Relevant bibliographies by topics / Professional accountability

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Professional accountability'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Professional accountability"

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Hunt, Geoffrey. "Professional accountability." Nursing Standard 6, no. 4 (October 16, 1991): 49–50. http://dx.doi.org/10.7748/ns.6.4.49.s66.

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Oyetunde, Modupe Olusola, and Victoria Bolanle Brown. "Professional Accountability." JONA’S Healthcare Law, Ethics, and Regulation 14, no. 4 (2012): 109–14. http://dx.doi.org/10.1097/jhl.0b013e318276308f.

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Sanfey, Hilary, Debra A. DaRosa, Gerald B. Hickson, Betsy Williams, Ranjan Sudan, Margaret L. Boehler, Mary E. Klingensmith, et al. "Pursuing Professional Accountability." Archives of Surgery 147, no. 7 (July 1, 2012): 642. http://dx.doi.org/10.1001/archsurg.2012.832.

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Lindgren, Joakim, Sara Carlbaum, Agneta Hult, and Christina Segerholm. "Professional responsibility and accountability?" Nordic Studies in Education 38, no. 04 (December 10, 2018): 368–85. http://dx.doi.org/10.18261/issn.1891-2018-04-06.

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Darling-Hammond, Linda. "Accountability for Professional Practice." Teachers College Record: The Voice of Scholarship in Education 91, no. 1 (September 1989): 59–80. http://dx.doi.org/10.1177/016146818909100108.

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Darling-Hammond, Linda. "Accountability for Professional Practice." Teachers College Record: The Voice of Scholarship in Education 91, no. 1 (September 1989): 59–80. http://dx.doi.org/10.1177/016146818909100111.

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Dingwall, Robert. "Management and professional accountability." Primary Health Care 7, no. 9 (October 1, 1989): 10. http://dx.doi.org/10.7748/phc.7.9.10.s12.

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Wurth, Peter. "Professional Accountability and Peer Review." Australian & New Zealand Journal of Psychiatry 26, no. 4 (December 1992): 688. http://dx.doi.org/10.3109/00048679209072114.

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Peterson, Marilyn R. "Client Harm and Professional Accountability." Journal of Feminist Family Therapy 6, no. 3 (April 11, 1995): 49–67. http://dx.doi.org/10.1300/j086v06n03_04.

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Davis, Charlotte. "The importance of professional accountability." Nursing Made Incredibly Easy! 15, no. 6 (2017): 4. http://dx.doi.org/10.1097/01.nme.0000525557.44656.04.

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Dissertations / Theses on the topic "Professional accountability"

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Bergin, Nicola. "Reconceptualising professional role reconfiguration in healthcare : institutional work and influences around professional hierarchy, accountability and risk." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38960/.

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This thesis explores the phenomenon of workforce modernisation through the reconfiguration of professional roles, which represents a policy priority in healthcare systems in the United Kingdom (UK) and globally. Heavily informed by conflict or power accounts of professionalism, the literature presents attempts to reconfigure professional roles as opportunities for the reallocation of professional knowledge and expertise and therefore power and status. Existing work emphasises the strategic, competitive activity of professionals to establish, extend and defend jurisdiction in the face of such change. Utilising an organisational neoinstitutional approach this thesis provides a novel theoretical interpretation of the opportunities and threats that the renegotiation of roles presents to the professional groups involved, adding complexity to the accounts that dominate the literature. The thesis draws upon work that describes the evolving nature and function of professionalism to demonstrate that in the contemporary organisational environment, focussed on accountability and risk management, attempts to reconfigure professional roles are understood not only in terms of the transfer of professional knowledge and expertise but the concurrent transfer of accountability for the management of risk. This represents a more complex commodity potentially associated with professional risk in the event of untoward incidents. Using the case of changes to the roles of consultant psychiatrists in the UK National Health Service (NHS) that propose the redistribution of clinical activity and responsibility from psychiatrists across the wider mental health workforce, the thesis demonstrates that rather than competing for jurisdiction associated with the management of significant risk, professionals carefully renegotiate their roles in a manner that ensures the protection, not just of their clients, but of the professionals involved. In this case, despite institutional work from professionals and managers to create change in established practice, concern with accountability for the management of risk drove adherence to traditional, readily accepted and organisationally sanctioned interprofessional boundaries, limiting the degree of change enacted. These findings have important practical implications for those involved in the management of change as well as theoretical implications for our understandings of professional role reconfiguration attempts and the nature of contemporary professionalism more broadly.
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Bradford, Maureen Libbert. "Sustaining professional learning community in the context of high stakes accountability." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1619485541&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Byford, Ian MacDonald Aubery. "Discretion and accountability in social work : a study of a professional bureaucracy." Thesis, Brunel University, 1994. http://bura.brunel.ac.uk/handle/2438/1528.

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A literature review showed that social services departments use the traditional bureaucratic methods of formalisation and centralisation to control their social workers, and that social workers report this as a source of dissatisfaction. Organisation theorists identify the professional bureaucracy as an alternative organisational model, but there is no study of a social services department operating in this way. A department was found where the social workers stated that there were few rules or procedures governing their practice, and where they expressed satisfaction with their decision making powers. A research programme was designed in order to examine the department's organisation in more detail. Interviews were conducted with 27 social workers and 23 managers, up to and including the director. Detailed transcriptions were prepared and validated by the respondents as an accurate record of their views about their practice and the workings of the department. Analysis of these transcriptions revealed that the department was a variant of the professional bureaucracy model. The thesis explores the practice of the social workers and managers in detail. Whilst the social workers expressed considerable satisfaction with their freedom from rules and procedures and with their decision making powers, a number of concerns about the model are highlighted and discussed. The thesis also examines how a department organised on these professional lines dealt with the issue of accountability, and shows that there is no inevitable conflict between professional discretion and the need for accountability.
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Axford, Beverley, and n/a. "Professional work in the new work order: a sociological study of the shift from professional autonomy based in expertise to professional accountability based in performativity." University of Canberra. Professional & Community Education, 2002. http://erl.canberra.edu.au./public/adt-AUC20061010.111412.

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'Profession' and 'professional' are shifting signifiers that have taken on a range of new meanings in the past two decades as professional occupations have been reshaped by moves to 'flexible' (deregulated and decentred) work processes and work practices. The role of modern professions was significant in terms of the democratic elements of the professionalising project. But how do moves away from the modern bureaucratically-structured professions, and a professional ideal based on the concept of universal service, impact on graduates currently entering professional employment domains in which new 'performativity-based' management regimes are replacing the older control structures? This study draws on a range of sociological literature to explore both the structural and discursive changes in the meaning of profession practice. The study also draws on a number of research projects, including materials from focus group interviews of final year undergraduate students, recruitment brochures, ABS (Australian Bureau of Statistics) statistical analyses and DEST (Australia: Department of Employment, Science and Training) graduate destination studies, and policy documents. These materials are used to argue that the employment destinations of those with professional qualifications and credentials are now more stratified and more diverse and no longer necessarily coupled with a lifelong career. In addtion, the new management regimes that accompany the move to more flexible work processes and work practices are changing how those in professional work locations construct their sense of themselves as professional practitioners. Changes in the nature of professional work, and in the structural and discursive location of professional workers, have implications for education and training institutions. These institutions not only prepare workers for these occupational domains but are the main conduits through which access to work in the restructured labour markets is mediated. The study concludes by drawing attention to the need for educational research to be anchored in a 'sociology of employment' that is able to provide a more critical account of the relationship between education and training and entry into high status/low status employment domains.
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Arbogast, Allan Duane. "Supporting professional development in an era of accountability the elementary school principal perspective /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/2002.

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Thesis (Ed.D.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Rooney, Erin. "Teachers' Work in Trying Times: Policy, Practice, and Professional Identity." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/325659.

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Urban Education
Ph.D.
This study examined organizational routines and teachers' experiences in two urban public elementary schools. The study advances the scholarship on teachers' work through a nuanced examination of instructional routines in order to illuminate teachers' experiences with accountability based-reforms. Using neoinstitutional theory, this study employed ethnographic methods to examine instructional routines in two schools of varying AYP-status: one high-performing school and one low-performing school. Observations and interviews were conducted with a total of 17 teachers over the course of two school years. Findings indicated that routines were a recoupling mechanism, used to more closely align teachers' tasks with the goals of accountability policy. The implementation and performance of routines was both similar and distinct between the two schools. There were distinct differences in the intensity and the pervasiveness of mandated instructional routines between schools. However, regardless of AYP-status, routines served to rationalize teachers' instructional tasks by reducing variation in the form and content of classroom instruction. Accordingly, the process of recoupling and the resulting rationalization of teachers' tasks resulted in teachers experiencing reduced professional discretion, depleted intrinsic rewards, and compromised relationships with students and with each other. Under these circumstances, accountability policy moved teaching away from professionalization and undermined efforts to sustain teachers over time.
Temple University--Theses
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Ryan, Gemma. "Online social networks and the pre-registration student nurse : a focus on professional accountability." Thesis, De Montfort University, 2017. http://hdl.handle.net/2086/16379.

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Background & rationale: The rapid diffusion of social network sites such as Facebook have presented a wealth of challenge and opportunity for the nursing profession. A large majority of student nurses have adopted Facebook but [as developing professionals] may not understand the implications and unintended consequences of the information shared in a personal or innocent way. No research has yet critically analysed or explained [in depth] the underlying factors that influence and determine the relationships between professional accountability and social media or if there is actually a ‘problem’ with social media, and if there is explain how we can address it. Aim: Explain the context and relationships between professional accountability and Facebook for the pre-registration student nurse during their journey of professional socialisation. Methods: Critical realist ethnography employing focus groups (academic and practicing nursing staff n=8), semi-structured interviews with student nurses over two geographical sites (n=16) supported by online observation of three cohort groups, 30 public profiles and professional group discussion topics. Results: Six overarching models were explored, 1) the concept of professional accountability, 2) patterns of use, 3) behaviours and activities, 4) physical versus online reality, 5) unacceptable, acceptable, professional or unprofessional behaviours and, 6) perceived knowledge and awareness versus actual behaviours. To explain the relationship between the pre-registration student nurse, Facebook and accountability three frameworks were developed. The first, Socialisation-Professional socialisation-Online socialisation (SPO) explains the journey of socialisation and the relationship between the online and physical world. Unacceptable-Acceptable-Professional-Unprofessional (UAPU) explains the complex nature of Facebook behaviours and how individuals understand the difference between the concept of unprofessional and simply unacceptable. The final framework ‘Awareness to Action’ takes the principles from the previous two frameworks and outlines a proactive tool to raise awareness of online profiles and, a reactive tool using ‘the 3Cs’ (clarity, context & confirmability) to make [professional] decisions about behaviours and incidents in the online environment. Conclusion: The relationships between the accountability, Facebook and the pre-registration student nurse are individual, complex and evolving (ICE). The very nature of socialisation means that this is based on individual background, experiences and values. Society and OSNs are complex environments which are changeable and, them and our relationship with them is continuously evolving. A2A and its ‘3Cs’ provides an assessment of self-efficacy, risk and decision-making tool to proactively [for nursing students] and reactively [for educators, employers and professional groups] manage self-awareness and behaviours in the online environment.
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Joubert, Venise. "Accountability and professional development: enacting the Integrated Quality Management System at South African schools." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60945.

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The study examines how the Integrated Quality Management System (IQMS) is currently being implemented in South African schools. It focuses on the contradictory discourses found within the IQMS, i.e. accountability and professional development. I argue that these two discourses are in a problematic relationship to one another. They can therefore only be implemented simultaneously with great difficulty. Emphasis is also placed on the importance of context when implementing policy, also referred to as policy 'enactment' (Ball, Maguire & Braun 2011). It is argued that policy is interpreted and made sense of differently, depending on the context. Context matters on two levels. First, because the IQMS contains both international and national ideas. The former deals with the neoliberal and global trends encompassed within accountability, while the latter is a discourse aimed at addressing uniquely localised education issues in South Africa. Second, context matters insofar as the IQMS is implemented in different school and classroom contexts in South Africa. In an effort to understand teachers and school management team members' perceptions of accountability and professional development in the IQMS, a qualitative, multiple case study design was used. Teachers and school management team members were interviewed at two distinct schools, one former model C school and one township school in order to determine different contexts' effects on the enactment of the IQMS. By conducting qualitative case studies, the perceptions and experiences of teachers in real life settings are depicted. What emerged was criticism of the IQMS across contexts, in that it neither effectively holds teachers accountable nor professionally develops them. Although context did not influence teachers' views and perceptions of the IQMS, it did influence the extent to which they met certain IQMS requirements. Other noteworthy findings include South African teachers' acceptance of high-stakes accountability and, contrary to the literature, teachers stating that they prefer more, albeit revised, ways to evaluate their work.
Dissertation (MEd)--University of Pretoria, 2016.
Early Childhood Education
MEd
Unrestricted
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Bryans, Patricia. "Informal learning at work : two studies of men and women managers." Thesis, University of Newcastle Upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391319.

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Flanagan, Patrick Edward. "Direct Response to USB64: Focus on Compliance or Improved Student Learning." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9265.

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Using the professional literature surrounding change knowledge, this study assesses Utah public school districts' response to Utah Senate Bill 64 (USB64) that was passed in 2012. USB64 required school districts to ensure that principals were evaluating teacher performance through the use of a chosen evaluation tool. The chosen evaluation tool needed to include evaluation rubrics tied to the state teacher standards. USB64 was passed with the intent to improve classroom instruction and thereby improve student learning in Utah schools. Utah school districts complied with USB64 requirements and timelines. Districts successfully identified and adopted observation tools that principals could use to assess teacher effectiveness. Once these tools were identified, districts provided training to principals covering the Utah Effective Teaching Standard Indicators so those principals could demonstrate understanding of how to use the observation tools to evaluate teacher performance. Districts then ensured principals were certified to conduct classroom observations using the relevant observation tool, a requirement set out within USB64 required in USB64, to conduct classroom observations using the adopted tool. Finally, districts successfully created systems to make sure the required number of observations were completed on time by each administrator for all teachers in all school locations. Thirteen district administrators who were responsible for their district's implementation of USB64 were interviewed for this study. Districts of all sizes were represented. Analysis of these interviews found that district implementation efforts were driven by a compliance-based approach to the legislation rather than an attempt to improve the system of learning for students. One common reason for this approach is it is an effective coping strategy that district leaders have used to balance district-initiated improvement efforts and annual state-mandated legislation like USB64.
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Books on the topic "Professional accountability"

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Matthews, Peter. Redesigning Schooling: Professional Accountability. London: SSAT (The Schools Network), 2014.

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Just culture: Balancing safety and accountability. Farnham, Surrey, England: Ashgate, 2012.

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Linden, Duke Daniel, ed. Teacher evaluation policy: From accountability to professional development. Albany: State University of New York Press, 1995.

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Peer review and teacher leadership: Linking professionalism and accountability. New York: Teacher College Press, 2010.

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F, Wergin Jon, ed. Educating professionals: Responding to new expectations for competence and accountability. San Francisco: Jossey-Bass, 1993.

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Medicine and the state: Professional autonomy and public accountability. Sydney: Allen & Unwin, 1990.

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Daniel, Ann. Medicine and the state: Professional autonomy and public accountability. Sydney: Allen & Unwin, 1990.

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Dekker, Sidney. Just culture: Balancing safety and accountability. Aldershot, England: Ashgate, 2007.

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Dekker, Sidney. Just culture: Balancing safety and accountability. Aldershot, England: Ashgate, 2007.

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Dekker, Sidney. Just culture: Balancing safety and accountability. Aldershot, England: Ashgate, 2007.

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Book chapters on the topic "Professional accountability"

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Ryle, Sue. "Accountability." In Ethics, Law and Professional Issues, 26–42. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-36369-4_2.

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Bastian, Mariella. "Professional accountability frame." In Studies in International, Transnational and Global Communications, 217–35. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-24787-4_7.

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Dahlström, Carl, and Victor Lapuente. "Democratic and Professional Accountability." In Elites, Institutions and the Quality of Government, 149–66. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137556288_9.

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Swiggart, William H., James W. Pichert, S. Todd Callahan, Thomas F. Catron, Lynn E. Webb, Martha E. Brown, Betsy Williams, and William O. Cooper. "Promoting Professionalism and Professional Accountability." In Management and Leadership Skills for Medical Faculty and Healthcare Executives, 121–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45425-8_13.

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Taylor, Nick. "Monitoring, Accountability and Professional Knowledge." In Monitoring the Quality of Education in Schools, 43–52. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-453-4_4.

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Jaroneski, Laura A., and Lori A. Przymusinski. "Accountability, collaboration, and professional relationships." In So You Want to Teach Clinical?, 75–80. Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9780429462320-10.

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Swiggart, William H., James W. Pichert, Martha E. Brown, Todd Callahan, Thomas F. Catron, Lynn E. Webb, Betsy Williams, and William O. Cooper. "Promoting Professionalism and Professional Accountability." In Management and Leadership Skills for Medical Faculty, 115–27. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27781-3_12.

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Bowman, Michael. "Nurses’ accountability and its role-related elements." In The Professional Nurse, 63–73. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-2899-3_5.

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Cook, Christine L. "Trolling, Ethics, and Accountability." In Encyclopedia of Business and Professional Ethics, 1–4. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-23514-1_1267-1.

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Banks, Sarah. "Introduction: exploring professional ethics." In Ethics, Accountability and the Social Professions, 1–16. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-1-137-11536-2_1.

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Conference papers on the topic "Professional accountability"

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Hariyanto, Eko, Edi Setyadi, and Annisa Hartikasari. "The Effect of Independence, Time Pressure, and Accountability, and Due Professional Care on Audit Quality Improvement." In Proceedings of the 2nd International Conference of Business, Accounting and Economics, ICBAE 2020, 5 - 6 August 2020, Purwokerto, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.5-8-2020.2301143.

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Tseng, Hua Hui. "MUSIC CURRICULUM INTEGRATION PRACTICES - “ACCOUNTABILITY” AS POLICY TRANSLATION IN PROFESSIONAL MUSIC TRAINING: THE CASE OF THE TUT." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end002.

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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.

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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and targets two important educational groups: underrepresented students as well as faculty from high schools and community colleges in Connecticut. In order to further develop the students’ interpersonal and organizational skills, the Engineering Challenge Program expands on the TIDEE model through development of technical writing and professional skills including project management, teamwork skills, understanding behavioral diversity using DISC behavioral profiles, and personal accountability. Interdisciplinary teams of high school teachers and college faculty work with a CT-based management consultant group to deliver the program by “teaching teachers” effective methods to assess and coach teamwork in the classroom and labs. The Engineering Challenge Program has impacted over 250 students composed of high school and undergraduate students from community colleges and to a lesser degree four-year universities. By targeting underrepresented student participants, the program has been effective in engaging its participants in pursuing education and careers in STEM-related disciplines. Approximately 35% of the participants have been females and 53% of the participants’ non-Caucasian.
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"Critical Bridge: Learning Practice / Teaching Practice." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.46.

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The bridge between two apparently opposite poles, the academy and the profession, isn’t a relationship where one underpins the other. Instead it should be seen as a continuum that establishes a system of checks and balances where in order to thrive, one needs the other. In his book ‘New Essentialism / Material Architecture’ Borden discuss-es this relationship between the ‘practice of architecture’ and the ‘practice of teaching’. “Leading practitioners and design thinkers are associated with academic institutions. This connection to teaching represents a critical bridge that endows the academy with an experimental and investigative validity while providing the ever renewing energy, experimentation, and inquiry that feeds and validates a professional office.” The association between these two poles produce a symbiosis with one learning from and teaching the other. The academy is validated through the accountability of the profession, while at the same time, the profession is nourished through the curious and investigative environment that only the academy can provide. On the one hand, professional practice is primarily seen as a service-based profession that wrestles with the pressures of societal demands that influence its outcomes whether they be in the form of research or a product/commodity. Practice is the point of translation of ideation to reality, a process dominated by pragmatics and constraints. This process, in some respects, is the validation of disciplinary experimentation and speculation that can be undertaken in both the profession or academy. The academy, on the other hand has the option of freeing itself of societal demands and pragmatic constraints, and serves as the guardian of the disciplinary calling which separates architecture from building. The design studio is a place where knowledge in generated in a diverse, equitable and inclusive manner. However, this freedom can be seen in two ways. Some view the work produced in an academic environment lacking rigor and not grounded in reality. This view leads to a questioning of its validity and the beneficial implications that it might have for the betterment of the profession and society at large. However, without this freedom and ability to speculate severely limits the possibilities for innovation in the field.
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S, Fipiariny, and Nurhayati Nurhayati. "Influence of Independence, Due Professional Care and Accountability on Audit Quality on the Audit Board of The Republic of Indonesia Representative Province of South Sumatra." In 5th FIRST T3 2021 International Conference (FIRST-T3 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220202.027.

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Putans, Romans, Nora Jansone-Ratinika, and Matīss Sīlis. "Students’ Transversal Competence in International Business Studies: Mapping of Learning Outcomes and Curriculum Design." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.33.

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The promotion of competence development is one of the priorities of education systems in Latvia and Europe. An important driving force in competence development is higher education study programmes, where students acquire professional and transversal skills. Special attention is given to the significance of transversal competence in promoting competitiveness, social integration, and accountability of graduates in their everyday and professional lives. In the research project Assessment of Higher Education Students Competencies and the Dynamics of its Development Throughout Studies (Rubene et al. 2021), qualitative and quantitative evaluation indicators and an assessment instrument for six transversal competences (Digital, Global, Innovation, Research, Civic, Entrepreneurial) were developed. The instrument facilitates an assessment of the students’ competence level and development. International Business and Start-up Entrepreneurship (IBSE) is an international, interdisciplinary bachelor’s study programme at Rīga Stradiņš University (RSU). Its goal is to prepare highly qualified and creative specialists in international business, start-up entrepreneurship, and management, who will be ready to participate in the business development and transformation of the national economy. In the intended learning outcomes of the study programme the emphasis is put on the graduates’ ability to analytically collect information, evaluate it critically, identify trends and find creative solutions to problems, as well as participate in the development of the international business and start-up entrepreneurship in a global environment. In the framework of this study, the intended learning outcomes of the IBSE programme were mapped to the assessment indicators of transversal competence. Analysis of the curriculum map led to conclusions to what extent the six transversal competence are present in the curriculum, the succession of their acquisition, and their concordance with the education level of the study programme. Recommendations for improving study programme learning outcomes were identified to improve the acquisition of transversal competence within the study programme.
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Povilus, David S., and Jerome C. Conrad. "The Technology of Language and How Advances Will Affect Product Modeling and Design." In ASME 1994 International Computers in Engineering Conference and Exhibition and the ASME 1994 8th Annual Database Symposium collocated with the ASME 1994 Design Technical Conferences. American Society of Mechanical Engineers, 1994. http://dx.doi.org/10.1115/edm1994-0507.

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Abstract Design and CAE are being influenced by a number of business factors that heighten the importance of communication, and, thus, language. Among these factors are: globalization of product and component markets, electronic commerce via EDI, competitive demands for shortened development cycles, and increased accountability for design through the entire product life cycle. Engineering management reflects these business factors in such trends as: outsourcing of design work on a global basis, subcontracting of construction and/or manufacturing engineering, and simultaneous engineering across disciplines. This paper explores the oncoming revolution in language technology from the viewpoint of its potential effects on CAE. Some brief introductory observations are made on the importance and current status of language as it relates to design. Next, the philosophical and practical language barriers to further progress in object-oriented CAE are laid out. Finally, an agenda is proposed whereby these barriers can be overcome. Progress for CAE will be driven by the information needs of the end users of engineering’s products. This progress will be fed by technology advances and economic forces external to engineering design, yet it will take the form of a metalanguage unique to the field. Reaching our future aspirations for CAE will require the encouragement and cooperation of the commercial, professional, and governmental sectors, because the creation of a new language is a complex and costly proposition.
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Lehrer, Richard. "Keynote: Accountable assessment." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_9.

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There is widespread agreement about the importance of accounting for the extent to which educational systems advance student learning. Yet, the forms and formats of accountable assessments often ill serve students and teachers; the summative judgements of student performance that are typically employed to indicate proficiencies on benchmarks of student learning commonly fail to capture student performance in ways that are specific and actionable for teachers. Timing is another key barrier to the utility of summative assessment. In the US, summative evaluations occur at the end of the school year and may serve future students, but do not help teachers better support the students who were tested. In contrast, formative assessments provide actionable grounds to improve the quality of instruction on the basis of both the granularity and specificity of their content and their timing. Unfortunately, the psychometric qualities of formative assessments are often unknown. I describe an innovative approach to assessment that aims to blend the productive characteristics of both summative and formative assessment. The resulting assessment system is accountable to students and teachers by providing actionable information for improving classroom instruction, and at the same time, it addresses the demands of psychometric quality for purposes of system accountability as it is currently practiced (in the US). The innovative assessment system relies on partnership with teachers to generate (1) a shared conceptual frame for describing instructional goals and valued forms of teaching and learning; (2) a set of electronic tools to help teachers detect, share, analyse, and interpret student learning data; and (3) classroom and school-level community professional development structures to support and sustain a widespread practice of assessing to guide instruction. These features are coupled with new psychometric models, developed by the Berkeley Evaluation and Research Center, that provide more robust estimates of student learning by linking information from multiple sources, including student classroom work, student responses to formative assessments, and summative evaluations. (Mark Wilson will address the psychometric modeling during this conference.) Here I describe challenges and prospects for this innovation with a case study of its implementation in a K–5 elementary school that is seeking to improve the quality of instruction and students’ understandings of measure and rational number arithmetic.
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Sarhan Abud Al-Azawi, Faisal, and Sali Ibrahim Ahmad. "The Contemporary Government Accounting System And Its Role In Achieving The Requirements Of The External Environment Of The Tax System In Iraq, A Study Of Concepts And Application Mechanism." In 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/icearnc/26.

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The issue of accountability is one of the most important foundations of a healthy society that seeks to build a generation that is committed to its national and moral responsibilities. And that any defect in the accounting system in a society will negatively affect the credibility of the law and the individual's loyalty to his society because it will properly regulate the relationship between the law and its actual application, Accountability has a role in all areas of life, including tax, where the importance of accounting converges with the importance of taxes since ancient times, because tax is a legitimate right of the state, society and citizen. This importance of accounting lies in the integrity of the procedures followed in collecting funds correctly by the employees working to collect them in accordance with the established tax laws and regulations, and accordingly, cadres must be armed with knowledge and full knowledge of the laws, regulations and accounting methods. Hence the importance of research by providing accounting programs for employees working in this field to help them and raise their efficiency. The first topic of the study showed the concept of government accounting, its most important functions and characteristics, while the second topic included the external tax system environment, which was represented by tax legislation in Iraq, taxpayers, the level of tax awareness, informants, supporting administrations, the tax judiciary, the accounting profession, technological progress, General budget statements, the media, and the constitution. The third topic showed the practical aspect through hypothesis testing. The fourth topic came with the most important conclusions, which is that the taxpayer has the right to choose the appropriate measurement method provided that it is not changed from year to year except with the approval of the tax administration, meaning that the accepted measurement procedures are tax-acceptable unless such a procedure is prohibited or specified a method in its own right. Measurement methods. We also recommend that in order to calculate the tax profit, amendments must be made to its financial legislation and instructions
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Sarhan Abud Al-Azawi, Faisal, and Sali Ibrahim Ahmad. "The Contemporary Government Accounting System And Its Role In Achieving The Requirements Of The External Environment Of The Tax System In Iraq, A Study Of Concepts And Application Mechanism." In 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/uhdicearnc/26.

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The issue of accountability is one of the most important foundations of a healthy society that seeks to build a generation that is committed to its national and moral responsibilities. And that any defect in the accounting system in a society will negatively affect the credibility of the law and the individual's loyalty to his society because it will properly regulate the relationship between the law and its actual application, Accountability has a role in all areas of life, including tax, where the importance of accounting converges with the importance of taxes since ancient times, because tax is a legitimate right of the state, society and citizen. This importance of accounting lies in the integrity of the procedures followed in collecting funds correctly by the employees working to collect them in accordance with the established tax laws and regulations, and accordingly, cadres must be armed with knowledge and full knowledge of the laws, regulations and accounting methods. Hence the importance of research by providing accounting programs for employees working in this field to help them and raise their efficiency. The first topic of the study showed the concept of government accounting, its most important functions and characteristics, while the second topic included the external tax system environment, which was represented by tax legislation in Iraq, taxpayers, the level of tax awareness, informants, supporting administrations, the tax judiciary, the accounting profession, technological progress, General budget statements, the media, and the constitution. The third topic showed the practical aspect through hypothesis testing. The fourth topic came with the most important conclusions, which is that the taxpayer has the right to choose the appropriate measurement method provided that it is not changed from year to year except with the approval of the tax administration, meaning that the accepted measurement procedures are tax-acceptable unless such a procedure is prohibited or specified a method in its own right. Measurement methods. We also recommend that in order to calculate the tax profit, amendments must be made to its financial legislation and instructions
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Reports on the topic "Professional accountability"

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Lavadenz, Magaly, and Gisela O’Brien. District Administrators' Perspectives on the Impact of The Local Control Funding Formula on English Learners. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.6.

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Two years into implementation, this policy brief examines how California’s Local Control Funding Formula (LCFF) and its accompanying Local Control Accountability Plan (LCAP) meet the needs of English Learners (ELs). Researchers seek to understand district administrator perspectives on the impact of LCFF for ELs through interviews and focus groups with administrators that represent districts from Northern, Central, and Southern California. Findings reveal that although the LCAP serves as a mechanism to increase personnel and PD efforts to address EL needs, it is still largely viewed as a compliance document that requires alignment with other strategic documents and is sensitive to changes in leadership. The following policy recommendations are made as a result of these findings: 1) re-design the LCAP to support districts in specifying EL learning goals, services, assessments and expected outcomes; 2) differentiate support for district administrators; and 3) invest (long-term) in district-level and site-level professional development with a focus on EL success.
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Martino, W., J. Kassen, K. Omercajic, and L. Dare. Supporting transgender and gender diverse students in Ontario schools: Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.

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This report details the findings of an Ontario-wide survey of 1194 school educators which is part of a larger study funded by funded by the Social Sciences Humanities Research Council of Canada (SSHRC). The survey was developed in consultation with trans educators, school board officials, and community members and included a mix of qualitative and quantitative questions. The report is structured according to educators’ responses to questions about trans-inclusive policies, self-rated knowledge, and understanding of trans inclusion and gender diversity, training received, use of resources and the barriers to fostering gender diversity in schools. Educators’ recommendations and advice on improving education about trans inclusivity in schools are also reported. Key findings revealed that there continue to be systemic and structural impediments to supporting trans inclusion and gender diversity in schools, in terms of both the failure to enact policy and to provide adequate support, education, and resourcing for educators. Recommendations are outlined which relate to the need for further development of policies that identify the allocation of resources for both professional development and curriculum development as central to the necessary provision of support for trans students and creating gender-affirming schools. The report also stipulates the necessity for sustained accountability measures to be established by governing bodies, such as the Ontario Ministry of Education, for supporting gender diversity and trans inclusion with the explicit objective of supporting school boards fiscally in the provision of professional development and development of resources. Teacher Education faculties also need to be committed to ensuring that teacher candidates are provided with the knowledge and understanding of trans inclusion and what trans affirmative education entails.
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Baudais, Virginie, Annelies Hickendorff, Jaïr van der Lijn, Igor Acko, Souleymane Maiga, and Hussein Yusuf Ali. EU Military Training Missions: A Synthesis Report. Stockholm International Peace Research Institute, May 2022. http://dx.doi.org/10.55163/lfle9658.

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This paper draws overarching conclusions based on a synthesis of previously published case studies that examined the impact of EU military training missions (EUTMs) in Somalia (EUTM Somalia, 2010–), Mali (EUTM Mali, 2013–), the Central African Republic (CAR) (EUTM RCA, 2016–). It concludes that EUTMs are relevant niche operations. Despite difficult circumstances beyond the control of the missions, EUTM training and advisory efforts have increased the effectiveness of partner armed forces. While these gains have been marginal in CAR and Somalia, they have been a bit more pronounced in Mali. Yet, broader security sector reform and defence sector reform efforts to improve the accountability and governance of defence and security sectors have become bogged down. The main challenge is that EUTMs are generally mandated to implement largely technical and tactical agendas in contexts where the ongoing armed conflict and the politics of the security sector are not conducive to building professional national security forces. As a consequence EUTMs find themselves caught up in interlinked and partially overlapping dilemmas. This study concludes with seven partly overlapping recommendations to EU member states and to EUTMs to address the main limitations that are restricting the impact of the missions.
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S. Abdellatif, Omar, Ali Behbehani, and Mauricio Landin. Luxembourg COVID-19 Governmental Response. UN Compliance Research Group, August 2021. http://dx.doi.org/10.52008/lux0501.

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The UN Compliance Research Group is a global organization which specializes in monitoring the work of the United Nations (UN). Through our professional team of academics, scholars, researchers and students we aim to serve as the world's leading independent source of information on members' compliance to UN resolutions and guidelines. Our scope of activity is broad, including assessing the compliance of member states to UN resolutions and plan of actions, adherence to judgments of the International Court of Justice (ICJ), World Health Organization (WHO) guidelines and commitments made at UN pledging conferences. We’re proud to present the international community and global governments with our native research findings on states’ annual compliance with the commitments of the UN and its affiliated agencies. Our goal as world citizens is to foster a global change towards a sustainable future; one which starts with ensuring that the words of delegates are transformed into action and that UN initiatives don’t remain ink on paper. Hence, we offer policy analysis and provide advice on fostering accountability and transparency in UN governance as well as tracing the connection between the UN policy-makers and Non-governmental organizations (NGOs). Yet, we aim to adopt a neutral path and do not engage in advocacy for issues or actions taken by the UN or member states. Acting as such, for the sake of transparency. The UN Compliance Research Group dedicates all its effort to inform the public and scholars about the issues and agenda of the UN and its affiliated agencies.
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.
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Buckland, Leonora, Deborah Gold, Lisa Hehenberger, and Laura Reijnders. Walking the tightrope: How foundations can find a balance between learning and accountability lenses. Esade Cnter for Social Impact, March 2023. http://dx.doi.org/10.56269/lb20230307.

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Over the last two years, the Esade Center for Social Impact, which is part of Esade Business School in Spain, and its partner BBK, a banking foundation in Bilbao, have been at the center of a web of committed European foundation professionals sharing their thoughts, learnings, practices, frustrations, and eureka moments related to impact measurement and management (IMM). This paper is not a practical guide to Impact Measurement and Management (IMM) – we believe that there are other publications which may help with implementation. Rather, it recounts how foundations at different stages of development and with a range of profiles (corporate, family, operating, and grant-making) are going about IMM on a day-to-day basis and grappling with some of the challenges and philosophical issues arising. For the impact geeks, this will no doubt be interesting grist for the mill. For those not so deep into this space, it might provide an overview of where foundations are in Europe and how they are focusing their efforts on IMM. Our aim is that by synthesizing and sharing what we have heard in this safe space we can inform and inspire others.
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