Dissertations / Theses on the topic 'STEM participation'
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Kager, Elisabeth. "Effects of Participation in a STEM Camp on STEM Attitudes and Anticipated Career Choices of Middle School Girls: A Mixed Methods Study." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427812431.
Full textWorker, Steven Michael. "Volunteer Educators' Influence on Youth Participation and Learning in 4-H STEM Learning by Design Programs." Thesis, University of California, Davis, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10165795.
Full textThe purpose of this study was to describe the co-construction of three 4-H STEM (science, technology, engineering, and mathematics) learning by design programs by volunteer educators and youth participants in the 4-H Youth Development Program. The programs advanced STEM learning through design, a pedagogical approach to support youth in planning, designing, and making shareable artifacts. This pedagogical approach is a special case of project-based learning, related to the practices found in the science learning through design literature as well as the making and tinkering movements. Specifically, I explored adult volunteer educators’ roles and pedagogical strategies implementing the 4-H Junk Drawer Robotics curriculum (Mahacek, Worker, and Mahacek, 2011) and how that, in turn, afforded and constrained opportunities for youth to display or report engagement in design practices; learning of STEM content; strengthening tool competencies; dispositions of resilience, reciprocity, and playfulness; and psychological ownership. The curriculum targeted middle school youth with a sequence of science inquiry activities and engineering design challenges.
This study employed naturalist and multiple-case study methodology relying on participant observations and video, interviews with educators, and focus groups with youth within three 4-H educational robotics programs organized by adult 4-H volunteer educators. Data collection took place in 2014 and 2015 at Santa Clara with an educator and seven youth; Solano with three educators and eight youth; and Alameda with an educator and seven youth.
Data analysis revealed six discrete categories of pedagogy and interactions that I labeled as participation structures that included lecture, demonstration, learning activity, group sharing, scripted build, and design & build. These participation structures were related to the observed pedagogical practices employed by the educators. There was evidence of youth engagement in design practices, STEM content learning, strengthening of tool competencies, learning dispositions, and psychological ownership - however, their expression, manifestation, and opportunities were afforded and/or constrained by the various participation structures. Furthermore, conflicts were evidenced in the use of participation structures; emphasis of educators on formal reasoning and planning versus youth preference for hands-on tinkering; and tensions amongst youth peers while engaging in design teams. Two themes emerged regarding the educators’ pedagogy: adaptations in response to structural and curricular constraints and pedagogical approach influenced by self-identification with a professional field of engineering.
This study contributes to our understanding of STEM learning through design in out-of-school time. This research helps clarify the tensions among major co-actors, youth, educator, and curriculum, as the learning environment was co-constructed and how that, in turn, afforded opportunities for youth to learn and develop. This study illuminated the complex negotiations between these co-actors and explored questions about who can and does decide the nature of the activity structures. These co-actors were not without conflict, thus suggesting that these spaces and pedagogies do not exemplify STEM teaching on their own, but neither do they preclude practices that deepen young people's interest and motivation for STEM learning.
Keinan, Eliana. "A New Frontier: But for Whom? An Analysis of the Micro-Computer and Women’s Declining Participation in Computer Science." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1466.
Full textNguema, Ndong Arland. "Investigating the Role of the Internet in Women and Minority STEM Participation: A Case Study of Two Florida Engineering Programs." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3734.
Full textReeder, Christina. "Analysis of Students' Knowledge, Perceptions, and Interest in Engineering Post Teacher Participation in a National Science Foundation (NSF) Research Experience for Teachers (RET) Professional Development." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955105/.
Full textLindwall, Jennifer. "The Relationship Between Undergraduate Research Training Programs and Motivational Resources for Underrepresented Minority Students in STEM: Program Participation, Self-efficacy, a Sense of Belonging, and Academic Performance." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5270.
Full textParrey, Yvonne Margaret. "Vision and visibility of women in technoscience : On the participation of women in the social imaginary of technoscience and popular media." Thesis, Linköpings universitet, Tema Genus, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-155062.
Full textPöhner, Nicolai [Verfasser], Martin [Gutachter] Hennecke, and Erik [Gutachter] Barendsen. "Educational robotics competitions as out-of-school learning setting for STEM education: An empirical study on students’ learning of problem solving skills through participation in the World Robot Olympiad / Nicolai Pöhner ; Gutachter: Martin Hennecke, Erik Barendsen." Würzburg : Universität Würzburg, 2021. http://d-nb.info/1239563922/34.
Full textMitchell, Venessa M. "A phenomenological study factors African American female college students face participating in engineering STEM majors." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3691416.
Full textThe purpose of this qualitative research methods study with empirical phenomenological research design was to explore the lived experiences of the African American females compared to other populations entering engineering or other Science, Technology, Engineering and Mathematics (STEM) program in colleges. Although African American females have made some strides in educational achievements, there continues to significantly less progress in engineering and other STEM disciplines. Many occupations in the science, technology, engineering, and math fields require degrees in STEM to be considered for interviews and eventual employment. The African American female population in order to be more successful in engineering or other STEM programs it will be necessary to understand what barriers may exist that hinder positive results on an ongoing basis. The general problem of low numbers of female minority college students in STEM programs continues to create concerns for administrators and instructors. Proper evaluation and recommended improvements are needed to improve success rates for the African American female students. The goal of this research was to interview approximately 20 – 25 African America female college students in engineering and other STEM programs to identify what obstacles may exist that might hinder their success in these programs and make recommendations for improvements in the future.
Ramlakhan, Nirmala. "A Comparative Investigation of Career Readiness and Decidedness in First Year STEM Majoring Students Participating in a STEM Mentoring Program Imbedded in a Living-Learning Community With Focused Data on Female STEM Students." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5447.
Full textPh.D.
Doctorate
Education and Human Performance
Education; Science Education
Robinson, Trevor P. "The Development of an Instrument to Measure the Self-Efficacy of Students Participating in VEX Robotics Competitions." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3077.
Full textFriedmann, Anita Story. "Building communities of participation through student advancement programs: A first step toward relationship fund raising." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154070.
Full textLawry, Charles Aaron. "The Role of Parasocial Interaction and Social Media Participation in the Two-Step Flow of Communication." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293422.
Full textGerhard, Gabrielle. ""It was like a first step" : student transitions from adult basic education participation to community college enrollment /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7702.
Full textLundgren, Jenna, and Sofia Bergman. ""Vi är här för att hjälpa er i alla steg" : Föräldrarnas delaktighet i vården av sitt prematurfödda barn - Barnsjuksköterskans erfarenheter." Thesis, Hälsohögskolan, Jönköping University, HHJ, Avd. för omvårdnad, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48742.
Full textBackground: Premature babies undergoes a major adjustment from the womb into life at the neonatal ward with special care. The family ends up in a new and frightening situation. Nurse´s treatment of the family is crucial for parental participation, which demands competent nurses. Co-productive care is about a parent-nurse partnership to provide the best possible care for the baby. Aim: The aim of the study is to describe the pediatric nurses experiences of making the parents involved in caring for their premature baby. Method: A qualitative design was used, data was gathered through focus group interviews with pediatric nurses at neonatal wards, and analyzed with qualitative content analysis. Result: The result describes the importance of communication for the parental role through support to the individual family and personalized information. Parents need information, support and guidance to become confident participants in their baby's care. The result also describes how the psychosocial and physical environment affects the parental role and parental participation. Conclusion: Family centered and co-productive care can be reached by providing an accountable nurse where a trustful relationship with the family contributes to good communication. Strategies and models are needed to apply the knowledge of the family-nurse relationship in the neonatal care.
Anderle, Kathryn. "Integrating life cycle analysis and the ecological footprint calculator to foster sustainable behaviors." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3294/.
Full text"Choice and Participation of Career by STEM Professionals with Sensory and." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.27484.
Full textDissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2014
(5930786), Alexandria L. Pettigrew. "Urban Parents' Motivation Regarding Their Child's Participation in STEM and Agricultural Activities." Thesis, 2019.
Find full textParents play a major role in the choices their children make regarding academics, leisure activities, and college and career preparation. Parent outcome expectations and behaviors are informed by their parenting self-efficacy in a specific subject or task. Parenting self-efficacy is the confidence parents have in their abilities to influence their children’s motivation, environments, and behaviors that could result in positive youth development. Parenting self-efficacy is informed by personal factors and experiences. Parenting self-efficacy can help to describe why or why not a parent engages in certain activities with their child.
The purpose of this study was to explore and describe how the motivation of parents of urban middle school students plays a role in their child’s interest in agriculture or STEM-related activities. The convenience sample for this study were parents of urban middle schools in Indianapolis, IN (N = 53) who’s children participated in afterschool programs. Quantitative data were collected using a parenting self-efficacy questionnaire, which included items related to participants’ parenting self-efficacy (PSE) as it pertains to their child’s academics, STEM and agricultural activities; parent outcome expectations (POE) as it pertains to their child’s college and career preparation, and discussing STEM and agriculture activities with their child; and, parents’ perceptions of their child’s post-secondary career and educational options and intended career field. Descriptive statistics including means, standard deviations, frequencies, and percentages were used to analyze the data. Correlations were computed to explore the relationships between the variables.
There were four conclusions for this study. First, urban parents were self-efficacious regarding their child’s academic performance and STEM activities, and had positive outcomes expectations regarding their child’s college and career preparation and engaging their child in agriculture and STEM activities. Second, on average urban parents reported participating in four different types of activities with their child, and recreational sports, visiting museums, computer games, and visiting the zoo were most popular. Third, urban parents agreed that their child would most likely pursue an associate or bachelor’s degree in arts, humanities, and social sciences as their post-secondary options. Finally, urban parents’ parenting self-efficacy for academic performance, STEM, and agriculture were positively related to parents’ outcome expectations regarding agricultural activities. Moreover, parenting self-efficacy regarding agricultural activities was positively related to the number of activities parents did with their children. Implications for practice and recommendations for future research were discussed.
Jaremus, Felicia Martine. "Rethinking gendered participation in school mathematics: change the culture, not the girls." Thesis, 2020. http://hdl.handle.net/1959.13/1423971.
Full textThe underrepresentation of girls in senior secondary mathematics is a longstanding social justice and economic concern across many Western nations. However, several decades of agendas seeking to increase girls’ engagement with mathematics have largely failed to generate tangible change. Girls continue to opt out of mathematics in greater numbers than boys, beginning from the first moment they are given the real choice to do so. In this thesis-by-publication, I examine why girls’ underrepresentation in senior secondary mathematics is seemingly so intractable in the Australian landscape. The investigation is carried out in the context of the New South Wales (NSW) education system. This is a rich context for such an investigation, given that both declining and gendered high-level mathematics participation have been documented in this state for as long as enrolment statistics have been collected. Framed by a feminist sociopolitical perspective, the thesis conducts both quantitative and qualitative analysis, with data collected as part of a larger two-year (2017–2018) study on gender and mathematics participation. The quantitative data consist of subject enrolment statistics from 1991–2018, which I compiled to examine boys’ and girls’ senior secondary subject selection patterns over time. The qualitative data consist of interviews on subject selection, conducted in 11 different government schools, with students in Years 7–12 (n = 85) and their mathematics teachers (n = 22). These qualitative data illuminate comprehensive reasons why the quantitative trends persist, and challenge taken-for-granted assumptions about girls as being ‘the problem’ in mathematics participation. The results are reported in five publications which examine: (1) Year 12 subject selection trends over time; (2) junior secondary grouping practices in relation to students’ preparation for senior secondary mathematics; (3) teachers’ expectations of high-level mathematics students; (4) the reasons girls provide for opting out of high-level mathematics; and, (5) the similarities that exist between boys and girls in ‘doing’ mathematics. Collectively, these publications deliver multiple significant contributions to reconceptualising dominant individualistic understandings of girls’ underrepresentation in mathematics, which have positioned girls who opt out as lacking in either knowledge or certain dispositions. First, girls’ underrepresentation in mathematics is but one symptom of a broader, gendered senior secondary school system. I found that enrolments in almost every senior secondary subject in NSW are profoundly gendered. In line with traditional gender roles, girls still predominantly enrol in arts, humanities, and English courses, rather than traditionally masculine subjects, such as mathematics. These patterns are produced, at least in part, by gendered subject binaries within the education system that serve to confine patterns of subject choice within traditional gender boundaries. The systemic juxtaposition of mathematics and English (or rationality and creativity), producing these subjects as challenging opposites, is especially pertinent to maintaining gendered enrolment patterns. Second, the subject culture of mathematics is exclusionary and masculinised. I found that many students cannot exercise the choice to participate in high-level mathematics by the time they reach Years 11 and 12. A streamed NSW mathematics curriculum and grouping practices locate and label students as low, mid or high ‘ability’ during junior secondary school, resulting in inadequate preparation for high-level mathematics among a sizable proportion of the student population. A further source of exclusion comes from dominant discourses of mathematics which: (a) marginalise girls through the location of mathematics ability within the brains of nerdy male bodies and; (b) represent high-level mathematics as ‘real mathematics’ that is only useful for those wishing to study higher mathematics after school. Together these practices and discourses position the study of high-level mathematics as difficult and irrelevant to a majority of students. Third, the marginalised position of femininity in the high-level mathematics context prevents many girls from undertaking mathematics identity work that is both desirable to them and legitimate to others. My analysis demonstrates that the girls who rejected high-level mathematics have sensible reasons for doing so; indeed, they often choose not to participate on the advice of their teachers. These sensible reasons are bound to the subject culture of mathematics and include: the competitive nature of university entry, advice that high-level mathematics attracts considerable workload, advice that high-level mathematics is not relevant to their future, and recognition that mathematics identities are often positioned as socially undesirable. The choice of girls to opt out therefore reflects the positioning of high-level mathematics as difficult and irrelevant to a majority of students. Taken as a whole, the multifaceted, multi-methodological evidence I provide on student participation in mathematics calls attention to the need for new targeted efforts to open mathematics up to more diverse students. I argue that these efforts need to move beyond simply raising girls’ interest and confidence – a popularly perceived ‘key’ to increasing girls’ participation in the subject – and focus rather on changing the culture of mathematics. This will involve complex work, such as challenging taken-for-granted understandings and disrupting established discourses of mathematics as: (1) the domain of male superiority; (2) as too hard for many; and (3) irrelevant to most. We must also re-examine common practices, such as grouping, which help exclusionary discourses to function as true, and develop new tools for students and teachers to resist and query the gendered status quo. That is, we must keep troubling gender if we are serious about opening up mathematics participation to more diverse students.
Vinas, Keila L. "Narratives of women's leadership identity development: an assessment of senior-level information technology (IT) leaders following participation in a women-only training program." Thesis, 2017. https://hdl.handle.net/2144/20896.
Full textToolo, Lineo Lynnette. "An awareness programme to improve participation of young women in the science, technology, engineering and mathematics (STEM) fields in South African universities." Thesis, 2018. http://hdl.handle.net/10500/25814.
Full textCurriculum and Instructional Studies
D. Ed. (Curriculum Studies)
Nagpal, Anjali. "Exploring Determinants of Execution in Early Phase Clinical Studies with Cell Therapies in Stroke." Thesis, 2019. http://hdl.handle.net/2440/119953.
Full textThesis (Ph.D.) -- University of Adelaide, Adelaide Medical School, 2019
Pöhner, Nicolai. "Educational robotics competitions as out-of-school learning setting for STEM education: An empirical study on students’ learning of problem solving skills through participation in the World Robot Olympiad." Doctoral thesis, 2021. https://doi.org/10.25972/OPUS-24317.
Full textDie Robotik stellt einen handlungsorientierten („hands-on“) Zugang zur Bildung in Mathematik, Informatik, Naturwissenschaften und Technik (MINT) dar. Dabei fördert sie das Lernen von Schülerinnen und Schülern nicht nur auf kognitiver Ebene, sondern trägt auch zu einer erhöhten Motivation und erhöhtem Interesse bei (affektive Ebene). In den letzten Jahren erfreuen sich gerade Roboterwettbewerbe als außerschulisches Lernangebot steigender Beliebtheit und verzeichnen weltweit jährlich wachsende Teilnehmerzahlen. Beispiele dafür sind die FIRST LEGO League, der RoboCup Junior und die World Robot Olympiad. Zudem steigt auch die Verfügbarkeit der nötigen Robotersysteme für Schülerinnen und Schüler sowie Lehrkräfte, um sie in der Schule einzusetzen und damit verschiedenste Lerninhalte in allen Jahrgangsstufen zu vermitteln. Ein Lerninhalt, der durch die Robotik besonders gefördert werden können soll, ist das Problemlösen. Problemlösen wird in dieser Arbeit als ingenieurwissenschaftliche Denk- und Arbeitsweise verstanden (im Gegensatz zu naturwissenschaftlichen Denk- und Arbeitsweisen). Das Problemlösen gilt dabei als eine wichtige Fähigkeit im Kontext von sog. 21st century skills. Diese beschreiben wichtige Fähigkeiten für die Arbeitswelt von morgen. Sie resultieren aus einer fortschreitenden Automatisierung, Globalisierung und Digitalisierung unserer Welt und werden regelmäßig von Vertretern von Industrie und Politik gefordert. Eine Forschungslücke stellt aber weiterhin die unzureichende systematische wissenschaftliche Forschung und Evaluation hinsichtlich des positiven Einflusses der Robotik auf das Lernen dar. Die fehlende Systematik geht dabei vor allem die Verwendung wenig aussagekräftiger Methodik (z.B. deskriptive Erfahrungsberichte von einzelnen Lehrkräften) zurück. Das übergreifende Ziel dieser Arbeit ist es, zu untersuchen, ob eine Teilnahme an der World Robot Olympiad (WRO) (als Beispiel für einen beliebten Roboterwettbewerb) einen positiven Einfluss auf die Problemlösefähigkeiten (als Teil der 21st century skills) der Schülerinnen und Schüler hat. Dabei wird im Detail untersucht, a) ob die Problemlösefähigkeiten der Schülerinnen und Schüler durch eine Teilnahme an Roboterwettbewerben verbessert werden können, b) wie diese Verbesserung zustande kommt und c) wie die Team-Coaches die Schülerinnen und Schüler während ihres Lernprozesses unterstützen. Die dazu durchgeführten empirischen Studien fanden in den beiden Jahren 2018 und 2019 im Rahmen der WRO in Deutschland statt. Die Ergebnisse dieser Arbeit zeigen einen insgesamt positiven Einfluss einer Teilnahme an der WRO auf die Problemlösefähigkeiten der Schülerinnen und Schüler. Dies zeigt sich in einer Verbesserung ihrer Problemlösefähigkeiten durch die Teilnahme, die nicht durch andere Variablen wie der Kategorie und Altersklasse der WRO, dem Geschlecht und der Erfahrung der Schülerinnen und Schüler sowie deren Erfolg beim Roboterwettbewerb moderiert wurde. Die Verbesserung der Problemlösefähigkeiten erfolgt durch die Verwendung von systematischen ingenieurwissenschaftlichen Denk- und Arbeitsweisen sowie fortgeschrittenen Problemlösestrategien. Die Rolle des Team-Coaches als Manager und Lernbegleiter (im Sinne einer konstruktionistischen Didaktik) im Roboterwettbewerb (besonders bezüglich der affektiven Ebene) wird durch die Ergebnisse der Arbeit ebenfalls unterstrichen. Zusammenfassend lässt sich also sagen, dass diese Arbeit einen Beitrag hinsichtlich der Forschungslücke leistet und damit dem Aufruf der Community nach weiterer (quantitativer) wissenschaftlicher Forschung nachkommt, der nötig ist, um den positiven Einfluss der Robotik auf das Lernen der Schülerinnen und Schüler zu bestätigen
Botha, Monray Marsellus. "Employee participation and voice in companies : a legal perspective / Monray Marsellus Botha." Thesis, 2015. http://hdl.handle.net/10394/14902.
Full textLLD, North-West University, Potchefstroom Campus, 2015
(11036142), Ryan D. Kornegay. "EXPLORING DIVERSE RURAL ELEMENTARY STUDENTS INTERESTS AND CONCERNS OF THE FOOD SYSTEM AFTER PARTICIPATING IN A VIRTUAL AGRI+STEM EXPERIENCE." Thesis, 2021.
Find full textSTEM education is a top priority in the educational development of youth across the United States as the country tries to address the need of having a more well equipped, prepared, and educated workforce. Agriculture, food, and natural resources (AFNR) has the ability to provide a relevant context for engaging students in STEM education through experiential learning. Tragically, both STEM and AFNR struggle to reach and engage more diversified audiences, especially students of color. AFNR education provides an authentic avenue to center STEM engagement around addressing societal grand challenges like food and nutritional security, childhood-obesity, and climate change; issues faced by all communities. The approaches and steps taken to address these AFNR related grand challenges can all be explored through the lens of food systems. Food systems is a concept within AFNR that encompasses the interdisciplinary components of AFNR, STEM, and social sciences that provides a breakdown for the process and system involved in getting food from farm to fork. In an era where youth are more disconnected from understanding where their food comes from, food systems education has the ability to reconnect youth to the root of this issue and the potential to lead them to explore finding solutions to the grand challenges facing their generation. Furthermore, food systems education provides a context to engage youth in authentic learning experiences in nonformal and formal classroom settings around relevant issues with the potential to enhance their interests and concerns around these topics.
There were four conclusions for this study. First, students that participated in the Virtual Agri+STEM Camp were motivated and engaged in the learning process while doing the Agri+STEM Camp activities. Second, students that participated in the Virtual Agri+STEM Camp were interested and concerned about the food system before and after participating in the Virtual Agri+STEM Camp. Third, African American student participants reported less previous AFNR experiences, yet they reported more interests and concerns in the food system than Caucasian American participants before and after completing the Virtual Agri+STEM Camp. Lastly, Students that felt more competent, saw the value, and were interested/enjoyed the Agri+STEM experience were more likely to be interested and concerned about the food system. Recommendations for future research and implications for practice and policy were discussed.
Su, Rung-Jian, and 蘇榮堅. "The son follow his father's step -The Study of the Experience of Three PE Teachers'Children Participation in Sports Team." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/7y547s.
Full text國立東華大學
體育與運動科學系
105
Abstract The purpose of this research is to explore the experience of PE teachers' children to participate in sports team. Because of education rush, parents rather their children to concentrate on academic learning than excercise training. In such a situation, what are PE teachers' beliefs about encouraging their children to join exercise training and expecting them to become athletes in the future? How do they, as parents, help their children chase after the dream of being athlets? What are their considered opinions of sports training environment? This study adopted the qualitative interview method to do the research and choose three PE teachers as the subjects by purposive sampling. The three PE teachers, as parents, let their children go on sports training. The result show that they respect their children’s choice and encourage them timely. They guide their children to balance academic learning and excercise training so that their children won’t worry about the future consequences to realize their dream in sports bravely. They use their own professional specialty to support and suggest their children during the growth process. Their children can have less difficulties in their exercise training and higher education. However, PE teachers worry about theirchildren’s career in sports and the exercise training in Taiwan.
Minion, Jodi Michele. "Stepping up for democracy: using new communication media to revitalize citizen participation in climate change activism." 2008. http://hdl.handle.net/1969.1/ETD-TAMU-3088.
Full textKaufhold, William Thomas. "Seriously social : crafting opinion leaders to spur a two-step flow of news." 2011. http://hdl.handle.net/2152/11402.
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Bougueddach, Khadija. "La diversité du genre dans le système de gouvernance de la santé : cas du conseil d'administration du CHU Sainte-Justine à Montréal." Thèse, 2010. http://www.archipel.uqam.ca/3110/1/D1934.pdf.
Full textHoltzhausen, Magdalena Maria Elizabeth. "Constructing a framework for conflict management within a South African employment relations context." Thesis, 2020. http://hdl.handle.net/10500/26657.
Full textThe general aim of the research was to investigate the components and nature of a psychosocial framework for conflict management in organisations. The research investigated the way in which such a framework manifests by exploring the relationship dynamics between the antecedents (leadership, organisational culture and employee voice), mediators (employee engagement and organisational trust), and outcome variables (conflict management – conflict types and interpersonal conflict handling styles), as moderated by socio-demographic factors (race, gender, age, qualification, job level, income level, tenure, employment status, trade union representation, trade union membership, sector, employee numbers, organisational size, employee engagement programme). The associations between individuals’ personal and organisational characteristics were further explored to determine significant differences between these variables. A quantitative cross-sectional survey was conducted amongst a non-probability sample of adult workers who were employed in South African-based organisations (n = 556). Canonical correlation analysis, mediation modelling, and structural equation modelling were conducted to identify the core empirical components of the framework. A critical review of the interrelated dynamics of the framework components revealed that the mediating variables of employee engagement (job engagement and organisational engagement) and organisational trust (commitment, dependability, integrity) were vital in intensifying the direction and strength of the link between leadership behaviour, organisational culture, conflict types (task, relational, process and status conflict, group atmosphere and conflict resolution potential), and various interpersonal conflict handling styles (integrating, avoiding, dominating, obliging, compromising). Stepwise multiple regression revealed that number of employees, a formal employee engagement programme, and job level were the three most important socio-demographic variables to consider in a conflict management framework, followed by age. The hierarchical moderated regression analysis showed that age, union membership, job level, number of employees, and formal employee engagement programme were important moderating factors to consider in the framework. Tests for significant mean differences indicated significant dissimilarities in terms of the socio-demographic variables. Theoretically, the study advances the understanding of conflict management behaviour and its antecedents in the South African workplace. The empirically tested psychosocial framework informs workplace conflict management interventions from an employment relations perspective which may contribute to enhanced organisational performance.
Die algemene doel van die navorsing was om ondersoek in te stel na die komponente en aard van ʼn psigososiale raamwerk vir konflikbestuur in organisasies. Die navorsing het die manier waarop so ʼn raamwerk manifesteer, bestudeer – deur verkenning van die verhoudingsdinamika tussen die voorgangers (leierskap, organisasiekultuur en werknemer se stem), bemiddelaars (werknemerbetrokkenheid en vertroue in ʼn organisasie), en uitkomsveranderlikes (konflikbestuur – tipes konflik en hanteringstyle ten opsigte van interpersoonlike konflik), soos getemper deur sosiodemografiese faktore (ras, geslag, ouderdom, kwalifikasie, posvlak, inkomstevlak, ampsbekleding, aanstellingstatus, vakbondverteenwoordiging, vakbondlidmaatskap, sektor, werknemergetalle, organisasiegrootte, werknemerbetrokkenheidprogram). Die assosiasies tussen individue se persoonlike en organisasiegebonde eienskappe is verder bestudeer om betekenisvolle verskille tussen hierdie veranderlikes te bepaal. ʼn Kwantitatiewe deursnee-opname is gemaak onder ʼn nie-waarskynlikheidssteekproef van volwasse werkers in diens van Suid-Afrikaans-gebaseerde organisasies (n = 556). Kanoniese korrelasie-ontleding, bemiddelingsmodellering, en strukturele vergelykingsmodellering is gedoen om die kern- empiriese komponente van die raamwerk te identifiseer. ʼn Kritiese beskouing van die onderling verwante dinamika van die raamwerkkomponente het getoon dat die bemiddelende veranderlikes van werknemerbetrokkenheid (werksbetrokkenheid en organisasiebetrokkenheid) en vertroue in die organisasie (toewyding, betroubaarheid, integriteit) deurslaggewend was in die intensifisering van die rigting en sterkte van die skakel tussen leierskapsgedrag, organisasiekultuur, konfliktipes (taak-, relasionele, proses- en statuskonflik, groepatmosfeer en konflikoplossingspotensiaal), en verskillende hanteringstyle ten opsigte van interpersoonlike konflik (integrerend, vermydend, dominerend, inskiklik, kompromitterend). Stapsgewyse meervoudige regressie het getoon dat die aantal werknemers, ʼn formele werknemerbetrokkenheidsprogram, en posvlak die drie belangrikste sosiodemografiese veranderlikes was om mee rekenskap te hou in ʼn konflikbestuursraamwerk, gevolg deur ouderdom. Die hiërargiese gemodereerde regressie-ontleding het getoon dat ouderdom, vakbondlidmaatskap, posvlak, aantal werknemers, en formele werknemerbetrokkenheidsprogram belangrike modererende faktore was om in gedagte te hou in die raamwerk. Toetse vir noemenswaardige gemiddelde verskille het aansienlike ongelyksoortighede ten opsigte van die sosiodemografiese veranderlikes getoon. Teoreties bevorder die studie die begrip van konflikbestuursgedrag en die voorgangers daarvan in die Suid-Afrikaanse werkplek. Die empiries getoetste psigososiale raamwerk vorm konflikbestuursintervensies in die werkplek vanuit ʼn werksverhoudingeperspektief wat kan bydra tot verbeterde organisasieprestasie.
Inhloso jikelele yocwaningo kwaba ukuphenya izingxenye nemvelo yohlaka lwezengqondo lokuphathwa kokungqubuzana ezinhlanganweni. Ucwaningo luphenye indlela lapho uhlaka olunjalo lubonisa ngokuhlola amandla obudlelwano phakathi kwezinqumo (ubuholi, isiko lenhlangano nezwi lesisebenzi), abalamuli (ukuzibandakanya kwesisebenzi kanye nokwethembana kwenhlangano), kanye nemiphumela eguquguqukayo (ukuphathwa kokungqubuzana - izinhlobo zokungqubuzana nezindlela zokuphatha ukungqubuzana phakathi kwabantu), njengoba kuhlaziywe yizici zenhlayo yeningi labantu (uhlanga, ubulili, ubudala, imfanelo, izinga lomsebenzi, izinga lomholo, ukusebenzisa umhlaba, isimo somsebenzi, ukumelwa yinyunyana, ubulunga benyunyana, imboni, izinombolo zabasebenzi, ubungako benhlangano, uhlelo lokuzibandakanya kwesisebenzi). Ukuhlangana phakathi komuntu siqu kanye nezici zenhlangano kuphinde kwahlola umehluko omkhulu phakathi kwalokhu okuguquguqukayo. Inhlolovo esezingeni eliphansi yesigaba yenziwe phakathi kwesampula elula yabasebenzi abadala abebeqashwe ezinhlanganweni ezisekelwe zaseNingizimu Afrika (n = 556). Ukuhlaziya kokuxhumanisa kohlu lwezincwadi, ukulamula kwesifanekiso, kanye nesifanekiso sesakhiwo kwenziwa ukukhomba izingxenye ezisemqoka ezinokwehla kohlaka. Isibuyekezo esibucayi samandla ahambisana nezingxenye zohlaka siveze ukuthi ukulamula okuguqukayo kokuzibandakanya kwesisebenzi (ukuzibandakanya komsebenzi nokuzibandakanya kwenhlangano) kanye nokwethembana kwenhlangano (ukuzinikela, ukwethembeka, ubuqotho) kwakubalulekile ekwandiseni ukuqondiswa namandla oxhumano phakathi kokuziphatha kwabaholi, isiko lenhlangano, izinhlobo zokungqubuzana (umsebenzi, ezingubudlelwano, inqubo nesimo sokungqubuzana, isimo sokuzwana eqenjini kanye namandla okuxazulula ukungqubuzana), kanye nezindlela zokuphatha ukungqubuzana okuhlukahlukene phakathi kwabantu (ukuhlanganisa, ukugwema, ukubusa, ukubopha, ukuyekethisa). Ngokuhamba kwesinyathelo ekuhlehleni okuningi kwaveza ukuthi inani labasebenzi, uhlelo lokuzibandakanya olusemthethweni lwesisebenzi, kanye nezinga lomsebenzi kwakuyizinguqunguquko ezintathu ezibaluleke kakhulu zenhlalo yeningi abantu okufanele bazicabange ohlakeni lokuphathwa ukungqubuzana, kulandelwe ubudala. Ukuhlaziywa okuphezulu kokuhlehla kokuhlaziya kubonise ukuthi ubudala, ubulunga benyunyana, izinga lomsebenzi, inani lezisebenzi, kanye nohlelo lokuzibandakanya olusemthethweni lwesisebenzi kwakuyizici ezibalulekile zokulinganisa okufanele zicatshangwe ohlakeni. Uvivinyo lokwehlukahlukana lukhombise ukungafani okubalulekile ngokuya kweziguquguqukayo zenhlalo yeningi labantu. Ngokucatshangwayo isifundo sikhuthaza ukuqondisisa ukuphathwa kokungqubuzana kokuziphatha kanye nezinqumo zako endaweni yomsebenzi eNingizimu Afrika. Ukuhlolwa okunamandla kohlaka lwezengqondo lwazisa ukungenelela kokuphathwa kokungqubuzana endaweni yomsebenzi ngombono wobudlelwano emsebenzini okungaba nomthelela ekwenzeni ngcono ukusebenza kwenhlangano.
Human Resource Management
D. Phil. (Human Resource Management)