Dissertations / Theses on the topic 'Professional'
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Immonen, K. (Kati). "Continuing professional development of medical laboratory professionals." Bachelor's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805221864.
Full textVigario, Maria Antonieta Lopes. "Professional ethics of information professionals : a Portuguese approach." Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323060.
Full textWard, Callahan K. "Professional Development Needs of Utah State University Extension Professionals." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/6927.
Full textKelly, Jennifer Lynn. "Professional learning communities and professional development." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42252.
Full textPaquet, Lili. "Professional Eyes: Feminist Crime Fiction by Former Criminal Justice Professionals." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/14482.
Full textMcClintock-Comeaux, Patrick. "Building professionals: The intersection of professional learning communities and trust." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539791823.
Full textThompson, Lee Ethne. "Profession and Place: Contesting Professional Boundaries at the Margins." Thesis, University of Canterbury. Geography, 2006. http://hdl.handle.net/10092/1268.
Full textReed, Cara. "Becoming a profession : crafting professional identities in public relations." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/46084/.
Full textDierkes, Tina. "Administrative professionals : their educational preparation and need for professional development training /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1342745691&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full textBehrman, Gina L. "A Q study of investor relations professionals' beliefs concerning professional practices." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1265084.
Full textDepartment of Journalism
Gubler, Nicholas Burr. "Outcomes for Professionals and Companies Through Student-Professional Reverse Mentoring Sessions." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7774.
Full textKingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.
Full textNaturkas, Jill, A. Lynn Williams, and Nelson Nichola Wolf. "Professional Development that Makes a Difference: Lessons from Multiple Professions." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2052.
Full textXu, Xiaoqun. "State and society in Republican China the rise of Shanghai professional associations, 1912-1937 /." online access from Digital Dissertation Consortium access full-text, 1993. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9412866.
Full textPorter, Lauren. "Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503302413050821.
Full textKaye, Fern V. (Fern Victoria). "Status Determinants for Professional Sports and Professional Athletes." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279295/.
Full textKarlström, Therése, and Alexandra Kantonenko. "The effect of Digital Tools on Auditors' Professional Scepticism : A Quantitative Study of Professional Scepticism in the Swedish Audit Profession." Thesis, Internationella Handelshögskolan, Jönköping University, IHH, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48618.
Full textFoley, Virginia P. "Professional Development." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/5996.
Full textHollander, Henry Richard. "Professional projects." Thesis, Virginia Polytechnic Institute and State University, 1991. http://hdl.handle.net/10919/53287.
Full textMaster of Architecture
Epps, Susan Bramlett. "Professional Development." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2573.
Full textPuttfarken, Wolf-Alexis. "The Role of Social Capital in Retaining Professionals in Professional Service Firms." St. Gallen, 2008. http://www.biblio.unisg.ch/org/biblio/edoc.nsf/wwwDisplayIdentifier/05600440001/$FILE/05600440001.pdf.
Full textMuller, Jan. "Electrical engineering professionals’ continuing professional development needs within one South African company." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96694.
Full textENGLISH ABSTRACT: The aim of the study performed in 2014 was to identify what the Continuing Professional Development (CPD) needs are of a selected group of electrical engineering professionals from one company in South Africa. The interpretivist research paradigm formed the basis for the “Interactive Qualitative Analysis” methodology used in the study. Due to limitations research was focused on only one constituency, a selected group of electrical engineering professionals in one organisation, which is close to, but have very little power over the specific phenomenon of CPD. Research activities included conducting focus group and individual interviews with participants to gain a better understanding of identified problem through the analysis and interpretation of the collected data. The phenomenon of CPD was found to lie within the spectrum of lifelong learning. Due to increasingly fast changing technological and work environments, practicing professionals take part in professional development, if it is compulsory or not, in order to stay competitive in the global arena. Research has shown that compulsory CPD for registered engineering professionals may further their professional development. From the “Possible Implications for CPD Provision for Engineering Professionals” document several issues and concerns were identified, which influence engineering professionals’ perception of the professional body. The CPD system and CPD provision facilitated by the Engineering Council of South Africa (ECSA) may be one of the key reasons why many practicing engineers choose not to register professionally. Through this study the perceived and proposed CPD needs for the selected group of electrical engineering professionals have been identified, but to identify the actual needs of practicing engineering professionals in South Africa, a more detailed study will need to be done that should include all the constituencies that practice within the engineering environment or have any influence on the CPD phenomenon. The study also identified aspects that could help to improve the CPD system and the available CPD initiatives, and enhance the leadership from the professional body. This may positively influence the perception of practicing engineering professionals. Such positive perceptions could result in more practicing engineering professionals registering with ECSA and maintaining their professional registration.
AFRIKAANSE OPSOMMING: Die doel van die studie uitgevoer in 2014 was om die Voortgesette Professionele Ontwikkeling (VPO) behoeftes van ‘n geselekteerde groep elektriese ingenieurs van een maatskappy in Suid-Afrika te bepaal. Die interpretatiewe navorsingsparadigma het die “Interaktiewe Kwalitatiewe Analise” metodologie wat gebruik is in die studie onderlê. Binne die studie beperkinge is gefokus op slegs een konstituensie, ‘n geselekteerde groep professionele elektriese ingenieurs binne een organisasie, wie digby die spesifieke fenomeen van VPO funksioneer, maar baie beperkte mag daaroor het. Navorsingsaktiwiteite het fokusgroeponderhoude en individuele onderhoude met deelnemers ingesluit om ‘n beter begrip van die geïdentifiseerde probleem te verkry deur analise en interpretasie van die ingesamelde data. Die fenomeen van VPO lê binne die spektrum van lewenslange leer. As gevolg van ‘n toenemend snel veranderende tegnologiese en werksomgewing, neem professionele praktisyns deel aan professionele ontwikkeling, of dit verpligtend is of nie, en bly sodoende kompeterend in die globale arena. Maar navorsing het ook bewys dat verpligte VPO vir geregistreerde ingenieurspraktisyns hul professionele ontwikkeling tot voordeel kan strek. Vanuit die “Possible Implications for CPD Provision for Engineering Professionals” dokument is verskeie kwessies en knelpunte geïdentifiseer wat professionele ingenieurs se persepsies van die professionele liggaam mag beïnvloed. Die VPO sisteem en VPO verskaffing wat deur die Suid-Afrikaanse Raad vir Ingenieurswese (SARI) gefasiliteer word, mag een van die kernredes wees waarom vele ingenieurspraktisyns kies om nie professioneel te registreer nie. Die perseptuele en voorgestelde VPO behoeftes van ‘n geselekteerde groep professionele elektriese ingenieurspraktisyns is geïdentifiseer in hierdie studie, maar om die werklike behoeftes van professionele ingenieurspraktisyns in die breër Suid-Afrikaanse konteks te bepaal is ‘n meer gedetailleerde studie nodig wat al die konstituensies insluit wat praktiseer binne die ingenieursomgewing of die VPO fenomeen in dié konteks beïnvloed. Die studie het ook aspekte identifiseer wat kan help om die huidige VPO sisteem en insiatiewe te verbeter, en die leierskap van die professionele liggaam tot voordeel kan strek. Dit mag ‘n positiewe invloed hê op die persepsies van professionele ingenieurspraktisyns. Diesulke positiewe persepsies kan lei tot meer professionele ingenieurspraktisyns wat registreer by SARI en hul professionele registrasie byhou.
Arnold, Amy Joan. "Constructing Guidelines for Practicing Professionals Teaching Continuing Professional Development in Online Environments." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99054.
Full textDoctor of Philosophy
Often, individuals in the workforce are asked to design and teach professional development that is not delivered in a face to face setting. It is a challenging task that could be made easier by following guidance that has been developed by instructional designers and researchers. As such, this study highlights the techniques and best practices located within the publications from the fields of professional development, online learning, and instructional design. These techniques and best practices have been organized into a performance improvement model established by Thomas F. Gilbert entitled The Behavior Engineering Model (1978) and follows the research method known as development research. The findings of this study were reviewed by three experts who research the areas of online learning, performance improvement, and instructional design.
Greenhaw, Kimberly J. Kern Carolyn W. "College counseling center professional staff involvement in professional organizations." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5174.
Full textWhiting, Denise. "Conceptions of professional ethics and professional codes in education." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/5f483e2f-9631-4ec6-82f9-ce7e21a43721.
Full textGreenhaw, Kimberly J. "College Counseling Center Professional Staff Involvement in Professional Organizations." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5174/.
Full textColdwell, Michael. "Professional learning and professional careers : theory, evaluation and practice." Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/21924/.
Full textTaunyane, Tladi Petros. "An educational law perspective on educator professionalism / Tladi Petros Taunyane." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1215.
Full textThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
Chan, Man Wai (Sarah). "Mandatory versus voluntary Continuing Professional Education : perspectives from the nursing profession." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39546/.
Full textGENTILE, PAOLA. "The Interpreter’s Professional Status. A Sociological Investigation into the Interpreting Profession." Doctoral thesis, Università degli Studi di Trieste, 2016. http://hdl.handle.net/11368/2908044.
Full textHatcher, Julie Adele. "The public role of professionals developing and evaluating the civic-minded professional scale /." Connect to resource online, 2008. http://hdl.handle.net/1805/1703.
Full textTitle from screen (viewed on June 4, 2009). Department of Philanthropic Studies, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Robert G. Bringle. Includes vita. Includes bibliographical references (leaves 120-130).
Andersson, Emma, and Emelie Laitinen. "SJUKSKÖTERSKEPROFESSIONENS IDENTIFIKATION : Medarbetarskap i professionella organisationer." Thesis, Högskolan i Skövde, Institutionen för handel och företagande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-9589.
Full textBackground: People tend to identify themselves with different social groups based on, for instance, professional or organizational affiliation. Individuals who identify themselves with the same social group often create similar norms and values, which create a sense of belonging. In a professional organization professional co-workers tend to identify themselves with their profession rather than their organization, which in turn affects the relationship between the individual and the organization. In recent years the concept of co-workership has become increasingly popular in the Swedish labor market. The concept of co-workership includes how employees handle the relationship with their employer and to their own work. Depending on the extent to which employees identify themselves with their profession and their organization these relationships are affected. Purpose: The purpose of this study is to describe how professional identification influences the co-workership in professional organizations. Method: To give a descriptive picture of the chosen area the study is based on a qualitative approach. In order to describe how professional identification influences the co-workership in professional organizations two case studies has been conducted, both organizations are to be found in the health care field. The study is based on qualitative interviews with respondents belonging to a chosen profession. Results and conclusion: The present study has revealed that professional co-workers in a professional organization tend to identify themselves with their profession rather than their organization. Since co-workership is based on relationships both with employers and to the co-workers own work the professional identification therefor has an influence on the co-workership. The present study further revealed that trust occurs more widely within the own profession. It has also been found that fellowship and collaboration primarily occurs within the own profession. The study has shown that professionals tend to experience a stronger commitment to their work than to their organization, they also tend to take more responsibility for their own work than for the whole organization.
Rinne, Gabriella, and Isabelle Andersson. "Kvalitetssäkring på högskolan : professionens syn på införandet av ett nytt kvalitetssäkringssystem på högskolan." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28107.
Full textParry, Julianne Mary, and j. m. parry@cqu edu au. "The Effect of Workplace Exposure on Professional Commitment: A Longitudinal Study of Nursing Professionals." Central Queensland University, 2007. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20070524.133840.
Full textO''''Loan, Laura. "Continuing professional development (CPD) for pharmacists : implications for professional practice." Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728387.
Full textO'Brien, Peter C. "Calculating the professional: Standards and the government of professional practice." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/115837/1/Peter_O%27Brien_Thesis.pdf.
Full textRoberts, Jordan Rachel Simeon. "Job satisfaction, organisational commitment, professional commitment and turnover intentions among information technology professionals /." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09SPS/09spsr6454.pdf.
Full textErasmus, Lucia. "Exploring the professional identity construction and negotiation of professionals from previously disadvantaged groups." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/77813.
Full textDissertation (MCom)--University of Pretoria, 2019.
Human Resource Management
MCom
Unrestricted
Etemadi, Ramtin. "Adoption of social media for professional knowledge sharing by construction professionals in Australia." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/127290/2/Ramtin_Etemadi_Thesis.pdf.
Full textDeret, Lydia. "Les savoir-agir langagiers professionnels des enseignants débutants." Thesis, Normandie, 2019. http://www.theses.fr/2019NORMC027/document.
Full textThis work takes place within a line of research regarding teachers’ professionalism. We are looking particularly at the language activity of beginners. The central hypothesis is that it is possible to identify, within teachers’ conversations as they interact with pupils, clues regarding their professional development. The theoretical framework links the contributions made by professional didactics with those of language pragmatic and interactional linguistic theory. Set within a didactical context, we consider language as the first strategical tool to teach and we are placed within an approach orchestrated by teacher activity. We lead an ergonomic investigation alongside three newly qualified teachers, from videos shot during mathematics lessons and from self- confrontation interviews. Language interactions between teachers and their students have been analysed qualitatively and quantitatively, in relation with the identification of pedago-didactic functions. Results highlight professional language know-hows, revealing of the professionalism and the professional development of each of the teachers investigated
Olheden, Lisa, and Jensen Annsofi Sloth. "Professionellt förhållningssätt; ett svårdefinierat begrepp : - en kvalitativ studie av socionomers syn på ett professionellt förhållningssätt." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54243.
Full textNewbold, A. L. E. "Legal professional privilege." Thesis, Queen Mary, University of London, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263351.
Full textDorda, Svitlana Volodymyrivna, Світлана Володимирівна Дорда, and Светлана Владимировна Дорда. "Interdiscourse Professional Communication." Thesis, Univer, 2002. http://essuir.sumdu.edu.ua/handle/123456789/63564.
Full textde, la Motte L. "Professional Access Control." Thesis, Honours thesis, University of Tasmania, 2004. https://eprints.utas.edu.au/118/1/front_Thesis.pdf.
Full textSANTAMARIA, Angelo. "L’evoluzione delle forme aggregative per l’esercizio delle professioni intellettuali: dallo studio associato alla società tra professionisti." Doctoral thesis, Università degli studi di Bergamo, 2014. http://hdl.handle.net/10446/30691.
Full textQuick, Oliver. "Error and the medical profession? : regulating trust. The end of professional dominance?" Thesis, Cardiff University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490275.
Full textKyriacou, Orthodoxia Nicos. "Gender, ethnicity and professional membership : the case of the UK accounting profession." Thesis, University of East London, 2000. http://roar.uel.ac.uk/1279/.
Full textWestwood, Fiona. "Developing professional judgement in the legal profession : the use of the Professional Education and Training Programme (PEAT 2) in selected Scottish law firms." Thesis, University of Chester, 2015. http://hdl.handle.net/10034/600442.
Full textMiller, Rebecca K. "The Value of Values-Based Literature: An Exploration of Librarianship's Professional Discussion of Core Values." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/457.
Full textKolosey, Connie. "Assist Principals' Perspectives on Professional Learning Conversations for Teacher Professional Growth." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3188.
Full text