Dissertations / Theses on the topic 'Practitiner perspectives'
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Down, Catherine, and not supplied. "Situated learning: perceptions of training practitioners on the transfer of competence across workplace contexts." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080109.094404.
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Lennon, Alexia. "Creating learning organisations : practitioner perspectives /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17371.pdf.
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Mancini, Joseph A. "Student Discipline Strategies| Practitioner Perspectives." Thesis, Nova Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10637843.
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This applied dissertation presented a mixed method design to gain a broader perspective of the perceptions of classroom management practitioners within a particular school district. Many teachers, or practitioners, experience issues with classroom management because of their understanding of strategies they use. Because of the researcher’s position within the education system, it was recognized practitioners are mandated to utilize specific classroom management strategies. As such, the study was designed to glean the perceptions of these practitioners in relation to the misunderstandings and mandates related to the strategies dealt with on a daily basis.
The perspectives gleaned afforded opportunities to generate statistical data. The last question presented to the study participants allowed each participant to express his or her ideas, related to the questionnaire or otherwise, in any way they saw fit. The analysis of the study took into consideration the open response comments as they pertained to the statistical data generated.
Findings revealed the most favorable, as well as most effective, strategies as perceived by actual practitioners. Practitioners also expressed their opinions indicating their displeasure regarding mandated classroom management strategies commonly referred to as Office Referrals. Practitioners indicated they perceived revoking student privileges, placing students in time-out areas, and utilizing counseling services as more effective when choosing strategies relative to managing their classrooms.
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Neumann, Christina. "Appreciative Inquiry in New Zealand: Practitioner Perspectives." Thesis, University of Canterbury. Management, 2009. http://hdl.handle.net/10092/2608.
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Appreciative Inquiry (AI) has gained increasing popularity as a form of organisation development and action research worldwide, yet little research has been published outside of the USA and Canada. This thesis explores the application and evaluation of Appreciative Inquiry (AI) in the unique context of New Zealand through the perspectives of facilitators of AI. I conducted semi-structured, in-depth interviews with nine experienced AI facilitators in order to understand their perspectives on how AI works, under which circumstances it is most effective and how they evaluate AI.
Facilitators tend to come from backgrounds that embrace humanistic values, a premise shared by AI. Participants in this study regard the underlying principles of AI as central, whereas they consider concrete processes, such as the 4D-cycle, to be useful but not essential. Facilitators are very concerned about the appropriate use of AI and clearly identified circumstances supportive or detrimental to AI processes. For example, AI may be inappropriate in situations where there is a pre-determined agenda or leadership is very autocratic. Facilitators are also concerned that AI as a methodology should be applied more wholesomely, acknowledging and working through negative emotions rather than suppressing them.
Facilitators face a paradox: They embrace values that put the individual centre stage and regard people as human beings rather than human resources. At the same time, they are external service providers to clients who are at times more concerned with quick fixes, and do not want to invest the time necessary to engage in deep reflection on values and transformative change.
Findings suggest that we need to reconsider our interpretation of AI towards embracing the underlying humanistic values more, rather than focusing on the concrete applications (e.g. 4D-cycle). The paradox between embracing humanistic values inherent in AI and bottom-line orientation in most organisations warrants further research.
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Egieyeh, Elizabeth Oyebola. "Inter-professional collaboration between general practitioners and community pharmacists: general practitioners’ perspectives." Thesis, University of Western Cape, 2012. http://hdl.handle.net/11394/3382.
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Magister Pharmaceuticae - MPharmThe global movement towards enhancing inter-professional collaboration in patient care is in light of the increasing potency of drugs and complexity of drug regimens, particularly in the chronically ill where poly-pharmacy is rife, collaborative patient management by general practitioners and community pharmacists, in particular, has the potential to enhance patient therapeutic outcomes in primary healthcare. Literature from other parts of the world has enumerated the advantages of collaboration. South Africa with its unusual quadruple burden of disease and human resource deficient public healthcare system would benefit from collaboration between general practitioners and community pharmacists through expanded roles for community pharmacists to enable them to make more meaningful contributions to primary healthcare regimens. Particularly with the introduction of the National Health Insurance (NHI) programme. This dissertation aims to assess from general practitioners‟ perspectives: the current level and stage of collaboration (using the collaborative working relationship (CWR) model proposed by McDonough and Doucette, 2001) between general practitioners and community pharmacists in patient care, if general practitioners‟ perceptions of the professional roles of community pharmacists in patients‟ care can influence desired collaboration (prospects of enhanced future collaboration) and how do general practitioners envision enhanced future collaboration between them and community pharmacists in patient care, possible barriers to the envisioned collaboration between the two practitioners, and how general practitioners‟ demographic characteristics influence inter-professional collaboration with community pharmacists. Sixty randomly selected consenting general practitioners in private practice participated in a cross-sectional, face- to-face questionnaire study. The questionnaire contained a range of statements with Likert scale response options. Data was initially entered into Epi Info (version 3.5.1., 2008) and then exported to IBM SPSS Statistical software for analysis (version19, 2010). Medians were used to summarize descriptive data and Spearman‟s correlation coefficient, Mann-Whitney U Test and Kruskal-Wallis Test was used for bivariate analysis. Ethical approval was granted by the Senate Research and International Relations Committee, University of the Western Cape (Ethical Clearance Number: 10/4/29). The results indicated low-levels of current collaboration at stage 0 of the CWR model between general practitioners and community pharmacists. A statistically significant correlation was observed between general practitioners‟ perceptions of the professional roles of community pharmacists and desired collaboration (prospects of enhanced future collaboration), [p=0.0005]. Good prospects of enhanced future collaboration between general practitioners and community pharmacists were observed. General practitioners identified barriers to collaboration to include: the lack of remuneration for collaboration, absence of a government mandate or policy supporting collaboration, inability of general practitioners to share patients‟ information with community pharmacists and questionable professional ethics exhibited by community pharmacists particularly over financial gains. Most general practitioners agreed that joint continuing professional education organized by pharmaceutical companies or other groups will increase interaction and enhance collaboration. Enhanced Inter-professional collaboration between general practitioners and community pharmacists‟ can be possible in the future but hindrances need to be eliminated for this to be achieved. Future research can be aimed at exploring the perspectives‟ of community pharmacists to inter-professional collaboration in South Africa and interventions that will enhance collaboration.
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Neilson, Linda C. "The development of family mediation : practitioner perspectives on education." Thesis, London School of Economics and Political Science (University of London), 1992. http://etheses.lse.ac.uk/1180/.
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This study explores the education and training required of family-law mediators as well as professional obstacles to further educational developments in the field. The interdisciplinary disputes occurring within the emergent family-mediation discipline and the issues of existing mediator education, the attitudes of family lawyers and mediators towards one another, and mediation's professionalization process, are examined through the eyes of mediators and family-lawyers practising in Greater London in 1987 and 1988. The basis for this study and its conclusions are: one hundred two extensive interviews with practising mediators; twenty interviews with advisors and senior representatives of all seventeen mediation services; seventeen interviews with registrars and court officials; eighty-eight responses to mediator questionnaires; one hundred fifty-three responses to solicitor questionnaires; visits to thirty-one mediation locations; and observation of sixty-one actual mediation sessions. The most important theoretical divisions among the mediation practitioners revolved around disputant autonomy, child advocacy, and therapy: the majority argued the importance to mediation of the first of these and the inappropriateness of the second and third. The study isolates and explores these divisions. Most practitioners isolated respect for disputant autonomy and conflict- resolution skills as the core attributes needed by mediators. Both the lawyers and non -lawyer mediators expressed reservations about the ability of others to engage in mediation. Most did not suggest limiting mediation to members of their own discipline. The study reveals the lack of justification for such limitations and suggests, instead, the importance of the mediator's personal characteristics. The study also reveals the educational short-comings of the practising mediators and the problematic tendency of untrained mediators to rely on methods emended from other disciplines. Both lawyers and mediators suggested fundamental changes and improvements in the education and training of family mediators.
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Williams, Louise Ruth. "Sports sponsorship : an examination of consumer and practitioner perspectives." Thesis, Liverpool John Moores University, 2009. http://researchonline.ljmu.ac.uk/5932/.
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Plesch, Daniel. "Common security 1987-2005 : an academic-practitioner perspective." Thesis, Keele University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432468.
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Lillard, Dorry. "EFFECTIVENESS OF ANTI-BULLYING TEAMS FROM PRACTITIONERS' PERSPECTIVES." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/165.
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School bullying is a worldwide problem and has been called a “social phenomenon” that is negatively impacting the lives of children, including the bullies, the victims and the bystanders. This project used qualitative methods to investigate the implementation process and effectiveness of a bullying intervention called Undercover Anti-Bullying Teams. The “no blame” approach idea to healing bullying relationships originated by Bill Hubbard was later modified with narrative perspectives by Michael Williams, a counselor at a high school in Auckland, New Zealand. The purpose of this project was to gain qualitative insight from two practitioners in New Zealand, and two practitioners in California, about their personal experiences with the implementation of this approach. The data collected from the practitioners included implementation procedures of the undercover teams program, their personal success stories, team members’ responses, and the positive impact that the experiences have had for their lives. The study found that Undercover Anti-Bullying Teams have the potential to help students create positive change personally and in the classroom and school environment. The study also found that undercover teams have the potential to foster a safer environment for students to learn. Bullying is a serious problem in schools and has severe negative consequences for everyone involved. Effective bullying interventions and preventative measures can help create awareness that can minimize the prevalence of this growing epidemic.
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Owanda, Annette Marina Soungue. "Journalists and public relations practitioners : different role perspectives." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1425.
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Thesis (MTech (Public Relations Management))--Cape Peninsula University of Technology, 2010Main objectives The purpose of this study is to investigate the dual perceptions of a selected group of public relations practitioners and journalists, who interact at Media24 (the print media business section of Naspers, a leading multinational media group) in CapeTown. These perceptions, by public relations practitioners and journalists, are of self and each other's professional objectives, skills and ability, function, and their relationships. The research aims to determine whether it is possible, through perception definition of each category from two points of view (perception of self and perception of other), to find sufficient common grounds first to understand and then to optimise the relationship between public relations practitioners and journalists. Research design and methodology An accidental quota, non-random sample of 15 (fifteen) journalists and 15 (fifteen) public relations practitioners was selected based on their interaction at Media24 in CapeTown. A single self administered questionnaire distributed to the combined sample group was used to gather data. The results obtained from the questionnaire were analysed in three parts; a) the combined group of journalists and public relations practitioners; b) public relations practitioners only and c) journalists only. Analysis, conclusions and recommendations included a comparison of the differences and similarities between the two groups. Keyfindings Keyfindings include: The majority of public relations practitioners interacting with Media24 on a corporate communication level do not belong to a professional body. The majority of public relations practitioners interacting with Media24 on a corporate communication level lacked clarity in defining their own professional objectives and functional role. The self-perception of the majority of public relations practitioners interacting with Media 24 on a corporate communication level was less positive than the perceptions of the journalists of public relations practitioners.
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Hellström, Filip. "British, medical practitioners’ perspectives on dysentery 1740-1800." Thesis, Uppsala universitet, Historiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-423028.
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This master thesis aims to show how a qualitative approach to early modern medical practitioners’ perspectives can provide a basis for a better understanding of the disease of dysentery. The focus is on: 1) How the disease of dysentery was described and how the challenge of dysentery was perceived. 2) What individual measure and commitments were taken for the patients and why. 3) How the cause of the disease was understood and explained. 4) How perspectives differed between physicians and surgeons.Of particular interest when it comes to the disease of dysentery is how the disease and its cause were perceived.Eleven texts written by mainly British medical practitioners from primary sources such as reports, logbooks and letters on dysentery written during the years 1740 - 1800 have been used for close readings and a qualitative analysis was performed on the collected data.The analysis showed (i) that medical practitioners expressed considerable interest in dysentery and in trying to understand it as a great suffering for individuals, for society and for humanity as a whole. (ii) Medical practitioners took treatment measures based on how they understood the cause of the disease outbreak. Either the dysentery was referred to internal causes, as sickness in organs, especially the organs that produced bodily fluids, or it was referred to external causes, as a sickness caused by heat, cold, weather, winds, air, climate, seasons, lunar position, etc. (iii) The cause of the disease was understood and explained both as an infection and as a pre-disposition for imbalances in body fluids. (iv) Both physicians and surgeons understood that the disease of dysentery was a global phenomenon and that the disease often was connected to the climate and weather. This standpoint was based on the fact that dysentery distinguished itself as an autumnal disease. Its eruption usually began with a few scattered cases in July, then increased in August and culminated in September. Theories about the disease, its causes and treatment did not differ significantly between physicians and surgeons. However, the views of different physicians did differ.The thematic map of understanding related to disease of dysentery, shows that medical practitioners’ knowledge, theories and ideas behind the medical practice of dysentery, have an ambiguity in the view of both the dysentery and the treatment of it. This was probably due to interpretation based both on observable causes of diseases, and on a more theoretical abstract meaning, where diseases to a greater extent was understood on the basis of symptoms and signs.It is suggested that regardless of the knowledge base of the individual medical practitioner, no one represented an independent knowledge base for their treatment of dysentery; rather they participated actively with each other in a mutually constitutive way in order to shape their understanding of the dysentery. This theses’ qualitative approach, allows dysentery patients and their medical practitioners via the texts of the medical practitioners, to offer very personal accounts of a highly contagious disease.
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Chan, Arthur. "Perspectives of academics and practitioners on design thinking." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/22445.
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Design thinking has attracted a significant amount of interest and attention from the non-design sector in areas such as finance, government services and transport. This has resulted in new definitions that appear to describe design thinking as the mythical process that generates innovation and as a result, creating confusion and causing some to question its meaning. Research was undertaken to explore the possible knowledge gap that exists between academic and practitioner understanding of design thinking and its practical application. The relationship between the two has been articulated and a data driven model of design thinking created to further understanding of the meaning of design thinking. Firstly, an initial literature review was conducted to examine the origins, ownership and relationship between design thinking and four other related terms. Secondly, four common characteristics of design thinking were identified from projects reported by academics and practitioners as examples of the application of design thinking. The literature review provided the point of departure for the design of the empirical research instrument (RI). From the initial literature review four common characteristics of design thinking was identified; they were: drivers , experts , impact and processes . The research methodology employed constructivist grounded theory using a multi-qualitative method to maximise the capacity to gather high quality data. Pilot studies were conducted internally to test out the research instrument. From the pilot studies an additional common characteristic identified: design problem , being traditional or non-traditional. Following the pilot studies, primary data collection methods of interviews and online survey were employed. A total of 56 participants took part in the study, the participants who took part were academics and design practitioners from around the world. A total of 13 interviews were conducted and 43 survey responses were collected. The interviews and online survey used in data collection formed two stages of a triangulation strategy that was used to explore all the research questions. ii Two data sets were created from the interviews and online survey, which were analysed by thematic analysis and content analysis. From the thematic analysis, the five common characteristics identified from the literature review and pilot studies were confirmed; two additional common characteristics were identified as multidisciplinary and knowledge . Content analysis was conducted to identify evidence to describe the 7 common characteristics identified. Furthermore, the modes of expression for design thinking were also identified from the data in order to explore its relationship to design education. Case study analysis was the third stage of the triangulation strategy employed. It was conducted to check the reliably of the findings. This involved three design school case studies and three practice-based case studies of which two were for product designs and one was for service design. A qualitative data model of design thinking was developed to present the findings of the research. The research was then validated by a PhD seminar at Lancaster University and a validation study with experienced design practitioners. A final literature review was conducted after the validation studies to compare the research findings to the most recently published literature. From the literature review and validation studies, any appropriate findings were incorporated into the theory constructed.
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Qazi, Kamal. "Practitioners' perspective on competitiveness : a Bourdieusian approach." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/practitioners-perspective-on-competitiveness-a-bourdieusian-approach(fef24b5a-f020-41de-96a5-1f7513baa3da).html.
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UK policy-makers, politicians and practitioners over the past few years have based the narrative of competitiveness around the idea of 'rebalancing the economy'. This entails viewing competitiveness as a rational process (through the Porterian lens) and identifies strategies from a top-down perspective. However, there is generally a lack of understanding of how competitiveness is practiced from the bottom-up. Therefore, this study adopts a practice-based perspective to investigate competitiveness from a practitioner's perspective. In this thesis, Bourdieu's habitus and reflexivity is used along with Maclean, Harvey and Chia's notion of life history storytelling through the lens of sensemaking and legitimacy. The thesis employs a constructivist perspective to collect and analyse qualitative evidence from 41 practitioners during the two phases of data collection. The data was analysed using thematic analysis, codes generated and inferences made. In the pilot-study (Delphi-study and semi-structured interviews), senior strategists (20) practicing in local enterprise partnerships (LEP's), universities, regional development agencies, manufacturing associations and various manufacturing firms confirmed the initial assumption that policy is prescriptive and rationalistic. The second phase consisted of semi-structured interviews (21) with senior, middle and lower level practitioners belonging to various types of manufacturing firms and allied services. The main contributions of the thesis are that (1) reflexive practitioner's past experiences shaped existing practices and perceptions of competitiveness and (2) three distinct thresholds of competitiveness inform the position of the practitioner and their desire to be competitive. This has implications for policy and practice.
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Gillon, A. C. "Conceptualising organisation development : practitioner and academic perspectives : a UK study." Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/29131/.
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This thesis compares academic and practitioner perspectives on the profession of Organisation Development (OD) in the UK and how it had evolved over four decades. The aims of the research were to find out if there were differences in perspectives between these two communities and identify the areas where there was diversity. In seeking explanation for why any variance occurred, the theories of Institutionalism, Fashions, Fads and the Dissemination of Management Ideas were applied. The work is situated within a Critical Realist ontology and in the research strategy three methods were applied. Content analysis was carried out on job advertisements in the trade press from over a four decade period. This method was used to gain information on changes in magnitude in the take up of the profession in the UK and significant developments in the content of the job roles over the period. To triangulate this data, semi-structured interviews were carried out with twenty one subject experts, from the UK academic, senior practitioner, business leader and leading influencer communities. The third method was a bibliometric search, this was applied to understand who was dominating thought on what constituted OD. The main findings were that there was significant difference between the academic and practitioner perspectives, both on the level of presence and in the form of the OD profession in the UK. Other findings were that USA scholars dominated thoughts on OD and its content, but their rhetoric did not reflect the nature of the profession in the UK. In terms of the development of the profession, recently a degree of isomorphism was found, with respect to motivation to move the profession to a more institutionalised status. Agency was found to be a factor in the shaping of the profession in form of a quest for career advantage. This research was original in that it was the first study to collect empirical evidence on the form of the OD profession in the UK and in the application of the three methods selected. Theories of Institutionalism, Fashions, Fads and the Dissemination of Management Ideas had not previously been applied to identify forces at work in the development of this professional grouping. This research should be useful to the practitioner community in terms of understanding how they might best continue to develop and to academics for them to reflect on the extent to which their prior work on the study of this profession has been relevant. Possibilities for future research include collecting further detail on the development of the profession in other countries and also understanding how the OD community can make a greater contribution in global and societal change processes.
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McGee, Angela Ann, and Angela Ann McGee. "Physician Readiness for Nurse Practitioners in the Emergency Department." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625666.
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Background: Emergency Department (ED) overcrowding is a national healthcare problem, and despite awareness and efforts to alleviate excessive patient volume, it continues to be an epidemic. One improvement technique proposed is to increase employment of independently licensed APRNs in the ED.
Objective: The objective of this study was to determine if LMC and USACS physicians are willing and ready to implement and collaborate with NPs in the ED.
Design and Methods: A non-experimental descriptive study design was employed, and sixty emergency medicine providers were surveyed. Eighteen participants (14 MDs, 4 DOs) completed an online questionnaire which consisted of 21 Likert-style questions, an open-ended question, and six demographic questions.
Research questions: 1) What are physician perceptions regarding the tasks and resources required for NPs to practice in emergency medicine? 2) What are physician perceptions regarding the need, importance, and benefits of NPs in the ED? 3) What are physician perceptions of contextual factors regarding NPs’ working in the organization?
Results: Entire Questionnaire: Mean = 2.02 (SD = .35); Subscale 1: Mean = 2.13 (SD = .33); Subscale 2: Mean = 1.79 (SD = .48); Subscale 3: Mean = 2.06 (SD = .49).
Conclusion: This study concludes that, overall, there is a readiness to change among the USACS physicians. Evaluation of subscale 2 and 3 from this study indicates that USACS physicians are willing and ready to implement an NP service in LMC's ED. Furthermore, while discrepancies occurred in subscale 1, these differences can be mitigated through education, credentialing requirements, and policy development.
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Unseld, Kimberly A. "School Psychology Practitioners' Perspectives on Consultation Training and Practice." TopSCHOLAR®, 2004. http://digitalcommons.wku.edu/theses/238.
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School psychologists have increased their practice of consultation within the schools due to mandates by the National Association of School Psychologists (NASP) and positive outcomes associated with the service. Previous research has examined how training directors at school psychology graduate programs viewed consultation training. The current study investigated how school psychologists view their training in consultation and how they view the practice of consultation in school systems.
A random sample of 510 school psychologists from across the country was sent a survey to obtain their perspectives on consultation. A 46% return rate was achieved. The respondents were divided into two groups based on the practitioner’s years of experience (i.e., more than 10 years experience and less than 10 years experience) in order to make comparisons based on when the school psychologists received their training. Results indicated that recent graduates reported more comprehensive training in consultation, a heavier emphasis on collaborative and problem-solving consultation and significantly higher levels of satisfaction with consultation training and practice. However, recent graduates did not perceive their skills with consultation to be higher than school psychologists with less training, but more experience.
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Morgan, Myfanwy Ann. "Beliefs and responses to hypertension : patients' and practitioners' perspectives." Thesis, King's College London (University of London), 1993. https://kclpure.kcl.ac.uk/portal/en/theses/beliefs-and-responses-to-hypertension--patients-and-practitioners-perspectives(d94794b9-3225-43ba-8c8c-d9f20e444726).html.
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Stewart, Roy E. "A multilevel perspective of patients and general practitioners." [S.l. : [Groningen : s.n.] ; University Library Groningen] [Host], 2009. http://irs.ub.rug.nl/ppn/.
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Gunnebrink, Emma. "Remanufacturing towards a circular economy : the practitioners' perspective." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-21997.
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The fashion industry has for several years been driven by fast cycles of cheap industrial mass production and unsustainable consumption. At the same time the burden on the environment has been significant. New business models to prevent the environmental impact have therefore been developed, and circular business models have gained interest. Remanufacturing as one of the central activities within circular business model is not a new concept for the fashion and apparel industry, but there is a lack of focus of how to prioritise and develop the concept. The focus of the study is to understand the relative importance of the challenges and the enabling conditions that influence the adoption of remanufacturing as transition towards a circular economy within the fashion and apparel industry. The purpose is also to show the practitioners’ perspective on a relatively new phenomenon within the fashion and apparel industry, which can clarify how to further prioritise and direct the development of the concept. Furthermore, it is also expected to identify and investigate what might be the main challenges and the enabling conditions within remanufacturing. This research is conducted through a mixed method with a deductive approach where knowledge about generic challenges and the enabling conditions within remanufacturing was collected from a systematic literature review, as a modification of a Delphi method. An utilisation of online questionnaires led to verify relative importance of challenges and the enabling conditions for an adoption of remanufacturing as a transition towards a circular economy within the fashion and apparel industry. The result from the online questionnaire was analysed through finding consensus among the collected data. The result shows that the most important perspective for an adoption of remanufacturing was related to business model-, costs- and consumer perspective. Specifically, the challenge with how to change the business model seemed to be essential, and the lack of financial benefits and influencing the consumer behaviour was received to be of great importance. Identified enablers were collaborations and communication. There was no agreement among the most important challenges and the enabling conditions. However, the operations- and core- perspective where considered important by many. Significant consensus was found between the practitioners and their opinion about what influences an adoption of remanufacturing as a transition towards a circular economy. The practitioners’ verification and opinions of challenges and the enabling conditions can serve as support for managers in an adoption of remanufacturing, and provide guidance regarding what is essential to consider for an transition towards a circular economy. This study highlights and identifies what motivates and makes the adoption of remanufacturing attractive, as a way to transition towards a circular economy, in particular it provides support and guidance regarding how strategies can be developed and where to focus further development.
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Harris, Vandra, and vandra harris@flinders edu au. "The Development Contact Zone: Practitioner Perspectives on Culture, Power and Participation." Flinders University. Centre for Development Studies, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20060315.221724.
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This research examines the function of culture and power in Development praxis, as defined by Post-Development theory, the Participation approach to Development, and Development workers in Cambodia and the Philippines. Practitioner perspectives have been gathered by means of informal interviews conducted in Cambodia and the Philippines. The primary inquiry of this thesis is whether Development is culturally destructive, whether the current paradigm can deliver effective results, and what effect power relations have on these outcomes.
The research approaches Development as a contact zone, in which Southern Development workers function as border crossers, moving between the cultures of funders and local communities as they work to implement Development projects and programs. This affords practitioners privileged insight into the cultural negotiations of this contact, making their input critical to this inquiry. Their input is placed in the context of Post-Development theorists� assertion that Development is a culturally destructive discourse, and the proposal by other theorists that a participatory approach to Development adequately addresses Post-Development�s key concerns. Participation addresses issues of power and context in Development practice from a different perspective from the Post-Development theorists, and outlines a series of strategies designed to overcome well-recognised limitations of Development practice.
Practitioner responses are grouped into three discussions, addressing their overall perspective on Development and Participation, their attitudes to cultural change and Development�s role within that, and their experience of power in Development funding relationships. Their responses were overwhelmingly supportive of participatory approaches to Development, and advocated a stronger role for the grassroots organisations that are pivotal to the Post-Development approach. Different attitudes to cultural change were expressed by practitioners in the two countries, however they consistently named Development as a source of positive cultural change, naming this as a key aim of their work. Finally, practitioners were critical of their relationships with funding organisations, which they felt were unduly controlled by the funders.
This research concludes that participatory Development fosters cultural liberty by reinforcing collaborative cultural traits and strengthening communities to make choices about culture. While Post-Development provides important critiques of Development, its proposed alternative of turning to the grassroots is not supported by practitioners, who seek ongoing relationships with Northern organisations and individuals. In particular, practitioners desire a model of funding relationship that reflects their own practice, by conforming to the paradigm of people that underpins the participatory approach to Development.
This thesis contributes to Development debates by presenting Southern perspectives that contrast with Post-Development, and by proposing a framework that can underpin further development of funding partnerships. Furthermore, it demonstrates that practitioners believe that Development is a reinforcing factor at a time when cultures are exposed to increasingly diverse cultural influences.
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Sambrook, Sally Anne. "Models and concepts of human resource development : academic and practitioner perspectives." Thesis, Nottingham Trent University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263937.
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Granger, Carol A. "Exploring nutritional therapy practitioner perspectives on working with people affected by cancer." Thesis, University of Westminster, 2017. https://westminsterresearch.westminster.ac.uk/item/q509v/exploring-nutritional-therapy-practitioner-perspectives-on-working-with-people-affected-by-cancer.
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Introduction Nutrition can impact significantly on cancer occurrence, recurrence and survival. Many people affected by cancer seek individualised nutrition advice, but globally this remains an unmet need for many. Nutritional therapy (NT) practitioners provide personalised nutritional care, including complementary care for people affected by cancer. Until now, there is little documentation internationally of NT practice with people affected by cancer. This mixed methods study explores NT practitioners’ perspectives, to inform professional development needs to ensure safe evidence-based practice with people affected by cancer. Methods An on-line anonymised survey was open to all UK registered NT practitioners. Data was collected on practitioner characteristics, patterns of practice with people affected by cancer and perceived barriers to that practice, the use of research evidence in practice, and practitioners’ perceived needs for training and support. Data on practitioner characteristics were compared between practitioners who work with people affected by cancer (CP) and those who do (NCP). Preliminary themes emerging from the survey informed the second phase, in which semi-structured individual interviews (n=21) and one group interview were used for in depth exploration of practitioner perspectives on practice with people affected by cancer. Topics explored included rewards and motivation, barriers and challenges to practice, and professional development needs. Interview transcripts were analysed thematically, using Framework methodology. Results 274/888 (31%) UK registrants completed the survey. CPs were more likely than NCPs to have additional health and life science (HLS) qualifications (p=0.009) and to have been in practice for longer (practice for more than 10 years, p=0.012). 80% survey respondents overall, including CPs, worked alone for at least some of the time. Practitioners experienced reward in empowering people affected by cancer to make dietary changes, for some their own cancer journey or witnessing cancer in a loved one was a motivator. Significant challenges and barriers to practice included managing the emotional and psychological demands of working with people affected by cancer, lack of recognised specialist training and resources, and lack of engagement with or perceived opposition from oncologists. To overcome these barriers, professional development needs identified were firstly specialist clinical supervision, mentoring and networking to overcome isolation and share best practice. Secondly, specialist training and resources to facilitate accessing, critically appraising and communicating evidence in practice are required. Thirdly, engagement with mainstream professionals working in cancer care requires improvement. Conclusions This is first detailed exploration of NT practitioner perspectives on working with people affected by cancer and the data have revealed important areas for developing training and support. Findings are informing development of frameworks for practitioner support including clinical supervision and specialist training, to support safe evidence-based practice and better communication and integration with mainstream cancer care. Future exploration of NT practitioners’ perspectives should assess the impact of proposed professional developments highlighted here. Further exploration of perspectives of mainstream healthcare professionals with whom nutritional therapy practitioners may engage is also recommended.
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Phillips, Leslie Lynn. "EXAMINING FLOW STATES AND MOTIVATIONAL PERSPECTIVES OF ASHTANGA YOGA PRACTITIONERS." UKnowledge, 2005. http://uknowledge.uky.edu/gradschool_diss/336.
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Flow state refers to an optimal psychological experience and is associated with a number of experiential qualities one of which is complete absorption in the task at hand. Self-determination theory provides a framework for examining the relation between different types of motivation and flow because it distinguishes among different forms of motivation based on the degree that they can be considered self-determined. Although flow has been studied among athletes and, to a lesser degree, exercisers, no studies have focused on the flow experiences of yoga practitioners. Yoga, which originated in India, has been gaining popularity in the United States. The purpose of this descriptive study was to examine the flow experiences and motivational perspectives of ashtanga yoga practitioners. Five specific aims were addressed. A sample of 127 ashtanga yoga practitioners were recruited from six yoga studios in various locations across the United States. Participants completed a series of questionnaires related to flow experiences, motivational orientation, yoga practice characteristics, and sociodemographic information. The majority of the participants of the study were women, highly educated, and approximately 40 years old. The participants demonstrated a strong commitment to yoga practicing on average 4 times per week for over 1.5 hours. The majority had more than 2.5 years of ashtanga yoga experience. They reported strong intrinsic and selfdetermined extrinsic motivation to practice ashtanga yoga. They reported experiencing flow during ashtanga yoga practice and at least moderately endorsed all nine dimensions of flow state. Higher scores on the EMS subscales of intrinsic motivation (IM) to accomplish things and IM to experience sensation were predictive of higher flow state for the practitioners. The respondents yoga flow scores were significantly higher than the flow scores associated with a comparison other physical activity participated in currently or in the past. Finally, age (inversely) and years of ashtanga yoga experience were predictive of flow experiences for this group of yoga practitioners. For those interested in the study of motivation, these findings contribute to the understanding of the relation between flow and motivation and how enjoyment may be manifested within the context of physical activity.
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Carson, Ashley. "Understanding the significance of reward and threat triggers-practitioners' perspectives." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1566748.
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This study examined organization development (OD) practitioners' perspectives on the relative importance of the five domains of a neuroscience-based motivation framework that categorizes common issues that trigger toward or away responses in the brain. The SCARF Model's five domains include Status, Certainty, Autonomy, Relatedness, and Fairness (Rock, 2008). This study sought to understand if practitioners' perspectives are in line with existing research and ultimately to identify the most effective practices that provide the highest level of benefit relative to reducing threat responses and increasing rewards. The first phase of this study employed an online survey using pairwise comparison, or forced choice, of each domain on a weighted scale. This methodology required explicit choices be made among each of the SCARF domains in order to answer a single question: Active management of which reward/threat trigger poses the greater benefit to a change effort, and by how much? The survey methodology resulted in a prioritization by 48 OD practitioner respondents that depicts the magnitude of each domain's benefit and ultimately implies that active management of the highest ranking domain (Fairness) offers significantly greater benefit than the other four. The second phase of this study included interviews of eight OD practitioners during which the survey results were presented. This phase of the study discovered a dominant theme of communication as a means of threat trigger mitigation and reward trigger maximization for all of the SCARF domains.
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Ip, Cassandra Ying-har. "The curriculum of assciate degrees : from the perspectives of practitioners." Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424545.
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Kitteringham, Glen William. "Security practitioners' perspectives of the Alberta Basic Security Training programme." Thesis, University of Portsmouth, 2017. https://researchportal.port.ac.uk/portal/en/theses/security-practitioners-perspectives-of-the-alberta-basic-security-training-programme(74d89044-f26a-49e9-90b3-d27f0201486a).html.
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The uniformed security guard industry has experienced tremendous global growth in the past five decades and there is every indication it will continue. Many government and private sector bodies have created mandatory and recommended training programmes and syllabi to equip guards for their growing and often complex duties. There has, however, been little research into the effectiveness of these programmes. Poor or non-existent training can lead to a number of issues including poor job performance, low salaries, unethical or criminal behaviours, high staff turnover, increased risk of harm to guards and the public, exposure to liability for both employees and employers, reputational harm, and outright abuse of rights by employees and the public. This research sought to examine the relevance of the Alberta Basic Security Training (ABST) programme introduced by the Alberta Government, Canada in 2011, and practitioners’ perspectives of its effectiveness, with a view to making recommendations to enhance the programme. Through documentary analysis, the ABST was first compared and contrasted globally with 35 government and industry training programmes. Guard duties were then examined from the research community, government and security industry to enable comparison between their findings and guards’ actual duties. This examination further explored guard, trainer, manager, and contract management perspectives of ABST effectiveness. 24 semi-structured interviews were conducted to obtain direct feedback on both the delivery and effectiveness of the training programme. Findings include that the ABST content is as good or better than many of its global counterparts and is in alignment with general guard duties. And while the training time of 40 hours is far less than the 160+ hours required in some countries, it is far more than in many other jurisdictions studied. Programme improvements include increasing delivery time, reducing duplicated material, enhancing trainer qualifications, improving student language requirements, increasing active learning tactics, reducing licensing wait times and involving security management expertise in enhancing overall programme effectiveness.
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Holloway, Daniel E. "Understanding Leadership in Small Business from the Perspectives of Practitioners." ScholarWorks, 2013. https://scholarworks.waldenu.edu/dissertations/479.
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Many small businesses fail after 5 years, having a negative impact on local and national economies. The purpose of this phenomenological study was to explore small-enterprise leader-operators’ experiences regarding practices that aid sustainability beyond 5 years. Twenty small enterprise leaders in the United States Midwest who were identified as having 5 years of longevity in leading organizations with fewer than 500 employees were invited to participate. These participants shared their lived experiences through semistructured interviews conducted in-person and by telephone. The dynamic theory of leadership development was used to underpin the study. In the central research question for this study, the skills and practices needed by small-business practitioners to ensure success beyond 5 years were addressed. A reduction method was used to reduce data from 11 interview questions in 20 semistructured interviews into common themes. Seven themes emerged as long-term practices used by practitioners. These 7 practices included collaboration and forms of communication, mentoring, people skills, networking, investing in people, setting an example, and planning. The implications for positive social change include the potential to stabilize the economic wellbeing of the small business sector and therefore the community. Small business practitioners may benefit from this research by identifying and improving practices leading to long-term viability.
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Hallinan, Barry Joseph. "International Education and the Global Present: Perspectives of International Practitioners." Thesis, University of Bath, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486809.
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International education is an emerging and rapidly growing field of research. Although the term is, in itself, not unproblematic, it holds some significance for a specific group: the international reflective practitioner. This study considers an international reflective · practitioner to be one who has a special interest in understanding and theorising his/her · professional setting: that of international schools. .This thesis offers insights into the perspectives of international reflective practitioners •and into the challenges international schools face in a globalising context. International education is argued to be a collection of ideals and perspectives which transcend national .. borders and where world-mitidedness becomes a lynchpin. Pragmatic (market driven) and . ideological (values driven) foci which dictate or drive the ethos and management of an · international school are explored as a means of understanding mechanisms underpinning the world of international education. The international educational setting of a group of skilled and experienced international education practitioners is reviewed and the perspectives of this numerically limited, opportunity sample are presented. Their contribution to the debate on international education is arguably worthy of investigation. In order to gain insights into their worldview, a web-based questionnaire (WBQ) was designed which focused on a range of issues with which these professionals have grappled through their own postgraduate studies and/or at a school level. Such issues derived from my own reading of relevant critical analyses of international education, along with a personal understanding of what it means to work in ali international school. Recorded telephone interviews explored issues deriving from the original web-based questionnaire. There are inherent limitations to this study, not least of which is the size of the opportunity sample. Given the impressive experience of respondents, however, and their interest in international education, I believe that the findings ofthe study hold a particular significance and that our knowledge and understanding of this fascinating field is illuminated through an analysis of those experiences. A number of recommendations for future research are also made.
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Al-Habsi, Hamdan. "General practitioner and patient perspectives on cancer genetic services in primary care." Thesis, University of Leeds, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417722.
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Small, Janet. "Practitioner and institutional perspectives on lifelong learning at a South African university." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8220.
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Word processed copy.Includes bibliographical references (p. 127-131).
This research explores how the term 'lifelong learning' is understood at a higher education institution in South Africa. The study is built around a case study at the University of Cape Town (UCT). The research questions posed were: What are the different understandings of 'lifelong learning' at UCT? And secondly, what factors have shaped the development of these different understandings of 'lifelong learning'? The thesis approaches the research questions from two angles: What people working in the institution say about the topic and what can be read from the official University documentation on the topic. Continuing education work is used as a general proxy for lifelong learning as the term itself did not prove to be a useful identifier of specific educational activities at UCT. In analysing the data, two inter-related theoretical frameworks are employed - thematic analysis of the interviews and a critical discourse analysis of the texts. Some of the key pressures and issues facing institutions globally as well as specific local concerns are identified when setting the context. In the interviews, practitioners identified some of these contextual issues as factors influencing the development of continuing education: funding pressures, responding to socio-political demands for rapid student throughput while also widening access, and the particular character of the institution. The literature reveals some common approaches to lifelong learning - identified as economic, humanistic and social discourses - which were used to engage the perspectives of practitioners working on continuing education programmes. Based on an interpretation of the data, this thesis argues that in practice, the distinctions between the discourses tend to blend or transform. The economic and humanistic discourses begin to merge, as an individual's motivations cannot be neatly categorised as either learning for work or learning for personal development, pointing to the emergence of a new discourse. In the case of the social discourse, the more widely used definitions of social responsiveness embrace economic (and political) imperatives, while also maintaining a development and democracy agenda. Instead of seeing the data as only revealing what exists, the analysis argues that emerging discourses themselves help to create new realities.
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chikkala, sai sandeep. "EVALUATION CRITERIA FOR SELECTION OF API PRODUCTS : Practitioners' Perspective." Thesis, Blekinge Tekniska Högskola, Institutionen för programvaruteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-13979.
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Context. The approach of developing software systems with the use of third partycomponents i.e. COTS or OSS has increased globally. In this study API product refers toeither a software component or a software service or both packaged together, that can beaccessed through an API. Developers are faced with plethora of alternative choices to selectan API product. With this increase in components adoption, API product providers are facedwith challenge of designing their product to be more attractive than others. This needs theproviders to be educated about the developer behavior when they choose an API product.Understanding the selection practices of developers can help providers to improve thepackaging of API products, making them more suitable for selection. Objectives. The objectives of this study is to investigate the criteria that developers usewhen reasoning about acceptability of a software component. Methods. A background study is performed to identify the evaluation criteria proposed inthe literature. An empirical study using Qualitative content analysis is performed. In the study the 480 reviews of different API products are analyzed to understand the criteria frompractitioners’ perspective. Results. 9 relevant criteria that developer use to reason about accepting or rejecting an APIProduct are identified. 30 sub criteria related to the 9 criteria are described in the study. Conclusions. This study concludes that the identified 9 criteria play an important role indeveloper assessment of the API product. It is also found that the criteria have significantimpact on the ratings of API product. These criteria could guide API product providers tomake better choices when developing the product.
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Julie, Kwok Wah. "Liberating architectural education for sustainable development : practitioners' perspectives in Hong Kong." Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633440.
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Technological innovation has made huge strides and improved human living significantly in the last century. However, it has also brought unprecedented life-affecting challenges which could pose a problem of survival for the human race. Given the strong impact of architecture on human living and the environment, sustainable development as a theme in architectural education becomes crucial. This study aims to explore how architectural education can be improved to support sustainable development based on the insights gained from the perspectives of architectural practitioners in Hong Kong. A semi-structured, individual, in-depth interviewing method was used to solicit data from a total of eighteen practitioners, including professionals in architectural practices and academics in higher institutions, A data analysis model based on Attride-Stirling's thematic network analysis (2001) was adopted to identify key themes. Themes were developed to address five research questions, namely on the understanding of sustainable development; its relationship with architecture; the role of architects to promote sustainable development; programs of architectural education for sustainable development; and factors impacting change in architectural education for sustainable development.
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Baker, Andrew D. "How Master Teachers Conceptualize Student Engagement: A Comparison of Theoretical and Practitioner Perspectives." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4742.
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Over the past twenty years, an increasing amount of research has been devoted to the study of student engagement within the field of educational psychology. This led to a growing body of research touting the benefits of engaged learning—from increased student achievement to more positive school experiences for learners. However, the literature is characterized by competing theoretical frameworks and multiple definitions of the construct of student engagement. Additionally, few works seek to capitalized on the expertise of classroom teachers to hone and develop what is known about engagement from the theoretical perspective.
The current study used qualitative methodology to observe and interview master teachers, as defined by their designation as a National Board Certified Teachers, to learn how expert teachers define student engagement and how these conceptualizations match up to current theoretical frameworks. It also examined the sources for their professional knowledge of student engagement.
The individual teachers defined student engagement through the presence of interest, engaged behaviors, social interaction, real world connections, strategic thinking, and positive student-teacher rapport. As a group, their answers support a four-dimensional construction of student engagement including affective, behavioral, cognitive and social engagement, which aligns well with one of the major theories of engagement within educational psychology. These teachers’ beliefs include an emphasis on real world connections to learning within cognitive engagement, and student-teacher rapport within social engagement that has yet to be explored deeply in the literature.
Teachers identified multiple sources for this knowledge including experience, peer interactions, the NBCT process, and guidance from school leaders. While some noted formal professional education as a source, they saw classroom experience reflective and embedded professional development as more formative. This work shows these master teachers arrived independently at constructions for student engagement close to those proposed by the research community. It supports a meta-construct of student engagement that includes affective, behavioral, cognitive and social processes, and calls for greater theoretical advocacy within the study of engagement to help more teachers fully conceptualize student engagement without the need for trial-and-error learning and extensive classroom experience.
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Braunack-Mayer, Annette. "General practitioners doing ethics : an empirical perspective on bioethical methods /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09phb8253.pdf.
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Bang, Gihoon. "UX Gap : Analysis of User Experience Awareness in practitioners’ perspective." Thesis, Umeå universitet, Institutionen för informatik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-122519.
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Many within the industry, including designers, recognize the need to consider UX as the key to designing new products and services. As a consequence of this, the territory of UX has extended into many different industries and different disciplines. However, some practitioners still claim a UX project does not pay off even if they have improved UX. This way of thinking is induced from an old issue of UX. The term itself does not have a clear theoretical definition and it even makes a contradiction of itself. This phenomenon further aggravates the issue. The rapid expansion of UX territory made a gap between academia and practitioners. This research attempts to measure and examine the gap between academia and practitioners. A survey was conducted to observe how aware practitioners are of UX and their ability to recognize it as compared to the recent academia’s research.
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McDonald, Jacqueline. "Managing Diabetic A1C at a Primary Care Center: A Nurse Practitioner Perspective." NSUWorks, 2017. https://nsuworks.nova.edu/hpd_con_stuetd/53.
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Background: At a primary care center in Brooklyn, New York, approximately 27% of diabetic patients with abnormal Hgb A1C fail to return for follow-up appointments, as recommended by the Centers for Disease Control and Prevention (CDC). According to electronic medical records (EMR), healthcare providers demonstrated inconsistency in ordering and monitoring Hgb A1C and clinic follow-up appointments for patients.
Purpose: The purpose of this quality improvement project was to determine retrospectively the healthcare providers’ ordering, monitoring, and follow-up appointments for adult diabetic patients with abnormal Hgb A1Cs; to develop and implement astandardized process for healthcare providers to monitor and follow these patients, especially those with possible nonclinic follow-up compliance and abnormal Hgb A1C; to determine prospectively healthcare providers’ ordering, monitoring, and follow-up appointments; and to evaluate the prospective charts to determine if Hgb AIC results changed from abnormal to normal or elevation over time until the next follow-up appointment.
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Down, Catherine Mary, and jack keating@rmit edu au. "Situated learning and polycontextual boundary crossing: Practitioners' perceptions of the transfer of competence across different work contexts." RMIT University. Philosophy, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060911.130320.
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This research focused on the question, How do practitioners understand the transfer of competence (that is, what do they know and can do) accross different workplace contexts and how does it influence their practice? The research investigates the experiences and perceptions of 108 workers, who have changed jobs or whose jobs have changed, as to how they were able to adapt what they knew and could do at the time. The research is phenomological, using a methodology designed to collect and analyse data from the participants without decontextualising it. The methodology is customised and contextualised and uses activity theory, Engestrom's theory of expansive learning, grounded theory and discourse analysis to interrogate the research question. The collection of data occurred over a period of five years and was in two stages, with the second stage validating and building on the first stage. Minimally structured interviews and a questionnare were the main data collec tion tools used. Some descriptive statistics have been used but the research is qualitative in intent. The research draws on current theoretical positions of learning, transfer, experimental learning, workplace learning, activity theory, qualitative research and reflection on experience. The thesis has been written to foreground the voices of the participants and the insights their experience brings to the research. The research addresses a current gap in research work, carried out in Australia or overseas, which focuses on the transfer of competence across workplaces. The outcomes provide new perspectives on the ways in which practitioners understand transfer and integrate these interpretations into their generalisation without decontextualisation, and thus makes a contribution to our collective knowledge and understanding. The outcomes of the research are a metaphoric framework to guide the transfer of competence over different work contexts; a record of the application of new understandings of transfer as a sequence of consequential transitions (Beach 1999); generalisations derived from the embedding of contexts (Van Oers 1998); and an innovative research methodology. In addition, the participants have provided their perspectives on the preperation of, and on-going support for, people entering or crossing workplace contexts, and the consequential, necessary changes to institutional learning.
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De, Villiers Krista Maas. "Optimising brand architecture in a dynamic global environment : perspectives from brand practitioners." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/59819.
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Brand architecture, the way in which brands are organised and navigated, is a critical aspect of strategic branding. How firms organise their brands optimises their financial prosperity. Despite its importance, and although research in the field is evolving, limited research has been conducted in a dynamic global context. To respond to this need, both academic literature and brand practitioners call for the development of more flexible brand architecture models.
The purpose of this research is to explore academic and brand practitioner perspectives on brand architecture. Qualitative, exploratory research was conducted to identify influencing factors which should be considered when designing an optimal brand architecture. A total of fifteen in-depth interviews were conducted with leading brand strategy consultants across North and South America, Europe, Africa, Australia and Asia in order to explore influencers of brand architecture choices, drivers of shifts in brand architecture as well as the notion that there exists a requirement for dynamic brand architecture.
In answering the research question a number of themes emerged. Findings showed that dynamic brand architecture is indeed occurring in practice. Drivers of such development were further identified. Clear implications for practice as well as theory are discussed. Finally, a framework for optimal brand architecture was developed which proposes that brand architecture incorporates the drivers of both time and place in order to build a dynamic brand architecture that drives consumer-based brand equity and optimises business results.Mini Dissertation (MBA)--University of Pretoria, 2017.
pa2017
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
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Henneberry, Jesse David. "Coping and Meaning Making Following Suicide Bereavement: Perspectives from Survivors and Practitioners." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28911.
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This aim of this study was to gain a better understanding of the experience of suicide bereavement and how coping and meaning making occurs. Additionally, the use of spirituality as a means of coping and making sense of suicide was studied. This is a new area that has been previously unexamined in suicide bereavement research. Using the methodology of transactional phenomenology, the experience of suicide bereavement was studied from the perspectives of those bereaved by suicide, mental health practitioners who work with the bereaved, and a cross-over group of survivors who were also practitioners. Results show that survivors and practitioners are in agreement on many aspects of coping and meaning making following suicide bereavement. However, there are also instances where these groups provided differing insights. Perspectives between groups are compared and several best practices when working with those bereaved by suicide are presented and discussed.
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Tantiniranat, Sutraphorn. "TESOL purposes and paradigms in an intercultural age : practitioner perspectives from a Thai university." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/tesol-purposes-and-paradigms-in-an-intercultural-age-practitioner-perspectives-from-a-thai-university(91d97b31-3147-4c8f-9e42-f98ff75189ca).html.
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Informed by, and seeking to contribute to, discussions about appropriate methodology (e.g. Holliday, 1994), my study as reported in this thesis was concerned with appropriacy of paradigms in TESOL (Teaching English to Speakers of Other Languages). It explored practitioner perspectives in Thai higher education (HE) in this era when English has become 'the' main international language for intercultural communication (IC). This linkage between English as an international language (EIL) and IC is evident in the strategy of the Association of South East Asian Nations (ASEAN) - of which Thailand was a founding member in 1967 - for greater economic, cultural and socio-political integration among its members. For practitioners like me, this regional strategic move in conjunction with Thai policies and curricular documentation raises questions about the appropriacy of the established practices of Teaching English as a Foreign Language (TEFL) in Thailand. My multi-method qualitative case study addressed such questions by exploring the perspectives of three Thai-national teachers of English working in a Thai public university regarding the purposes of, and assumptions underpinning, their teaching of English. As informed by an understanding of their perspectives, I then considered the possible influences which might have shaped these perspectives. The study identified the teachers' main purposes to be short-term, instrumental ones - i.e. for academic study and examination preparation purposes. As such, they tended not to attach much value to the teaching of the cultural dimension (i.e. the target culture of native English speakers [NESs], the students' home cultures and other cultures) or intercultural dimension (i.e. knowledge, skills and mindset needed for engaging people from differing cultural backgrounds). These purposes were underpinned by assumptions they held about the NES linguistic norms as testable norms in TEFL and Teaching English for Academic Purposes (TEAP). The teachers seemed unfamiliar with alternative paradigms - such as Teaching English as an International Language (TEIL) - that might align top-level policy statements and actual classroom practices. This unfamiliarity suggests the inadequacy of the teachers' educational and professional development experiences. The influences from their institution such as exams-oriented and English-medium academic agendas also had repercussions for the teachers' perspectives. Stepping back from the teachers' perspectives, my study suggested discourse inconsistencies across Thai HE regarding paradigms and purposes of TESOL. This situation is unhelpful vis-à-vis the ASEAN foregrounding of EIL for IC, and the consequent need, through TESOL, to prepare Thai students to engage in IC with people within and beyond ASEAN. My study has implications for a direction of change for TESOL in the Thai HE and possibly for similar contexts elsewhere. It offers some suggestions about teacher education that can be supportive of reorienting TESOL towards appropriate and purposeful paradigms.
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Nelson, Kristin. "Orthodontic Marketing Through Social Media Networks: The Patient and Practitioners' Perspective." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3335.
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Objective: The aim of this study was to (1) assess the orthodontic patient and practitioner use and preferences of social media, and (2) to investigate the potential benefit of social media in marketing and communication strategies in orthodontic practices. Material and Methods: A survey was distributed to all participants, which included orthodontists from the American Association of Orthodontists (AAO) and patients/parents from the VCU Orthodontic Clinic and Private Practices throughout the United States. The participants were asked to answer questions related to their use of social media as well as their perceptions of usage of social media in the orthodontic practice. Results: 76% of orthodontists, 71% of the VCU Practice participants and 89% of the Private Practice participants used social media, with the highest preference for Facebook among all of the participants. Orthodontist’s posed information more often in the morning and afternoon (40% and 56%, respectively) and patients used social media mainly in the evening (76%). The most commonly used marketing strategies in the orthodontic practice were social media and a practice website (76% and 59%, respectively). Social media and practice websites were positively related to new patient starts (P=0.0376, P=0.0035, respectively). Newspapers were negatively related to new patient starts (P=0.0003). Conclusions: Social media use was more common in females and younger adults and facebook was the most commonly used social media site among all of the participants. Orthodontists posted information on social media websites mainly in the morning and afternoon, while patients spend more time on social media sites in the evening. Newspaper advertisements were negatively related to new patient starts. Facebook and Twitter were positively related to new patient starts when used as a marketing and communication tool in the orthodontic practice.
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Haigh, Jackie. "Exploring the transition from graduate midwife to professional practitioner : a personal development perspective." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551630.
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This multi-case study explores the transition experience of graduate midwives during the first months of registered practice. These midwives had experienced a curriculum designed to produce midwives fit for practice at the point of registration but also equipped with the capability for self- directed personal development. Dramaturgical analysis of data collected from on line blog and telephone interviews explores the midwives' significant learning experiences to consider how their individual dispositions impact on their learning practices, and further analysis for workplace affordances clarifies how the ongoing development of these new midwives is affected by the community, structures and artefacts of the workplace. Findings suggest that the affordances of the workplace in terms of the activities available to these new midwives support a high quality learning experience, which promotes their rapid development as fit for purpose autonomous practitioners. The interdependencies of the workplace are structured to maintain the status quo rather than support change and development. Issues identified as conflicting with personal development are lack of time or resources to perform to their full potential, opposition from more established members of staff to their initiatives, and a culture of medicalisation which undermines a model of woman centred care and the promotion of normal childbirth. High academic achievers continue to make use of academic practices and tools to support learning and critique of practice but all learn mainly through experience and consulting others. The study concludes by recommending areas for further study. These relate to evaluating different models of preceptorship, exploring the dissonance between learning cultures in the university and practice setting and exploring the dissonance between ideals of midwifery practice and current structures of maternity care.
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Binti, Mohd Arifin Siti Roshaidai. "Perspectives of postnatal depression in Malaysia : exploring experiences of women and healthcare practitioners." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24176.
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Background: Postnatal depression (PND) is one of the most common maternal mental health problems for women worldwide. Yet the wide range of reported rates of PND in different countries raises questions about how PND is experienced by women in different cultures and whether interventions developed in western cultures are appropriate in very different settings. It is important to establish how PND is defined, experienced and managed in different cultures in order to create culturally relevant interventions. No previous studies of experience of PND and its management have been conducted in Malaysia. The aim of this study was to explore women’s experiences and healthcare practitioners’ (HCPs) perspectives of PND in a multicultural country, Malaysia. Methods: This was a qualitative study informed by a critical realist approach. Semi-structured interviews were carried out with 33 women (from three different cultural backgrounds) attending for child or postnatal care and 18 HCPs in six purposively selected maternal and child health (MCH) clinics and a female psychiatric ward in Kuala Lumpur, Malaysia. Data were analysed using framework analysis. Findings: There were some differences in the women’s perceptions of PND experience across three different cultural backgrounds in Malaysia. Malay women were more likely to describe the symptoms of PND based on a combination of emotional and behavioural changes, whereas Chinese and Indian women talked more about emotional changes. Traditional postnatal practices were described as contributing to PND by some Malay women but were accepted as promoting maternal and infant well-being by the majority of Indian women. Religious activities were reported as an effective strategy for the Malay women but were not seen as helpful by the majority of Chinese women. Considering HCPs, it appeared that the absence of a clear and specific policy and guideline in the management of PND within the Malaysian healthcare system has resulted in a lack of professional ownership in the management of PND, especially among HCPs in MCH clinics. Conclusion: The women and the HCPs had distinct ways of conceptualising PND experiences, although they agreed on several symptoms and causal explanations. This study calls for a system-based enhanced PND care with an initiation of culturally appropriate care for PND within the healthcare system.
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Madigan, Pauline. "Practitioner perspectives on higher education as a preparation for employment in public relations in Ireland." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/17811/.
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This thesis is an empirical study of how practitioners understand the nature of public relations as an occupation in Ireland and how they view the role of higher education as a preparation for employment in this field. Given its recent history and association with higher education, there has been little research into this relationship. In addition to investigating practitioners perspectives on their own career backgrounds and the growth of undergraduate and professional education related to public relations, consideration is given to the skills, knowledge and attributes seen to be necessary for entry into the occupation. Using an interpretivist approach and design, semi-structured interviews were conducted with a purposive sample of sixteen senior public relations practitioners in Ireland. One-half of the interview sample had received a formal public relations education and the other half had not. Drawing on a review of academic, professional and international literature on the development of public relations as an occupational field, a thematic analysis was applied to the interview data. The main findings were that, firstly, practitioners supported the hiring of a graduate with a higher education qualification, although some were less concerned that this be a specific qualification related to public relations. Some practitioners without a formal education in public relations expressed regret and frustration about how much longer it took them to develop an understanding of the occupation without such a platform. A second major finding related to the importance of theoretical understanding when public relations was located and studied within higher education. Higher education courses were held to impart more long-term depth, appreciation and criticality, in contrast to the focus on essential specific skills in many training courses and continuing education programmes. A third important finding was the recognition of the contribution of higher education to the future development, health and strength of public relations in a fast-changing global and digital world. While there were concerns about core skills such as writing, there was an overwhelming desire on the part of practitioners to assist and join with higher education in developing programmes that equipped graduates with the knowledge and capabilities to operate in a diverse range of public relations roles and settings. These perspectives were echoed in the international literature on public relations. Based on these findings, a new model of professional practice is proposed, one in which the industry, education and professional bodies work in a more integrated, collegial, collaborative manner in order to move the profession forward in Ireland. Styled the ‘Integrated Professionalism of Public Relations’, this model is designed to improve graduate capabilities and thinking, and ultimately benefit the public relations industry as a whole.
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Li, Na. "Practitioner research on task motivation in a Chinese university context : integrating macro and micro perspectives." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/2394/.
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This qualitative research on task motivation is based on a four-month fieldwork in a university context in China, with myself performing dual roles as a teacher researcher working closely with two classes of final-year English majors (about 120 students in total). Positioning this research in an authentic classroom setting aims to explore task-intrinsic features perceived to be motivating (`motivating tasks'). and learner-intrinsic motivational processes during task engagement ('task motivation') in this particular context. Throughout the process, my research perspectives experienced an interesting movement: macro - micro - macro. I began my research with a broad interest in the motivation area, and increasingly narrowed my focus on `task motivation' which corresponds to the recently advocated `situation-specific' approach to motivation research. However, my following involvement in the teaching/data-gathering fieldwork pushed me to bring back the macro perspective into my research, as I found that the complex concept of task motivation could not be fully understood without taking the broader motivational influences into consideration. That is, apart from investigating how the immediate task situation influences learners, it is also very important to understand how the wider institutional, social, educational, and cultural factors influence learners' various motivational perspectives in the classroom, which may in turn shape their specific task-engagement motivation. Based on content analysis of qualitative data including written task feedback, personal letters, and group interviews, it was found that in this context there are three underlying dimensions of task motivation, that is, academic motivation, personal development motivation, and affective motivation. The study also explored what aspects of task design could effectively motivate students and why. In general, this research contributes to our understanding of Chinese university students' task motivation. It implies that adapted tasks can be appropriately integrated into the traditional English class in China and perhaps in other similar EFL contexts, and can certainly facilitate the teaching of the prescribed textbooks. It also implies that the researcher's personal involvement in the authentic teaching context is a very valuable point for both motivation research and task-oriented research.
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Landis, Rebecca Danielle. "Community Food Work as Critical Practice: A Faith-based Perspective." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/56581.
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Historically, many faith-based hunger relief efforts address food insecurity through the emergency food system, but they often do not challenge the systemic causes of the need, which according to some, are poverty and inequality. As a promising alternative, community food work is a radical approach to food system change that imbues values of justice, sustainability, and equity into the food system to reduce the pervasiveness of poverty and inequality in society.
I used narrative inquiry as methodology in a faith-based context to explore the role of criticality in community food work. Additionally, I explored the treatment of hegemony in these practitioners' critically reflective practice. I engaged six practitioners in narrative-based interviews and subsequently asked them to read and analyze their own interview. I then gathered all participants for a collective reflection session where we reflected on excerpts from the interviews and used them as a foundation for further dialogue and reflection.
Each practitioner used their faith to varying degrees in the performance of their work. I found significant notions of feeling called to serve, and bringing God's kingdom to earth, but an avoidance to use this work to evangelize. The narratives reflected community food work as a community development effort and extended beyond the context of food. Affirming, trusting relationships serve as a foundation to how this group of practitioners approach their work, and provide the space to interact with their work in radical ways and raise critical consciousness.Master of Science in Life Sciences
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Harvey, Brett D. "A code of practice for practitioners in private healthcare: a privacy perspective." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/521.
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Whereas there are various initiatives to standardize the storage, processing and use of electronic patient information in the South African health sector, the sector is fragmented through the adoption of various approaches on national, provincial and district levels. Divergent IT systems are used in the public and private health sectors (“Recommendations of the Committee on …” 2003). Furthermore, general practitioners in some parts of the country still use paper as a primary means of documentation and storage. Nonetheless, the use of computerized systems is increasing, even in the most remote rural areas. This leads to the exposure of patient information to various threats that are perpetuated through the use of information technology. Irrespective of the level of technology adoption by practitioners in private healthcare practice, the security and privacy of patient information remains of critical importance. The disclosure of patient information whether intentional or not, can have dire consequences for a patient. In general, the requirements pertaining to the privacy of patient information are controlled and enforced through the adoption of legislation by the governing body of a country. Compared with developed nations, South Africa has limited legislation to help enforce privacy in the health sector. Conversely, Australia, New Zealand and Canada have some of the most advanced legislative frameworks when it comes to the privacy of patient information. In this dissertation, the Australian, New Zealand, Canadian and South African health sectors and the legislation they have in place to ensure the privacy of health information, will be investigated. Additionally, codes of practice and guidelines on privacy of patient information for GPs, in the afore-mentioned countries, will be investigated to form an idea as to what is needed in creating and formulating a new code of practice for the South African GP, as well as a pragmatic tool (checklist) to check adherence to privacy requirements.
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Rabie, Rochelle. "Structure or process? Facilitative leadership in the context of knowledge work : a practitioner perspective." Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80100.
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Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The thesis examines the notion of facilitative leadership from the perspective of different views of organizational knowledge. Facilitative leadership is a leadership style that is often referred to in the context of knowledge work by practitioners and increasingly appears in organization and management literature. Despite the regularity with which the notion of facilitative leadership is invoked, there has been a lack of critical scrutiny. It is not clear from the current literature what facilitative leadership is supposed to do and how it is supposed to accomplish it. The thesis addresses this lack of reflection by focusing on the object of facilitation in the view of practitioners. This is done by reviewing the literature on leadership in general and facilitative leadership in particular. It is argued that the interest in facilitation is linked to the changing nature of work that requires the enabling of knowledge dynamics in organizations. It is posited that the way in which organizational knowledge is understood will influence what is seen as the object of facilitation. The pluralist epistemology that underpins the mainstream knowledge management literature is reviewed and particular attention is paid to the difference between a view of knowledge as possession and as practice. It is expected that different views of organizational knowledge will not only inform different knowledge management strategies, but also different forms of facilitative leadership. This insight is then tested, by interviewing practitioners that subscribe to a facilitative leadership style. This enquiry comes in the form of a two-phased interview: the first phase involving a set of structured questions aimed at determining the knowledge view held and the second phase consisting of a range of open-ended questions intended to reveal the understanding of facilitation. After the initial hypothesis is tweaked in light of empirical findings, a conclusion is made that practitioners are more nuanced in their understanding of knowledge than the literature gives them credit for. Although empirical results confirm a relationship between knowledge views held and the understanding of facilitative leadership, this link is not as strong as was initially expected. This may is explained by the fact that, in the coalface, most practitioners cannot actually afford to be rigorous and meticulous about exactly how they define organisational knowledge. Also, practitioners all face certain unique constraints and contextual issues which influence their ability and freedom to subscribe to a certain view of knowledge management and facilitation.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek fasiliterende leierskap vanuit twee perspektiewe op organisatoriese kennis. Fasiliterende leierskap is 'n leierskapstyl wat dikwels vanuit ‘n kennis-konteks na verwys word en die term verskyn toenemend in organisatoriese- en bestuursliteratuur. Ten spyte van die feit dat die term gebruik word, is daar 'n gebrek aan kritiese ondersoek na die aard van fasiliterende leierskap. In bestuursliteratuur word die presiese rol van fasiliterende leierskap, asook hoe hierdie rol vervul moet word, nie duidelik uiteengesit nie. Die tesis spreek hierdie gebrek aan deur die fokus van fasilitering, vanuit die praktisynsoogpunt, te bekyk. Dit word gedoen deur leierskapsliteratuur te hersien en spesifiek te kyk na wat bedoel word met fasiliterende leierskap en die konnotasies daarvan. Daar word geargumenteer dat die toenemende belangstelling in fasilitering gekoppel is aan die veranderde aard van werk in die kennis-era. Hierdie verandering het tot gevolg dat organisaies nou die bevordering van kennis-dinamika as prioriteit ag. Die tesis argumenteer dat die fokus van fasilitering bepaal word deur die manier waarop organisatoriese kennis gekonsepsualiseer word. Daar word ondersoek ingestel na die pluralistiese epistemologie, wat grootendeels onderliggend is aan meeste kennisbestuursliteratuur, met ‘n spesifieke fokus op die verskil tussen kennis as ‘n besitting en kennis as‘n praktyk. Die hipotese is dat verskillende sienings van organisatoriese kennis nie net verskillende kennisbestuurstrategieë tot gevolg sal hê nie, maar ook verskillende vorme van fasiliterende leierskap. Hierdie insig word dan getoets deur onderhoude te voer met praktisyne wat hulself beskryf as fasiliterende leiers. Die ondersoek bestaan uit 'n twee-fase onderhoud: die eerste fase behels 'n stel gestruktureerde vrae wat daarop gemik is om die kennis-siening te bepaal en die tweede fase bestaan uit 'n stel oop vrae wat probeer om die begrip van fasilitering te ontbloot. Nadat die aanvanklike hipotese hersien is in die lig van empiriese bevindinge, word die gevolgtrekking gemaak dat praktisyne meer genuanseerd is in hul begrip van kennis as wat die literatuur voorstel. Hoewel die empiriese resultate bevestig dat daar ‘n verhouding is tussen die siening van kennis en die manier waarop fasiliterende leierskap verstaan word, is hierdie verhouding nie so sterk soos wat aanvanklik verwag is nie. Dit kan verklaar word deur te verwys na die feit dat, in realiteit, meeste praktisyne nie kan bekostig om streng en nougeset te wees oor die wyse waarop hul organisatoriese kennis definieer nie. Daar word ten slotte aangevoer dat alle praktisyne unieke beperkinge en omstandighede het wat hul vermoë en vryheid om 'n bepaalde siening in te neem beïnvloed.
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Bird, Michael John. "Rethinking formative assessment from a sociocultural perspective : a practitioner investigation in a history classroom." Thesis, Open University, 2011. http://oro.open.ac.uk/49115/.
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This thesis investigates and analyses the practice of formative assessment, or assessment for learning (AfL) in a secondary school context. It is oriented from a personal account of my practice, both as a researcher and a teacher and charts the challenging journey of change in both. Assessment for learning (AfL) as it was presented in staff training at my school did not engage pupils in my history classes. This experience defied the recommendations of those who claimed that greater learner autonomy and better results could be achieved using it (Black et al2003; Black and Wiliam, 2006a). My department linked AfL to summative test performance so that faults by individual students could be identified and targeted. This was a view of formative assessment that ran counter to' what many researchers working in AfL intended. Lesson observations, interviews with staff and pupils in the Drama Department, which the school held up as a model of best AfL practice, revealed that this was a common approach which produced similar results. Nevertheless, observations of practice in drama did reveal a more spontaneous and emergent form of formative assessment embedded in pupils' and teachers' interactions and dialogue. It appeared much more purposeful in terms of pupils' learning but it remained unrecognised by teachers and school leaders. The thesis explores this conundrum by establishing what is problematic with the enactment of the practices advocated at institutional level and seeks to understand formative assessment based on sociocultural learning theories, which view learning as situated and social. It uses tenets distilled from the theories and observed practice to inform how similar conditions could be created that would enable a formative assessment dialogue that engages pupils in their learning to emerge in the subject of history. The main study employs a sociocultural action research design taking account of Rogoffs three planes of analysis and foregrounding the interactions in the history settings to explore the intervention in my practice to generate a formative learning discourse. Detailed analysis of interactions and dialogue within classroom settings and interviews with pupils focused on the impact of changes and lessons learned.
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Wortham, Thomasine T. "Resilience traits of African American women survivors of intimate partner violence (ipv)| Mental health practitioner perspectives." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601442.
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This study focused on the perspectives of ten licensed mental health practitioners regarding the resilience of African American women survivors of intimate partner violence (IPV) who permanently leave male perpetrators. A generic qualitative methodology guided the exploration using individual face-to-face interviews. Data collection included individual semi-structured interviews using open-ended questions, which harmonized with the postmodern worldview and constructivist-interpretive paradigm that undergirded the study. After multiple cycles of data analysis cycles, five major themes emerged. The emergent themes were hope, family influence, self-concept, empowerment, and turning points. Maslow's hierarchy and Bronfenbrenner's bio-ecological theory provided the theoretical framework for the analysis of the themes. The study presented a discussion of the implications of the themes for understanding the resilience traits of African American women IPV survivors. Such implications are relevant to researchers, policy-makers, counselors, counselor educators, health care workers, and other human services professionals who affect the treatment of this cohort.