportunities not provided in traditional academic programs that facilitate the development of sustainability competencies, and positively influence students' employment opportunities post-graduation.
The findings from this research suggest that CES alumni believed they were proficient in each of the key sustainability competencies, which were developed equally through their experiences working at CES and their academic program. This study also found that CES alumni felt their experiences working at CES- including the development of professional skills and building a professional network- had more of an impact on future employment and career opportunities than their academic degree or other sources. The findings and insights from this research provide a model for sustainability education that can be replicated by other universities. A combination of formal sustainability curriculum integrated across campus, and informal real-world learning opportunities help facilitate student development of key sustainability competencies.
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Meredyth, Denise Lee, and n/a. "Education and its Critics: Principles and Programmes in Australian Education Policy." Griffith University. School of Curriculum, Teaching and Learning, 1994. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050901.095322.
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This thesis is concerned with the relationship between the education system and its critics - with the terms in which programmes of educational reform are viewed by critical intellectuals, and with the claims and limitations of a particular mode of 'principled' critique. It explores this concern in relation to a number of recent developments in Australian education policy, describing the debates that they have engendered and identifying the political ambiguities that attend them. Three case studies are developed. The first is drawn from reactions to the recent bureaucratic reorganisation of higher education, especially those responses concentrated on the defence of the humanities. The second concerns developments in post-compulsory education, especially the construction of the new national credentialling system based on the assessment of 'Key Competencies'. The third addresses the endemic problem of educational assessment and equity. While each of these case studies is discussed in its own right, the three areas of discussion supplement one another within an overall argument concerning the relationship between the education system and a particular mode of 'principledt critique. In exploring this relationship, the thesis puts the case that we require a more historically-informed understanding of current problems in Australian education and a more pragmatic appreciation of the achievements of the existing education system. The issues raised are timely ones. Matters of educational policy have become particularly pressing over the past decade, as Australian education has undergone significant changes. In recent years, we have seen the effects of the drive towards a national education system, of the reorganisation of higher education, of the development of schemes for national credentialling and of the reconstruction of links between schooling, training and industry. These reforms have been driven by some pressing imperatives: to produce a trained and flexible workforce; to monitor levels of literacy and numeracy at a national level; and to satisfy the 'unmet demand' for increased educational places, while managing a limited educational budget.
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Meredyth, Denise. "Education and its Critics: Principles and Programmes in Australian Education Policy." Thesis, Griffith University, 1994. http://hdl.handle.net/10072/367565.
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This thesis is concerned with the relationship between the education system and its critics - with the terms in which programmes of educational reform are viewed by critical intellectuals, and with the claims and limitations of a particular mode of 'principled' critique. It explores this concern in relation to a number of recent developments in Australian education policy, describing the debates that they have engendered and identifying the political ambiguities that attend them. Three case studies are developed. The first is drawn from reactions to the recent bureaucratic reorganisation of higher education, especially those responses concentrated on the defence of the humanities. The second concerns developments in post-compulsory education, especially the construction of the new national credentialling system based on the assessment of 'Key Competencies'. The third addresses the endemic problem of educational assessment and equity. While each of these case studies is discussed in its own right, the three areas of discussion supplement one another within an overall argument concerning the relationship between the education system and a particular mode of 'principledt critique. In exploring this relationship, the thesis puts the case that we require a more historically-informed understanding of current problems in Australian education and a more pragmatic appreciation of the achievements of the existing education system. The issues raised are timely ones. Matters of educational policy have become particularly pressing over the past decade, as Australian education has undergone significant changes. In recent years, we have seen the effects of the drive towards a national education system, of the reorganisation of higher education, of the development of schemes for national credentialling and of the reconstruction of links between schooling, training and industry. These reforms have been driven by some pressing imperatives: to produce a trained and flexible workforce; to monitor levels of literacy and numeracy at a national level; and to satisfy the 'unmet demand' for increased educational places, while managing a limited educational budget.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
Arts, Education and Law
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Oliver, Patrick. "What Are the Key Competencies, Qualities, and Attributes of the African American Municipal Police Chief?" Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1379344782.
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Baumann, B. Marc. "Defense acquisition program manager as program leader : improving program outcomes through key competencies and relationship management." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/83786.
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Thesis (S.M. in Engineering and Management)--Massachusetts Institute of Technology, Engineering Systems Division, 2013.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 162-168).
The US defense acquisition system is a massive enterprise charged with developing and acquiring state-of-the-art military technology and systems. For the past 65 years, many broad-reaching studies and commissions have endeavored to refine and overhaul the acquisition process to improve its value delivery in the form of increased capability, in less time, and for lower costs. But processes don't make things, people do; which reframes this research to focus on people over process. Acquisition people are knowledge workers, who must creatively execute defense programs within the system and processes they are given. The Government Program Manager (PM) is the primary focus of the thesis. The research explores how the PM is able to achieve improved program outcomes through a combination of leadership competencies and management of key stakeholder relationships. The examination of relevant acquisition literature provides opportunities for the application of systems, stakeholder, and negotiation theory to enable PMs to achieve value delivery on defense programs. Additional theories on organizational routines and activity systems provide insight on how effective PMs can build acquisition dynamic capabilities in the small and in the large to benefit US national security. The research gathers interview data from PM experts and leadership of several large acquisition case study programs. Unique to this research is the multi-dimensional perspective obtained from the Government PM, the lead User representative, and the prime contractor PM on the case programs. This approach enables an examination of the influence of dyadic and triadic relationships and program priorities alignment, with particular focus on the Government PM's role in establishing and managing those stakeholder relationships. The research concludes that strong dialectic leadership, with sufficient managerial and technical competence is paramount for an exceptional PM to succeed in delivering improved program outcomes. Recommendations are provided for the PM, those responsible for PM development, and the DoD to increase efficiency and effectiveness of the defense acquisition enterprise.
by B. Marc Baumann.
S.M.in Engineering and Management
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Brudevold-Iversen, Tessa. "���It���s finding the balance between everything���: understanding adolescent perspectives on the Key Competencies in New Zealand secondary schools." Thesis, University of Auckland, 2012. http://hdl.handle.net/2292/19483.
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its new 2007 curriculum, New Zealand introduced key competencies (KCs) that are intended to ensure students' future participation in both the economy and the community In addition to core subjects such as mathematics, English, and science, the KCs introduce additional metacognitive and socioemotional dimensions that students are expected to attain before they complete their compulsory time in school. They include 1) Managing Self, 2) Relating to Others, 3) Participating and Contributing, 4) Thinking, and 5) Using Language, Symbols, and Texts. One of the goals of the new curriculum is to help students develop into ���confident, connected, actively involved, lifelong learners��� (Ministry of Education, 2007b, 2007c), and it is hoped that the KCs will contribute to this goal. The KCs also have important implications for contributing to students��� long-term wellbeing and resilience. However, the KCs are open to interpretation and schools have conceptualised, implemented, and are teaching them in different ways and to varying degrees. This presents challenges across a number of dimensions. In line with suggestions in the literature for KC development, this thesis aimed to investigate students��� views on the KCs. Students from five schools were interviewed in focus groups and individually to explore whether or not they thought they are valuable to learn, and how they thought they might be taught. Thematic analysis was used to analyse the data from ten focus groups and twelve individual interviews that were conducted with students from five schools in the Auckland region. Results show that participants value the KCs and connect them to success in learning and in their future careers. They interpreted the KCs in a variety of ways, though they often failed to discuss the interconnection between the KCs or identify socioemotional aspects of the KCs. Implications for future research and for learning the KCs in school are discussed.
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Larsson, Marie, Viktoria Andersson, and Eline Josefsson. "From “the hippies on the third floor” to the C-suite." Thesis, Internationella Handelshögskolan, Jönköping University, IHH, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48993.
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Background: Managers working with sustainability and environmental issues are receiving higher priority in organizations (Knight & Paterson, 2018) and the environmental issues are today discussed at the top management level in corporations worldwide (Landrum, 2017). In line with the increased interest of the role, literature focusing on the individual sustainability manager, has recognized the need for competencies and motivational drivers in order to take sustainable actions (Wiek et al., 2011; UNESCO, 2017; Rieckmann, 2018). In addition, literature presents a significant positive relationship between motivations of individual managers and firm performance. However, previous literature covering key competencies for sustainable development, as well as individual motivations for working with sustainability, is rather ambiguous. Therefore, the authors identified a gap in the literature and initiated an interest to further investigate the key competencies and individual motivations of a sustainability manager operating in Sweden today. Purpose: The purpose of this study is to investigate the individual sustainability manager operating in Sweden today. The study aims to identify the key competencies required for operating in the role, and to explain corresponding underlying motivations for working with sustainability. Method: The study follows a qualitative and exploratory approach by combining existing literature, theories and empirical data. The empirical data was collected through six semi-structured interviews. The empirical findings were further analyzed following a thematic analysis technique. Conclusion: The authors suggest a proposed framework that illustrates the identified key competencies required for operating as a sustainability manager in Sweden today, as well as the underlying motivations for working with corporate sustainability. The illustration of the proposed framework provides a generalized foundation for understanding the sustainability manager role in terms of key competencies and individual motivations. This framework adds to current literature on the topic of sustainability management and can be used as a means for evaluating current sustainability managers, as well as a means to analyze current education for sustainable development.
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Hoffmann, Bettina Elisabeth. "Competent and unaware of it : the development of 'tacit forms of key competencies' among adults in unpaid, informal learning situations outside formal employment." Thesis, University of Surrey, 2008. http://epubs.surrey.ac.uk/691/.
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This interpretive study focusses on women's and men's perceptions of their development of 'tacit forms of key competencies', and explores ways in which this learning experience, the development of 'tacit knowledge', takes place. All the research participants had taken, or were taking, time off paid work due to parenthood, caring responsibilities and/or being made redundant. The research combines biographical, ethnographical and phenomenological elements. Data are presented from in-depth, {socio)biographic interviews with 33 adults (25 women and 8 men), aged between 23 and 57 years, living in south east England.
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Stevenson, Liz. "Personalised Learning in a Web 2.0 environment." The University of Waikato, 2008. http://hdl.handle.net/10289/2377.
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21st century schools face significant challenges as they move towards providing opportunities for learners which recognize and build on their strengths and abilities. The process of supporting young people to develop the desire and the confidence to recognise personal potential and to manage their ongoing learning is a priority. Communication and collaboration are key to learners becoming informed active participants in their own learning and experiencing successful outcomes in today's society. Our old models of learning where pre packaged parcels of knowledge were delivered to students by teachers will no longer suffice. As we respond to the new meaning of knowledge in the 21st century and begin to view knowledge as an active process, it is clear that many of the top down structures and organisational practices present in New Zealand secondary schools need change. The idea of personalisation in order to support independent learners to reach their potential is a familiar one for many teachers and is one of the ideals which may have brought them into the teaching profession. However, the institutional contexts in which they operate can act not as a driving force for personalised learning but as a barrier to it. In seeking to find one possible way in which secondary school systems can be re shaped around the needs of the learner, this study examines the role of online mentoring with experts outside the school. This small scale qualitative study uses ethnographic methods to gather data from twelve secondary school year thirteen physical education students and their teacher as they engage in an eight week online project with expert sports coaches at Auckland University of Technology. Eleven of the students were boys. In examining the impact which online mentoring might have on this group of learners and their teacher, rich data was collected via web transcripts, observation, image data and interviews. The research findings reveal that students found a high degree of satisfaction with the process and placed value on having the opportunity to pursue personalised goals as they worked with mentors in a collaborative online environment. Teacher behaviour and practice underwent change in the project with the teacher becoming repositioned within the group in the role of learner. In a process where authoritarian approaches were replaced by collaborative group action and inquiry, students reported an enhanced ability to think deeply, to manage their own learning and to relate in highly skilled ways with others. Students' perceptions about the ways in which they were working were analysed using the New Zealand Curriculum Key Competencies. As students focused their inquiry past the level of curriculum goals and onto real world personal goals, several experienced a shift in perception concerning their own learning potential and expressed surprised at their own level of competence. The fact that eleven out of the twelve students were boys makes this shift in personal learning expectation worthy of further investigation in the quest for improving academic outcomes for boys. Finally, this study may have relevance for the ways in which the Key Competencies have meaning in secondary schools. The study demonstrated that the emergence of competencies such as self management and relating to others was assisted by changes in teacher behaviour and action. As authoritarian approaches were replaced by a collaborative model where independent learning with others was supported, learners began to exhibit the personal competencies described by the New Zealand Curriculum (2008). These competencies which include Thinking, Using Language, symbols and texts, Managing self, Relating to others and Participating and contributing occurred as a natural consequence of a learning model which was shaped to fit the learner; a personalised approach to learning with support from online mentors.
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Mikkola, T. (Tuuli). "Creating customer knowledge competence through the development of key account management." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201305201277.
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This study takes intraorganizational perspective to key account management (KAM) and combines the matter with customer knowledge processing. The aim of the study is to create a framework that enables the creation of customer knowledge competence by developing key account management system so that it facilitates internal coordination and enhances customer knowledge processing. The framework of this study is based on an extensive theoretic review on key account management and customer knowledge management. The combination of these topics creates scientific findings of this study. The framework created in this study is reflected to practice through a case company that needs re-organization of its key account management processes.
This study utilizes subjectivist approach to the matter and uses constructivist research methods. Besides accumulating theoretical knowledge this study aims also in developing through theory the KAM processes of the case company. Thus it relates also closely to action research, where the researcher takes also a role as a consultant besides the role of a researcher. The empiric evidence is reflected to the theoretical framework. However as studies concerning this matter are limited the aim is through qualitative methods to produce new knowledge and not to test existing theory.
Empirically this study is based on an exploratory case study that has some features of descriptive study also. The empiric research confirms the theoretical framework from most parts. Results of this thesis suggest that key account management system can be utilized as a coordination mechanism in order to create customer knowledge competence. However compared to previous studies the results of this study accentuate esprit de corps i.e. organizations capacity to work toward mutual goals as an antecedent of other key account management processes and reinforces the role of formalization of the key account management approach as an prerequisite for efficient customer knowledge processing.
Based on the finding of this study, future studies could concentrate on determining the level of formalization needed for succeeding in the creation of customer knowledge competence. It also suggests that the role of esprit de corps is more important. Thus the development of this would also be valuable in the future.
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Rosengren, Anna, Elsayed Mohamed Maher, and Niklas Eklund. "Corporate leadership development programs towards sustainability." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14780.
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With the increasing level of complexity that leaders face today, represented in the accelerating pace of technology advancement and globalization, along with the climate change indicators reaching unprecedented levels, the need for good leadership quality has become more crucial than ever. The Framework for Strategic Sustainable Development provides a systems perspective, a principle-based definition and a way to strategically move towards sustainability, however still there is a need to specify what is required for leaders to lead organizations through this process. The aim of the thesis is to explore how corporate leadership development companies can develop the essential leadership competencies to address the sustainability challenge. The study used the Key Competences in Sustainability Framework as a base to interview six leadership development companies from different areas in the world. The findings revealed that there is an essential need for self-development for leaders to handle complexity, as well as the need from leaders to create the proper conditions for their organizations to utilize the competences from the KCSF. Furthermore the results also showcased the need for standard common definition regarding sustainability.
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Martínez, Arconada Elvira, and Andrea Soupeaux. "Leadership revisited through Cultural Intelligence : The development of a key competence in professional context." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53158.
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During the last years, due to the globalization markets become more and more involved in an international level. Cultural diversity in the workplace is something common nowadays, it involves countless benefits for the companies and the other professional contexts. While simultaneously, it involves conflicts and misunderstandings therefore it is more and more required to get people able to deal with different cultures. The main purpose of our Thesis is to study the process through which an individual becomes able to deal and work with different cultures. In other words, we pretend to discover how someone can become culturally intelligent. This thesis has been conducted using the Grounded Theory method. By analyzing the data we have collected throughout eight interviews from different culturally intelligent people and the data we have obtained by reading literature, we came with the idea that the process for becoming culturally intelligent is composed by three elements: the first one is related with the individual, the second one is related with the interaction of the individual within a multicultural group and the third one is related with the benefits and disadvantages that emerged while someone is working with different cultures.
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Afzal, Mansoor. "Graph-Based Visualization of Ontology-Based Competence Profiles for Research Collaboration." Thesis, Tekniska Högskolan, Högskolan i Jönköping, JTH. Forskningsmiljö Informationsteknik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-20123.
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Information visualization can be valuable in a wide range of applications, it deals with abstract, non-spatial data and with the representation of data elements in a meaningful form irrespective of the size of the data, because sometimes visualization itself focuses on the certain key aspects of the data in the representation and thus it helps by providing ease for the goal oriented interpretation. Information visualization focuses on providing a spontaneous and deeper level of the understanding of the data. Research collaboration enhances sharing knowledge and also enhances an individual’s talent. New ideas are generated when knowledge is shared and transferred among each other. According to (He et al, 2009) Research collaboration has been considered as a phenomenon of growing importance for the researchers, also it should be encouraged and is considered to be a “good thing” among the researchers. The main purpose of this thesis work is to prepare a model for the competence profile visualization purpose. For this purpose the study of different visualization techniques that exist in the field of information visualization are discussed in this thesis work. The study and discussion about the visualization techniques motivates in selecting appropriate visualization techniques for the visualization of Ontology-based competence profiles for research collaboration purpose. A proof of concept is developed which shows how these visualization techniques are applied to visualize several components of competence profile.
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"Key Competencies Under One Roof." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-69636.
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"Assessing the Development of Key Competencies in Sustainability." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.62706.
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abstract: Making significant progress on the U.N. Sustainable Development Goals (SDGs) needs change agents equipped with key competencies in sustainability. While thousands of sustainability programs have emerged at various educational levels over the past decade, there is, as of yet, no reliable way to assess if these programs successfully convey key competencies in sustainability. This dissertation contributes to addressing this gap in three ways. First, it reviews the body of work on key competencies in sustainability. Based on broad agreement around five key competencies as well as an emerging set of three, an extended framework is outlined that can be used as unified set of learning objectives across sustainability programs. The next chapter reviews the scholarly work on assessing sustainability competencies. Based on this review, a typology of assessment tools is proposed offering guidance to both educators and researchers. Finally, drawing on experience of the four-year “Educating Future Change Agents” project, the last chapter explores the results from a diverse set of competency assessments in numerous courses. The study appraises assessment practices and results to demonstrate opportunities and challenges in the current state of assessing key competencies in sustainability. The results of this doctoral thesis are expected to make a practical and scholarly contribution to the teaching and learning in sustainability programs, in particular with regards to reliably assessing key competencies in sustainability.Dissertation/Thesis
Doctoral Dissertation Sustainability 2020
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Faina, Inês Raquel da Costa. "Key competencies for technological work: Employers and employees opinion." Master's thesis, 2018. http://hdl.handle.net/10071/18730.
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The purpose of this research is to identify which competencies are more valuable for workers
who handle technology or robots in their workplaces. This aspect is explored both by the
perspective of employees and employers. Results are gathered through a Delphi study within a
group of experts (employers) and a questionnaire within a group of Portuguese workers
(employees). It is finding that employees and employers perception of the most valuable
competencies are not aligned. Identifying this failure, this research intends to contribute to its
overcome.O objetivo desta investigação é identificar as competências que são mais úteis para trabalhadores que lidam com tecnologia ou robots nos seus locais de trabalho. Este aspeto é explorado por ambas as perspetivas: empregados e empregadores. Os resultados são recolhidos através do método Delphi, aplicado a um grupo de peritos (empregadores), e através da utilização de um questionário, aplicado a um grupo de trabalhadores portugueses (empregados). Constata-se que a perceção dos empregados e empregadores não está alinhada. Através da identificação desta falha, esta investigação pretende contribuir para potenciar a sua superação.
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Pan, Yen-Ting, and 潘彥廷. "A Study On Special Education Teachers’ Lifelong Learning Key Competencies And Professional Competencies In Elementary Schools." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/16372627088774791812.
Full textAbstract:
碩士國立臺北教育大學
特殊教育學系碩士班
100
A Study on Special Education Teachers’ Lifelong Learning Key Competencies and Professional Competencies in Elementary Schools Abstract Yen-Ting Pan The purposes of this study are to explore the status, relationship and differences among special education teachers’ lifelong learning key competencies and professional competencies in elementary schools. This study is based on questionnaire method. The subjects of the study are special education teachers of elementary school in Taipei city and the study used the " the Special Education Teachers’ Lifelong Learning Key Competencies and Professional competencies in Elementary Schools Questionnaire " as instruments. Of the 269 questionnaires disseminated, 247 were returned and completed, yielding a return rate of 92%.The data was analyzed according descriptive statistics, t-test, one-way ANOVA, and Pearson product-moment correlation. The results are as following: 1. The level of the elementary school special education teachers’ lifelong learning key competencies is high. 2. The level of the elementary school special education teachers’ professional competencies is high. 3. Special education teachers with different education background variables , differ significantly in lifelong learning key competencies. The teachers with master degrees or above have better lifelong learning key competencies 4. Special education teachers with different background variables of “Year of teaching experiences” , “level of education”,“ class of teaching”, differ significantly in professional competencies. The teachers having 3-10 or 11-20 years of teaching experiences is better in evaluation diagnosis than the teachers having 1-2 years of teaching experiences. The teachers with master degrees or above have better professional competencies.The teachers in self-contained special class is better in curriculum design and teaching than itinerant teachers 5. In elementary schools, special education teachers’ lifelong learning key competencies is positively related to professional competencies. It means that special education teachers who have better lifelong learning key competencies have better professional competencies. According to the above outcomes, the suggestions were noted to the Education Bureau ,teachers and future related study.
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LIOU, MING-JHU, and 劉茗珠. "The Required Key Competencies of Uni-graduate Students from Airline Perspective." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/56625746246314276413.
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碩士國立高雄餐旅大學
運輸與休閒服務規劃碩士學位學程
104
The current issue of talent shortage, talent mismatch combined with key competencies of uni-graduate students has been widely discussed. However, we found that only a few literatures or researches of the airline service and the uni-graduate students’ key competencies have been done in the present study. Therefore, the study used in-depth interviews with airline executives for the input of key competencies of uni-graduate students. After aggregating all the key competencies indicators from the airline executives, the researcher accurately analyzed the result by using two rounds of Delphi questionnaires. The results of the research showed that airline executives consider the following indicators important: compressive strength and working stability, empathy, working resilience, problem-solving skills and teamwork. In short, the study deeply explored airline actual needs and development of the key competencies indicators that contribute to university students’ growth in advance. Finally, the research illustrates the talent shortage problems and provides the solutions to reducing the gap of uni-graduate students and the airline relevant industries demand.
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TSAI, I.-LING, and 蔡依齡. "A STUDY OF THE RELATIONSHIP BETWEEN PERCEPTION OF THE IMPORTANCE OF KEY COMPETENCIES AND INTEGRATION OF KEY COMPETENCIES INTO INSTRUCTIONS AMONG ELEMENTARY SCHOOL TEACHERS IN TAIPEI COUNTY." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/38146016324952194236.
Full textAbstract:
碩士輔仁大學
教育領導與發展研究所
98
This study investigated the current status of and relationship between perception of the importance of key competencies and integration of key competencies into instructions. The research tool was a self-develop questionnaire. This questionnaire was administered to elementary school teachers in Taipei County selected using stratified random sampling. A total of 748 questionnaires were distributed, and 626 responses were obtained with 83.7% valid response rate. Data were analyzed by various methods, including frequency distribution, t-test, one-way ANOVA, regression analysis, etc. The results of this study showed that elementary school teachers in Taipei County perceived an intermediate-high importance of all key competencies and considered the competence in using technology as most important. Besides, their integration of key competencies into instructions was at the intermediate-high level. Their integration of “civic literacy and communication competency” into instructions was better. The teachers’ perception of the importance of key competences significantly varied only by gender, while the teachers’ degree of integration of key competencies into instructions significantly varied by gender, occupation, grade of instruction, and school scale. Besides, a significant positive relationship was observed between perception of importance of key competencies and degree of integration into instructions. Finally, perception of importance of key competencies had predicting power for degree of integration into instructions. This study found that the surveyed teachers perceived key competencies as important but did not sufficiently integrate them into instructions. Therefore, the following suggestions are proposed: In order to increase teachers’ understanding of strategies for integrating key competencies into instructions, the Bureau of Education should request teacher education institutions to offer relative courses. Besides, good teaching programs should be rewarded and websites of key competencies resources should be set up to increase teachers’ professional knowledge of integration into instructions. Schools should view key competencies as a focus in curriculum development and encourage teachers to participate in related workshops, contests on teaching programs or conduct an action research of integrating key competencies into instructions to construct effective teaching strategies. Teachers should also examine their teaching beliefs and values, increase their professional knowledge, and review their teaching processes and students’ learning effectiveness at all times to demonstrate their professionalism and foster the key competencies in students.
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Kao, Feng-Chun, and 高鳳君. "Explore the Key Competencies of Marketing toward International Express Industries via AHP." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/28303719074636194400.
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碩士輔仁大學
企業管理學系管理學碩士在職專班
100
This study was focused on how to explore the key competencies of marketing toward international express industries. I would like to find out the Decision Making Process for the strategies of international express via the Analytic Hierarchy Process (AHP) and enhance the variety for related studies of international express industries. Due to the fierce competition in the international express industry, it’s the key to success for the express players to manage the “critical core competencies”, making good use of resources and maximizing the effectiveness of marketing approaches. Therefore, I hope the finding of this study could be the reference for decision making on marketing strategies. The research framework was based on the five aspects of Strategic Marketing Mix including Branding, Product & Services, Pricing, Place, and Promotion. The primary framework and assessment indicators was shaped and consolidated from the literature and experts’ view. The suitability of assessment indicators was reviewed and screened by the experts via 1st-time-questionnaire. Then, the 2nd-time-questionnaire is designed based on the AHP methodology. The relative importantance of the criteria and indicators were measured and evaluated via Pairwise Comparision by the experts in various fields from the industries, government and academic. After computing the raw data via statistical analysis, the corresponding weight score of importance for each criterion could be calculated as the assement model for key compentence evaluation of marketing fields toward international express industries. Finally the model is re-verified through the assessment of the real cases that the key marketing competences of industry-leading express companies were evaluated by experts according to current market environment.
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RYCHTÁŘOVÁ, Olga. "Manažerské kompetence ve vybraném podniku." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-317516.
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This thesis deals with managerial competencies in one particular company. The thesis is divided into two parts, the practical and the theoretical one. The theoretical part explains basic notions concerning especially competencies in connection with management. In the practical part, analysis of key managerial competencies of the company is carried out. The terrain data collection is drafted on the basis of quantitative research strategy. The aim of the thesis is to characterize key managerial competencies in the particular company and following carrying out of a detail analysis of these key competences at individual managers. In my work, I recommend a proposal of possible competency development, the state emerged as undesirable; in the form of formal education, informal education or in the form of working experience.
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TUAN, MEI-HUI, and 段美慧. "The Effect of Orienteering Course on Key Competencies of Degree of like, Exercise Frequency and Key Ability in Elementary School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/q632v4.
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碩士國立體育大學
運動與健康科學學院
107
The purpose of this study was to research the Orienteering Curriculum to the Enhance Key Competencies of the Elementary School Students from Grades V to VI. Using questionnaire to surveying the Elementary School Students from Grades V to VI. By using SPSS 12.0, the effective data was analyzed by descriptive statistics, t-test, ANOVA, one-way RMANOVA, and LSD post-hoc. The results of this study were as follows: 1. after participating in the 8-week Orienteering curriculum, there were more students liked sports “very much liked”, and the degree of students' love for sports has generally increased. 2. after participating in the 8-week Orienteering curriculum, the frequency of student exercixe generally increased, and there are 90.9% of the students exercise more than 3 days per week. 3. through the 8-week Orienteering curriculum, the Scout Society has significantly grown in “Complex Problem Solving”, “Communication”, and “Collaboration”.
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Smith, Deborah J. "Concept analysis of critical cross-field outcomes in the context of private service providers within Further Education and Training (FET)." Thesis, 2006. http://hdl.handle.net/2263/29357.
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This research study is a concept analysis of the Critical Cross-Field Outcomes (CCFOs). Legislation and related documentation such as SAQA Bulletins, respective Acts, and position papers of the South African Qualifications Authority (SAQA) and the National Qualifications Framework (NQF) describe the CCFOs as one of the transformational tools utilised by the SAQA to ensure access, portability and lifelong learning. CCFOs express the intended results of education and training and underpin all learning processes, thus enhancing the learning process and contributing to the full development of an individual. CCFOs are generic and cross-curricular, they are not restricted to any specific learning context, but inform the formulation of specific outcomes in the individual areas of learning for all learners at all levels on the NQF. CCFOs should direct education, training and development practices, as well as the design and implementation of learning programmes. Learning materials should also be designed and utilised accordingly. Critical Cross-Field Outcomes are also referred to as soft competencies, personal competencies, thinking competencies and life competencies, which are the abilities that people need to be active, responsible and successful members of society. They provide the means to build a career and make the person more effective in executing a job. CCFOs should be developed during learning processes so that learners are able to deploy them when achieving work-related outcomes. Knowledge is of little value if it cannot be utilised in new situations or in a form very different from that in which it was originally encountered. Although knowledge is a necessary requirement in education, training and development, it is not sufficient for becoming an expert. What is needed is some evidence that the learners can do something with their knowledge, which implies that they can apply what they know to new situations and problems. The CCFOs are tools that the learner or facilitator can utilise to access knowledge and to develop new knowledge of purposeful objectives. The outcome of this research is a categorisation of underpinning competencies related to the CCFO statements that facilitators, proposers of qualifications, service providers and Education and Training Quality Assurance (ETQA) Managers can use to incorporate the CCFOs in the education, training and development initiatives. These competencies also serve as the starting point for the outcomes-based principle of designing back. These competencies can also be utilized as a benchmark for conducting competencies audits on the CCFOs. Selected competencies are to be implemented at all levels of the NQF in all the fields as identified by SAQA.Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006.
Curriculum Studies
unrestricted
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Liu, Hsiao-Yen, and 劉曉燕. "A study of the orienteering curriculum to enhance the key competencies of junior high school students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/62945111829160744303.
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碩士亞洲大學
休閒與遊憩管理學系碩士在職專班
104
The main purpose of this study is to understand the discrepancy and correlation among all the variables of each junior high school student after being in the orienteering curriculum. Experimental method was adopted in this study. There were 136 first and second-grade students studied in the researcher’s school, Mingjian junior high school, participated in this study eight hours a day from July to August in 2015. 31 people of them joined in two school games after school .Personal tests were given before and after the orienteering curriculum and school games. The questionnaire includes, background variables, Communication Scale, Creativity Scale, Complex Problem Solving Scale, Collaboration Scale, and Critical Thinking Scale. The results were analyzed by independent sample T-test, dependent sample T-test, ANOVA, Pearson’s correlation…etc. The results are as follows: 1.The orienteering curriculum can promote key competencies of junior high school students. (1) The orienteering curriculum can promote the willing of students participating school games, the familiarity campus, relationship, awareness of self-health, sports liking, and exercise frequency. (2) Junior high school students participating the orienteering curriculum can enhance all the five key competencies and the whole key competency. (3) There is mid-correlation among Communication Ability, Creativity, Complex Problem Solving, Collaboration, and Critical Thinking . 2. The results of the five key competencies among background variables are as followings: (1) There are significant differences and better performance on “those who are willing to join orienteering school games ” to Communication ability and the whole five key competencies. (2) There are significant differences between human relationship and “Communication ability.” The students who have better human relationship have better communication ability. (3) There are significant differences on the Communication, Creativity, Complex Problem Solving, Collaboration, and the whole five key competency of “the experiences of school games”. According to the above results, orienteering curriculum can enhance the five key competencies of junior high school students and is suitable for being the activity of freshman in order to promote their familiarity of campus. To sum up, it’s worthy to promote around by all the educators.
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Wu, Tzu-Ying, and 吳姿瑩. "Elementary School Students’ Ideal Key Competencies for the Future :From the Viewpoint of Elementary School Teachers." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/58827103868435144935.
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碩士淡江大學
未來學研究所碩士班
99
The purpose of this research is to construct an ideal set of key competencies for the future of elementary school pupils. The researcher first collected images of probable futures from ten elementary school teachers. Double variable method was then utilized to obtain the alternative futures and, subsequently, the preferred futures from these teachers. Finally, the researcher constructed ideal key competencies for the future of elementary school students based on the following factors: (1) the preferred futures and the key competencies put forward by the teacher respondents, (2) key competencies proposed by scholars in futures studies, and (3) key competencies suggested by certain organizations/nations and by Taiwan administration. This research proposes a set of six key competencies for the future of elementary school students. They are: 1. The competency to manage and to identify oneself and to be willing to share and devote; 2. The competency to interact effectively with others and to create a democratic and harmony society; 3. The competency to utilize information technology efficiently and to understand the impact of technology; 4. The competency to pursue personal economic development and to love creating and innovating with others; 5. The competency to respect nature and to appreciate multi-cultures; and 6. The competency to maintain a happy life and to be flexible and adaptable.
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BRUNCLÍKOVÁ, Jana. "Komunikační kompetence a její edukace u dětí se SPU v hodinách ČJ a slohu na 2. st. ZŠ." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-79992.
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The topic of the diploma thesis belongs with its character to the field of didactics of Czech language at senior classes of basic schools and partly into the special pedagogy field. The theoretical part of the thesis deals with tuition of communication and composition education of pupils with special learning disorders in specialized classes at senior basic schools. I work with terms: key competencies, communication competencies, specific learning disorders. The main part of the thesis consists of research focused on survey of the conception of Czech language tuition and teachers´approach to key competencies, next creation of and testing of worksheets supporting communication and composition education in specialized classes based on critical thinking methods.
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Liao, Yi-Jou, and 廖憶柔. "Applying Fuzzy Theory to the Study of Evaluating Key Competencies of Managers in High Technology Manufacturing Industries." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/20612708660119492372.
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碩士國立臺灣海洋大學
航運管理學系
93
Abstract From 1990’s decade, electronic industries played a important role in international economic markets. It bring about economic structure changed to knowledge economics century. After following worldwide economical depressions, not only the economics in Asia was bubbled but also the worldwide trader and manufacturer of electrical products felt the great cost pressure. Technology was growing from day to day. In the meantime, cost was requested to be lower than past. The electrical manufacturing industries in Taiwan tried their best to find out their key competences, and to get ahead of other competitors in cost structure, service, products quality, …, etc. They tried to break through the difficulty in business management. Thus, how to establish the competition advantages will be the major subject brooking no delay. The major competition advantages for electrical manufacturers in Taiwan is ”Manufacturing Management”. It includes cost control, improving manufacturing efficiency, in-process quality control, products logistic control and in-time service. Therefore, factory management is the successful key for electrical manufacturing industries. This research assume electrical manufacturers as objects of study, and probe into the key competences of managers in electrical manufacturing factories. In the meantime, applying trapezoidal fuzzy numbers to this study to sort the key competences. It will establish the ideal model to evaluate the key competences of the managers in high technology manufacturing factories. The research results will help electronic industries to realize the key competences of managers in factories. It will speed up making decision to recruit and select proper managers. Key Words: key competence, fuzzy set theory, trapezoidal fuzzy number
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Liu, Kuan-Yen, and 劉冠言. "A Study on the Key Competencies of theHarbor Boats Seafarer of the Taiwan International Port MarineCorporation, Ltd." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/93407913843516120317.
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碩士國立臺灣海洋大學
商船學系
105
Taiwan, as a typical island country, features its colossal shipping industry.Incoming as well as outgoing of ships in harbors depends on the assistance from harbor pilots and harbor tugs. Tugs are the most important harbor boats, as they havebeen used frequently in harbor operation. Currently however, differences between “importance” and “practicality” have existed in occupational competence required for the tugboat crew. This study focused on Taiwan International Ports Marine Corporation, Ltd., the largest tugboat contract company in Taiwan harbor operation. It is hoped that with the position of the status quo and structures of the tugboat industry, the crew quality could be adjusted and enhanced, thus fulfilling key competencies required for the industry, decreasing the cognitive differences between the crew and the industry, and serving as an effective reference for future crew cultivation. A comparative analysis from previous studies was first carried out in this study, followed by the investigation into key abilities possessed by the staff of Taiwan International Ports Marine Corporation, Ltd. Expert survey was adopted to generalize key factors, and analytical hierarchy process was employed for data analysis. Finally, semi-structured interview was used to guide interviewees to propose suggestions concerning the chosen issues. The findings offer references for domestic marine operators and related administration, enabling talent cultivation of domestic marine staff to be valued. The results revealed that key factors of current marine staff in Taiwan included the following five aspects: (1) professional skills, (2) self-adaptability and management, (3) interpersonal relationship, (4) willingness to learn and working attitude, and (5) health and judgement. Among those factors, willingness to learn and working attitude as well as professional skills weighed the most, followed by health and judgement, self-adaptability and management, and interpersonal relationship. Therefore, the core ability features of Taiwan marine staff were willingness to learn and working attitude as well as professional skills. Hence, building a sound system to strengthen the staff’s willingness to learn and to keep cultivating qualified staff has been the core issue in the current stage.
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FORMANOVÁ, Andrea. "Vysokoškolské studium oboru Učitelství 1. stupně ZŠ z pohledu studenta prezenčního studia." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-252615.
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The teacher of the primary education at elementary school is becoming an important authority in the process of school attendance of every student. This is the reason for a preparation and knowledge in a variety of different subjects from various fields, more than in the case of the specialized teacher, because the general outlook and professionalism is expected. This diploma thesis is divided into a theoretical and practical part. The theoretical part deals with the problematic of preparation of the teacher for the profession in Czech Republic and abroad. Further it contains chapters touching the personality of the teacher and the key teacher's competences. The practical part presents the results of mixed research realized on students of the first and fifth years. For the purposes of the research survey the method of interview and questionnaire were used. The aim of this diploma thesis and the research survey is to outline the view and the expectations of the first and fifth year students of the primary education at the pedagogical faculty. Together with this aim the comparison of the results of the Hana Reifova's diploma thesis dealing with a similar question from the point of view of the beginner teacher is noticeable.
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Soares, Mariana de Morais Barros Sampaio. "Identifying key competencies of a high potential candidate for a position of a district manager at Calzedonia Portugal." Master's thesis, 2017. http://hdl.handle.net/10362/27880.
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The following Direct Research Work Project aims at solving the challenge of recruiting appropriate candidates for a position of a District Manager at Calzedonia Portugal. The purpose of this work project is to identify key competencies of a high potential District Manager for that position and to help the company in the process of finding these competencies on candidates.
A sample of twenty seven responses from the employees working for Calzedonia Portugal was obtained and analysed. Results indicate that the top five key competencies of a high potential District Manager at this company are leadership, assertiveness, technical expertise and a need for achievement.
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闕瑋娟. "The study of lifelong learning key competencies and learning self-efficacy for junior high schoo; student in Yilan County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/9cr5z9.
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碩士佛光大學
社會教育學研究所
96
The purposes of this research were to discuss the relationship between lifelong learning key competencies and the learning self-efficacy of junior high school students. There are five goals in this research:（1）to realize the current circumstance of lifelong learning key competencies and learning self-efficacy among junior high school students;（2）to explore the difference in lifelong learning key competencies of junior high school students with different backgrounds;（3）to discover the discrepancy in learning self-efficacy of junior high school students in different backgrounds;（4）to analyze the relationship between lifelong learning key competencies and learning self-efficacy;（5）to study the learning self-efficacy of junior high school students’forecast to the variables of personal background and lifelong learning key competencies. In order to achieve the purpose, a questionnaire was developed to survey on public junior high school students in Yi-Lan County. There are totally 565 effective samples out of 597 questionnaires which were collected in the survey. The effective rate is 94.6%. The measuring instrument is consisted of two parts:（1）Junior High School Student Lifelong Learning Key Competency Survey and （2）Junior High School Student Learning Self-Efficacy Scale. The collected data were processed by SPSS statistics package software 12.0 for windows. The obtained data was analyzed by frequency distribution, mean, standard deviation, item analysis, factors analysis, t-test, one-way ANOVA, product-moment correlation and multiple stepwise regression. This study has proved the following conclusions: 1. The junior high school students are equipped with middle-high level in lifelong learning key competencies and learning self-efficacy. However, the problem-solving ability still needs to be more developed and improved. 2. The lifelong learning key competencies of junior high school students differ from their gender, grades, school size, academic achievement and social-economic status. 3. Apart from school size, the learning self-efficacy of junior high school students is at variance in the student’s personal background, such as gender, grades, academic achievement and social-economic status. 4. There is a significant positive relationship between lifelong learning key competencies and learning self-efficacy. The better the ability of a student’s lifelong learning key competencies, the greater effects of his learning self-efficacy. 5.For the variables which forecast best the learning self-efficacy is lifelong learning key competencies, followed with academic achievement and grade of personal background category, and then social-economic status. According to the conclusions above, the following suggestions were made for the interventions and further research in the future. 1.Suggestions for the educational government institution: - To improve the problem-solving ability of junior high school students, and enhance the development of lifelong learning key competencies for students in eighth and ninth grades. - To encourage the small schools actualize plural teaching activities by utilizing community resources or via inter-school cooperation. - To provide more learning resources to those students who are in lower level of social-economic status through multi channels. 2.Suggestions for junior high school teachers: - To design the courses flexibly according to the lifelong learning key competencies needed by the students. - To adjust the teaching contents by truly understanding and listening students’ needs. 3.For further research, there are more suggestions in objective, variables, and methods.
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Tseng, Yu-wen, and 曾鈺紋. "A Study of the Key Competencies for Lifelong Learning which α-leaders in Tunghai University Develop in Informal Curriculum." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/r2ppjf.
Full textAbstract:
碩士東海大學
教育研究所
103
This study aims to use the key competencies of lifelong learning advocated by UNESCO, OECD, and European Union to evaluate the Senior Alpha students in α-leader in Tunghai University. Through observation and interviews, this study finds out the key competencies of lifelong learning they acquire, how they do it, and what can be improved. The study discovers that: 1. SA students excel in “possess entrepreneurship” and “possess socialized personality.” 2. SA students are good at “have working abilities,” “have communication skills,” “ have the ability to know and realize themselves,” “have the ability to adapt,” and “have the ability to utilize technology skills.” 3. SA students are weak at “possess basic learning skills” and “be able to communicate in a foreign language.” 4. SA students acquire the key competencies of lifelong learning through 8 factors. The first one is “hold or join α-leader activities,” and the second one is “learn from experiential education.” 5. SA students argue that “the inner organization of α-leader,” “fund application,” and “sophomore as the major Alpha students” can be improved. 6. The key competencies of lifelong learning which students acquire in α-leader match the education goals of Tunghai University. 7. Informal curriculum meets students’ need in learning and has its value. It deserves to be given more resources and attention.
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YI, CHANG-CHI, and 易常騏. "A Study of Key Competencies Developments with Share-Start Approach to National Defense Education in A Senior High School Taoyuan City." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ckt325.
Full textAbstract:
碩士萬能科技大學
資訊管理研究所在職專班
106
This study is to discuss the developments of key competencies with Share-Start approach to national defense education in a senior high school. The research method uses the pre- and post-test control group design method in the quasi-experimental design to carry out the experiment. In order to compare the Share-Start and narrative teaching methods, the subjects are divided into experimental group and control group. The participants in this study were two classes of students coming from first-year senior high school, who took “defense mobilization” in the national defense education curriculum. The experiment time lasted nine weeks with one lesson in a fifty-minute lecture per week. The Exam Questions for The National Defense Education and The Learning Effectiveness Scale of the National Defense Education Key Competencies are the quantitative research tools with statistical software for quantitative analysis. Two separate teaching approaches in terms of students’ performances in key competencies, namely, the creative and critical thinking, problem solving, teamwork, and communication skills are discussed and compared. The feedback questionnaires are collected for further qualitative analysis of the research purpose. The findings are listed as follows. 1. The stastical analysis of the post-test results has shown that after the two teaching methods have been adopted in comparison, there is a significant difference between the experimental group and the control group, who were homogenous in terms of their academic performance in national defense education in the beginning. Share Start is more effective in improving students’ learning performance than Didactic Teaching. 2. The stastical analysis also demonstrates that compared with the control group, students from the experimental group perform better with respect to creative and critical thinking, problem solving, teamwork, and communication skills, listed in the key competencies, whereas prior to the experiment, the two groups of students showed smiliar level proficiency of the aboved abilities. This indicates that Share Start is an effective approach in boosting students’ aformentioned key competencies. 3. The analysis of the feedback questionnaires shows that students prefer Share Start to Didactic Teaching, and during the learning process, Share Start enables them to reach concensus more easily and helps them learn how to embrace different opinions with understanding and respect. The research results are summarized into specific recommendations for the teaching of the national defense education and the development of students’ key competencies. Keywords：Share Start, Key Competencies, National Defense Education.
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Lin, Chun-Chi, and 林春琪. "Curriculum Transformation and Instruction Plan Writing for Key Competencies -Taking the Core Selection of The Course as The Scope of Discussion." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4vk8hk.
Full textAbstract:
碩士淡江大學
中國文學學系碩士在職專班
107
The key competencies education develops by diverseness of teaching activity processes.In addition,learning in language must have a fundamental key competencies effect on students. If teachers want to develop key competencies for students through education, language ability must become a necessary component for students. The essay aims to intersect the tendency between the ancient personality and the “key competencies” which has been stressed nowadays. In order to discover whether the ancient of core language education can be implemented properly in modern education or not. This article divided into five chapters, the first chapter “Introduction” which expounds research motivation, problem awareness,document investigation and the scope of research. Chapter two “Key competencies and Teaching Methodology of Chinese”. Through the object of education and based on the theory of “teaching material method” to choose appropriate teaching method on classical Chinese for high school students, also counters the differences between the flow and change on course outline of core selected text. Chapter three “the Teaching Chinese Course Outline of Core Selected Text for High School Students”. This chapter focuses on dissection of core Chinese course outline in high school,based on different kinds of educations through reading methods and questioning ways. In order to assist students’ reading reflection and express the value of core selected text. Chapter four “The Key competencies of Selecting a Course Outline” aims to discourse the way of key competencies for students to foster a real-life scenario by their learning. Furthermore, break through the thinking of individual subject education and create a new thought of Chinese course in high school, to develop a learning type of synthesis and diverseness. Last but not least, chapter five “conclusion” summarizes all chapters of content above, it also displays the direction of key competencies of selecting course outline and the challenge of education which teachers are facing with in the future.
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Špalová, Zuzana. "Výukové strategie rozvíjející kompetenci k učení." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-336706.
Full textAbstract:
Essay discusses teaching strategies to learn non-native-speaking pupils at Czech basic schools whose language competencies are not developed enough to handle common classes during the process of education. Author suggests using of special working-papers helping them to overcome the language barrier and to extend their knowledge of specific school subjects. KEYWORDS: instructional strategy, teaching methods, working-papers, non-native-speaking pupils
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Špalová, Zuzana. "Didaktické materiály pro výuku přírodopisu u žáků s odlišným mateřským jazykem." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-345001.
Full textAbstract:
This thesis is devoted to teaching of foreigners and creation of didactic materials for students of 2nd level of elementary schools with Czech as a second language. The thesis surveys and compares approaches to teaching foreigners in the Czech Republic and the USA. The author of the thesis describes methodology of the creation and use of special work materials for students determined to help them overcome language barriers and acquire the knowlede of specialized subjects. In the thesis, above entioned work materials are attested in refferential specimen for both, the attitude of the students to work with the materials and the use of informational resources and linguistic utilities included in the materials. KEYWORDS: instructional strategy, teaching methods, working-papers, non-native-speaking pupils
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Opatřilová, Hana. "Práce se žákovským portfoliem na 1. stupni ZŠ." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-354628.
Full textAbstract:
This Master's thesis is divided into the theoretical and research part. The theoretical part is focused on the concept of primary education, in particular on the area of key competences. The thesis submits methods through which pupil's key competences can be developed. The major focus is placed on the pedagogical device which develops key competences and that is a pupil's portfolio. The thesis describes different types of the portfolio as well as its importance especially in the process of self-assessment of the pupil. The main aim of the research part is to investigate the benefits of using the pupil's portfolio and to describe its forms in different grades at primary school. This part is primarily focused on the concept of working with portfolio at two different primary schools. There are also interviews with teachers and pupils which suggest arguments why working with the portfolio is beneficial and what possible difficulties can occur. Responses which were received from the interviews with teachers show that the main benefits of working with the pupil's portfolio include the possibility of gathering pupil's works at one place, developing some system, storing of works, providing and documenting of pupil's results. All this is can be used especially during consultations with parents and the pupil.
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Lin, ching-min, and 林經銘. "The Key Competencies for the Technical Sergeant of Air Force in Taiwan-A Case Study on One Air Force Base’s Technical Sergeant." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/6q6ffu.
Full textAbstract:
碩士育達科技大學
資訊管理所
103
Under the military's policy reforms, the military staffs are substantially reduced. However, the military is continually to raise the defensive weaponry, the quality of a technician Sergeant will face a tough test. If the technician sergeant can have these key competencies by Education training that will be enhancing the overall combat capability for our country. This study started from identifying the most appropriate selection criteria after doing the related literature review and synthesizing experts’ opinions. After that, questionnaires were sent out to technician sergeant in this base to obtain research data. Through the Analytic Hierarchy Process(AHP), samples were analyzed to determine the weight of respective standards. According to the study results, the Integrate and Use(0.339) is the most important key competence of technician sergeant. The others are the expertise(0.271), personality traits(0.187) and management capability(0.204). Thirteen evaluation criteria were used in the second level. Maintenance knowledge(0.394), Foreign language (0.332), Professional certificates (0.274), Teamwork(0.475), Leadership and commanding skill (0.324), Time management and sorting (0.201), Compression capability (0.503), Self-management (0.292), Communication and coordination (0.205).Human Resources Planning and Integration (0.199), Information collection and analysis and evaluation capacity (0.194), Risk assessment and control of decision-making capacity (0.146), Strain and ability to handle unexpected situations (0.327). The study not only provides objective selection criteria but also makes appropriate recommendations of educational policy, and assists unit for technician assignment
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Ávila, Patrícia Durães. "A literacia dos adultos: competências-chave na sociedade do conhecimento." Doctoral thesis, 2006. http://hdl.handle.net/10071/577.
Full textAbstract:
A presente investigação visa produzir um conjunto de novos desenvolvimentos, teóricos e substantivos, para o estudo das competências-chave para a sociedade do conhecimento. Incide na análise de duas vertentes específicas, mas entendidas enquanto complementares: a identificação dos
perfis de literacia da população e os seus principais factores explicativos, e a análise de novas dinâmicas e processos emergentes de bloqueio ou desenvolvimento das competências de literacia e outras competências-chave para a sociedade do conhecimento. Um dos conceitos nucleares da
pesquisa é o conceito de literacia, desenvolvido nos últimos anos sobretudo no âmbito de pesquisas de natureza extensiva dirigidas à avaliação das competências reais de leitura, escrita e cálculo da população adulta. Mais recentemente o conceito foi alargado de modo a assegurar outras
competências consideradas fundamentais, ou chave, nas sociedades contemporâneas. Através da articulação com referências teóricas sobre as sociedades actuais, nas quais tem sido sublinhada a importância do conhecimento e da informação enquanto factores cada vez mais estruturantes da vida
social, procura-se produzir novos contributos teóricos e analíticos neste domínio. A estratégia metodológica definida combina a análise quantitativa (através da exploração de bases de dados internacionais sobre literacia), desenvolvida com o objectivo de aprofundar o conhecimento sobre o perfil de literacia da população, e a análise qualitativa (apoiada em entrevistas, análise documental e observação directa), centrada nos adultos pouco qualificados e nos processos concretos de bloqueio, ou desenvolvimento, de competências para a sociedade do conhecimento.This research seeks to produce a set of new theoretical and substantive developments for the study of literacy and other life skills for the knowledge society. It will involve the analysis of two different but complementary aspects: the identification of the population’s literacy profiles and the main factors behind them; and the analysis of new dynamics and emerging processes that are blocking or developing literacy and other key competencies necessary for life in the knowledge society. One of the core concepts behind this research is that of literacy, which has been developed over the last few years, above all within the scope of extensive quantitative research work designed to assess real reading, writing and arithmetic skills among the adult population. More recently the concept has been extended to cover other skills that are considered fundamental in contemporary societies (“life skills” or “key competencies”). By articulating the above mentioned surveys with theoretical reference work on contemporary societies, which underline the importance of knowledge and information as factors playing an ever more structuring role in social life, the research aims to generate new theoretical and analytical contributions in this domain. The chosen methodological strategy employs a combination of quantitative analysis (the exploitation of international literacy databases), in order to deepen knowledge about the population’s literacy profile, and qualitative analysis (interviews, documentary analysis and direct observation), with focus on the poorly qualified adults and on the processes that hinder or develop skills required for the knowledge society.
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Valentová, Lenka. "Způsoby rozvoje klíčových kompetencí v rámci metod Montessori pedagogiky." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-415322.
Full textAbstract:
The work is dedicated to the ways of developement of the key competencies of learners within methodes of Montessori pedagogy. The first part is concentrated on the evaluation of the current level of knowledge including the key competencies and Montessori pedagogy with its methodes. In the second part the work deals with a theoretical background to accomplish a research in the empiric kind of way, where we find the focal point of this entire work. The practical part of the work analyses the different approaches of two selected elementary Montessori schools to the developement of the key competencies within the applied methodes of teaching. The closing part of the work is dedicated to the evaluation of the used methodes in relation to the key competencies and it also pursues the comparison of ways of use of the developement of the key competencies at these two selected elementary schools.
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Frank, Eric. "An investigation of whether the introduction of an e-mastery system for quantity surveying students at the Durban Institute of Technology improves key competencies." Thesis, 2006. http://hdl.handle.net/10413/1971.
Full textAbstract:
Students' poor performance in the quantity surveying course at the Durban Institute of Technology appeared to be due to the lack of basic key competence in certain key areas such as mathematics and arithmetic. The students' weaknesses in key competencies were validated in the pre-tests with both the 2003 and 2004 cohorts where few students, only two out of sixteen and one out of eight respectively, displayed mastery in these key areas. Mastery learning was identified as a methodology to use for helping students because it benefited slow and fast learners alike. This study investigates the use of an e-mastery learning system to help students improve their competence in some of the key areas identified. An experiment was conducted, using the 2003 fourth-year quantity surveying students as a control group and the 2004 fourth-year quantity surveying students as the experimental group. The control group took a pre-test, were subjected to a face-to-face intervention and then they took a post-test. The experimental group took the same pre-test, were exposed to a mastery learning system, which was then followed by the same post-test. The results of this experiment showed that the mastery learning intervention helped the students, but not to the extent expected by the author. The experiment indicated that the e-based system was only marginally more helpful than the face-to-face intervention which the control group received. This quantitative aspect of the experiment was hampered by small sample sizes and was further constrained by difficulties in accessing the e-mastery system. Following this outcome, a qualitative study was undertaken, in the form of semi-structured interviews, to ascertain why the e-based system was not as successful as expected. Although the quantitative analysis indicated that the e-based system was more helpful, the interviews revealed the underlying problems were related to access to the e-based system and students' limited computer literacy skills. The conclusion drawn from these findings is that an e-based mastery learning system would help students improve their key competencies provided the computer literacy problems and access problems were solved, the mastery learning system was more comprehensively developed, and that the students were motivated enough to devote themselves to using the system on a regular basis.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.
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ZIFČÁKOVÁ, Monika. "Analýza průřezových témat (v rámci výchovy k občanství) v ŠVP ZŠ Kaplice." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-174930.
Full textAbstract:
The topic of the thesis is an analysis of cross-cutting themes (within citizenship education) in the ŠVP in two primary schools in Kaplice. The theoretical part deals with the themes: RVP ZV, ŠVP, key competencies, cross-curricular topics and teaching project. The practical part of the thesis deals with the characteristics of elementary schools, analysis of cross-cutting themes and creating a design teaching project.
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Dobaková, Petra. "Aplikace kompetenčního modelu v podmínkách veřejné obchodní akademie." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-404266.
Full textAbstract:
The thesis deals with the use of competences and competency model as an effective tool of personnel management of the organization. Competency - based / HR / Management (CBM) is an actively used model primarily in the commercial sphere. However, in recent years, more and more government organizations have also approached this governance model. The theoretical and empirical part of the thesis deals with the issue of acquiring and using various types of competencies, compiling a competency model and their subsequent application in personnel management. The definition of basic terms and principles of competency management is based on the study of professional literature and binding documents that link the principles of competence management to the lifelong learning strategy and learning organization models. The empirical part first deals with the actual use of competencies and competency models in the conditions of public business academies in Prague and Central Bohemia. It describes the current state of use of human resources management by competency of the director of public business academies in the region. The observed state is compared with the results of the Trexima, spol. s r.o. in the commercial organizations, which was implemented in 2014. The empirical part is further focused on the...
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Janouchová, Markéta. "Přístup k rozvoji sociální a personální klíčové kompetence v učebnicích francouzského jazyka." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-390612.
Full textAbstract:
The diploma thesis deals with one of the most important parts of the concept of the Czech educational system - with so-called key competencies. It is focused on two key competencies - the personal and social competencies. In the theoretical part, it deals with notions of the personal and social competence in general - it is focused on the meaning of these two competencies and on the individual areas which they contain. In case of the social competence, the thesis focuses mainly on areas of social communication, social skills, social intelligence and so-called pro-social behaviour. In connection with the personal competence, it deals mainly with areas of self-knowledge, self-conception, self-evaluation, self- organization or self-regulation, as well as with the area of psychohygiene. Theoretical information about personal and social competencies is explicitly linked with language teaching. The practical part analyses four chosen French textbooks and evaluates them in terms of their potentiality to develop both competencies. It evaluates whether the chosen textbooks develop personal and social competencies and if so - to which extent.
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Воробйова, А. Д. "Формування конкурентних переваг підприємства на засадах ресурсного підходу." Thesis, 2019. http://dspace.oneu.edu.ua/jspui/handle/123456789/11262.
Full textAbstract:
У роботі розглядаються теоретичні аспекти формування конкурентних переваг
підприємства.
Проаналізовано діяльність ПАТ «Одескабель» та визначено конкурентні переваги на засадах
ресурсного підходу.
Запропоновано пропозиції на основі ключових компетенції підприємства.Diploma thesis deals with theoretical aspects of formation of competitive advantages on the basis of resource view. The activity of the enterprise was amalyzed and competitive positions were determined on the basis of the resource view. Proposals were offered based on the core competencies of the enterprise.