To see the other types of publications on this topic, follow the link: Transformation of a profession.
Dissertations / Theses on the topic 'Transformation of a profession'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Transformation of a profession.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Sopadzhiyan, Alis. "La transformation du système de santé bulgare : la profession médicale comme acteur du changement." Rennes 1, 2012. http://www.theses.fr/2012REN1G044.
Full textAbstract:
Cette recherche porte sur la transformation du système de santé bulgare suite à l'introduction d'un système d'assurance maladie à la fin des années 1990. En empruntant à la fois à l'analyse de l'action publique et à la sociologie des professions, nous interrogeons la crise que traverse le système actuellement et les processus qui la sous-tendent. Notre argument principal est que, pour en saisir les enjeux et la complexité, il est nécessaire de s'intéresser au rôle joué par la profession médicale. L'analyse de la genèse de la réforme à travers les facteurs supranationaux et nationaux du changement et le rôle de l'acteur professionnel éclaire à la fois son contenu, sa temporalité et sa trajectoire. Elle montre, par ailleurs que l'action d'une petite élite médicale qui a largement orchestré ce changement est également porteuse d'ambiguïtés. Ceci remet en cause la légitimité des acteurs crées par la réforme et conditionne la mise en oeuvre de celle-ci. Les processus de délégitimation et de recomposition internes et externes à la profession médicale sapent sa capacité d'action collective et limitent la redéfinition des cadres d'interaction. Cependant, derrière leur aspect fortement conflictuel, les dynamiques en cours annoncent l'acceptation des nouvelles règles du jeu institutionnel. De même, c'est à partir des outils introduits par la réforme que les acteurs du système de santé parviennent à asseoir leur stratégies de relégitimation en les transformant en ressources pour leur action. Là aussi, la profession médicale est un acteur central car, malgré sa faible cohésion interne, elle réussit à fédérer de nouvelles élites capables de porter les nouvelles étapes du changementThis research deals with the transformation of the Bulgarian health care system after the introduction of a health insurance system at the end of the 1990's. We investigate the crisis the system is going through and the processes that underlie it with the help of the research tools offered by the public policy analysis and the sociology of the professions. Our main argument is that, in order to better understand their stake and show their complexity, it is necessary to consider the role played by the medical profession in the genesis of this change. The analysis of both the supranational and national factors of change and the role of the professional actor in the genesis of the health care reform highlights its content, temporality and trajectory. It demonstrates that the action of a small medical elite that largely orchestrated the reform is allso a source of ambiguities. This puts into question the legitimacy of the actors created by the reform and conditions its implementation. The processes of de-legitimization and re-composition inside and outside the medical profession undermine its capacity for collective action and limit the redefinition of the interaction frameworks. But, behind their highly conflicting nature, these dynamics announce the acceptance of the new institutional rules. Moreover, the new actors of the health care system use the tools introduced by the reform to reinforce their re-legitimization strategies by transforming them into ressources for their action. Again, the medical profession is a key player in these dynamics because, despite its low internal cohesion, it manages to federate the emerging elites able to carry the next steps of change
2
Coetzee, Stephen Arthur. "Contemporary challenges facing the South African accounting profession : issues of selection, recruitment and transformation." Thesis, Robert Gordon University, 2016. http://hdl.handle.net/10059/1568.
Full textAbstract:
This thesis aims to illuminate, through the lens of Murphy’s interpretation of Weber’s theory of social exclusion, contemporary challenges faced by the South African accounting profession pertaining to the shortage of professional accountants. In particular, increasing the throughput of students to the profession (Paper 1), member recruitment (Paper 2) and racial transformation of the profession (Paper 3) are considered. Paper 1 provides additional validity for the technique of biodata-based selection through the use thereof to differentiate between students in a dual medium university who will, or will not, complete their accounting education programmes in a society exhibiting tacit exclusionary closure. The models development suggested that education and language remains a tacit form of social exclusion of Blacks in the South African accounting profession. Paper 2 suggests that SAICA is the students’ preferred choice of professiona l accounting association, regardless of demographic group. The students appear to hold a collective view of the accounting profession. Consequently, in an environment characterized by the significant exclusionary closure achieved by a particular association, competing associations may need to look beyond marketing the attributes of the association to students and perhaps consider challenging the colonization of higher education by the dominant association. Competing associations, with their less onerous education requirements, should additionally consider promoting the alternate pathways to the profession they may offer to the Black students tacitly excluded from the dominant association, SAICA, on the basis of their inability to access to a quality education. An ideological challenge facing professional accounting associations in post-Apartheid South Africa, is racial transformation of the profession. Paper 3 explored the success or otherwise of the transformation projects implemented by SAICA through the lens of impression management and the use of voluntary disclosure. Given the disconnect between the slow pace of racial transformation achieved and the perceived ‘success’ of the profession transformation initiatives both in South Africa and abroad, it is suggested that the projects may have served more as a tool to manage the state’s impression of transformation, rather than achieving sufficient student outputs to redress the racial imbalances in the profession. Consequently, significant expansion and / or revision of these projects are encouraged.
3
Do, Marine. "Tuteurs et changement : la professionnalisation des infirmières en question : continuité, transformation ou mutation d'une profession." Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20089/document.
Full textAbstract:
Dans un monde de changement continu, les dispositifs de formation doivent trouver des logiques impulsant une dynamique d’adaptation au changement. Cette recherche porte sur le changement opéré en formation professionnelle infirmière suite à la réforme de 2009. Elle vise la compréhension des phénomènes liés au processus de transformation de cette profession et tente d’expliquer notamment les modalités de passage d’une logique de professionnalisation à une autre. Elle rend compte des pratiques de professionnalisation émergeantes et de la manière dont les tuteurs-infirmiers ont su se saisir des nouvelles logiques de formation pour accompagner les étudiants dans leur parcours de professionnalisation. Nous sommes partie de l’hypothèse que le rôle de tuteur de stage, voire la professionnalisation de son activité de tutelle, peuvent être un vecteur significatif de la professionnalisation des novices mais aussi de la professionnalisation de toute une profession. La réflexion théorique proposée permet d’éclairer les nouveaux rapports aux savoirs dans la logique de construction de compétences. Les résultats s’appuient sur des observations participantes, 50 entretiens semi-directifs collectifs et individuels, réalisés auprès de différents acteurs concernés par la professionnalisation des novices, dans deux structures hospitalières, à des temps distincts. L’analyse a permis d’identifier des logiques de changement différentes et l’intérêt d’un accompagnement des acteurs de terrain dans une dynamique socioconstructiviste, pour une transformation durable de leurs pratiquesIn a world of continuous change, training procedures should implement new ways to boost dynamic adaptation to change. This research focuses on the change brought in vocational nursing training after 2009 Reform. It accounts for the phenomena related to the transformation process within the profession; in particular, how to shift from a former training system to a new one. It reports about emerging professional practices and the ability of tutors in nursing to seize new logical approaches to support their students on their vocational path. The starting point is the hypothesis that the internship tutor’s role or the professionalization of their supervisory activities, are significant vectors in their trainees’ proficiency and the professionalism of an entire vocation. The suggested theoretical approach sheds light on the new relationship to knowledge in the logical acquisition of skills. The results are based on an observation of participants, 50 collective and individual semi-structured interviews conducted with various actors involved in the professionalization of learners in two hospitals at separate times. The analysis has enabled to identify several logical approaches regarding change and also notice the importance of supporting the actors on the field in a social constructivist dynamics for a sustainable transformation of their practices
4
Buthelezi, Noluthando Loveness. "Innovative Facilitating of Learning to Foster Holistic Professionals in the Oral Hygiene Profession." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80494.
Full textAbstract:
As a lecturer in the module Orthodontics in the study programme Bachelor of Oral Hygiene, the construct innovative facilitating of learning is the one I adopted as I embarked on a self-transformative journey. This dissertation focuses on the professional development of my practice and the self (me). The self-transformative journey taken was not taken independently but with my students who became my co-travellers and co-constructors engaging in a learning process. Engaging in a learning process meant journeying in the steps of the Action Research cycle(s) and being especially observant of Herrmann’s Whole-Brain® thinking theory and other learning theories such as constructivist learning, cooperative learning, self-regulated learning and the like.Dissertation (MEd)--University of Pretoria 2020.
pt2021
Humanities Education
MEd
Unrestricted
5
Wessels, Johannes Wilhelmus. "Transportbesorgers en werkwerwing : 'n waardegedrewe transformasie geleentheid vir die prokureursprofessie / deur Johannes Wilhelmus Wessels." Thesis, North-West University, 2004. http://hdl.handle.net/10394/608.
Full textAbstract:
Touting, as practised by conveyancers in the four Northern provinces of
South Africa, is reaching alarming proportions. Owing to the institutional
nature of the attorneys' profession, rules and regulations are applied to
establish and manage the ethical behaviour of members of the profession.
The question arises as to whether there could be an alternative way of
management with a value system and ethical conduct as the underlying
principles. According to the organisational behavioural science, the
alternative method is to manage an organisation by means of value driven
leadership style.
The research questions of this study are:
1. Which teleological and deontological values will be suitable as
elements of a shared value system for the attorneys' profession?
In order to reach this goal, the following objectives are established:
2. To obtain exhaustive knowledge of the concepts 'values' and
'value-driven' by means of a literature study and empirical research
in order to understand the phenomenon touting, as practised in the
attorneys' profession.
This objective was reached through an investigation of the concepts
values and value-driven. The focus was particularly on the following
aspects:
J the development of the concept values
J the principles of values and ethics
4 the division and classification of the concept values
4 the role and application of the concept values in management science
and
J values and leadership
Based on the results of the limited availability sample, the empirical findings
were that the respondents are ethically sensitive. It is evident that touting is a
deliberate and unconstitutional disregard of instrumental and terminal values,
and that the promotion of self-interest leads to the detriment of the principal,
the profession and the public.
3. To establish the shared values of the attorneys' profession from the
perspective of the deontology and teleology.
This objective was reached through a literature study into the concepts value driven
and shared values. From this investigation, it is evident that a
relationship no doubt exists between terminal and instrumental values on the
one hand and teleological and deontological values on the other hand. The
investigation further found that specific effective teleological and
deontological values are contained in the sources of knowledge of the
attorneys' profession. These values can be used to develop a shared value
system for the attorneys' profession.
The results of the study, based on a limited availability sample indicate that
the majority of respondents could not identify the critical value, namely to
guard against self-interest. The absence of this value implies touting within
the context of this investigation.
4. To identify and describe the ways and means of the transformation
of the attorneys' profession from a rule-and-regulation orientation to
a value-driven orientation with regard to ethical behaviour.
In order to reach this objective, an empirical investigation was undertaken into
the perceptions of respondents of a specific availability sample in regard of
the existing rules applicable to ethical behaviour and their perception of the
Law Societies of South Africa. The empirical investigation in regard to the
perceptions show that a substantial portion of the respondents perception of
the Law Societies of South Africa is negative - founded on the reality
experience that the Law Societies of South Africa is not capable of cracking
down on touting. The literature study demonstrates that the attorneys'
profession is a learning organisation with an institutional culture.
Transformation from a rule-and-regulation orientation to a value-driven
orientation in regard to values and ethics, among others, requires a
transformation of way of thinking in regard to basic assumptions concerning
values and ethics.
In summarising, it can be stated that this investigation produced evidence
that effective teleological and deontological values are contained in the
sources of knowledge of the attorneys' profession, that can be used to create
a shared value system for the profession.Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2005.
6
Sasinsky, Michal Sara. "Understanding the phenomenon of intersectionality and its effect on inclusion and transformation in the South African legal profession." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/79651.
Full textAbstract:
Black female attorneys in South Africa shape their lives through historical, gendered, racial and classist experiences, perceptions, environments and structures. Their intersectional existence is compounded by the patriarchal and gendered structures and processes of law firms, the legal profession in general and society.
This study aimed to understand Black females’ lived experiences as products of a multiplicity of identities and structures to ultimately understand how intersectionality impacts their experience in the workplace and why there is limited career progression.
Due to the nature of the study and the existence of intersectionality as a social phenomenon, the study adopted an exploratory, inductive, qualitative approach through a phenomenological methodology. A total of 11 semi-structured interviews were conducted with Black female attorneys in South Africa.
The findings lead to the proposal of a conceptual model that can be used by organisations, such as law firms, to recognise the impact that a lack of intersectionality has on its staff and their career progression. This model also offers a hypothesised positive impact that understanding intersectionality may provide.Mini Dissertation (MBA)--University of Pretoria, 2020.
pt2021
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
7
Kruszynski, Joseph W. "The impact of change on the vowed commitment of a Conventual Franciscan friar of Saint Bonaventure Province a way of renewal and transformation /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
Full text
8
Pelegrin, Taboada Ricardo. "Shades of Liberalism: Lawyers and Social, Political and Legal Transformations in Nineteenth Century Cuba." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3895.
Full textAbstract:
In 1819, Ferdinand VII ordered the creation of two Colegios de Abogados in Cuba to prevent the expansion of the number of legal professionals, as well as the unauthorized practice of law. The strategy, however, failed, and lawyers increasingly became a force of political and social change in the island, being mostly inspired by the debates about the implementation of liberal agendas in and out of Cuba. Some Colegios de Abogados eventually became centers of anti-Spanish conspiracy and lawyers even led recurrent uprisings for Cuban independence. Ideas of reform among Cuban lawyers, however, were diverse, and different interpretations of liberalism surfaced, especially under the influence of other movements such as annexationism and autonomism. This variety of ideas encountered one another at the Constitutional Convention of 1901, where self-proclaimed liberal delegates still questioned, for example, free education and universal suffrage, which made evident the many shades that liberalism still had in Cuba at this time.
This study takes legal professionals to be a strategic window to approach and explain key social, political and intellectual transformations in nineteenth century Cuba, while unveiling the leading role lawyers themselves played in those processes. Relying on personal and professional documentation, correspondence and job applications, the dissertation recreates lawyers’ political, intellectual and social positions, and shows how they had a decisive participation in historical change in late colonial Cuba. Their ideas survived in periodical publications, newspapers, and political writings that they established or where they participated, as well as in legislations that they enacted, applied or commented on. Being the most influential professional group of the period under study, lawyers represent a perfect tool to understand the end of Spanish times in Cuba and its transit, under the flags of liberalism, to an independent republic.
9
Burt, David G. "An examination of the pharmaceutical responses to the implementation of the Chemists and Druggists Register : the transformation of a trade into a profession." Thesis, Cardiff University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430355.
Full text
10
Frontiera, Joe. "Leadership and organizational culture transformation in professional sport." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5945.
Full text
11
Bravette, Gloria. "Towards bicultural competence : researching for personal and professional transformation." Thesis, University of Bath, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388260.
Full text
12
Honig, Ofira. "Post-graduate art therapy training in Israel : personal and professional transformation through dynamic artwork-based experiential transformative courses." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48310/.
Full textAbstract:
Art therapy training programmes around the world feature a unique type of course based on dynamic art-work experience and conducted in the context of a core student group. The course is usually called an 'experiential group course'. There is world-wide practical recognition in the professional art therapy literature of the need for dynamic experiential artwork-based courses in art therapy training. What is new is that Israeli lecturers have extended this 'experiential group course' into what I term 'a topic-led dynamic experiential artwork-based course'. The nature of this course in Israel and how it is deployed, planned and conducted is the subject of this thesis. The data for this dissertation were collected from in-depth and wide-ranging interviews with three groups of persons: (a) 11 of Israel's 40 lecturers lecturing on Master's degree and Masters-level plastic art therapy training programmes. All have taught in the teaching mode under investigation here for many years and I looked on them as partners with me on a journey of discovery into the essential nature of this teaching mode in Israel; (b) 15 working art therapists who graduated from Israeli training programmes 3-15 years before participating in this research and who had been working as art therapists since then. They provided a reflexive analysis of what it was like to take a topic-led dynamic experiential artwork-based course. (c) three directors of art therapy training programmes (one current, two former). provided me the background to the theoretical development of art therapy training in Israel. In addition, as an insider researcher, a senior art therapist who has herself designed and taught topic-led dynamic art-based experiential mode courses for many years, I have used my own experience and example from my practice to illustrate and corroborate the points made by my interviewees. The interviews indicated that over the forty years the dynamic experiential teaching mode has been deployed in Israeli art therapy training its use has been extended to the design and teaching of a wide range of theoretical topics and that this extension occurred at approximately the same time on all Israel's recognised art therapy training programmes. From the point of view of the theory of art therapy training this thesis argues that the professional literature displays a significant gap. Many scholars have stressed the vital contribution made by dynamic experiential artwork-based courses to future practitioners' training but no researcher has yet clarified when and for what purpose certain theoretical courses are taught in this mode, how such courses are designed and conducted, and how they produce on students the effects the students say they do—what so many students term their 'magic'. And yet the lecturers who make use of this teaching mode declare it to be indispensable to the transmission of art therapy's concepts, language and methods to the next generation of art therapists. The object of this doctoral research, then, is to explore and expose the nature of topic-led dynamic experiential artwork-based courses in Israel and their particular contribution to Israeli art therapy training. (The research does not aim to investigate what theory of art therapy these lecturers represent nor what body of psychological and other theory they transmit to their students). Given a constructivist epistemology, a phenomenological research paradigm is deployed to investigate how dynamic experiential artwork-based courses achieve their aims. Interview data are analysed by the inductive Socratic analysis method and by theoretical reading, taking a heuristic approach. The key contribution of this thesis to knowledge about art therapy training methods in Israel, is that it unlocks and conceptualizes the transformation of these topic-led dynamic experiential artwork-based courses which the thesis also demonstrates to be transformative for their students. A central argument is that, to achieve these transformative insights lecturers integrate three content elements — theoretical material, artwork-based experiential workshops, and the emotional materials evoked from the students by and during the workshops. They adapt and adjust their workshops and the art materials offered the students to the needs of the theoretical topic they wish to teach. And they make dynamic use of the responses of individual students and the student group to the art materials and the artworks produced from them for the purpose of conveying/ instilling this theoretical topic. The five elements of lecturer, individual students, core group, art materials/ artworks and the learning space created by the lecturer interact uniquely within a dynamic relationship in response to the course topic in what I term in this thesis a 'pentagonal potential space'. It is the integration of the five constituent elements of this relationship and the interrelationships between them that make the courses 'transformative'. In a nutshell, these courses (a) take students on an inner emotional journey which allows the self to adjust to a dynamic therapeutic perception of the course topic; (b) enable students to investigate the given topic to great depths of experiential and intellectual insight and be changed by this insight; and (c) generate in both individual students and the student group emotional processes relating to the topic, which shape their therapeutic development with respect to that topic. These three effects together generate in the student a meaningful and critical development of their therapeutic self as art therapist, a development which so many of them call 'magical'.
13
Calleja, Colin. "THE LET ME LEARN PROFESSIONAL LEARNING PROCESS FOR TEACHER TRANSFORMATION." Doctoral thesis, Universitätsbibliothek Leipzig, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-118616.
Full textAbstract:
This research set out to explore how a group of nine educators from a Catholic Church school in Malta, who have attended the Let Me Learn professional Learning process (LMLpLp), experienced personal and professional transformation. This study investigates those factors influencing participants in their transformative learning journey. It also explores the dynamics of transformative learning and whether individual transformation affects the school’s transformative learning experience. More specifically this study set out to explore how teachers who participated in the Let Me Learn professional Learning process have experienced transformative learning.
This study takes a qualitative phenomenological approach. It seeks to identify phenomena of personal and professional transformative learning through the perceptions of the educators participating in this study. Through the use of the semi-structured interview it seeks to gather ‘deep’ data. This data represents the voices of these educators in narrative, thus emphasising the importance of the personal perspective and interpretation. This allowed this research to understand the subjective experience, motivation and actions of the participants.
The Literature review informs the questions asked during the interview. The interview was used as a tool for gathering information regarding values, attitudes and beliefs of participants. Each interview was transcribed, translated (when response was given in Maltese) and categorised according to Mezirow’s ten stages. Excerpts from each stage were further processed to generate themes. The themes were later streamlined and an acceptable interpretive framework was created. Each interview excerpt was then analysed through the framework.
Once all interviews were coded, detailed narratives were written. These narratives are meant to help the reader reflect on the process of transformative learning. It underscores those factors highlighted by the participants, which helped bring about both personal and professional transformative learning.
This research has identified that individual constructs are strongly determined by an individual’s personal learning characteristics. Awareness of these personal learning characteristics (self-knowledge) helped educators assess their practice and understand how their personal characteristics were determining their approach to teaching and affecting their interpersonal relationships with students and colleagues.
This research showed that transformative learning is a mutually interdependent experience. Individual transformation amounts to, and is influenced by, the collective transformation. This study highlighted the role of the school community in the pursuit of personal transformation.
Yet another important finding of this research is the importance of a shared language of possibility. Through a shared language, a learning community can create a dialogic environment through which intentions, beliefs and interventions can be shared among the professional community. This research accentuates the importance of a shared language as a means of articulating a change in perspective.
The study identified three main agents of change. The Let Me Learn team, as promoters and experts of this particular learning process; the teachers, who internalised the process and applied it to their practice; and the school’s senior management team, who internalised the Process, positioned it into the larger vision of the school and created a conducive environment through which the whole school community was empowered to take responsibility to bring about change in practice.
A number of implications emerge from this study that could inform policy on teacher professional learning. A major implication concerns the importance of a shared language – a language that reflects the shared values and ideological position of the community. Such language frames the learning process, makes learning visible for teachers to be able to respond effectively with strategies that respect each learner’s learning preference and makes learning visible to the learner himself.
Another implication from this study arises from the finding that the transformative learning process of any individual educator and effectively of the whole school community, goes beyond the effectiveness and limitations of any one professional development programme. True and deep-seated transformative learning comes from within the individual educator. This statement has serious repercussions on any professional development programme that aims to aid participants in their quest to transform their practice.
This study also emphasised the importance that any professional development needs to be seated in the local experience and needs of the school community. Any attempts at developing comprehensive, nation-wide projects with pre-packaged approaches, are doomed to fail. What this research has shown is that for effective professional development, the identified outcomes need to correspond to the local needs of the school, rather than the national guidelines, detached from the realities of the particular school.
Finally, this study accentuated the importance of incorporating mentoring support in any professional development proposal. Delivery of information and skills without follow-up tend to lead to superficial application. Transformative learning presupposes a period of shared reflection on practice and collegial mediation of ideas through contact between teachers and their leaders and on-the-job support from their professional development mentors.
14
Moussa, Mouloungui Aude. "Processus de transformation des intentions en actions entrepreunariales." Phd thesis, Université Charles de Gaulle - Lille III, 2012. http://tel.archives-ouvertes.fr/tel-00870880.
Full textAbstract:
L'étude des facteurs psychosociaux qui déterminent les comportements liés à la création d'entreprise est essentielle à l'explication de l'intention entrepreneuriale et du processus cognitif de sa transformation en action. Dans cette perspective nous nous sommes intéressés à la dynamique personnelle impliquée dans les conduites de création d'entreprise. Trois catégories de personnes ont participé à cette étude : les étudiants, les entrepreneurs en création et les entrepreneurs actifs. Cela nous a permis de contourner la difficulté méthodologique liée à la réalisation d'une observation longitudinale. A partir de la littérature internationale sur le sujet, nous présentons l'entrepreneuriat comme un processus téléologique qui s'élabore dans le temps. Ainsi, nous avons construit un modèle d'analyse par équations structurales établissant les liens entre les variables déterminantes de l'intention entrepreneuriale, les variables intermédiaires en particulier en référence au modèle du comportement planifié, à celui de Gollwitzer sur les phases de l'action et à Kuhl sur le contrôle de l'action et les conduites de création d'entreprise. Nos résultats nous ont permis de proposer un modèle théorique dit de la hiérarchisation de la mobilisation des capacités volitionnelles. Son postulat est semblable à celui de la théorie des besoins de Maslow. Toutefois, contrairement à la pyramide des besoins, nous faisons l'hypothèse d'une remobilisation possible des capacités volitionnelles d'une phase inférieure du processus
15
Mofulatsi, Carol. "IT professional premature turnover in information technology transformation programmes telecommunication industry." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52258.
Full textAbstract:
Voluntary turnover for IT professionals continues to be a key issue for industry locally and globally. The information technology industry is experiencing a diminishing pool of IT professionals, which is mainly due to the fast growing technology markets, which have resulted in a growing gap between the demand and availability of IT professionals.
Major organizations continue to invest in new technologies therefore require skilled resources to implement these application solution in the form of IT Transformation Programmes. The IT professionals are important to the successful implementation of these programmes. The high turnover in IT skills tends to have a huge impact on these particular projects.
This research seeks to establish the factors which lead to premature turnover of IT professionals on IT Transformation programmes, with a specific focus on the impact of pull and push factors.
Further to this, the study seeks to understand and explore the influence of shocks on scripted turnover decisions of IT professionals in IT Transformation programmes.
The study found vast differences in factors that lead to turnover intention for IT professionals in IT Transformation Programmes. The differences could be explained by different dynamics of the requirements or characteristics of the career itself, labour market and demographic factors of the individuals involved. This usually leads to IT professionals leaving projects prematurely. The results showed that none of the shows that none of the respondents left the programme after it ended. Pull factors accounted for more turnover decisions as opposed to Push factors for IT professionals.Mini Dissertation (MBA)--University of Pretoria, 2015.
sn2016
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
16
Logan, Peter Stewart. "Teacher-led enquiry as a path to empowerment and professional transformation." Thesis, King's College London (University of London), 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664295.
Full text
17
Tsapenko, O. A., O. I. Volovyk, О. А. Цапенко, and О. І. Воловик. "Results of transformation of logistic professional competencies during the global pandemic." Thesis, National Aviation University, 2022. https://er.nau.edu.ua/handle/NAU/54831.
Full textAbstract:
This study outlines the current changes in requirements of the labour market for logistics professionals through the prism of the changing business environment caused by industrial change and current crises. Proposals for the introduction of changes for the higher education and postgraduate professional development providers were given.У цьому дослідженні висвітлюються поточні зміни вимог ринку праці до фахівців з логістики через призму мінливого бізнес-середовища, спричиненого змінами промисловості та поточними кризами. Надано пропозиції щодо внесення змін до закладів вищої освіти та післядипломної кваліфікації.
18
McManus, Michael. "The Impact of Fourth Graders' Purposeful Writing on a Teacher's Professional Transformation." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/305307.
Full textAbstract:
The purpose and objectives of this qualitative teacher research (Hubbard, Power, 1993) is to explore my teaching by examining the purposeful writing of my students as I consider the following questions: (1) How does a teacher actualize a system of beliefs in a specific classroom context? (2) How do fourth grade children evolve as writers over the school year? (3) How is writing measured on district developed benchmark writing tests and the Georgia Criterion Referenced Competency Test? (4) What are fourth grade children's perspectives on purposeful writing? I teach from a humanistic perspective (Rogers, 1980) and these principles lead me to emphasize purposeful writing, which I define as writing that has its roots in topics and feelings the writer cares about, and writing experiences that have a clear function and audience.
I analyzed the students' writing using a 6-trait 4-point writing rubric. Authentic assessment at the state and district level was not provided for the children and writing ability was not measured authentically other than in the classroom. Major conclusions of this study include: (1) Purposeful writing increased children's enjoyment of writing; (2) Student oral presentations of prewriting are an effective method for the revision and editing of their written work; (3) Written language is a tool for self-expression. This tool should be applied in ways that encourage learners to develop and define themselves; (4) Students were most satisfied with the inquiry projects that encouraged them to answer their own questions; (5) In light of increased feedback, students were more willing to rework their papers multiple times to develop a clear message; (6) In response to a desired connection with peers, students chose to communicate more in writing; (7) Students worked at and valued the art of storytelling and presentation of material that mattered; (8) Students took more risks in their writing; and (9) Reflecting on student writing provided many opportunities to actualize my belief system as a teacher in the classroom.
19
Grafton, Kate. "Indian physiotherapists' global mobility : a grounded theory journey of professional identity transformation." Thesis, Sheffield Hallam University, 2013. http://shura.shu.ac.uk/10372/.
Full textAbstract:
In the last decade over a thousand Indian physiotherapists have travelled to work or study overseas. Published literature investigates the global mobility of doctors and nurses but there is no literature that considers the global migration of physiotherapists from developing countries. The purpose of this study was to understand the motivations and aspirations underpinning the Indian physiotherapists' global mobility. Nineteen Indian physiotherapists were interviewed in English individually or in focus groups. The data was collected and analysed using constructivist grounded theory methods. The findings suggest that Indian physiotherapists travelled overseas for professional development, they sought knowledge, skills and experience that they perceived were not available in India. Many sought experience of autonomous physiotherapy practice. They aspired to a better life, through better professional practice, increased respect and pay. Indian societal values amplified the importance of pay and respect for male physiotherapists, whereas females prioritised professional development. All aspired to professional autonomy and planned to return to India once their travel objectives were met. Behind the motivations for travel was a discourse of challenge and turmoil for physiotherapy in India, where they have no legal professional recognition. The grounded theory constructed posits that the Indian physiotherapists' global mobility is a journey of professional identity transformation that consists of four stages 'forming', 'storming', 'transforming' and 'returning'. Identity formation occurs through professional socialisation during their degree training. 'Storming' occurs as they transition into work and experience a disjuncture between their nascent physiotherapy identity and the workplace role expectations. This leads to frustration as they aspire to autonomous practice and an autonomous professional identity; they hear that physiotherapy is different overseas. Transformation occurs through overseas professional development and experience of autonomous practice. Successful return to India is dependent upon returnees transferring and integrating their new professional identity back to the Indian physiotherapy context.
20
Loe, David R. "Teacher Transformation and Critical Collegiality in Online Learning Environments." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271295100.
Full text
21
Winstone, Claire Lilian. "The meaning of the mentoring relationship which facilitates transformation of the protégé." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25536.
Full textAbstract:
This study investigated the question: What is the meaning of the mentoring relationship which facilitates transformation of the protégé? This was accomplished using an existential-phenomenological approach. The study included five adult "co-researchers" who had experienced the phenomenon being investigated and were capable of describing their experience to the researcher. The co-researchers were asked to describe their experience of the relationship with their mentor and to validate the analysis within the context of three interviews. The descriptions were tape recorded and transcribed and used as the data for the study. The analysis was conducted according to the method described by Colaizzi (1978). The themes derived from the co-researchers' descriptions were described and woven into an exhaustive phenomenological description of the mentoring relationship which facilitates transformation of the protégé. The essential structure derived from the exhaustive description was presented in a condensed statement of the meaning of the experience for the five co-researchers.
Twenty-eight themes or dimensions of the experience were identified. The pattern described is a more profound and complete picture of the meaning of the experience of the mentoring relationship which facilitates transformation of the protégé than previously available in the literature.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
22
Cassar, Bertrand. "La transformation numérique du monde du droit." Thesis, Strasbourg, 2020. http://www.theses.fr/2020STRAA002.
Full textAbstract:
L’histoire de notre société est indissociable de celle des professionnels du droit. Ces derniers constituent le lien entre le justiciable et l’État. Ils garantissent, notamment, la mise en œuvre de sa prérogative régalienne de dire le droit et de rendre la justice. Toute évolution dans leurs activités a des répercussions sur l’ensemble des citoyens. Depuis une cinquantaine d’années, les professions judiciaires et juridiques connaissent de profondes mutations, tant par des modifications successives de leur statut que par l’apparition de techniques informatiques. Le phénomène de la transformation numérique s’est, d’autant plus, accru par la mise à disposition de données ouvertes, encourageant l’émergence d’acteurs proposant des services numériques à destination du monde du droit et du justiciable, les LegalTech. Ces entités, à l’instar des éditeurs juridiques, favorisent la diffusion de techniques au sein des pratiques, ainsi qu’elles consolident leurs activités, en tant qu’intermédiairesOur society’s history is intricately linked to that of legal professionals. They are the connection between the subjects of legal proceedings and the State, giving it the opportunity to implement its sovereign prerogative of serving justice. Each evolution in their activity therefore has repercussions on all citizens. In the past fifty years legal professionals have known profound changes. These mutations affect them in many ways, for instance by the modification of their legal status. They have also changed the way they work by the progressive introduction of new technologies. The recent phenomenon of digital transformation has been accentuated by the apparition of open data which has encouraged new actors, known as LegalTech, to cater digital services to legal circles. Just like legal publishers, these new entities foster the diffusion of new techniques which are then applied by legal professionals. They therefore consolidate their position, acting as intermediaries to legal circles
23
Calleja, Colin [Verfasser], Thomas [Akademischer Betreuer] Hofsäss, Thomas [Gutachter] Hofsäss, and Anatoli [Gutachter] Rakhkochkine. "The let me learn professional learning process for teacher transformation : the let me learn professional learning processfor teacher transformation / Colin Calleja ; Gutachter: Thomas Hofsäss, Anatoli Rakhkochkine ; Betreuer: Thomas Hofsäss." Leipzig : Universitätsbibliothek Leipzig, 2013. http://d-nb.info/1238367674/34.
Full text
24
Zold, Zoltan. "Professional armed forces new trend in Europe : transformation of the Czech armed forces." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FZold.pdf.
Full textAbstract:
Thesis (M.S. in Defense Systems Management)--Naval Postgraduate School, June 2002.Thesis advisor(s): Raymond Franck, Donald Abenheim. Includes bibliographical references (p. 85-88). Also available online.
25
Chancellor, Renate L. "E.J. Josey a historical look at a civil rights activist and transformative leader in the modern library profession /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1666155981&sid=3&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full text
26
Liot, Françoise. "Les carrières artistiques en Aquitaine : les transformations de la profession d'artistes face aux politiques de soutien à la création." Bordeaux 2, 1997. http://www.theses.fr/1997BOR21014.
Full textAbstract:
Ce travail analyse la situation des artistes plasticiens en Aquitaine. Le milieu artistique régional s'est transformé depuis 1982. La décentralisation et les politiques de soutien à la création ont contribué à modifier la profession artistique. La première partie présente la population des 100 artistes aquitains qui ont fait l'objet de l'enquête. Elle étudie leur situation, notamment en terme de formation et de conditions de travail. La seconde partie présente le contexte régional de l'art. Il se subdivise en trois réseaux. Ce sont les univers professionnels à l'intérieur desquels s'exerce l'activité artistique. Ils réunissent des structures publiques ou privées qui contribuent à la diffusion, à la commercialisation et à la légitimation de l'œuvre d'art. Chacun soutient une conception artistique, sur cette base les réseaux régionaux entrent en concurrence. On observe une lutte pour la définition de la valeur artistique. La troisième partie analyse les carrières des artistes confrontés à la création d'un marché administré. De nouvelles compétences deviennent indispensables aux plasticiens. Les partenaires de l'artiste se multiplient et se diversifient, le rapport artiste-galerie se distend au profit des partenaires institutionnels. Ceux-ci impliquent un nouveau mode de médiatisation où le discours de l'artiste sur son œuvre et les aspects relationnels de la carrière sont valorisés. L'école des beaux-arts, sous l'influence des nouveaux éléments de reforme qui ont lieu à partir de 1988, devient un instrument privilégié de la professionnalisation des artistes. Elle permet leur intégration à un marché administré par l'apprentissage des nouvelles compétencesThis work analyses the position of plastic art professionals in Aquitaine. The regional artistic sphere has evolved since 1982. Decentralization and policies in support of creativeness have contributed in changing the arts profession. The first section introduces us to the population of the 100 artists from Aquitaine who were the subject of the survey. It investigates their position, particularly in terms of education and working conditions. The second section describes the regional background of art. It is subdivided into three networks. The latter are professional domains within which an artistic activity is practiced. They combine public or private structures which aid in distributing, in marketing the work of art and in winning recognition for it. Each of them is supporting an artistic concept, the regional networks are competing with one another on these grounds. A struggle for determining artistic value is observed. The third section analyses the careers of artists faced with the creation of a controlled market. New skills become essential to plastic art professionals. Partners of the artist are on the increase and subject to diversification, the artist-gallery relationship drifting apart for the benefit of institutional partners. The latter imply new methods of coverage by the media whereby more emphasis is given to what the artist has to say on his work and to the relational aspects of the artistic career. L'école des beaux-arts (art school), under the influence of new elements of reform which took place from 1988 onwards, becomes a privileged instrument for turning out professional artists. It enables them to be integrated into a controlled market through the learning of new skills
27
Touati, Oumelkhir. "Rapport au travail et dynamique de transformation du métier d'ingénieur dans le contexte algérien : le cas de l'entreprise Sonatrach." Thèse, Paris, EHESS, 2007. http://hdl.handle.net/1866/2209.
Full text
28
Spitler, Ellen J. "Transformation of Preservice and New Teacher Literacy Identity: Three Transactional Dimensions." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194822.
Full textAbstract:
Adolescent literacy is currently viewed as in crisis. Moore (2002) argues that a focus on adolescent literate identity seems to be a key consideration when designing literacy instruction for secondary classrooms. This dissertation argues that in order for adolescents to develop a literate identity, their teachers should possess a literate identity.This phenomenological case study investigates the transformational paths nine developing teachers traversed as they "authored" their teacher literacy identity through a university content area literacy course, student teaching, and/or the induction period. "Authoring" includes both how the teachers represent their literacy identities in their writing and speaking, and how teachers do their literacy identities when enacting or performing (Moje, 2004) literacy instruction.Six instructional engagements completed by participants when they were students in a university content area literacy course comprise one data set. During student teaching and/or during their first or second year of teaching, three types of data were gathered: the Seidman (1998) three-interview series; a content area literacy lesson planning session; and an observation of each planned lesson. A phenomenological analysis (Merriam, 1998) guided the initial examination of the data. The data sets were analyzed using the constant comparative method (Bogdan & Biklen, 2007; Merriam, 1998).Teacher literacy identity is a previously unexplored construct. Based on a literature review and the voices of the participants, the following definition took shape: teacher literacy identity is a confident view of self as responsible for and in control of improving the literacy learning of self and the competency to enact engagements to guide the literacy learning of students. Teacher literacy identity consists of three transactional dimensions: the construct of literacy, the construct of literacy in practice, and the quality of the literacy enactment. Six major categories emerged to illustrate the phenomenon: identity, learning communities, personal agency, design of practice, literacy theories, and sources of dissonance.Implications of this exploration suggest that the investigation and documentation of developing teachers' literacy learning trajectories are worthy areas of further study. Moreover, a critical re-evaluation of teacher education and professional development in the support of teacher literacy identity deserves close attention.
29
Boatright, Elizabeth E. "Constructing high quality professional learning opportunities for high school teachers in a transformation context /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7537.
Full text
30
Leung, Alicia S. M. "Metamorphosis, stasis and retro-metamorphosis : professional women's struggle for transformation in post-Mao China." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268005.
Full text
31
Booth, Jane. "The transformation of professional practices in post communist Poland : observing the dynamics of globalisation." Thesis, Oxford Brookes University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247606.
Full text
32
Brashear, Taylor. "TRANSFORMING TEACHERS: EXPLORING CHANGING PERCEPTIONS THROUGH PARTICIPATION IN A PROFESSIONAL DEVELOPMENT PROGRAM." UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/35.
Full textAbstract:
Communication across the curriculum (CXC) programs are becoming increasingly common as institutions of higher learning recognize the need for improving communication skills in college students. Consequently, the University of Kentucky (UK) is piloting Presentation U, a multimodal communication across the curriculum (MCXC) program. This study examines the degree to which the Faculty Fellows program succeeds in helping faculty across the university integrate effective communication instruction and assignments into their courses. For this study, all faculty members participating in cohort #2 of the program responded to surveys and wrote reflection papers regarding their experiences. Their responses were analyzed and conclusions drawn. The study, grounded in the adult theory of transformative learning, found evidence of worldview transformation among faculty fellows as a result of their participation in the program.
33
Семененко, Лариса Петровна, and Юлия Николаевна Главчева. "Дистанционный курс "Куратор содержания" как элемент программы "Читающий политех"." Thesis, Днепропетровский национальный университет железнодорожного транспорта, 2013. http://repository.kpi.kharkov.ua/handle/KhPI-Press/3278.
Full textAbstract:
The initial stages of the program to attract readers to the library are considered. We suggest the new effective forms of cooperation with readers to break the stereotypes about a librarian.Рассматриваются начальные этапы реализации программы по привлечению читателей в библиотеку. Предложены новые эффективные формы сотрудничества с читателями, ломающие стереотипы восприятия библиотекаря.
34
Hû, Grégory. "Les roses déracinées : transformation du recrutement du personnel socialiste : des logiques sociales aux logiques politiques (fin XIX-2012)." Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAG023/document.
Full textAbstract:
Cette thèse entreprend d’examiner les transformations du recrutement du personnel politique socialiste de la fin du XIXe siècle à 2012 en établissant le passage d’une logique sociale à une logique politique du renouvellement des élus et cadres partisans à partir des années 1990. Sur la base d’une enquête de terrain croisant plusieurs méthodes (entretiens, observations, archives et base de données prosopographiques), cette recherche montre, dans une première partie, les filières sociales de renouvellement du personnel politique socialiste de la fin du XIXe siècle jusqu’en 1990. En changeant de jeu d’échelle, la seconde partie révèle la dévaluation des ressources des groupes mobilisés en 1971 (enseignants laïcs et catholiques de gauche) à partir des années 1990. Enfin, la dernière partie s’attache à démontrer en quoi la réévaluation des ressources politiques et partisanes transforme le recrutement et renouvelle le capital politique des élusThis PhD dissertation examines the transformations in the recruitment of the French Socialist Party’s (PS) political personnel from the late nineteenth century to 2012. It shows how social logics of recruitment have been replaced by political ones, with a significant renewal of the party’s elected representatives and executives in the 1990s. The research is based on extensive fieldwork combining quantitative and qualitative methods (interviews, participant observation, archival work and prosopography). The first part describes the social rationales at work in the renewal of the PS’s political personnel from the late nineteenth century to the 1990s. The second part examines in closer detail the devaluation of the mobilized groups’ resources during the 1990s. Finally, the third and last part demonstrates how the reevaluation of political and party resources has transformed the recruitment and changed the elected representatives’ political capital
35
Christensen, Laurene L. "Writing in the Contact Zone: Three Portraits of Reflexivity and Transformation." PDXScholar, 2002. https://pdxscholar.library.pdx.edu/open_access_etds/1886.
Full textAbstract:
Culture is at the core of language teaching. Because classrooms are contact zones (Pratt 1991), teachers must have a well-developed sense of their own intercultural competence so that they may better facilitate the cross-cultural discovery inherent in language teaching. Teacher preparation programs need to provide opportunities for new teachers to increase their intercultural awareness. The purpose of this research was to qualitatively understand the experiences of pre-service teachers in a required culture-learning class at a large urban university. Specifically, the focus of this study was the completion of a mini-ethnography project designed to give the students a cross-cultural exchange. Since such contact zones can be the site of reflexivity and transformation, this study sought to understand the contexts in which reflexivity and transformation might occur, as well as how these changes might influence a person's intercultural competence. This research used student writing as a primary source for illustrating change. Writing samples from all course assignments were collected from the class. Intercultural Development Inventory (IDI) Profiles were collected from three individuals who also agreed to extensive interviews. This data was used to create case study portraits of the class as well as the three individuals, illustrating a variety of experiences with the ethnography project. Change in intercultural competence was measured according to the Developmental Model of Intercultural Sensitivity (Bennett 1993) and the IDI. Each person had a markedly different experience with the project, and each person experienced some kind of intercultural change. Overall, the results suggest that ethnography is a useful classroom tool. When used at an appropriate stage of a student's intercultural development, reflexivity and perspective transformation can occur, thus leading to intercultural competence.
36
Roderick, Martin. "Work, self and the transformation of identity : a sociological study of the careers of professional footballers." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30710.
Full textAbstract:
The traditional focus for sociologists studying occupations has been on manual workers in the main as their work is assumed to be laborious and unimaginative, yet footballers are almost never considered in this way despite the immensely physical nature of their work. Far from tedious, their job, by contrast, is thought of as a labour of love. This study is an interactionist analysis of the careers of male professional footballers in England, which provides sociological insights into the realities of their working lives. Professional football is a contingent and highly physical form of employment. Players' careers may be terminated involuntarily as a result of a severe injury. It is a short-term vocation in which ageing inevitably reduces physical capital. Professional football is characterised by an extremely competitive labour market, for there is an oversupply of aspirants 'chasing the big-time'. This qualitative study is based on data obtained via semi-structured interviews with forty-seven present and former professional footballers. The central theme of this thesis concerns an understanding of the ways in which the orientations of players to their work change over the course of their careers. The players were asked about turning points in their work histories, such as long-term injuries, transfers from one club to another, and other key moments in which they felt uncertain about what their futures may hold. In part, the focus of the interviews concerned the subjective meanings the players impute to their experiences. An examination of the drama of work is undertaken. The ways in which players deal with the workplace insecurities that are an inbuilt characteristic of their occupation are examined and an explanation of why they continue to pursue a career in the professional game, despite developing cynical attitudes towards their work and their employers, is attempted.
37
Thompson, Robert M. "Bottom-up constructions of top-down transformational change : change leader interventions and qualitative schema change in a spatially differentiated technically-oriented public professional bureaucracy." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16425/.
Full textAbstract:
In the face of knowledge deficits in and poor outcome assessments of Organisation Transformation (OT), there is a need for a better understanding of the relationship between change leader interventions and qualitative organisational schema change, the collective knowledge structures that must be replaced or significantly elaborated if OT is to be realised.
Previous research on this relationship has (a) focused on imposed structural interventions and given little attention to large-scale human process interventions, (b) given little attention to the radical structural interventions frequently involved in the transformation of public organisations, (c) given little scrutiny to how organisational schema have been conceptualised, (d) given little scrutiny to recent propositions on schema change dynamics that may be contentious, and (e) given little consideration to the change management contexts in which leader influence may be neutralised.
In the light of these gaps in the literature, this thesis investigates, from the perspective of change recipients, the relationship between complex large-scale change leader interventions and qualitative organisational schema change in change management contexts thought to be inimical to leader influence. In particular, how efficacious are change leader interventions in realising qualitative organisational schema change in such contexts?
An interpretive longitudinal case study design was used to address this question. The case organisation is a spatially differentiated technically-oriented public Professional Bureaucracy located in Queensland. In this context, this thesis investigates, over a three-year period, the creation and evolution of three schema change contexts, or change trajectories, created by two temporally disconnected yet functionally inter-related change leader interventions.
Data collection techniques included focus group interviews, semi-structured interviews, and secondary sources. Data were collected from several sites, including Head Office functions and Regional and District offices, across Queensland. Data were collected on four occasions across the three-year period from early 2000 to late 2002.
The results reveal that (a) while there are no panaceas, public managers need more sophisticated intervention theories based on a knowledge of the relative efficacy of different interventions rather than relying on, predominantly, structural interventions, (b) viewing organisational schema in one-dimensional rather than multidimensional terms masks both the complexity of organisational schema change and the possibility of partial rather than configurational schema change, (c) while inter-schema conflict or dialectical processes were apparent, successful schema change was better explained by teleological processes than by dialectical processes, and (d) change leaders can have a powerful influence on OT in change management contexts thought to be inimical to change leader influence yet their influence is linked to high investments of time and effort.
38
Partin, Christina M. "Investigating Transformation: An Exploratory Study of Perceptions and Lived Experiences of Graduate Teaching Assistants." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7701.
Full textAbstract:
Graduate teaching assistants (GTAs) are becoming increasingly responsible for undergraduate instruction in the landscape of higher education. These experiences may serve as a pipeline for career readiness and success in faculty positions. Yet, the experiences of graduate teaching assistants are largely unexplored. This study describes the perceptons and experiences of a selected sample of GTAs, including their perceptions of available support, and the role of that support in navigating potential disorienting dilemmas.
Existing literature suggests that disorienting dilemmas lead to transformative experiences through an internal process of critical self-reflection, but neglects the possibility of differential outcomes to disorienting dilemmas. Further, existing literature suggests that such challenges simply create a common, linear path toward transformation. Using qualitative data collected through participant interviews, this study offers an in-depth exploration of GTA experiences, while establishing ways in which these meet the criteria set forth in the literature for “disorienting dilemmas.” Futhers, this study examines ways that such experiences are mediated by GTA social and institutional support systems. By investigating the experiences of graduate teaching assistants, this study addresses a gap in the literature regarding the perceptions of the GTAs about their experiences in their role. Further, this study challenges an assumption in the literature about transformative experiences and offers insights into the differential outcomes may arise as a result of a disorienting dilemma.
39
Mato, Ornela. "Les professionnels entendants de la surdité : transformation des dynamiques professionnelles suite à l’émergence du nouveau paradigme de la surdité dans les années 1970." Thesis, Paris 8, 2017. http://www.theses.fr/2017PA080134/document.
Full textAbstract:
Le domaine propre aux interventions relatives à la surdité est fortement clivé par l’opposition entre deux paradigmes : l’un centré sur l’oralisation (réparation de l’ouïe et de la parole), l’autre sur la langue des signes depuis les années 1970 avec le Réveil Sourd (lutte pour la reconnaissance d’une communauté linguistique et culturelle). De nombreuses institutions et professionnels sont concernés (enseignants, éducateurs spécialisés, orthophonistes, audioprothésistes, codeurs en LPC, interfaces de communication…) pour différents secteurs d’activités (médical, para-médical, éducation, communication). Les interventions sont au départ le fait de professionnels entendants, mais le Réveil va légitimer la présence de sourds pratiquant la langue des signes. Les associations et l’engagement d’universitaires jouent un rôle central dans cette émergence.La reconfiguration des dynamiques professionnelles conduit ici à une redéfinition des rôles et des places des acteurs (professionnels entendants, secteur de l’éducation) : concurrences, reconnaissance des manières d’agir, émergence d’associations de parents et de sourds, rôle de l’expertise. Malgré des aspirations à une reconfiguration de l’action publique, un compromis inégal perpétue le modèle dominant tourné sur l’oralisation, assorti d’une reconnaissance partielle de la langue des signes et du développement des professions d’interprètes et d’enseignant en LSFThe field of interventions for the deaf is strongly divided by two opposed paradigms: The first one focuses on vocal speech (repairing ear function and voice re-education), the second focuses on sign language since the 1970s with their Awakening of the Deaf (a fight for the deaf to be recognized as a linguistic and cultural community). A lot of special schools and professionals are affected (teachers, special educators, speech-therapists, audiologists, cued speech transliteration programs, communication assistants…) in different fields (health and paramedical sectors, education, communication). At first the professionals who hear were in charge, but the Deaf Awakening will legitimize the professional presence of deaf people using sign language. Associations and engaged academics play a key role within this emergence.Reconfiguration of professional dynamics leads here to a redefinition of roles and places for those in charge (professionals who hear and the field of education): competition, recognition of ways to act, emerging associations of parents and of deaf people themselves, the place of the experts. Despite the attempts at reconfiguring public action, an unequal trade-off perpetuates the dominant vocal speech acquisition model, accompanied by a partial recognition of sign language as well as of interpreters and French sign language teachers
40
Caswell, Roger L. "Teacher transformation achieved through participation in the National Writing Project’s invitational summer institute." Diss., Kansas State University, 2007. http://hdl.handle.net/2097/447.
Full textAbstract:
Doctor of PhilosophyCurriculum and Instruction Programs
F. Todd Goodson
Professional development of in-service teachers continues to increase, but not all programs are successful in promoting teacher learning and student improvement. This qualitative study offers an examination of how one professional development program, The National Writing Project, with its teachers-teaching-teachers model is making a difference. The National Writing Project is one of the longest running, most cost-efficient, and most successful professional development programs in education. The purpose of this study was to identify factors influencing teacher transformation. Five areas were addressed: (1) the identification of transformation factors; (2) the relationship of personal literacy as it affects professional change; (3) being a member of a learning community and how it affects personal learning; (4) being a member of a learning community and how it affects professional learning; and (5) the role of spirituality in transformation. The setting was the National Writing Project's Invitational Summer Institute as it examined how fellows, first time participants, perceived their learning. Participants were from 17 different writing project sites across the United States. Data collection involved three distinct sources: (1) selection of participant and rationale provided by site directors of writing project sites; (2) audio-taped long interviews of each participant; and, (3) a follow-up focus group conducted in an electronic discussion board. The findings highlighted an interweaving of five factors influencing teacher transformation: (1) identification and application of knowledge for self and students; (2) reflection of learning and practice; (3) collaboration; (4) active and on-going involvement; and, (5) supportive and safe environment. When these five transformative factors are designed and implemented in the professional development of teacher in-service, teachers are provided an opportunity to personally learn which leads to professional learning and improved instruction for student learning. Excerpts from each data collection, recommendations for future research, and appendices to replicate the study are provided.
41
Anderson, Amy A. "The International Teacher to Teacher Exchange: A Context for Educator Transformation." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538738/.
Full textAbstract:
This study examined how in-service teachers transformed professionally and personally as a result of participation in the International Teacher to Teacher Exchange Program (ITTTE). Six teachers, 3 from the U.S. and 3 from Guatemala, were paired. Each pair spent a total of 8 weeks together, in each other's countries, over the course of 2 years. The pairs reciprocated home stays, school engagement, and cultural learning in three cohorts; 2012-2014, 2014-2016, 2016-2018. In 2018, each participant engaged in a structured interview tailored to the ten meaning phases of Mezirow's transformative learning theory (TLT). The data were analyzed deductively, through the application of the ten meaning phases of transformation. The data were also analyzed inductively to determine additional themes of transformation. The deductive findings revealed 5 out of 6 participants experienced full transformative learning. All 3 Guatemalan teachers transformed professionally with new understandings of mathematics pedagogy. Two U.S. teachers transformed personally, one by learning how to be a more caring teacher and the other by overcoming shyness to engage as a relational teacher. The third U.S. teacher adopted the point of view that speaking a second language had value. The inductive analysis revealed emerged themes of learning, language, relationships, and program affecting others as evident in transformed frames of reference, habits of mind and points of view. Due to the range of participation years, latent effects were noted. The ITTTE was shown to influence transformation in teachers' personal and professional development. TLT was effective in revealing participant transformation within the ITTTE.
42
Wänlund, Robin, and Bobby Zhou. "The Role of Professional Identity in Digital Transformation : The Case of Heavy Equipment Operators in the Swedish Earth-Moving Industry." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-300900.
Full textAbstract:
Digital transformation has become a hot topic both amongst practitioners and researchers. However, a vast majority of industries are struggling with collecting the benefits from digital transformation, and the Swedish earth-moving industry is no exception. Identity is seldomly further explored, although it is often mentioned as a factor to consider in digital transformation. Furthermore, the role of the employees is central, yet often underestimated. Thus, this study revolves around heavy equipment operators and their professional identity in digital transformation. Hence, the purpose of this study is to investigate how the professional identity of the heavy equipment operators affects digital transformation of the earth-moving industry. To fulfill the purpose, this study aims to use a combination of previous theories regarding professional identity. This to explain current and anticipate future supportive and resistive behaviors towards digital transformation. The findings are based on an exploratory case study of heavy equipment operators and an extensive literature review of prior research of professional identity. The findings showcase that heavy equipment operators' professional identity is mainly rooted in their prior socialization and similar values of impacting their surroundings. Furthermore, this study found that concerns of not having the skills required by the changes as a resistive behavior are likely to become more prominent in the future. This is because although digital technologies lower the maneuvering skills, they require other skills. Also, digital technologies are often appreciated although they are often adopted in a reactive way which slows down digital transformation of the earth-moving industry. Furthermore, this study shows that there are multiple aspects of professional identity to consider and provides a comprehensive understanding of the interdependencies amongst the elements in professional identity.Digital transformation har blivit ett aktuellt ämne både bland företagare och forskare. En stor majoritet av företag och branscher kämpar dock med att framgångsrikt gå igenom en digital transformation, där den svenska maskinentreprenadbranschen inte är ett undantag. Identitet utforskas sällan vidare trots att det ofta nämns som en faktor att beakta vid digital transformation. Samtidigt är individernas roll central i en förändring, men ofta underskattad. Således kretsar denna studie kring maskinförare och deras yrkesidentitet i en digital transformation. Syftet med denna studie är att undersöka hur yrkesidentiteten hos maskinförare påverkar den digitala transformationen av maskinentreprenadbranschen. För att uppnå syftet ämnar denna studie till att först kombinera tidigare teorier kring yrkesidentitet till ett ramverk. Därefter använda ramverket till att förklara nuvarande och förutse framtida stödjande och hindrande beteenden mot digital transformation. Resultaten är baserade på en fallstudie av maskinförare och en omfattande litteraturstudie av tidigare forskning om yrkesidentitet. Resultaten visar att maskinförares yrkesidentitet huvudsakligen härstammar från deras tidigare socialisering och att de även har liknande värderingar av att påverka deras omgivning. Denna studie visade att oro för att inte ha de färdigheter som krävs av förändringarna sannolikt kommer bli mer framträdande i framtiden. Detta beror på att även om digital teknik sänker kraven för manövrering så kräver de andra typer av färdigheter. Vidare så uppskattas digital teknik oftast, men de antas på ett reaktivt sätt som saktar ner digital transformation av maskinentreprenadbranschen. Avslutningsvis visar denna studie att det finns flera aspekter av yrkesidentitet att överväga och ger en omfattande förståelse för det ömsesidiga beroendet mellan elementen i yrkesidentitet.
43
Pereira, Sandra de Castro. "A Proposta Curricular do estado de São Paulo e a sala de aula como espaço de transformação social." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8136/tde-24102012-123823/.
Full textAbstract:
A situação aparentemente caótica da rede pública de educação paulista, leva o governo responsável a adotar políticas públicas de educação com caráter neoliberal e seguindo receituários impostos pela globalização econômica. Exemplo disso é a imposição da Nova Proposta Curricular do Estado de São Paulo. Ela foi implantada em 2008 e passou a ser Currículo Oficial em 2010, determinando uma sequência de conteúdos e uma forma de trabalho para todas as unidades escolares, a fim de levá-las a trabalhar como uma rede, padronizando a forma de pensar dos alunos e o trabalho dos professores, limitando a autonomia dos mesmos. Atrelada a esta imposição de um currículo único, está a centralização das decisões e a meritocracia. Apesar de as políticas públicas terem sido elaboradas com o objetivo de melhorar a qualidade de ensino, não é isso que acontece, pois acabam fortalecendo os desestímulos dos alunos e dos professores, impedindo uma possível melhora. Dentro desse contexto, o professor possui um papel essencial, pois seu trabalho em sala de aula, diretamente com o aluno, pode ser o passo inicial para uma transformação cotidiana da realidade. Ao utilizar a educação como um elemento que leve ao entendimento do aluno sobre sua situação na sociedade, este poderá compreender o processo em que está envolvido e tomar conhecimento para questioná-la e até sugerir e lutar por mudanças. O professor não é capaz de promover uma revolução, modificando toda a estrutura da educação pública, mas ao realizar seu trabalho de forma consciente e politizada é capaz de, junto ao aluno, ainda acreditar na possibilidade de uma mudança na direção de uma sociedade mais justa.The situation apparently chaotic of paulistas public education network, leads the responsible govern to adopt public politics of education with neoliberal character and following recipes that are imposed by economic globalization. An example is the imposition of São Paulos New Curriculum Proposal. Its was implanted in 2008 and turned official curriculum in 2010, which determine a sequence of contents and standardizes the form of work to all school units with a purpose of leads each unit to work as a net, standardizing the way of student think and the teachers work so limiting their autonomy. Hitched to this imposition of a unique curriculum there is a centralization of decision and the meritocracy. Despite the fact that public policies were prepared with the purpose of improve the education quality that is not what happens, since increase the discouragement of students and teachers preventing a possible improvement. Inside this context the teacher has a special role since his work in the classroom directly in contact with the student can be the first step for an everyday transformation of the reality. Using the education as an element to help students to understand about his situation inside the society and then the student can understand the process which he is involved, acquire knowledge to question and even suggest and fight for changes. The teacher cannot to promote a revolution changing all public education structure, but realizing his work conscious and politicized, he can, united to students, believe in a possible change in direction to a fairer society.
44
Du, Toit Jacques. "Playing time of professional senior rugby players across all levels of South African rugby, 2007 -2012: implications for transformation." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/5927.
Full textAbstract:
Includes abstract.Includes bibliographical references.
A single governing body to govern South African rugby was formed in 1992. This allowed for changes to governmental policies to South African sport, resulting in South African sport being fully representative of the population. The South African Rugby Union (SARU) therefore has a continual challenge to make rugby fully representative at both provincial and national levels. Previously rugby has been dominated by white players at all levels. The SARU has implemented various programmes in order to accelerate the development of players of colour. Previously the success of these programmes has not been evaluated because the players representing different ethnic groups have not been quantified in a systematic way. The aim was to quantify playing time and playing numbers of South African professional rugby players of different ethnic groups from 2007 to 2012 at all professional levels (Springboks, Super Rugby, Currie Cup and Vodacom Cup). Quantifying playing time and playing numbers was done to establish changes in profile of South African rugby players across the given time period. Thus the efficacy of the SARU programmes to accelerate transformation was indirectly evaluated. A further aim was to determine if there had been a change in ethnic profiles between the various rugby unions from 2007 to 2012.
45
Smit, Barend Petrus. "Die rol van die skoolhoof in die transformasie van Afrikaansmediumskole / B.P. Smit." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4997.
Full textAbstract:
Die uitdagings wat in skare ontstaan het as gevolg van transformasie plaas die moderne skoolhoof se bestuursleierskap onder die vergrootglas. Skoolhoofde benodig radikale metodes van benadering in hul bestuurstyle en fokus. Die interpretering en implementering van transformasie gee aanleiding tot onduidelikheid en verrykende kompieksiteit. Van skoolhoofde word verwag am antwoorde en oplossings te vind vir transformasie en terselfde tyd word van hulle verwag am effektiewe en doeigerigte onderrig en leer daar te stel.
Hoofstuk 1 handel kortliks oar die bree probleemvrae van transformasie wat in skole plaasvind. Die benadering en gevolge, direk of indirek, wat met die skoal hoof se bestuurstyl gepaard gaan word bestudeer. Die bestuurstyl, benadering en veranderings wat met transformasie gepaard gaan en hoe skoolhoofde hulself moet herontwerp, te same met hulle skoal am aan die behoeftes en else van transformsasie te voldoen word bestudeer. Verder wys dit daarop dat 'n gedeeltelike en algehele persoonlike transformasie benodig word am transformasie te laat plaasvind vir mod erne skole van die een-twintigste-eeu. Daar word oak aandag geskenk aan die doel en metode van die navorsing. Verder word daar oak aandag gegee aan probleemvrae wat met behulp van die Iiteratuurstudie en empiriese ondersoek beantwoord sal word.
'n Suid-Afrikaanse perspektief en die invloed, gevolge van transformasie word in die daaropvolgende hoofstuk (hoofstuk 2) bestudeer. Hoewel baie klem op transformasi~ geplaas word, dui die hoofstuk aan dat transformasie onderwys vanaf Jan van Riebeeck se tyd met ons is, verskans onder verskeie name en benaderings. Verskeie filosofiese benaderings word ondersoek en hoe dit in 'n mod erne era toegepas kan word. Minder bekend, maar met ononderhandelbare gevolge is die Suid-Afrikaanse Grondwet en beleidsraamwerk rakende die onderwys. Ten einde word verskeie implikasies van transformasie in die onderwys ondersoek.
Hoofstuk 3 word gewy aan die bestuursleierskap van die moderne skoolhoof. Aandag word geskenk aan die sieninge rakende wat leierskap is en wat verwag word van 'n leier asook die kompleksiteit van moderne leierskap. Verder word 'n verskeidenheid van leierskapmodelle en dimensies bestudeer en bespreek wat bydra tot die kompleksiteit van bestuursleierskap. Omdat leierskap nie vir aile persone 'n eenstyl kan wees nie word verskillende leierskapstyle bestudeer wat afsonderlik en gekombineerd in suksesvolle bestuursleierskap situasies gebruik kan word.
Transformasie bring mee dat moderne skoolhoofde sekere karaktereienskappe moet he en stel gevolglik sekere en uitdagende professionele eise aan die skoolhoof. Transformasie het ook tot gevolg dat die rol van die skoolhoof in SuidAfrika drasties verander, wat meebring dat hoofde hul benadering tot skoolbestuur en spesifiek hul benadering tot transformasie onderwys indringend moet hersien. Ten einde bestudeer hoofstuk 3 sekere uitdagings wat aan die skoolhoof in 'n moderne onderwysmilieu gerig word.
In hoofstuk 4 is gepoog om die navorsingsontwerp deeglik te beskryf. Die meetinstrument (vraelys) is 'n selfontwerpte vraelys wat uit vrae bestaan wat deur respondente beantwoord moes word. Die ontwerp van die vraelys vir skoolhoof en onderwyser respondente is van so aard dat dit met mekaar ooreenstem. In die beantwoording van die vraelyste het respondente vier keuses van antwoorde gehad. Die administratiewe prosedures wat gevolg is met die vraelyste is ook aangedui. Die statistiese tegnieke en prosedures is ook volledig uiteengesit en verduidelik. Die hoofstuk sluit ook in die uiteensetting van die faktoranalise, bepaling van betroubaarheid van die vraelyste en die bepaling van effekgroottes van verskille tussen die groepe respondente. In die volgende hoofstuk is die empiriese ondersoek en resultate verder verduidelik word.
In hoofstuk 5 is die resultate van die inligting wat in die vraelyste verkry is asook die statistiese ontleding daarvan volledig weergegee. Bepaling van frekwensies en gemiddeldes van vraelyste aan skoolhoofde en personeel word weergegee. Die bevindinge van die vraelyste vir beide skoolhoofde en personeel dui slegs die hoogste en laagste uitvalle aan. Vergelyking tussen die hoogste en laagste uitvalle van die vraelyste aan skoolhoof en personeel respondente word ook aangedui.
Met 'n faktoranalise is die verskillede faktore uit skoolhoof en personeel vraelyste aangedui. 'n Betroubaarheids toets is gedoen met behulp van die Cronbach-Alfa Koeffisient . Verder is die gemiddeldes en standaardafwykings van die items van skoolhoof en personeel vraelyste bepaal. Die statistiese verskille tussen skoolhoof en personeel met betrekking tot elke faktor is ook bepaal. Statistiese verskille tussen hoer-en laerskole en verskille tussen verskillende ouderdomsgroepe met betrekking tot die 6 faktore is ook gedoen.
In die volgende hoofstuk is gevolgtrekkings uit die resultate van die navorsing gemaak word. Daar is gepoog word om aanbevelings uit die gevolgtrekkings aan die hand te doen. Verder is gepoog word om rigting vir verdere navorsings aan die hand te doen.
In hoofstuk 6 is die probleem en doelstelling kortliks bespreek. Dit word opgevolg deur te kyk na die literatuurstudie en bevindinge met betrekking tot die literatuurstudie. Daar is ook aandag gegee aan bevindinge met betrekkinge tot navorsingsdoelwite. Verder is die empiriese navorsing en bevindinge met betrekking tot die empiriese ondersoek aangedui. Riglyne vir die verbetering van die rol van die skoolhoof word ook in hierdie hoofstuk aangedui. Die hoofstuk sluit ook in aanbevelings wat gedoen is aan die hand van bevindinge wat gemaak is. Ten einde is aanbevelings gemaak vir verdere navorsing.ABSTRACT: The management leadership of the modern principal has been placed under the magnifying glass due to the challenges brought about in schools by transformation. School principals are in need of radical methods of approach to their management styles and focus. Interpretation and implementation of transformation lead to obscurity and far reaching complexity. School principals are expected to provide answers and solutions for transformation while at the same time putting effective and purposeful education in place. Chapter 1 gives a brief overview of the broader problem of transformation in schools. The approach and results, either direct or indirect, that are linked to the management style of the principal are studied. The management style, approach and changes due to transformation, has principals need to re-invent themselves and their schools to fulfil the needs of transformation, are also studied. It points out that a partial or even complete personal transformation in modern schools of the twenty first century. Attention is given to afforded problematic questions that will be answered by means of the literature study and empirical investigation. A South African perspective and the influence and consequences of transformation are discussed in the subsequent chapter (chapter 2). Although transformation is emphasized, this chapter reveals that diverse teaching and education have been with us since the time of Jan van Riebeeck, entrenched by various names and approaches. Various philosophical approaches and their applications in the modern era are investigated. Perhaps not as well-known, but with non-negotiable results, is the South African Constitution and Management framework regarding education. Therefore various implications of transformation for diverse education are investigated. Chapter 3 is dedicated to leadership in management of modern school principals. Attention is given to views as to what leadership is, what is expected of a leader as well as the complexities of modern leadership. A number of leadership models and dimensions that add to the complexity of leadership in management are studied as leadership can never be the same for all people. These varying styles of leadership can be used separately or in combination for successful management leadership. Transformation has resulted in school principals having to possess certain characteristics. This results in specific and challenging professional demands on the school principal. Transformation has brought about dramatic changes to the role of school principals in South Africa. This in turn has caused principals to revise their approach to diverse and transformation education. To this end chapter 3 studies certain challenges to the school principal in the modern education milieu. In chapter 4 the research concept has been explained. The measuring instruments (questionnaires) is a self conducted questionnaire that consist of questions that must be answered by the respondents. The questionnaire concept for principals and teachers is of such a nature that it is corresponding with one another. In answering the questions the respondents have four possible answers to choose from. The administrative procedures that was followed are also indicated. Statistic techniques and procedures are explained and set out in detail. The chapter include the layout of the factor analysis, reliability of the factors and the determining of effect valuation between different groups of respondents. The empirical investigation and its results will be explained in the next chapter. In chapter 5 the results of the information from the questionnaires are given. There is a detailed statistical analysis of all information. The frequency and averages of questionnaires completed by principals and educators are determined and explained. Findings indicate only the highest and lowest fall-outs of the questionnaires of principals and educators respondents. The factor analysis is an indication of the different factors from principal and educator questionnaires. A reliability test was done by means of the Cronbach Alpha Coefficient. The averages and standard deviations of the items of principals and educators questionnaires were determined, as were the statistical differences between high and primary schools and the differences between age groups with reference to the six factors. In the next chapter conclusions are drawn from the results of the research. Recommendations were suggested with reference to the conclusions. Possible areas for future research are also be suggested. The problem and objectives of the study were briefly discussed in chapter 6. The literary study and its results were discussed. Attention was also be focused on the results with reference to the research objectives. The empirical research and its results have also been discussed in detail. Guidelines for the improvement of the role of the principal are given in this chapter. Recommendations which have been made with reference to the findings of the study are included and finally recommendations for further research have been suggested.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.
46
Caplin, Marcy S. "Professional identity development in nurses returning for a BSN: A naturalistic inquiry." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1479746734449734.
Full text
47
Do, Vale Guillaume. "Analyse de la transformation d’un business model : le cas de la mutation vers une distribution omni-canal." Thesis, Lille 1, 2019. http://www.theses.fr/2019LIL1A020.
Full textAbstract:
Pour s’adapter à l’entrée de nouveaux acteurs digitaux sur le marché et aux parcours de shopping hybrides des clients, les distributeurs traditionnels doivent évoluer vers un business model omni-canal. Cette recherche vise à comprendre la manière dont les distributeurs mettent en œuvre un tel business model. Pour répondre à ce questionnement de recherche initial, nous avons mené une étude de cas multiple. Nos résultats mettent en lumière les actions entreprises par les distributeurs traditionnels pour mettre en œuvre un business model omni-canal ainsi que les principaux enjeux auxquels ils sont confrontés (attribution des revenus à travers les canaux, supply chain, communication et marketing à travers les canaux). En plus de ces résultats au niveau organisationnel, notre analyse des données collectées a révélé le rôle majeur et multi-facettes des middle managers lors de la transformation. Notre recherche a suivi une boucle d’abduction qui a permis d’affiner la question de recherche pour s’intéresser aux pratiques des middle managers lors de la mise en œuvre d’un business model omni-canal. Nous avons adopté le cadre conceptuel Strategy-as-Practice/Marketing-as-Practice. Nous avons réanalysé nos données en adoptant les principes de la méthode Gioia. Nos résultats mettent en avant quatre types de pratiques des middle managers (créer, promouvoir, connecter et faciliter) qui facilitent la transformation de business modelTo compete with pure online retailers and to cope with new consumers behaviors regarding the use of digital devices during purchasing processes, traditional retailers are increasingly trying to transform their business model to reach an omni-channel organization. This research seeks to understand how traditional retailers implement an omni-channel business model. To answer this initial objective, we conducted a multiple case study of five traditional retailers. Our results shed light on three main issues encountered by retailers (revenues attribution across channels, supply chain operations and communication and marketing across channels) and the different underlying decisions. In addition to this organizational level of analysis, our data collection and analysis highlighted the major importance of middle managers in improving the chances of the success of the business model transformation. This research follows an abduction process that leads to adopt a micro level of analysis and investigate how middle manager practices contribute to the implementation of an omni-channel business model. We adopted a Strategy-as-Practice/Marketing-as-Practice perspective. We analyzed our data according to Gioia method. Our results reveal four types of middle managers’ practices (creating, promoting, connecting, facilitating) aimed at ensuring business model transformation
48
Comans, Christine Anne Wilmington. "La Boite Theatre 1925 to 2003: an historical survey of its transformation from an amateur repertory society to an established professional company." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16306/.
Full textAbstract:
This study addresses the central question of how Brisbane's La Boite Theatre negotiated its transformation from an amateur repertory society to an established professional company and, despite set-backs and crises, survived, changed and developed in an unbroken line of theatrical activity from its genesis in1925 to 2003. To answer the question, La Boite's history is surveyed within its three status modes of amateur, 'pro-am', and professional. Effective artistic and organizational leadership and a set of key manifestations of effective leadership are identified as crucial to the company's successful transformational journey. Such a transformation is a distinctive achievement in Australian repertory theatre history and, in exploring it, this study makes an original and important contribution to the history of Australian theatre organizations, very few of which have been the subject of scholarly research.
49
Orsak, Rachelle M. "Uncovering transformative experiences : a case study of the transformations made by one teacher in a mathematics professional development program /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2807.pdf.
Full text
50
Orsak, Rachelle Myler. "Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1781.
Full textAbstract:
Effective professional development is vital for improving mathematics teaching (National Council of Teachers of Mathematics [NCTM], 2007), so studying effective professional development programs is important to the field of mathematics education. This case study presents findings on one teacher, Rebecca, and her experiences in a five-semester mathematics professional development for elementary teachers. The participants in this professional development engaged in collaborative problem solving of challenging mathematical tasks over extended periods of time. I used qualitative research methods based on grounded theory methodology (Charmaz, 2006) to analyze Rebecca's entrance and exit surveys, video data of Rebecca's individual interviews, and video data of Rebecca and her collaborative group problem solving in the professional development. Analysis shows that through the professional development program, Rebecca had transformative experiences which led to significant changes in her perspectives and practices. This case study contributes to the field of mathematics education a better understanding of the transformations teachers can experience through professional development as well as some particular conditions for professional development programs to be successful in offering teachers opportunities for transformative experiences.