Dissertations / Theses on the topic 'Professional Relationships'
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Zimmerman, Lisa. "Parents' constructions of the role of the helping professional in learning support." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06252007-175358/.
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Stahler, Ariel R. "Parasocial Relationships Between Sports Fans and Professional Athletes." Kent State University Honors College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1575907648474977.
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Jones, David E. "Relationships Matter, Even for CPAs." Case Western Reserve University Doctor of Management / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1568710731435014.
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Dogan, Yasar. "The influence of shared values in the management of project-based B2B professional relationships." Thesis, University of Bradford, 2016. http://hdl.handle.net/10454/15882.
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In this doctoral study I conceptualise shared values in order to explore a management problem from my work place environment. I observe that business-to-business (B2B) relationships between project managers and self-employed consulting engineers terminate; project managers switching to other vendors and self-employed consulting engineers losing their contract. The findings from the doctoral study show major influence of the shared values in managing project based professional relationships. Specifically, the elements of B2B professional relationships “commitment” and “trust” embedded in relationship performance show managerial implications. Furthermore, the literature review revealed a lack of qualitative knowledge in the research domain of B2B relationships. Hence, the findings from the doctoral study fill this gap and contribute to the academic knowledge by providing practise based qualitative evidence. This doctoral study was conducted in two phases. In the first phase, building on previous research articles, six elements of B2B professional relationships were refined and tested through qualitative interviews in order to explore their relevance in the B2B professional relationship between the project managers and self-employed consulting engineers. As a result from the first phase, a conceptual model of shared values was developed. In the second phase, the conceptual model of the shared values developed from the first phase was explored and validated through the experience of the project managers and self-employed consulting engineers.
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Mandlik, Milind Anil. "Professional service relationships in chronic illness: the client's perspective." AUT University, 2010. http://hdl.handle.net/10292/942.
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The relationship between professional service providers and their clients is of great importance to many service industries including educational, financial, consulting and healthcare services. The aim of this research enquiry is to identify, generate and describe a theoretical explanation of how a client engages in and manages their relationship with their health professional over a period of time. Fifteen participants living with chronic medical conditions were interviewed over a period of four months with data collected via unstructured in-depth interview sessions, and analysed using thematic analysis. The analysis reveals three major themes, nature of relationship, degree of control and service satisfaction. Of central concern is the longevity of the relationship between the healthcare client and his/her service provider. If the service provider is willing to share their authority and relinquish some of the control to the client, the client feels empowered. The client is then willing to provide information and effort to co-create effective service episodes. This sharing of authority enables the client to have better control on their service consumption. The sharing of authority also has an impact on the client’s propensity to remain engaged with their service provider. The findings of this study have implications for our knowledge and understanding of professional service delivery and how it differs from the delivery of consumer services. The study clearly indicates a shift in the role of a client as an empowered entity who wants to be part of, not just the service consumption, but service production as well. The key lessons from this study may inform other types of services including financial, educational and consulting services.
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Miller, Ricketts Amanda Ilene. "Improving Students' Perceptions of Teacher Care Through Teacher Professional Development." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573737421317659.
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Ross, Angela. "Professional identities, inter-professional relationships and collaborative working : an investigation using a constructivist phenomenological approach." Thesis, University of Huddersfield, 2005. http://eprints.hud.ac.uk/id/eprint/4609/.
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This research project sets out to explore, analyse and theorise the way district nurses and social care workers construe their identity, and their relationships within the changing context of collaborative projects. Unlike previous research in this field, this project offers an alternative, relational view of exploring professional identities and inter-professional relationships. The research adopted a constructivist phenomenological approach drawing upon the theories of personal construct psychology (Kelly, 1955) and existential phenomenology (Merleau Ponty, 1962), as elaborated by Butt (2004, 1998). The project consists of three studies. The first empirical work is a preliminary study using individual interviews of students undertaking degree courses in community nursing or social work. This study is concerned with examining the students' concepts of what it means to belong to a particular occupational group and the influences that shape their ideas. Using focus groups and individual interviews, the second study explores how district nurses and social care workers negotiate their identity as a result of national changes and service developments. The final study explores interprofessional relationships of individual district nurses and social care workers, using reflective interview techniques (Hargreave, 1979, Salmon, 2003). In keeping with phenomenological methodology, data was analysed using template analysis (King, 2004). A number of emerging constructs were identified that highlight the personal, historical and contextual influences upon professional role construction and inter-professional relationships, notably: visibility and recognition, role flexibility and rigidity. In particular the findings illustrate how professional identity is constructed, challenged, and reconstructed, through on-going interaction. To facilitate role re-construction and sociality, the reflective interview techniques were adapted and extended to encourage practitioners to reflect upon their every-day practice and relationships when working in a multi-disciplinary setting.
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Bailey-Hughes, Brenda. "An examination of information seeking tactics in professional relationships." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/560302.
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The purpose of this study was to investigate the ways in which employees attempt to gain information about the relationship they have with their immediate supervisor. Uncertainty level and gender were predicted to be related variables. Prisbell and Andersen's uncertainty measurement scale, revised Baxter and Wilmot relational information-seeking tactics, and an original information-seeking frequency scale were utilized to examine 50 emergency service personnel on uncertainty level, frequency of information-seeking effort, and specific tactic utilization. Pearson product-moment correlations revealed no significant relationship between amount of uncertainty and frequency of information-seeking. Utilization of t-tests revealed no significant difference by gender in the frequency of information-seeking. The MANOVA results indicated no significant differences in the specific tactic utilization of males and females. However, Chi square values and univariate analyses identified the public presentation, joking, and hinting tactics as being used significantly more by males than females. It was recommended that research be continued in the area of working relationships.Department of Speech Communication
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Bibby, Tamara. "Primary school teachers' personal and professional relationships with mathematics." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369055.
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Darby, Barbara Ann Barnaby. "Professional Socialization and Mentoring Relationships in Beginning Nursing Practice." UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/332.
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The purpose of this study was twofold--to gain understanding of early professional socialization in beginning nursing practice from the beginning practitioner's perspective and to explore the influences of mentoring on the professional socialization of beginning nurses. Participants were thirty-one novice practitioners from an associate in science degree nursing program in the Southeast section of the United States.
The unique perspectives of beginning nurses were gained through the use of focus groups. Data analysis consisted of content analysis, data display and reduction, identification of themes, and conclusion drawing.
Findings supported the notion that professional socialization occurs in phases. Beginners anticipate initial work environments that facilitate ongoing socialization. Mentoring/preceptorship relationships are anticipated and desired as part of the socialization process.
Early in beginning practice novices demonstrated an external locus of control and focused on their preparation for the role and support systems. Late in beginning practice novices demonstrated an internal locus of control and were concerned about impending independent practice and the continuing need to learn.
Findings may assist nursing educators and nursing practitioners to facilitate beginners' entry and role transition. Future research should address the mentors' perspective, locus of control, and differences based on the professional education program completed by the beginner.
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DeLany, Judith C. "Relationships among collegial coaching, reflective practice, and professional growth /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809681.
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Western, Michelle C. "Dyadic Relationships in The Workplace| Antecedents to High-Quality LMX In Professional-Assistant Relationships." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272172.
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While there is a great deal of research on attorneys and law firms, the majority of it has focused solely on the attorney – very little exists regarding legal secretaries and other support staff, or the relationship between attorneys with legal secretaries and other support staff. The current research aimed to address this gap in the literature by examining the antecedents of high-quality attorney-secretary relationships through the framework of Leader-Member Exchange (LMX). Relationship quality was evaluated against values, cognitive styles, and self-identity. Legal assistants were asked to provide ratings for themselves and ratings for how they believed their attorneys would respond and similarity between the attorney and secretary ratings was calculated. Then, the moderating effects of core self-evaluations and emotional intelligence were analyzed. Although the results of this study did not support any of the hypotheses, there are several considerations which might have prevented significant relationships from emerging. Exploratory analyses were also conducted and benevolence was found to be a significant moderator. Implications and future research directions are discussed.
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Oosthuizen, Lizette Clarise. "Designing a strategy to bring about a greater professional confidence for educators by improving their involvement in their own continous professional development." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1012145.
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To ensure the professionalism of the teaching force, it is vital that the growing gap between the knowledge educators acquired during their years of training and emerging knowledge about teaching and education during their teaching careers be closed. The continuous professional development (CPD) of educators is a much-debated issue, the general consensus being that it is imperative that educators themselves become directly involved in their own CPD. School leadership should therefore establish what educators find meaningful and invest in CPD programmes that respond to their needs. Educator development is considered as productive when the educators are involved in planning, decision-making, implementation and evaluation around the CPD programmes offered to them. As an office-based educator responsible for educator development and training, educators‟ perceived lack of interest in their own CPD prompted me to investigate how their professional confidence could be boosted through improved involvement in their own CPD. The research question that underpinned this study was: What are the perceptions of educators in the Uitenhage area of their involvements in their own CPD and how to find a strategy to enhance their professional confidence through such involvement? This study adopted the interpretive research paradigm, as the aim was to understand how educators understood their involvement in their own CPD. The qualitative research methods employed, allowed me to share the experiences of my participants. The research sample consisted of Integrated Quality Management Systems (IQMS) coordinators, as members of the school development team (SDT) responsible for educator development, from twelve primary schools in the Uitenhage District. In Phase 1 of the study, data were collected through questionnaires as well as individual and group interviews. Phase 2 consisted of a workshop for the participants, focusing on the key issues identified from the completed questionnaires and interviews. From the data analysis, five themes emerged, namely the contribution by the school, school management team (SMT), Department of Education (DoE) in the educators‟ CPD; the role of the individual educator in his/her own CPD; the factors influencing the effective implementation of educators‟ CPD; the skills and competencies that educators need to acquire through CPD; and the role of the IQMS process in the CPD of educators. Based on the research findings, a strategy was designed to guide educators to increase their professional confidence through improved involvement in their own CPD. Specific recommendations were formulated, such as that adequate time should be allocated for the CPD of educators; school leadership should make a concerted effort to motivate educators to become involved in CPD programmes; and educators should be encouraged to learn collaboratively through their involvement in communities of learning. The conclusions from this research are that educators should be life-long learners, actively involved in their own CPD and that schools, SMTs and the DoE should assist them by providing the necessary support, resources and guidance through enabling conditions conducive to a culture of learning.
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NACHT, ANTONIA KJELLERUP. "THE CAREER OF PROFESSIONAL DANCERS IN THE CITY OF RIO DE JANEIRO: LABOUR MARKET, PROFESSIONAL RELATIONSHIPS, CAREER DECISIONS AND PROFESSIONAL IDENTITY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=14264@1.
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O presente estudo é o resultado de uma pesquisa qualitativa, realizada a
partir de entrevistas semi-estruturadas com 15 bailarinos profissionais brasileiros
com experiência em companhias da cidade do Rio de Janeiro, os quais estão
inseridos em um mercado de trabalho predominantemente informal e enxuto.
Focaliza os aspectos que norteiam as decisões de carreira desses artistas, bem
como os impactos que a escolha desta profissão acarreta em suas vidas, em
termos de conseqüências, frustrações e desafios. Sob a perspectiva do discurso da
empregabilidade, e com base em conceitos como o de contrato psicológico
(ROUSSEAU, 1995) e comprometimento (MEYER; ALLEN, 1991), investiga-se,
ainda, a natureza dos vínculos entre empregador e empregado e as questões que
geram (in)satisfação nas relações profissionais estabelecidas. Em curtas linhas, os
resultados apontaram para os seguintes eixos como sendo os principais fatores de
insatisfação do bailarino com o empregador: o desrespeito no trato diário, a
implementação de uma ‘política de descarte’ com os subordinados e a deficiência
na clareza e coerência da comunicação institucional. Identificou-se que o
comprometimento dos bailarinos com a organização é fortemente baseado em um
componente normativo. Mas observou-se também componentes de
comprometimento afetivo - principalmente no caso de bailarinos envolvidos em
companhias independentes - e de continuidade - verificado essencialmente entre
os bailarinos que recebem salários acima da média do mercado da dança carioca.
Por fim, os dados indicaram serem sujeitos vocacionados, com alto nível de
comprometimento com a carreira (trabalhar com dança/arte) e identificação com a
profissão (ser bailarino).This study is the result of a qualitative research, based on semi-structured interviews with 15 Brazilian professional dancers with experience in dance companies in Rio de Janeiro, which are inserted in a predominantly informal and unstructured labor market. It focuses the main variables that guide the career decisions of these artists, as well as the impact that their career choices have over their lives, in terms of consequences, frustrations and challenges. From the perspective of the actual discourse about employability, and based on the concepts of psychological contract (ROUSSEAU, 1995) and organizational commitment (MEYER; ALLEN, 1991), this research also investigates the nature of the links developed between employer and employee and the issues that generate dancers (dis)satisfaction with the relations established with their companies. In short, the results point to the following axes as the main factors of dissatisfaction of dancers: the employer’s lack of respect in their daily interaction, the implementation of a discard policy with subordinates, and the lack of clarity and consistency of institutional communication. Regarding the link established with their companies, the study identified high levels of normative commitment among the dancers, as well as affective commitment (particularly in the case of dancers involved in companies with no continuous sponsor) and of continuity (essentially among dancers that have conquered salaries above the average of Rio s dance market). Last but not least, the data indicated that dancers tend to be individuals with high level of career and professional commitment (working with dance/art and being a dancer).
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Ravindran, Neeraja. "PARENT AND PROFESSIONAL PERSPECTIVES ABOUT AUTISM SPECTRUM DISORDERS IN SOUTH INDIA: BELIEFS, PRACTICES, AND PARENT-PROFESSIONAL RELATIONSHIPS." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2836.
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The purpose of this qualitative study was to examine the experience of parents and professionals living in a large metropolitan city in South India who were raising and/or working with a child with an autism spectrum disorder. The study explored the unique perspectives of parents and professionals regarding their beliefs and practices about autism, as well as the nature of the parent-professional relationship. Nineteen parents (all mothers) and 21 professionals were interviewed in person at four schools, an early intervention program, a hospital clinic, and a physician’s office. Themes were developed using qualitative software, and reliability was established through multiple coders and member checks. The meaning of health, illness, and disability vary greatly across cultures and across time. Bronfenbrenner’s ecological model provided the conceptual paradigm to examine how broad cultural beliefs in the macrosystem, local services in the exosystem, parent- professional relationships in the mesosystem, and practices at home and school in the child’s microsystem worked together to explain autism spectrum disorders for this group of participants at this point in history. Four major themes emerged from the study that related to parents’ and professionals’ beliefs about causes of autism, expectations from treatments and services, nature of parent-professional partnerships in managing a child’s autism, and the current ‘state of things’ with regard to autism in one South Indian city. Across the themes, parents and professionals embraced two seemingly contradictory yet perfectly compatible cultural beliefs: a modern, scientific approach and a traditional Indian viewpoint. The treatments offered to children were similar to Western practices, with the addition of traditional Indian practices (e.g., yoga, Ayurvedic medicine, Siddha). Parents were mostly happy and comfortable with their interactions with the professionals. Parents valued collaboration and respect but also acknowledged that the relationship was vertical in nature, with professionals having more authority. Professionals’ assessment of their relationship with parents was influenced by their overall views about the families—positive or negative—which in turn was influenced by what they believed caused the child’s autism (e.g., genetics/scientific causes vs. cold parenting and departure from traditional family structure). Services for children with autism in India are rapidly expanding, though the vast majority of those affected are not diagnosed or treated.
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Hoefinger, Heidi. "Negotiating intimacy : transactional sex and relationships among Cambodian professional girlfriends." Thesis, Goldsmiths College (University of London), 2010. http://research.gold.ac.uk/3419/.
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This research focuses on the transactional nature of sexual and non-sexual relationships between certain young women in Cambodia described as ‘professional girlfriends’, and their ‘western boyfriends’. In this case, the term ‘transactional’ refers to the initial material motivation behind their interactions. While the majority of women are employed as bartenders or waitresses in tourist areas of Phnom Penh, outside observers tend to erroneously label them as ‘prostitutes’ or ‘broken women’ because of the gift-based nature of the intimate exchanges. Ethnographic evidence demonstrates, however, that they make up a diverse and nuanced group of individuals who engage in relationships more complex than simply ‘sex-for-cash’ exchanges, and often seek marriage and love in addition to material comforts. Though they do not view themselves as ‘prostitutes’, the distinction of the term ‘professional’ is used to emphasize that 1) they do rely on the formation of these relationships as a means of livelihood and their motivations are initially materially-based; 2) they engage in multiple overlapping transactional relationships, usually unbeknownst to their other partners; 3) there is a performance of intimacy, whereby the professed feelings of love and dedication lie somewhere on a continuum between genuine and feigned, and where the term ‘love’ itself carries multiple meanings. The research further reveals not only the stereotypes, contradictions, and structural constraints experienced by these young women, but also their entrepreneurialism, determination and creativity. Despite trauma related to recent political past, sexual violence, stigma, depression and self-harming, they use tools of global feminine youth culture, consumption, linguistic ability, ‘bar girl’ subculture, and interpersonal relationships to make socioeconomic advancements and find enjoyment in their lives. The practice of 'intimate ethnography' also illuminates the negotiation of intimacy and friendship between the participants and researcher, as well as the general materiality and exchange of everyday sex and relationships around the globe.
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Krolikowska-Adamczyk, Ewa. "Social bonds in clients' business relationships with professional service providers." Thesis, University of Greenwich, 2013. http://gala.gre.ac.uk/11945/.
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The emergence of Relationship Marketing around 40 years ago has led to an improvement in our understanding and management of business relationships through the study of relationship constructs such as loyalty. Researchers have also found a number of different bonds in business relationships. One of these is social bonds which develop between individuals and can impact positively on long-term client relationships at an organisational level. However social bonds have suffered from a lack of clarity in definition, identification and measurement. Scale development has been limited as most researchers view the social bond as a unidimensional construct and fail to provide solid theoretical support for their scale. There is a need to define the concept and build a multidimensional scale of social bonds using a comprehensive theoretical framework. Researchers such as Barnes (1994) suggest that marketers can learn from social psychologists who have studied relationships extensively. Indeed social-psychology theories such as social exchange theory have been widely used in relationship marketing studies. Attachment theory is relatively new to business relationships, having emerged from the study of child-parent relationships but has been applied more recently to explain customer attachment. Another promising theory is Sternberg’s Triangular Theory of Love (1986) which can be used to identify potential bonds based on liking. This study uses attachment and liking theories as the theoretical framework for developing a social bond scale in the context of clients’ business relationships with professional service providers. These relationships have been substantially under-researched and provide a relevant context for the research due to the benefits of strong interpersonal bonds in a pure service environment like professional services. A multi-method research design was adopted consisting of qualitative in-depth interviews with professional service providers and a questionnaire survey of senior decision makers in the hotel industry. The study’s contributions include a greater understanding of social bonds, attachment and liking in business relationships. The research found two distinct social bonds thereby confirming that the construct is multidimensional. A number of demographic and contextual variables were found to have an impact on social bond strength. These findings have led to guidelines on managing client relationships for professional service providers and organisations.
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Chou, Hsin-Ying. "Parent-professional relationship in the decision-making process regarding a child's special education /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7594.
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Schertzer, Susan M. Brakers. "The Influence of Quality on Business-to-Business (B2B) Professional Service Relationships." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1147966633.
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Thompson, Christian. "Voluntary Professional Relational Loss: The Intersectionality Between Workplace Relationships and Organizational Identity." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1542317295327723.
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Chishimba, Felix Nkalamo. "Raising student teachers’awareness around issues of professional conduct : an action research project." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1016338.
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The teaching profession, like many other professions, has rules and regulations that guide the conduct of its members. Teachers and those who aspire to take up teaching are expected to conduct themselves and discharge their duties in an impeccably professional manner. However, there is concern especially among education authorities regarding unprofessional conduct of some of those employed in schools and colleges. This action research study is a response to this concern. Its goal was to explore issues of professional conduct as part of the induction process of new members entering the teaching profession, and to thereby develop a better understanding of how best to raise student teachers’ awareness around professional conduct issues. The study used a qualitative research framework located in the interpretive paradigm. Three theoretical frameworks informed the design and subsequent analysis of the findings, namely, Burn’s transformational leadership, Mezirow’s transformative learning and Kolb’s theory of experiential learning. Two cycles of workshops around issues of professional conduct were conducted over a period of four weeks with a sample of 40 pre-service student teachers: final year students enrolled in the college’s three year Diploma in Education programme, all members of a science education class. Data collection strategies used were semi-structured interviews, observation and the use of reflective journals, among others. Analysis of the data involved identification of emerging themes and patterns. Initial findings indicate that prior to the commencement of the cycles of action research, participants appeared to have a limited understanding around issues of professional conduct, but that this changed as they participated in the workshops. The data of the study suggest that further steps need to be taken to establish optimal ways of incorporating professional conduct issues into the college’s teaching curriculum.
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Heldal, Frode. "Cross-boundary relationships : The object, the social, and the health professional." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for industriell økonomi og teknologiledelse, 2008. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-5360.
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This thesis is about how health professionals at hospitals collaborate across professional boundaries. Societal and political reforms demand for more transparency and efficiency in health care work, yet history tells us that the professional practitioner resists external accounting. They are not used to open up their professional boundaries for neither insight nor outsight, and too much pressure may risk to strengthen the boundary instead of soften it. Due to the rising complexity in many of these services, there is a growing attention towards how management and patients can account the professionals’ work. This is often combined with the notion that teams comprised of different professions have a great potential in terms of efficiency. Due to these two aspiring developments – claims of interdisciplinarity and accountability – health professionals need to work with an outwardly rather than inwardly focus. In other words, health professionals need to construct, build and sustain relations and relationships that extend across their professional boundaries. In this thesis, I pursue the empirical quest of how health professionals do this by employing contributions from two theoretical strands. The first strand is that of team/group development and social relationships. I elaborate here on the meaning of sociality and different models of integration in a relationship. The other strand I draw upon insights from, is Science and Technology Studies; and in particular the notion of objects as mediators of social relationships. The concept of boundary object is elaborated upon and argued to be an important asset in cross-boundary collaboration. Drawing on this theoretical elaboration, added with findings from the papers, I introduce the concept of cross-boundary relationships. A cross-boundary relationship is a relationship that is tightly integrated across the professional boundary. The cross-boundary relationship emerges when health professionals are able to see interactions across the boundary as meaningful, mutually influence and share decisions across the boundary, and finally interpret the boundary itself as an implicit part of the relationship. Boundary objects and social relationships are argued to be an important part of this becoming. The main contribution of this thesis is to show how health professionals can collaborate cohesively across their professional boundaries. Previous research tend to focus on the work professionals exert to upheld their boundaries, or merely describe interprofessional collaboration at a conceptual level. I show the value in focusing on cross-boundary collaboration rather than boundary work, and model how such collaboration in a practical setting may look like. The concept of crossboundary relationship encompasses this idea.
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Shareef, Kulsam. "Mentoring relationships for collaborative professional development practices in maldivian primary schools." The University of Waikato, 2008. http://hdl.handle.net/10289/2424.
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This thesis explores how mentoring was perceived and experienced as a professional development strategy for two teachers in a Maldivian primary school. It reports on how the mentoring relationship between the two teachers and the researcher evolved over the period of the data collection process. The research also explores the two teachers perceptions of the existing professional development activities. Further, report on the existing barriers which restricted establishing continuous professional developmental opportunities in the primary schools of Maldives. Data collection was through action research using concept maps for formative assessment purposes. The concept map was planned as an intervention at mentoring sessions to incorporate new pedagogy to create student-centred learning opportunities. The intervention was evaluated intensively through observation and feedback in the mentoring process. The researcher had dual roles in this action research. One role was that of researcher: collecting data on the progression of the mentoring relationship and the pedagogical changes by the participants. The second was that of mentor: coaching and assisting the two teachers to reflect on the planning and executing of the intervention in their respective classrooms. Through the action research process, data was collected on changes that the two teachers brought to their teaching. Data was also gathered on the mentoring relationship that evolved in the data collection process. In addition, semi-structured interviews were conducted to investigate the two teachers‟ willingness to engage in their own learning. The semi-structured interviews also explored the two teachers‟ perception on mentoring to establish a culture of learning in the school. The study indicated that one-off professional development sessions and a system of in-school clinical supervision to be the main professional development activities for the schools. Further the findings indicated that these activities did not meet the teachers‟ learning needs. ii Findings also indicated that the participants favoured the learning opportunities mentoring process created. The study further established both participants as keen learners, and willing participants in planning and re-planning the intervention in the mentoring process for the action research. The findings also report that the collaborative work atmosphere in the mentoring relationship assisted the two teachers to eliminate the fears associated with introducing new pedagogy. In conclusion, the study reports on barriers that may restrict creating effective mentoring relationships in primary schools of Maldives. The barriers identified were associated time for mentoring, mismatch of mentoring partners, poor collaborative relationships and mentor knowledge and experience. In addition recommends exploring how the supervisors‟ current role of evaluator can be changed to mentor role and the possibilities of group mentoring. Further study is recommended to explore how long term mentoring relationships can be developed considering the time constraints in Maldivian two session primary schools.
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Teasdale, Nina. "Fragmented sisterhood? : social relationships between professional women within the gendered workplace." Thesis, University of Manchester, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505468.
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This study explores the ways in which a particular group of women, namely professional women, relate to, and see, each other as workers within the context of the 'gendered' work organisation (Acker, 1991; 1992). A study looking at the dynanfiics of professional women's workplace relationships with each other is especially interesting at a time not only when more women are in paid employment (particularly women with children under fm), but more women are working in the professions and in management.
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Whelan, Frieda. "Cystic fibrosis and family relationships : adolescent, parent and health-professional perspectives." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30987/.
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Objective: The aim of the present study was to explore the experiences of family relationships during adolescence from the perspective of adolescents with cystic fibrosis, family caregivers and health-professionals. Methods: In-depth semi-structured interviews were conducted with three adolescents with cystic fibrosis (aged 15-18), two mothers and two health-professionals. Results: Thematic analysis produced three themes, each with two sub-themes. Theme 1: family coping (using avoidant coping to manage the challenges of CF and the availability of support), theme 2: roles and boundaries (how these are adapted in families and the transition of these during adolescence), and theme 3: managing adolescence versus managing adolescents (adolescents balancing CF life with teen life and families balancing family and adolescent developmental tasks). Conclusions: Although the sample was small, results suggest the importance that each individual family’s psychological needs are understood and appropriate support offered if required. Support to initiate difficult conversations and interventions aimed at the whole family may help to manage the psychological distress that can occur during stressful times such as adolescence.
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SILVA, DEBORA DUARTE DA SILVEIRA. "THE MANAGEMENT OF LABOR AND SOCIO-PROFESSIONAL RELATIONSHIPS IN CONTEMPORARY ORGANIZATIONS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20505@1.
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As mudanças no mundo do trabalho impulsionaram o reposicionamento das empresas exigindo novas definições para o processo de produção e novos modelos de gestão de relações sócio-profissionais. Com base nessa perspectiva organizacional essa pesquisa quantitativa teve como objetivo avaliar o contexto de
trabalho e refletir sobre as melhores políticas para promoção de bem-estar no trabalho, eficiência e eficácia nos processos organizacionais. Para tanto, aplicou-se um questionário fechado baseado na Escala de avaliação do Contexto do Trabalho de Mendes e Ferreira (2006) numa amostra de alunos de Administração
inscritos em programas de pós-graduação de uma instituição carioca. Apesar das restrições metodológicas limitarem as generalizações, podemos concluir a partir dos resultados do trabalho que o contexto de trabalho dos estudantes apresentou, de um modo geral, resultado satisfatório. Desse modo, que na visão dos estudos de Siqueira e cols. (2009), as organizações que apresentam tal resultado devem desenvolver ações para manutenção deste índice e desta forma, promover a manutenção das condições físicas do ambiente organizacional (instalações físicas, equipamentos e instrumentos), revisão constante na divisão das tarefas (regras, ritmos e controles de trabalho) e aprofundamento das questões sócio-profissionais
(interações hierárquicas e coletivas). Entretanto quando analisamos as três dimensões, que contemplam o contexto de trabalho a saber, organização do trabalho, condições de trabalho e relações sócio-profissionais, separadamente, como sugerem os autores, os resultados são diferentes do resultado geral, evidenciando um resultado mediano. O resultado indicou uma situação-limite, onde o mal-estar no trabalho e o risco de adoecimento são potencializados. Desta forma, o cenário sinalizou um estado de alerta que requer providências imediatas a curto e médio prazo.Changes in the workplace have driven the repositioning of companies requiring new definitions for the production process and new business models for social and professional relationships. Based on this organizational perspective this quantitative study was used to evaluate the work context and reflect on the best policies to promote wellness in the workplace, efficiency and effectiveness of organizational processes. To this end, a closed questionnaire was applied based on the evaluation scale of the Work Context of Mendes e Ferreira (2006) in a sample of students enrolled in Management programs from an institution in Rio de Janeiro. Despite the methodological restrictions having limited the generalizations, it can be concluded from the results of the work that the context of the students work generally presented a satisfactory result. Thus, in the view of Siqueira’s studies et al. (2009), organizations that have such a result should create means of maintaining this rate, and thus promote the continuance of the physical conditions of the organizational environment (facilities, equipment and instruments), constant review in the division of tasks (rules, pace of work and job control) and better understand socio-professional issues (hierarchical interactions and collective). However, when the three dimensions are analyzed, which include: the work environment to be studied, work organization, working conditions and socio-professional relationships, separately, as the authors suggest, the results are different from the general result, showing an average result. The result showed an extreme situation where sickness in the workplace and risk of disease are intensified. Thus, the stage indicated an alert that requires immediate action in the short and medium term.
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Junker, Nicklas. "Professional Relationships in a Bilateral Context : A Cross-Cultural Communication Study." Thesis, Stockholms universitet, Institutionen för Asien-, Mellanöstern- och Turkietstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157938.
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The purpose of this paper is to study cross-cultural communication from a Chinese perspective. Professional relationships between the West and China have become pivotal in the political, economic, and cultural domains. It is, therefore, of importance to understand and make use of different communication practices in a bilateral context. This research draws upon studies in the field of sociolinguistics and the material consists of Chinese papers and journals as well as interviews and questionnaires. The results show that the differences in communication practices from a Chinese perspective are considered significant in terms of certain aspects; the reasons at large being argued as cultural and societal. The results furthermore show that direct communication style is regarded as confrontational and emotionless, the strong emphasis on the individual is seen as rude and impolite and the Western concept of negative face is not applicable to Chinese conditions. Factors as high and low context, collectivism and individualism, direct and indirect communication style as well as face is of great importance to better understand and avoid pragmatic failures regarding professional relationships in a bilateral context.本文的目的在于从中文的视角来研究跨文化交际。中瑞双边关系在政治、经济和文化等领域都十分关键。因此，在中瑞双边语境下，正确理解和应用不同的交际习俗也变得非常重要。本文通过总结社会语言学领域的研究成果，参考中文报刊杂志的语言材料，结合问卷和访谈，得出了以下结论:中瑞交际习俗的差异在某些特定方面影响显著，其原因在于文化和社会方面。在中文的视角下，直接交际的交际风格被认为是具对抗性的和缺乏情感的，而在西方文化中，“面子”的贬义概念并不适用于中国的情况。在中瑞双边语境下，正确理解高语境和低语境、集体主义和个人主义、直接交际风格和间接交际风格等因素对于更好地理解双边关系、避免语用失误有着极其重要的意义。
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Woodburn, Judy Ronan. "Psychologists' judgement of professional appropriateness os sexual relationships with former supervisers /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487847309050999.
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Jarzabkowski, Lucy M., and n/a. "The primary school as an emotional arena : a case study in collegial relationships." University of Canberra. Teacher Education, 2001. http://erl.canberra.edu.au./public/adt-AUC20060801.160123.
Full textAbstract:
The thesis is an exploratory and descriptive study focusing on the emotional
dimensions of collegial relationships in a primary school. The research is timely given
the current pressures to develop cultures of collaboration and shared leadership in
schools today. The study concentrates on the non-classroom work of teachers and
investigates three particular areas of school life: the collegial practices of staff; the
emotional milieu of teachers' work; and the contributions of members towards an
emotionally healthy staff community.
An interpretive tradition has been used in conducting the research, thus giving voice to
the perceptions of research participants about their work. The research was conducted
as an ethnographic case study. Data were gathered largely through participant
observation and interviews. The researcher visited the school on a regular basis
through the course of one school year, averaging over one day per week working in the
school. Eighteen staff members were formally interviewed, the principal and assistant
principal on several occasions. Extensive fieldnotes and interview transcripts were
created and, aided by NVivo, a computer package for the analysis of non-statistical data,
data were broken down into categories and resynthesised to bring to life a picture of the
lived reality of collegiality for staff members in a primary school.
The study adds to new knowledge in several important ways. First, it allows for a
reconceptualisation of teachers' work. It shows how many different practices
contribute to a collegial culture within a primary school and demonstrates how the
social and emotional dimensions of collegiality are significant in the development of
professional relationships. Second, the study develops an understanding of emotional
labour for school personnel and contributes importantly to a broader picture of how
emotional labour can be practiced, particularly for the sake of collegiality. It is posited
that different kinds of emotional labour exist within the school setting, and that
emotional labour in schools may be different from that in some other service
organisations. The study explores bounded emotionality as a cultural practice among
staff, suggesting that it allows expression of emotions about classroom work while at
the same time constrains negative emotional displays so as to build and maintain
community. The study suggests that the principles of bounded emotionality, as they
operate within the primary school, present both benefits and burdens for a collegial
staff, but may encourage an emotionally healthy workplace.
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Nätti, S. (Satu). "Customer-related knowledge utilisation in the collaborative relationships of professional service organisation." Doctoral thesis, University of Oulu, 2005. http://urn.fi/urn:isbn:9514279123.
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Abstract
The purpose of this study is to describe customer-related knowledge utilisation in the collaborative relationships of professional service organisations. Within this specific context, knowledge transfer capabilities are emphasised as an important prerequisite in the utilisation process.
Effective organisation-level knowledge utilisation is crucial in collaborative relationships of professional service organisations. In order to formulate a coherent service offering across different areas of expertise, for instance, it is beneficial to transfer customer knowledge between professionals, business units and functions. Knowledge utilisation across different expertise areas may also be an important prerequisite for an organisation's innovativeness and proactiveness in customer cooperation.
Customer-related knowledge utilisation and related knowledge transfer processes are in this study approached from a relationship management perspective, and literature from organisation research, resource-based view and knowledge management is used as a theoretical basis. Empirically this study is based on a descriptive case study of two professional service firms in the field of business-to-business education and consultancy services. In the first case, an in-depth analysis of an organisation developing a collaborative relationship in the outsourcing situation is described. In the second case, additional views are given on organisational practices potentially facilitating customer-related knowledge transfer.
Empirical results show that internal fragmentation in the professional service organisation seems to be, to a large extent, inherent in this type of organisation, and may cause many problems in customer-related knowledge transfer and thus in effective utilisation of that knowledge. These knowledge transfer inhibitors rise from an organisation's characteristics; its dominant logic, culture, structure and systems. These organisational characteristics are bound to the characteristics of knowledge itself: its tacitness, non-observability and complexity, and can have an inhibiting influence on knowledge transfer.
However, in spite of the inherent forces causing internal fragmentation and inhibiting knowledge transfer, moderating practices of a well-planned relationship coordination system, customer knowledge and expertise codification, and cooperative working practices among the experts seem to help to maintain customer knowledge transfer and utilisation, and thus also continuity and value creation in the long-term relationships. This value creation can be seen to be based on accessing and integrating a wide variety of knowledge resources in order to create innovative, flexible and multifaceted service offerings. Value creation can also be based on organisational ability for generative learning in order to change prevailing organisational assumptions and to develop the operations model needed in collaborative relationship.
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Beek, Mary. "Security and permanence in longterm foster care : family relationships and professional systems." Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/49839/.
Full textAbstract:
This is a submission for the degree of PhD by Publication. The submission presents five linked research studies concerned with long-term foster care, and their associated publications. There is a three-part commentary on the research and publications. Part 1 of the commentary reviews the literature relevant to the research and publications. Firstly, the policy background to the studies is outlined. Then, the literature concerned with the family processes and outcomes of long-term foster care is considered. Placement stability and developmental outcomes are included, and also the risk and protective factors that contribute to these processes and outcomes. Literature concerning foster and birth family membership is then highlighted, and also that which addresses the professionalisation of foster care, and the implications of this for long-term foster care. This is followed by a summary of some relevant attachment based research and, finally, there is reference to the literature concerning professional systems associated with longterm foster care in England and Wales. Part 2 of the commentary provides an outline of each of the research studies undertaken and summarises their aims, methods, findings and methodological issues. The studies spanned a period of fifteen years, between 1997 and 2011. They explored the experiences and meanings of building a family life within the context of foster care systems in England and Wales. These two closely interwoven discourses - the relationships that are formed in long-term foster families and the professional systems that surround them - were of central importance in the body of work and form the core of this submission. Part 3 of the commentary covers the contribution that the research and publications have made to knowledge in the field of long-term foster care. Firstly, from the exploration of family processes in long-term foster care, key aspects of caregiving that appear to create a sense of security and permanence for long-term foster children are identified. These are: secure base caregiving, bonding and commitment, flexible role identities and managing the child’s dual family membership. Each of these aspects of caregiving, as illuminated by the research and publications, is explored in turn. Secondly, there is a summary of the contribution that the body of work has made to identifying iii the extent of regulation and the nature of practice that is required to safeguard longterm foster children, whilst at the same time promoting their sense of security and permanence in their foster families. The commentary concludes with an overview of the implications of the research and publications for social work practice and some suggestions for further research. At Appendix A is a statement from Professor Gillian Schofield, lead investigator of one of the studies, co-investigator of two of the studies, and lead author of ten of the publications. Appendix B contains a collection of the published works (articles and a book chapter) that represent the studies. The books and a research report are presented separately.
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Crocker, Jeanne P. "Organizational Climate, Teacher Beliefs, and Professional Development: An Investigation of the Relationships." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/28838.
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This study investigated teacher beliefs and organizational climate constructs of collective efficacy, faculty trust, academic emphasis, enabling bureaucracy, and mindfulness as antecedents for implemented professional development. Researchers previously combined collective efficacy, faculty trust, and academic emphasis into academic optimism. Using Conscious Discipline as professional development and book study as delivery, in this mixed methodology study, 489 teachers in 17 suburban elementary schools completed surveys measuring organizational climate constructs, teacher beliefs about classroom management, and self-reported degree of imlementation. Morning greeting and classroom walkthrough observations collected evidence of implementation. Sixteen focus group teachers from four elementary schools explained the degree of implementation. This study found that (a) Teacher and school demographic data correlated with organizational climate constructs; (b) Teacher beliefs and faculty mindfulness explained 65.7% of variance in self-reported degree of implementation; and (c) Socioeconomic status, book club participation, and teacher beliefs explained 77.1% of variance in observation degree of implementation.Ph. D.
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Lagana, Brandon T. "Power, load, and margin : relationships between professional development and margin in life among student affairs professionals at Ball State University." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318449.
Full textAbstract:
Using McClusky"s (1963) Power Load Margin (PLM) theory, this study employed a correlational research design to investigate if relationships existed between involvement in career-related professional development outlets and activities, and Margin in Life (MIL) scores for full-time student affairs professionals at Ball State University. Correlation coefficients (Pearson r) were calculated to determine if relationships existed between MIL scores and the number of career-related professional development outlets and activities. Partial correlation coefficients were calculated to determine if relationships existed between subjects' ages and the relationship between MIL scores and the number of career-related professional development outlets and activities.Subjects (n = 107) were identified using the 2004-2005 Ball State University Directory and mailed a Professional Development Questionnaire (PDQ), created by the researcher, and Stevenson's (1982) Margin in Life Scale. Responses from 64 subjects were used in this study (31 females and 33 males). Subjects' ages ranged from 22 to 67 years (M = 41.5 years).PDQ results indicated that subjects averaged involvement in 10.6 outlets in the previous 12 months. Six indicated involvement in more than 20 outlets. Excluding these responses, the mean for outlets was 8.8. The mean for activities was 8.4.The mean MIL score for subjects was .60. All subjects in this study had a sufficient amount of power; thus, no subject had an excessive amount of load.Results of the correlational analyses suggest the possibility that a negative correlation may exist between MIL scores and the number of career-related professional development outlets. Although the correlation and partial correlation coefficients were weak, this may have been a function of the relatively small number of subjects who participated in this study. Additional research with a larger subject population is suggested to investigate this possible relationship. No relationship was found between MIL scores and career-related professional development activities. No differences in relationships between outlets and activities, and MIL scores were found when the age of subjects was factored either in or out as an influence. Further PLM research in student affairs is suggested, including qualitative methods investigating areas of professional development relating to power, load, and margin.Department of Educational Studies
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Dubsky, Rachel Cliodhna. "Professional boundaries in teacher-pupil relationships : does the model of professional conduct in regulatory standards and codes of conduct impose teacher-pupil relationships that are pedagogically and personally limiting?" Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/580121/.
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This thesis explores the impact of regulatory codes of conduct on the lived experience of being a teacher. It locates teacher practice within the context of an environment of moral panic and Performativity through which is filtered the propriety of teacher-student relating, and considers the resulting retreat to protective risk-averse practice. This study stems from the concern that teachers are sanctioned against vague, broad and universally stated expectations with no recognition of the active role of context in what constitutes ‘appropriate professional boundaries’. The foundational aim is to understand how, despite there being a known code of conduct, an educator who considers themselves caring, ethical and reflective, and strives to be a ‘good person’, might still act in ways that may be perceived as (and may constitute) misconduct. Key themes and issues identified from the international literature are further explored through an analysis of 200 conduct panel records. This analysis showed that teacher-pupil boundaries (where the relationship was considered too close) were the most frequently sanctioned area of teacher misconduct. A whole-staff boundary exploration activity (drawing on group and individual questionnaires) indicated that this most significant area of sanctioned teacher misconduct was also one where even agreed definitions of what constituted ‘appropriate professional boundaries’ did not translate to consistent evaluation of the propriety of a range of hypothetical behaviours. The central narrative of a single practitioner is then explored in relation to these established themes and confusions, and given additional depth through two stages of comment from four critical readers. This narrative illustrates the tensions of these themes and confusions in practice and informed the exploratory focus within national and local contexts (sections three and four, respectively). The combined message of these data is then discussed through a Foucauldian lens, drawing upon ‘Games of Truth’ and discourse analysis and embracing the need for the process of ethical self-constitution to support the development of teachers’ ethical practice and the realisation of teachers as professional subjects. Sachs’ ‘Active Professionalism’ is extended in an approach that may facilitate the ethical self-constitution of teachers whilst also empowering them as professionals and respecting the voices of the whole school community in their ability and desire to co-create community-level, context-responsive codes of practice.
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Price, Beverly Pearson Witte Maria Margarita. "Teacher perceptions of the impact of professional development and teacher-student relationships on school climate." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Price_Beverly_52.pdf.
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Van, Bon Hendrikus Johannes. "Understanding account management in professional services relationships : conceptualising a value framework of account management from client and professional perspective in the audit, tax and management consultancy industry." Thesis, University of Bradford, 2013. http://hdl.handle.net/10454/5775.
Full textAbstract:
Professionals take centre stage in the delivery of professional services and the role of account management has received little research attention. This thesis concerns the value of account management in professional service relationships in the audit, tax and management consultancy industry, contextualising the nature and value of account management through client and professional perspectives. It addresses the challenges of embedding the account management role in the firm as a role of the professional or a separate function. The aim of this thesis is to conceptualise a value framework for account management. Based on the principles of grounded theory, the method comprises 29 interviews with professionals, account managers and clients. Embracing an emergent, iterative process, the lenses used to reflect on these interviews include service dominant logic, relationships, the nature of professions and professionals along with client value and notions of organisational change. The emergent perceived value framework comprises five themes. Apart from the theme 'perceived value of account management', the other themes can be conceptualised at three levels: (i) external environment; (ii) firm's organisation and the professional-client relationships; (iii) and account management. Furthermore, the results indicate that professional service firms have difficulty in structuring and formalising account management implying a considerable organisational culture change management agenda. The role for account management varies between an integrated account management role performed by the professional in strategic services and by full-time dedicated account managers in more commoditised services and competitive environments. Well-embedded account management provides competitive advantage and differentiates the professional service firm.
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Nentwig, Ken. "The value-added contribution of landscape architecture, professional activity relationships for private practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ56355.pdf.
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Rowley, James B. "The professional development of mentor teachers : knowledge and attitudes undergirding mentor/inductee relationships /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487670346875649.
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Reed, Donald Dewitt. "A case analysis of the principal-teacher relationship at Middleton between 1984 and 1988 and the resultant implications for building a professional school culture /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10856729.
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Sriram, Srinivasan. "An Investigation of Asymmetrical Power Relationships Existing in Auditor-Client Relationship During Auditor Changes." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331678/.
Full textAbstract:
In recent years, considerable interest has been stimulated concerning potential conflicts of interest between a company's management and their independent auditors. Many researchers examined the association between corporations who changed their present auditors, and factors such as auditor's opinion on the financial statements, management changes, mergers, financial distress, etc. Some of these research efforts resulted in findings that were inconsistent with each other. The current research was therefore undertaken with the objective of developing a theoretical model of auditor change process and to explain the justification for considering certain specific factors that may be present in an auditor-client relationship.
The research design and the methodology for analyses were developed on the basis of the theory on power conflicts found in political science literature and by the use of Wrong's power model on authority relationship. Sources of power such as the size of an audit firm, size of a corporation, the stock exchange membership, the ability of an auditor to qualify the opinion on the financial statements, the ability of the management of a corporation to terminate the audit contract following the issue of a qualified opinion, and change of a corporation's CEO were identified and converted into independent variables.
Data were collected from secondary sources on a sample of 200 corporations, 100 companies that had changed their audit firm at least once during the period 1983-85, and 100 corporations that did not change their audit firm during this period. The resulting data were analyzed using the MDS-ALSCAL procedure and logit regression with maximum likelihood estimators.
The findings of this research support the power model and its relevancy to the study of auditor-client relationship. The variables, client size, stock exchange membership, and audit firm size were found to have a significant association with corporations who changed their audit firms. However, the variable, change of CEO, was not found to be a significant cause of audit firm changes.
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Gouveia, Joanne Ailsa. "Exploring the impact of professional training on the close personal relationships of student clinical psychologists." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62637.
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There is a rich body of literature that details the effects therapists have on their patients. Little attention has, however, been given to the impact of training and working as a professional psychologist on the close personal relationships (CPR) of practitioners. The aim of this study was to explore the subjective experience of the impact of clinical psychology training on trainee psychologists' intrapersonal development and subsequently their CPR in the South African context. Three key relationships the trainees' relationships with their family, friends and romantic partners were the focus of the research. Seven second year clinical psychology master's students were selected using non-probability, purposive sampling to participate in individual semi-structured interviews. Interviews were recorded, transcribed verbatim and thematic analysis was used to identify and analyse themes in the data both within and across the seven interviews. Six main themes were identified and the findings indicate the participants perceive the impact of training on their CPR to be primarily beneficial. This is despite experiencing difficulties in some of their relationships as a result of training. Relationships with romantic partners benefitted from improved communication and some became deeper and more meaningful, although two ended. Participants faced both gains and losses in terms of friends while the intensity and shared experience of training rapidly made classmate relationships extremely important and close. Some participants gained a better understanding of family members and their family's functioning. Training also opened up some relationships by providing a point of connection between certain participants and their parents. The participants rely significantly on all their CPR for social support but support from family is most salient. Finally some implications for training were evoked by the interwoven nature of personal and professional development demonstrated by the study.Mini Dissertation (MA)--University of Pretoria, 2017.
Psychology
MA
Unrestricted
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Wilson, Shirley Ann. "The effect of race and gender on the formation of mentoring relationships for black professional women." Case Western Reserve University School of Graduate Studies / OhioLINK, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=case1055954813.
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Nyarirangwe, Maxwell. "The impact of project success on buyer-seller relationships in the professional services industry." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/22815.
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Professional services are one of the fastest growing industries, accounting for over US$330 billion in revenue, globally. The industry is also characterised by stiff competition among professional consulting firms. Thus, in order to survive and grow sustainably, consulting companies need to, not only deliver high quality services which surpass their clients’ expectations but, also nurture strong relationships with them.This study sought to understand the relationship between project delivery success and the strength of client-consultant relationships. It used the engineering consulting industry, focusing on public sector clients and consulting firms in South Africa. The methodology used focused on first establishing as to whether clients and consultants measure project delivery success and relationships using the same factors. It then tested the relationship between project delivery success and client-consultant relationships using the identified set of factors.Through a detailed literature review, project delivery factors were categorised into project success and project management success factors. In order to capture the different dimensions involved in project delivery and client-consultant relationships, frameworks were developed to adequately classify these factors. These frameworks were used in the design of the data collection instrument.The findings from the study indicated that clients and consultants measure project delivery success using fairly similar factors, which they also rated in a fairly similar way. However, the study established that clients and consultants neither evaluate relationships using the same factors, nor rate the factors in a similar way. It was also found that project delivery success does not necessarily result in strong client-consultant relationships.On the basis of these findings, the study established that product delivery success is results from the interaction of many factors within and beyond project boundaries. It also involves a variety of stakeholders with different expectations. Project success is more difficult to measure than project management success. Client-consultant relationships depend on the types of clients and consultants involved as well as the model of engagement used. These factors also influence the choice and priority given to different measurement factors.Thus, the study recommended the importance of active client-consultant engagement for clients and consultants to and understand these complex context-specific environments in structuring and defining problems and design relevant solutions.Dissertation (MBA)--University of Pretoria, 2012.
Gordon Institute of Business Science (GIBS)
unrestricted
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Asante, Edward Kwame. "Teacher professional learning in mentoring relationships : lessons from a Cooperative-Reflective model in Ghana." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7507/.
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In Ghana, two government commissioned committee reports and a major research study raised concerns about the quality of the country's teacher education programme. The quality deficiency was attributed to a disjuncture between the theory and practice of teaching. To bridge this theory-practice gap, the University of Education, Winneba, adopted a one-year school-based student internship as an innovative component of its 4-year teacher education programme for upgrading in-service teachers to replace the traditional 4-6 weeks teaching practice, with classroom teachers serving as mentors for student teachers. Since the heart of mentoring is the mentor-mentee relationship, this study explored in depth the mentor-mentee relationships of a Cooperative-Reflective model of mentoring adopted by the University of Education, Winneba, (UEW), Ghana, for its student teachers in an attempt to understand the nature of these professional relationships and how they facilitate teacher professional learning, growth and development. A qualitative ethnographic case study approach was used to study five cases of mentor-mentee relationships from the lived experiences of mentors and mentees involved in the University's student internship programme. The data were collected from interviews, observations, and document analysis. Trustworthiness of the research was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants' own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between student teachers and their supervisors still persists contrary to the collegial, collaborative, reciprocal and critical reflective conceptions that underpin the UEW mentoring model. This is attributable to the lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented. The Ghanaian society is hierarchical; age is, therefore, equated with experience, respect, authority, and reverence. Fostering collegial relationships among mentors and mentees in this cultural context becomes problematic. Again, even in the Ghanaian teaching profession, inherent in the professional ethics is the respect for rank and social distance. It is, therefore, difficult for teachers of lower ranks to forge collegial relationships with those of higher ranks. Second, there is a dearth of direction and guidance on the selection of mentors and the matching of mentors and mentees. This results in the mentors and mentees going through the mechanics of the relationship without there being any substantive professional learning from their interactions. The current practice where the responsibility for the selection of mentors and the matching of mentors and mentees is vested in the heads of partnership schools/colleges results in instances of mismatch in terms of age, gender, experience, and personal chemistry. Third, the programme targeted the wrong type of student teachers; hence the superficial nature of the professional learning that occurred in the relationships. Since they were not novice teachers, but had teaching experiences ranging from five to twenty-seven years, they did not find the professional learning experience challenging enough. Finally, the programme did not envision that the collegial, collaborative and participatory learning strategies that are supposed to characterise the mentoring relationship are to have their parallels in the teaching and learning contexts of the mentoring dyad in schools and colleges in terms of a shift in pedagogy. The findings suggest that theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It must be based on the socio-cultural as well as the professional factors within the context of implementation since it is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result.
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Champagne, Jennifer E. "Relationships Count: A Qualitative Case Study of a Professional Learning Series for Early Interventionists." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1427129042.
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Tsai, I.-Chieh, and 蔡依潔. "Relationships between Professional Commitment and Personality Traits in Pharmacy Profession." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/81756960003954783770.
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碩士國立臺灣大學
臨床藥學研究所
92
This study was designed to understand the professional commitment of pharmacist in Taiwan, and to explore whether there is a relationship between personality traits (as measured by the Five-factor model) and professional commitment. Furthermore, this study examined whether professional commitment is correlated with a pharmacist’s background and participation in professional activities such as “Community Education Program on Pharmacy and Medication (CEPPM).” The study was a cross-sectional self-answered survey where the main variables were measured with rating scales. Nationwide, pharmacists participated in the CEPPM and its associated symposiums were invited to take the survey. Among the 961 pharmacists contacted, 742 agreed to participate in the survey, and 507 eventually completed the survey. The study results showed a mean professional commitment of 28.39 (SD 4.18). About 12.6% pharmacists said, if given a choice, they would not choose pharmacy again as their profession. Pharmacists participated in the CEPPM had higher professional commitment than the non-participants. Pharmacists practiced in community pharmacy had higher professional commitment than those working in hospitals and clinics. Especially, a significant difference was noted between pharmacists in chain pharmacy and those in medical center. Pharmacists worked in southern part of Taiwan had a lower commitment score than those in the northern part. Longer years in active practice, frequent contact with patients, and older age also positively correlated with professional commitment. Gender, marriage status, types of license, graduated college and types of degree did not show a significant correlation with professional commitment. Multiple variable analyses showed that personality traits of Extraversion (β=0.247, p<0.001) and Agreeableness (β=0.161, p<0.001) were positively correlated professional commitment, after controlling for the experience of CEPPM, age and gender etc. In addition, continuing education had a positive relationship with professional commitment (β=0.133, p<0.01), and pharmacists working in chain pharmacy had the highest professional commitment than those working in other settings (β=0.145, p<0.01). Although pharmacists participated in the Community Education Program on Pharmacy and Medication”appeared to have higher professional commitment, the direction of causal relationship cannot be ascertained with this cross-sectional study. Longitudinal studies are required in the future to understand whether the experience of participating in the program does increase the professional commitment of pharmacist. In order to develop professional commitment, when making recruitment decisions on pharmacists and pharmacist students, it might be worthwhile to consider latent variables such as personality traits, in addition to other more objective factors such as degree, work experiences and performance on school work.
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Chia-Yu, Kang, and 康家瑜. "The Relationships between Professional Skill, Psychological Contract, and Job Satisfaction for Information System Professionals." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/83881027779841342139.
Full textAbstract:
碩士國立聯合大學
管理碩士學位學程
100
In a complex and changeable of globalization environment, enterprises in order to maintain competitive advantages, and use of information technology to achieve the goals. However, with information technology develops rapidly, Information System (IS) professionals’ work become challenging and complex, and long-term in a high degree of job changes and environmental pressures. If business managers ignore IS professionals’ psychological state, it results in high turnover phenomenon. In addition, the modern enterprise in order to reduce labor costs and use resources more efficiently, many companies have increased to use for atypical employees. Moreover, IS professional manpower has increased to use of atypical employees in the enterprise gradually. In the study, IS professionals from which to explore the atypical IS professionals’ situation in Taiwan, and compare with regular employees. Moreover, it discusses the relationship between professional skills, psychological contract and job satisfaction of IS professionals. To understand present situation and development is more for IS professionals. The data was collected through the enterprises’ Information Technology (IT) department of the Science Park in Taiwan and it was selected 250 companies randomly. In the first stage, the questionnaires were delivered by mail and followed up via web survey. A total number of 195 were valid questionnaires for a response rate of 32.97%. The major findings of our study can be summarized as follows: 1. In the analysis of the professional skills on job satisfaction: IS professionals’ information and technology skill, team communication skill and specific domain knowledge have a signification effect on job satisfaction. But IS professionals’ system development skill, thinking and solving skill haven’t a signification effect on job satisfaction. 2. In the analysis of the professional skills on psychological contract: IS professionals’ information technology skill has a signification effect on transactional contract. IS professionals’ team communication skill and specific domain knowledge have a signification effect on balanced and relational contracts. IS professionals’ thinking and solving skill has a signification effect on relational contract. However, IS professionals’ system development skill hasn’t a signification effect on any psychological contract. 3. In the analysis of the psychological contract on job satisfaction: relational and balanced contracts have a signification effect on job satisfaction. And transactional contract hasn’t a signification effect on job satisfaction. 4. The work position doesn’t moderate the relationship between psychological contract and job satisfaction. 5. IS professionals’ information technology skill through transactional contract that it has an effect on job satisfaction. IS professionals’ team communication skill through balanced contract that it has an effect on job satisfaction.
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Makgopela, Tebogo Daphney. "The experiences of qualified critical care nurses regarding students working in critical care units." Thesis, 2015. http://hdl.handle.net/10210/13964.
Full textAbstract:
M.Cur. (Nursing Science (Critical Care))Qualified critical care nurses are under internal and external stresses in the workplace, relating to role conflict, role ambiguity, increased workloads, the need for rapid decision making and the speedy delivery of care. However, having inexperienced students in critical care units put responsibility and additional stress on the qualified critical care nurses within the units. This may result in some of these qualified nurses not being willing to help with the education of the students. The purpose of the study was to explore and describe the experiences of QCCNs regarding students working in CCUs in a Gauteng Academic Hospital and to describe the recommendations to support the QCCNs in the critical care units. The research question asked was: What are the experiences of the QCCNs regarding students working in the CCUs? A qualitative, exploratory, descriptive and contextual design was followed to provide an in depth description and understanding of the experiences of QCCNs regarding students in critical care units. The study followed a hermeneutic approach. The accessible population was QCCNs currently working in the CCUs in a Gauteng Academic Hospital. A purposive sampling method was followed. Focus group interviews were conducted to collect data. The participants were asked these questions: ‘How do you experience the students working in your unit?’ The follow up question was: ‘What can be done to help you?’ Data saturation occurred on the fourth (4) focus group interview. Data collection took place on field trips and was transcribed verbatim from a tape recorder. Ethical considerations were upheld at all times during the study. Data was analyzed using Tesch method. The results comprised of a central theme, namely, qualified critical care nurses experience working with students in critical care units as stressful, increasing workload and a burden. The four (4) themes that emerged were: stress and increased workload, emotions about working with students in critical care units, attitude of qualified critical care nurses towards working with students and recommendations for CCUs to handle stress. From the findings and the main themes that emerged, recommendations to support the QCCNs were described. Trustworthiness of the data collected was upheld at all times during the study.
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Chen, Shu-Hua, and 陳淑華. "Exploring the Relationships among Beautician’s Professional Competency, Customer Relationship Quality, and Customer Loyalty." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/pqekvd.
Full textAbstract:
碩士亞洲大學
經營管理學系碩士在職專班
107
The goal of this study is to examine the relationships among beautician's professional competency, relationship quality with customers, and customer loyalty. This study conducted a questionnaire survey of customers in a beauty salon in Taichung and collected 156 valid questionnaires. After statistical analysis, the study has following findings： 1.Significant differences exist in beautician’s professional competency among respondents with different age, academic qualification, average monthly income, and most frequently consumed courses. 2.Significant differences exist in relationship quality among respondents with different gender, age, qualification, and most frequently consumed. 3.Significant differences exist in customer loyalty among respondents with different age and most frequently consumed courses. 4.Significant correlations exist among professional competency, relationship quality, and customer loyalty.
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Anstrand, Carrie Renee. "Narratives revealed: uncovering hidden conflict in professional relationships." 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1196.
Full textAbstract:
A qualitative narrative approach is used in this study of hidden conflict among
nurses and support staff in a hospital setting. Twenty nurses and support staff from a
single hospital nursing unit participated in in-depth interviews and shared narratives
about hidden conflict. These narratives were used as data in the analysis and were
augmented by observations and participant observational data. Narrative, content and
theme analyses were applied to the data. Bruner’s narrative theory was applied to a
portion of the narratives as a methodology for narrative analysis. Content and theme
analyses facilitated the differentiation and grouping of the communicative acts from the
hidden conflict acts as found in the narrative and observational data.
Results showed that nurses and support staff aligned themselves within the
organizational hierarchy, and that much of the experienced hidden conflicts stemmed
from issues of organizational positioning. Results also showed that narrative analysis
was an effective way to understand the meaning behind the conflict experiences of
nurses and support staff. Finally, results demonstrated key communicative forms and
hidden conflict strategies used in carrying out hidden conflict acts. Collectively, these
findings verify the vitality of hidden conflict’s presence in organizations that exists embedded in the organizational culture. This study further reaffirms the importance of
front stage communications to decrease the negative affects of hidden organizational
conflict.