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Immonen, K. (Kati). "Continuing professional development of medical laboratory professionals". Bachelor's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805221864.
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The aim of the bachelor study was to find out what kind of experiences continuing professional development (CPD) has received in medical laboratories and how it has been implemented through a literature review. The purpose of the study was to find and compile the literature review as up-to-date research data on the importance of continuing education in medical laboratories.
The literature review has been carried out by adapting a systematic literature review. The literature review material was obtained utilizing nursing reference databases from CINAHL, PubMed, Ovid Medline, Scopus, Medic and a few international journals. Research material (n = 8) was selected for the material, whose main subject was continuing professional development and medical laboratory.
CPD is used to improve knowledge and skills with various categories and tools but there is similarities and differences in CPD implementation. CPD must be continuous throughout the professional career and it should be based on time- cycles of reasonable duration. Medical laboratory professionals with dozens of years of experience feels that they need less CPD activities than recently qualified laboratory professionals. The laboratory professional keeps important to increase their learning and development of their skills with continual encouragement.
Research has shown that CPD has been recognized as an important part of professional development and the use of various tools, such as internet-based, makes it effective. The use of a systematic CPD program should be constantly evaluated to identify the most effective ways of developing professional skills. CPD should be time bounded but there is variation in duration and volume. The use of time and experience years will affect the successful implementation of the CPD.
2
Vigario, Maria Antonieta Lopes. "Professional ethics of information professionals : a Portuguese approach". Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323060.
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Ward, Callahan K. "Professional Development Needs of Utah State University Extension Professionals". DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/6927.
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Many Utah State University (USU) Extension personnel are nearing retirement age. The purpose of this study was to identify professional development needs of Extension professionals and assess USU Extension by evaluating competencies essential to be a successful Extension professional. USU Extension can conduct more beneficial professional development training by using identified high priority competencies and improve the on boarding process for new Extension professionals. With improvements as suggested, the effectiveness of professional development could be enhanced and produce Extension professionals who work more efficiently and are committed to the success of USU Extension.
4
Kelly, Jennifer Lynn. "Professional learning communities and professional development". Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42252.
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This case study examines the concept and practice of participating in a professional learning community as a form of professional development by a group of teachers in an interior British Columbia school district. The reflections and discussions of this group of teachers-as-learning community are examined in order to understand how the subjects construct their realities relative to their involvement in a professional learning community. The transcripts from semi-structured interviews of the subjects, which were reflective in nature, were analyzed to determine patterns or themes. As a result, four main themes emerged: benefits of a professional learning community, isolationism, criteria for self-sustaining professional development, and suggestions for improvement.
From the data it became evident there were many perceived benefits to participating in a professional learning community for this group of teachers, each surrounding the main aspect of collaborative learning. Interdependence among the group members was the most significant benefit of this professional development practice. Other beneficial characteristics of this form of professional development included shared leadership, a shared set of ideas and values to strive towards, perturbation-based learning, and continual motivation to develop professionally.
This study has potential educational importance because it informs teachers and administrators about the practice of a group of teachers’ professional learning communities and corroborates their value in professional development. The concept of self-sustaining professional development is also discussed in the final chapter as a query regarding professional learning communities and their implicit value in the long-term.
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Paquet, Lili. "Professional Eyes: Feminist Crime Fiction by Former Criminal Justice Professionals". Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/14482.
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This dissertation studies novels written by and about professional women investigators, or “professional eyes,” who have worked in occupations involving police investigation and criminal trials. It poses the questions: How has the inclusion of novels by professional eyes changed the direction of feminist crime fiction? Is there a difference between the novels of crime fiction authors with professional experience to those without? How does it reflect real feminist gains in the criminal justice system? Dorothy Uhnak was the first of these authors to emerge with her autobiography and fictional Christie Opara trilogy. Following this, Linda Fairstein began publishing her Alexandra Cooper series of legal thrillers, based upon her own experience as head of the sex crimes unit of the Manhattan District Attorney’s office. Kathy Reichs also began publishing her Temperance Brennan forensic crime series, which was based upon her experiences as a forensic anthropologist. The final authors examined are former Australian police officers P.M. Newton, Karen M. Davis, and Y.A. Erskine. Through a study of discourse, genre, and the author, my suggestion is that the promise of ‘reality’ and ‘truth’ by these authors resonates with a readership of contemporary women who are faced with ‘plausible’ feminist investigators. Furthermore, there are significant differences in the narratives of professionals compared to non-professionals, in their use of expertise and jargon, links between their fiction and nonfiction, use of fiction as a kind of scriptotherapy, and depiction of unequal justice systems. Although the authors reveal the challenges that still exist in the integration of women into the criminal justice system, they have ushered in a new era in the real world of criminal justice, just as they have in fiction.
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McClintock-Comeaux, Patrick. "Building professionals: The intersection of professional learning communities and trust". W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539791823.
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The purpose of this study was to quantify individual Professional Learning Communities' (PLCs) consistency with the indicators of PLCs. In addition, the level of trust in the groups was also measured. The correlation between these two sets of data was then, explored to determine the degree to which trust plays a role in PLCs.;The study was conducted in three elementary schools in a suburban school district, called Glennville for the purposes of this study, located in the northeastern United States. Teachers were administered an on-line survey consisting of questions from the Professional Learning Communities Assessment -- Revised (PLCA-R) and from the Faculty Trust Survey.;Within the context studied, the questions from the PLCA-R coalesced around different factors than indicated by the creators of the instrument. In addition, correlations of varying strengths were found between Trust and teachers' perceptions of PLCs . The strongest correlations were observed between faculty trust in clients and teacher perceptions of PLCs.;Further study is warranted to determine if the factor structure of the PLC model is stable in other contexts. Increasing the scope of the study could also add to claims that analysis of trust may be a method to connect PLC usage with student achievement.
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Thompson, Lee Ethne. "Profession and Place: Contesting Professional Boundaries at the Margins". Thesis, University of Canterbury. Geography, 2006. http://hdl.handle.net/10092/1268.
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There is considerable concern regarding the adequacy of rural health services in New Zealand, with much attention having been paid to issues of recruitment and retention of rural general practitioners. Rhetoric of 'crisis' is often utilised to raise political awareness of the problematic, but in fact, rural general practitioner recruitment and retention has been documented for about a hundred years. For about the same length of time nurses have been providing primary health care services in rural and remote places, often working alone. Using the notion of nurses as a 'stop-gap' in the provision of rural primary health care until problems with recruitment and retention of rural general practitioners are addressed, is a rhetorical device that facilitates the under analysis of the role nurses play and the contribution that they make. The longstanding practice of rural primary care nursing in its various guises over the last century challenges the notion of nursing as a stop-gap.Any investigation of health care in the contemporary moment needs to take account of the influence of biomedical dominance, an increasingly litigious mentality in relation to health care, a shifting focus towards primary rather than secondary health care, and the positioning and re-positioning of health professionals within the neo-liberal state. The very existence of nurses working as the first point of contact in the health care system, with success over time in so far as they do not provoke undue litigation, and appear to deliver an appropriate service must raise questions about who can claim the right to be a primary health care provider. Based on qualitative research conducted in New Zealand and the Western Isles with rural primary care nurses and Family Health Nurses respectively, this thesis explores the ways that nurses construct flexible generalist professional identities that challenge traditional inter and intra-professional boundaries. In the New Zealand case, rural primary care nurses negotiate the boundaries between nursing and medicine, those within nursing itself, and also those between nursing a paramedic work. Nurses perform this boundary work by negotiating self-governing 'appropriate' and 'safe' professional identities. In the Western Isles case, the introduction of the newly developed role of Family Health Nurse serves to highlight the problematic nature of inserting an ostensibly generalist nursing role beyond the rural.
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Reed, Cara. "Becoming a profession : crafting professional identities in public relations". Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/46084/.
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Since its beginnings in the WWI propaganda machine, public relations (PR)has had a murky image as the influential force at the sidelines of powerful groups in society. Despite this shadowy existence, the predominant professional body for PR, the Chartered Institute of Public Relations (CIPR)has looked to professionalise the industry. This research explores how these tensions and ontradictions play out in the construction of professional identities by examining the on-going construction, contestation and attempted closure of a professional body within a wider web of power relations, and its relationship and resonance with those practicing PR. Utilising a combination of interviews, participant observation and document analysis, the thesis argues that discourses circulating in texts generated by the CIPR constructs the subject position of the PR professional as someone who is committed to continual development and learning through the professional body’s credentialised resources. Nevertheless, this professional subject position isn’t always salient in practitioners’ identity work where the majority of ractitioners draw on alternative discourses that centre on their level of experience and access to powerful networks. The dominant subject position that PR practitioners construct in their identity work is that of shapeshifter: someone who continually adapts their performance of identity with different audiences in order to do their job. This indicates that the CIPR needs to consider how its professional subject position can reflect practitioners’ experience of their work as centring on relationships and adaptation to different contexts. As such, this research contributes to the literature on identities and knowledge work by highlighting the importance of the shapeshifter identity whilst also providing a more nuanced appreciation of how ambiguity operates in knowledge workers’ identity construction. It also contributes to the sociology of the professions by demonstrating that closure and credentialism are not the most salient discourses for the modern professional. Keywords: identities, profession, knowledge work, becoming, PR
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Dierkes, Tina. "Administrative professionals : their educational preparation and need for professional development training /". Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1342745691&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Behrman, Gina L. "A Q study of investor relations professionals' beliefs concerning professional practices". Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1265084.
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This Q study revealed the beliefs about professional practices by investor relations professionals at publicly traded corporations in Illinois, Indiana, Michigan, and Ohio. Participants completed a fifty-four statement Q sort that included five areas of investor relations: tactics, shareholder relations, analyst/media relations, laws and regulations, and internal relations.The data from the completed Q sorts was then entered into the PQMethod software and two factors of investor relations professionals were identified: The Investor Relationship Professionals and the Technical Investor Professionals.The Investor Relationship Professionals believed that communication and good relationships were the most important aspects of their profession. The Technical Investor Professionals believed that the technical aspect of their position, including the laws and regulations surrounding their profession, should be the focus of their professional practice.The characteristics of the two factors that emerged can be directly attributed to the scandals at Enron and WorldCom. The focus on open communications and credibility are associated with the push to rebuild investors' trust and confidence in publicly traded corporations. The focuson laws and regulations are associated with the strict enforcement of the new SEC regulations that have emerged in the last three years. Thus, illustrating that the recent events have impacted the practices of investor relations professionals.Department of Journalism
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Gubler, Nicholas Burr. "Outcomes for Professionals and Companies Through Student-Professional Reverse Mentoring Sessions". BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7774.
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This qualitative inquiry explores the outcomes that professionals, and their companies, experience when they participate in a student-professional reverse mentorship. Professional development is used across all trades and professions as a way to increase employee skills and improve product/service quality. Reverse mentoring, where a novice teaches the more experienced individual, is a relatively new approach in professional development. When the reverse mentoring scenario is between students and professionals, instead of professionals and their colleagues, we know that students benefit from the reverse mentoring process but little is known about what outcomes the professionals experience. This research reports that professionals experience similar benefits through student-professional reverse mentoring as they experience through colleague reverse mentoring.
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Kingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.
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Ongoing professional development is an integral part of a child welfare agency's strategy toward the provision of services to children and families involved with a child welfare intervention. Electronic learning (E-Learning) is popular as a fiscally responsible and flexible way to deliver such trainings. There is a gap in the research addressing the problem of how child welfare professionals are motivated to engage in the E-learning process. The purpose of this qualitative case study was to explore the perceptions of child welfare professionals regarding their motivation to use an agency provided E-learning program. Eight child welfare professionals employed by a Midwestern private child welfare agency participated in semi-structured interviews, which were audio recorded and transcribed verbatim. A pattern matching logic model was used to extrapolate relevant themes. The themes from this study were that work environment, irrelevance of content, and emotional aspects of child welfare work were barriers to engaging in E-learning during a work day. The implications for positive social change are that using E-learning as a delivery system for training in child welfare needs to be combined with a concerted effort to develop programs that first consider the work environment of the child welfare professional and the relevance of content. Providing more effective training is expected to result in better trained workers, which leads to more effective child welfare interventions. More effective child welfare interventions are needed to resolve the current crisis within the field of child welfare, which protects one of society's most vulnerable populations.
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Naturkas, Jill, A. Lynn Williams i Nelson Nichola Wolf. "Professional Development that Makes a Difference: Lessons from Multiple Professions". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2052.
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Xu, Xiaoqun. "State and society in Republican China the rise of Shanghai professional associations, 1912-1937 /". online access from Digital Dissertation Consortium access full-text, 1993. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9412866.
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Porter, Lauren. "Identifying Factors Associated with Attendance of Professional Development for Early Childhood Professionals: Evidence from a Statewide Rollout of Online Professional Development". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503302413050821.
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Kaye, Fern V. (Fern Victoria). "Status Determinants for Professional Sports and Professional Athletes". Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279295/.
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The purposes of the investigation were to determine if status of professional sports and professional athletes increases as male participation increases, if perceived status of 'athlete' increases with participation in sports that contain 'male' attributes, and if gender differences are related to status indicators. Sixty-eight students were administered a status-determinants questionnaire. A one-way ANOVA (gender) and a 2 x 12 ANOVA (gender x sport) were employed to determine status ratings of sports. A 3 x 2 (increase/decrease/no change x gender) Chi square was employed to determine status of sports, perceived masculinity of males/femininity of females, and status of the athlete related to gender attributes of sports.
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Karlström, Therése, i Alexandra Kantonenko. "The effect of Digital Tools on Auditors' Professional Scepticism : A Quantitative Study of Professional Scepticism in the Swedish Audit Profession". Thesis, Internationella Handelshögskolan, Jönköping University, IHH, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48618.
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Purpose: The purpose of this study is to investigate and analyze whether the relationship between structural domains represented by CAATs and judgment represented by professional scepticism is related to auditors’ individual characteristics, trait scepticism. Methodology: This study is based on a quantitative method in the form of a questionnaire sent to all Swedish authorized auditors. The response rate was 16.8 per cent. The responses were analyzed by Spearman correlation matrix, principal component analysis, multiple linear regression analysis, and hierarchical moderated multiple regression analysis. Moreover, this thesis is based on a positivistic perspective to get a general picture of professional scepticism. A deductive approach, going from theory to empirics, has been implemented. Findings: The results showed a positive relationship between judgment represented by professional scepticism and structure represented by CAATs, where auditors’ individual characteristics, trait scepticism, have a positive moderating effect on the relationship. Theoretical perspectives: We apply the profession theory, comfort theory and structure and judgment at Swedish authorized auditors with diverse experience.
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Foley, Virginia P. "Professional Development". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/5996.
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Hollander, Henry Richard. "Professional projects". Thesis, Virginia Polytechnic Institute and State University, 1991. http://hdl.handle.net/10919/53287.
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The Washington Alexandria Center for Architecture exists as a bridge between the abstract and real world. My continued studies at the center have afforded me the opportunity to participate in a number of real projects. These projects have been invaluable in the journey toward becoming an architect.Master of Architecture
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Epps, Susan Bramlett. "Professional Development". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2573.
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Puttfarken, Wolf-Alexis. "The Role of Social Capital in Retaining Professionals in Professional Service Firms". St. Gallen, 2008. http://www.biblio.unisg.ch/org/biblio/edoc.nsf/wwwDisplayIdentifier/05600440001/$FILE/05600440001.pdf.
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Muller, Jan. "Electrical engineering professionals’ continuing professional development needs within one South African company". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96694.
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Thesis (MPhil)--Stellenbosch University, 2015.ENGLISH ABSTRACT: The aim of the study performed in 2014 was to identify what the Continuing Professional Development (CPD) needs are of a selected group of electrical engineering professionals from one company in South Africa. The interpretivist research paradigm formed the basis for the “Interactive Qualitative Analysis” methodology used in the study. Due to limitations research was focused on only one constituency, a selected group of electrical engineering professionals in one organisation, which is close to, but have very little power over the specific phenomenon of CPD. Research activities included conducting focus group and individual interviews with participants to gain a better understanding of identified problem through the analysis and interpretation of the collected data. The phenomenon of CPD was found to lie within the spectrum of lifelong learning. Due to increasingly fast changing technological and work environments, practicing professionals take part in professional development, if it is compulsory or not, in order to stay competitive in the global arena. Research has shown that compulsory CPD for registered engineering professionals may further their professional development. From the “Possible Implications for CPD Provision for Engineering Professionals” document several issues and concerns were identified, which influence engineering professionals’ perception of the professional body. The CPD system and CPD provision facilitated by the Engineering Council of South Africa (ECSA) may be one of the key reasons why many practicing engineers choose not to register professionally. Through this study the perceived and proposed CPD needs for the selected group of electrical engineering professionals have been identified, but to identify the actual needs of practicing engineering professionals in South Africa, a more detailed study will need to be done that should include all the constituencies that practice within the engineering environment or have any influence on the CPD phenomenon. The study also identified aspects that could help to improve the CPD system and the available CPD initiatives, and enhance the leadership from the professional body. This may positively influence the perception of practicing engineering professionals. Such positive perceptions could result in more practicing engineering professionals registering with ECSA and maintaining their professional registration.
AFRIKAANSE OPSOMMING: Die doel van die studie uitgevoer in 2014 was om die Voortgesette Professionele Ontwikkeling (VPO) behoeftes van ‘n geselekteerde groep elektriese ingenieurs van een maatskappy in Suid-Afrika te bepaal. Die interpretatiewe navorsingsparadigma het die “Interaktiewe Kwalitatiewe Analise” metodologie wat gebruik is in die studie onderlê. Binne die studie beperkinge is gefokus op slegs een konstituensie, ‘n geselekteerde groep professionele elektriese ingenieurs binne een organisasie, wie digby die spesifieke fenomeen van VPO funksioneer, maar baie beperkte mag daaroor het. Navorsingsaktiwiteite het fokusgroeponderhoude en individuele onderhoude met deelnemers ingesluit om ‘n beter begrip van die geïdentifiseerde probleem te verkry deur analise en interpretasie van die ingesamelde data. Die fenomeen van VPO lê binne die spektrum van lewenslange leer. As gevolg van ‘n toenemend snel veranderende tegnologiese en werksomgewing, neem professionele praktisyns deel aan professionele ontwikkeling, of dit verpligtend is of nie, en bly sodoende kompeterend in die globale arena. Maar navorsing het ook bewys dat verpligte VPO vir geregistreerde ingenieurspraktisyns hul professionele ontwikkeling tot voordeel kan strek. Vanuit die “Possible Implications for CPD Provision for Engineering Professionals” dokument is verskeie kwessies en knelpunte geïdentifiseer wat professionele ingenieurs se persepsies van die professionele liggaam mag beïnvloed. Die VPO sisteem en VPO verskaffing wat deur die Suid-Afrikaanse Raad vir Ingenieurswese (SARI) gefasiliteer word, mag een van die kernredes wees waarom vele ingenieurspraktisyns kies om nie professioneel te registreer nie. Die perseptuele en voorgestelde VPO behoeftes van ‘n geselekteerde groep professionele elektriese ingenieurspraktisyns is geïdentifiseer in hierdie studie, maar om die werklike behoeftes van professionele ingenieurspraktisyns in die breër Suid-Afrikaanse konteks te bepaal is ‘n meer gedetailleerde studie nodig wat al die konstituensies insluit wat praktiseer binne die ingenieursomgewing of die VPO fenomeen in dié konteks beïnvloed. Die studie het ook aspekte identifiseer wat kan help om die huidige VPO sisteem en insiatiewe te verbeter, en die leierskap van die professionele liggaam tot voordeel kan strek. Dit mag ‘n positiewe invloed hê op die persepsies van professionele ingenieurspraktisyns. Diesulke positiewe persepsies kan lei tot meer professionele ingenieurspraktisyns wat registreer by SARI en hul professionele registrasie byhou.
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Arnold, Amy Joan. "Constructing Guidelines for Practicing Professionals Teaching Continuing Professional Development in Online Environments". Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99054.
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Professionals called upon to design and deliver online professional development face unique challenges in fulfilling those roles when they may have little or no training experience within the online medium. Using research-based recommendations from the literature via a design and development methodology, this study operationalizes findings into Gilbert's (1978) Behavior Engineering Model to create guidelines for designing and delivering continuing professional development within the online medium. An expert review serves to validate and lead the revision process for the guidelines. This study describes the literature, guideline development, experts' reviews, and the validation of the guidelines.Doctor of Philosophy
Often, individuals in the workforce are asked to design and teach professional development that is not delivered in a face to face setting. It is a challenging task that could be made easier by following guidance that has been developed by instructional designers and researchers. As such, this study highlights the techniques and best practices located within the publications from the fields of professional development, online learning, and instructional design. These techniques and best practices have been organized into a performance improvement model established by Thomas F. Gilbert entitled The Behavior Engineering Model (1978) and follows the research method known as development research. The findings of this study were reviewed by three experts who research the areas of online learning, performance improvement, and instructional design.
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Greenhaw, Kimberly J. Kern Carolyn W. "College counseling center professional staff involvement in professional organizations". [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5174.
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Whiting, Denise. "Conceptions of professional ethics and professional codes in education". Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/5f483e2f-9631-4ec6-82f9-ce7e21a43721.
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Greenhaw, Kimberly J. "College Counseling Center Professional Staff Involvement in Professional Organizations". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5174/.
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College counselors today face increasing challenges, with fewer resources than in the past. Little has been known as to whether college counselors take advantage of resources and benefits available through involvement in professional organizations in these increasingly challenging professional times. College counseling center professionals in one state in the Southwest were surveyed regarding their professional organization involvement (N = 152). Participants were selected by targeting specific 4-year institutions with undergraduate populations and specific counseling professionals who work in college counseling centers within these schools. Most college counselors surveyed were involved in professional organizations, and involved in a variety of ways within these organizations. Many professional organizations catering to college counselors were identified. Specific motivations for involvement and hindrances to involvement were identified. In addition, no significant difference was found among the involvement of professional counselors versus psychologists.
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Coldwell, Michael. "Professional learning and professional careers : theory, evaluation and practice". Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/21924/.
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This thesis uses a set of theoretically informed approaches to understand aspects of the professional careers, development and practices of teachers, addressing three questions in particular. Firstly, how can models, and other theorisations, help illuminate the influence of professional development and practice on a range of outcomes? Secondly, how can focussing on the situated nature of professional practice and initiatives improve understanding of professional learning and practices? Thirdly what new empirical research evidence can the approaches described in the first two research questions produce in relation to professional learning and wider professional practice? It does so via a set of eight papers published over eleven years, drawing on seven mainly mixed methods studies conducted over a six year period. In relation to the first research question, the papers use realist understandings of the social world to build a set of path and level models of professional development alongside critiques of these and other models. Additionally, they provide theoretical constructs to support understanding of professional practice, in particular boundary theory and career constructs. In relation to the second, the papers develop a set of features of context which are missing from earlier accounts, indicating that the context for programmes and change processes can be: dynamic, rather than static; agentic, acting causally not just as a backdrop; relational, operating at different points and in concert with or against other contextual factors; historically located; complex and systemic. Finally, relating to the third question, the papers cover a wide range of studies; however, all focus on the relationship between outcomes and change processes in situ, and in particular the various relationships between the programme or change process; individual teachers or leaders; the organisations within which they work; and wider political and other contexts. The findings link to and illuminate aspects of these relationships.
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Taunyane, Tladi Petros. "An educational law perspective on educator professionalism / Tladi Petros Taunyane". Thesis, North-West University, 2006. http://hdl.handle.net/10394/1215.
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This research study deals mainly with the educator professionalisation in the post democratic
South Africa, paying attention to the role of a professional council in promoting
educator professionalism. The status and image of teaching in this country seem to have
been viewed From the racial and cultural differences of communities previously. The
democratic dispensation brought an end to this unfair racial and cultural discrimination in
the education system through the establishment of a non-racial professional council for
educators (i.e. SACE).
The research aims are to determine:
- The characteristics of a professions and those needed for educator professionalism;
and - the role of the a professional council in promoting educator professionalisation.
In order to attain the above-mentioned research aims, a literature review and an empirical
investigation were undertaken.
The literature study was used to clarify concepts such as occupation, semi-profession,
profession, professionalisation and professional status. Secondly, characteristics or common
features associated with traditional models of professions (ie. accounting, law and
medicine) were discussed from a theoretical point of view. Lastly, the literature study
highlighted the establishment of professional councils for educators in other parts of the
world, including South Africa.
The different forms of legislation and policy documents applicable in education were
discussed. In order to determine the extent to which teaching adheres to or fulfils the
characteristics associated with a profession, teaching was tested against these
characteristics. The history of the establishment of SACE was briefly discussed and the
objectives or role of this organisation in educator professionalisation concluded this chapter.
The empirical research was conducted by using the questionnaire as a measuring instrument.
The advantages and disadvantages of the questionnaire as measuring instrument were
highlighted. The target population comprises of 239 educators from a total population of 2070 educators in Lejweleputswa and Northern Free State Education Districts -Free State
Province. The data collected in the investigation was processed through the SAS computer package to establish frequencies and percentages of responses mean scores ranking, t-test procedures and the effect sizes. The results were then presented tables, analysed and interpreted in accordance with the literature study.
The literature study revealed that like all other occupations, teaching aspires to attain
recognition and status as a profession. It was also revealed that teaching partially satisfy
characteristics associated with professions. The empirical study revealed that the
employment of un- or under qualified educators is still prevalent in South African schools.
In the last chapter, Chapter 5, conclusions from the literature review and empirical
investigation were drawn. The recommendations with regard to the role of SACE in
educator professionalisation were provided. Finally based on the research, future research
studies in SACE and educator professionalism were recommended.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
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Chan, Man Wai (Sarah). "Mandatory versus voluntary Continuing Professional Education : perspectives from the nursing profession". Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39546/.
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Continuing Professional Education (CPE) is constantly evolving and is now mandatory in some professions in many countries. In Hong Kong, CPE for nursing profession remains voluntary. This research seeks to gather the perceptions, opinions and voices of nurse practitioners, college leaders and academic experts in Hong Kong if CPE is changed from a voluntary basis to a mandatory regime with the focus on analyzing different aspects of CPE. A literature review was carried out in order to distill the views of international scholars and practitioners, together with a review of policies pertaining to continuing professional development (CPD) and CPE. Furthermore, theoretical and practical implications were discussed, and suggestions for future researchers were made. In order to answer the research questions, a phenomenological qualitative study was conducted on the subject topic. Regarding the conceptual framework, the adult learning theory supplemented by motivation theories were scrutinized and analyzed while discussing the application of CPE. This study will contribute to the issue of CPE particularly as there were hitherto few qualitative studies on this topic. In connection with data collection, various methods were used, including individual interviews and focus groups, with participants recruited via (1) contact lists searched from the Internet, university directories, publications; (2) participants in relevant CPE courses for nurses. The study focuses on three cohort studies across time with a group of people who shared a similar characteristic and experience, involving 22 participants in total. 18 face-to-face individual interviews and 4 focus groups were organized. To probe the research questions, voices and opinions were collected from individual interviews. The data were transcribed, analyzed and organized by inter alia classifying by keywords and phrases. All the key concepts were coded, a technique helping to search for the relevant data to answer the research questions. Through feedback from participants on the findings, 10 key meaningful themes were successively derived from participants’ voices, opinions and answers. The results show that eleven participants were rather favorable to voluntary CPE at present. They doubted that mandatory CPE to some extent may bring along pressure and problems like labor shortage rather than professional and personal growth. On the other hand, the head of the nursing faculty of one of the universities in Hong Kong had no preference for adopting mandatory or voluntary CPE, while asserting that nurses should be self-disciplined and self-checking was necessary. In contrast, ten participants were slightly favorable to mandatory CPE in the long run for improving professional standards, provided that certain coordination and support would be given by employers.
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GENTILE, PAOLA. "The Interpreter’s Professional Status. A Sociological Investigation into the Interpreting Profession". Doctoral thesis, Università degli Studi di Trieste, 2016. http://hdl.handle.net/11368/2908044.
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The professional status of interpreters is perhaps one of the most neglected topics in Interpreting Studies today. A review of the existing literature reveals that very few studies have investigated the status and the social prestige of the interpreting profession. One of the few attempts to study the status of conference interpreters empirically can be found in the study by Dam and Zethsen (2013), who compared EU staff interpreters’ and translators’ self-perception of status. The results of their survey showed that interpreters did not appear to have a high consideration of their profession, an outcome which begged for further research. As far as public service interpreters are concerned, several scholars (Angelelli 2004; Ricoy et al. 2009; De Pedro Ricoy 2010; Sela-Sheffy & Shlesinger 2011) have speculated that their status is generally low and that public service interpreting is still undergoing professionalisation, although these assumptions have never been empirically and extensively investigated.
This doctoral thesis aims to fill this knowledge gap by investigating the self-perceived professional status of conference and public service interpreters. The theoretical framework hinges on the theories of the Sociology of the Professions (Andersen, Taylor & Logio 2014), which contributed to framing the concepts of status, prestige and profession; one of the main objectives of the present work is to determine whether interpreting can be regarded as a fully-fledged profession and, if so, on the basis of which sociological parameters. Almost one century after the birth of interpreting seen as a profession, what is the state of the art of the professionalisation process? What role do technology, the mass media, economic and social changes play in the sociological evolution of the interpreter’s professional status? What are the main challenges for the future generations of interpreters?
At methodological level, the study is based on quantitative and qualitative analysis of questionnaires. Quantitative data on the interpreters’ self-perception of status were collected through the distribution of two surveys (one addressed to conference and one to public service interpreters), which gathered 1693 responses worldwide. The two questionnaires showed that a growing feminisation, rapid technological changes, the increasing use of English as a lingua franca and a complex labour market have influenced the way in which interpreters perceive the profession. Hence, the self-perceived status of conference and public service interpreters appears to be fraught with contradictions. On a brighter note, an increasing awareness of the social function fulfilled by the interpreting profession appears to be the driving force which motivates interpreters to follow the path towards full professionalisation.
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Hatcher, Julie Adele. "The public role of professionals developing and evaluating the civic-minded professional scale /". Connect to resource online, 2008. http://hdl.handle.net/1805/1703.
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Thesis (Ph.D.)--Indiana University, 2008.Title from screen (viewed on June 4, 2009). Department of Philanthropic Studies, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Robert G. Bringle. Includes vita. Includes bibliographical references (leaves 120-130).
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Andersson, Emma, i Emelie Laitinen. "SJUKSKÖTERSKEPROFESSIONENS IDENTIFIKATION : Medarbetarskap i professionella organisationer". Thesis, Högskolan i Skövde, Institutionen för handel och företagande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-9589.
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Bakgrund: Människor tenderar att identifiera sig själva med olika sociala grupper, exempelvis utifrån professions- eller organisationstillhörighet. Individer inom samma sociala grupp formar ofta liknande normer och värderingar, vilket skapar en känsla av tillhörighet. I en professionell organisation tenderar medarbetare tillhörande en profession att identifiera sig med sin profession snarare än sin organisation, vilket i sin tur påverkar relationen mellan individ och organisation. Under de senaste åren har begreppet medarbetarskap blivit alltmer populärt på den svenska arbetsmarknaden. Begreppet innefattar hur medarbetare hanterar relationen till sin arbetsgivare och till det egna arbetet. Beroende på i vilken utsträckning medarbetarna identifierar sig med sin profession och sin organisation kan dessa relationer påverkas. Syfte: Syftet med denna studie är att beskriva hur professionernas identifikation påverkar medarbetarskap i professionella organisationer. Metod: Då syftet med studien är att ge en ingående beskrivning av valt problemområde baseras studien på en kvalitativ metod. För att kunna beskriva hur professioners identifikation påverkar medarbetarskap i professionella organisationer har två fallstudier genomförts, båda på professionella organisationer med verksamheter inom hälso- och sjukvård. Studien är baserad på kvalitativa intervjuer med respondenter tillhörande en profession. Resultat och slutsats: Studien visar att individer i en professionell organisation tillhörande en profession tenderar att identifiera sig med sin profession snarare än sin organisation. Då medarbetarskap bygger på relationen till både arbetsgivare och det egna arbetet påverkas det av professioners identifikation. Det har i föreliggande studie dessutom framkommit att förtroende sker i större utsträckning inom den egna professionen, även gemenskap och samarbete har visat sig ske i första hand inom professionens gränser. Studien har även visat att professioner upplever ett starkare engagemang för det egna arbetet än för organisationen, de tenderar dessutom att ta mer ansvar för det egna arbetet än för organisationen som helhet.Background: People tend to identify themselves with different social groups based on, for instance, professional or organizational affiliation. Individuals who identify themselves with the same social group often create similar norms and values, which create a sense of belonging. In a professional organization professional co-workers tend to identify themselves with their profession rather than their organization, which in turn affects the relationship between the individual and the organization. In recent years the concept of co-workership has become increasingly popular in the Swedish labor market. The concept of co-workership includes how employees handle the relationship with their employer and to their own work. Depending on the extent to which employees identify themselves with their profession and their organization these relationships are affected. Purpose: The purpose of this study is to describe how professional identification influences the co-workership in professional organizations. Method: To give a descriptive picture of the chosen area the study is based on a qualitative approach. In order to describe how professional identification influences the co-workership in professional organizations two case studies has been conducted, both organizations are to be found in the health care field. The study is based on qualitative interviews with respondents belonging to a chosen profession. Results and conclusion: The present study has revealed that professional co-workers in a professional organization tend to identify themselves with their profession rather than their organization. Since co-workership is based on relationships both with employers and to the co-workers own work the professional identification therefor has an influence on the co-workership. The present study further revealed that trust occurs more widely within the own profession. It has also been found that fellowship and collaboration primarily occurs within the own profession. The study has shown that professionals tend to experience a stronger commitment to their work than to their organization, they also tend to take more responsibility for their own work than for the whole organization.
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Rinne, Gabriella, i Isabelle Andersson. "Kvalitetssäkring på högskolan : professionens syn på införandet av ett nytt kvalitetssäkringssystem på högskolan". Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28107.
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Syfte: Syftet med studien är att undersöka kvalitetssäkring samt professionens uppfattningar om detsamma, i ljuset av införandet av ett nytt kvalitetssäkringssystem. Metod: Den teoretiska referensramen har byggts upp genom att sammanställa tidigare forskning i teman som är relevanta för studien. Det empiriska materialet har samlats in genom en kvalitativ metod i form av en textanalys av Promemoria U2015/1626/UH samt genomförande och analys av fyra semi-strukturerade intervjuer. Den teoretiska referensramen har sedan använts som utgångspunkt vid analys av det empiriska materialet. Resultat & slutsats: Studien visar på att det finns en ambivalent inställning hos professionen gällande kvalitetssäkring. Idén om intern kvalitetssäkring inom högskolan framstår som institutionaliserad samtidigt som inställningen gentemot extern kvalitetssäkring upplevs som något som gör anspråk på professionens autonomi och signalerar om en misstro gentemot professionen. Studien har även visat att professionen upplever införandet av det nya kvalitetssäkringssystemet som en del i en maktförskjutningsprocess där lärosätesledningen får ökat inflytande i förhållande till professionen. Förslag till vidare forskning: Utifrån denna studie ser vi det intressant att studera det kommande kvalitetssäkringssystemet i ett senare stadie då man kan titta på hela processen. Hur går implementeringen av reformen till? Vilken typ av förändringar skapar det inom högskolesektorn? Vi vill även uppmuntra till vidare studier som tittar närmare på och kartlägger kvalitetsbegreppets framfart genom högskolan för att undersöka vilka röster som väger tyngst i frågan om vad som avses med kvalitet i utbildning. Uppsatsens bidrag: Studien bidrar till en ökad förståelse för samspelet mellan politiska reformers implementering och den berörda professionens uppfattningar i högskolesektorn.
34
Parry, Julianne Mary, i j. m. parry@cqu edu au. "The Effect of Workplace Exposure on Professional Commitment: A Longitudinal Study of Nursing Professionals". Central Queensland University, 2007. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20070524.133840.
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The behaviour of employees is increasingly being recognised as the critical
factor in achievement of organisational effectiveness. Therefore, the need to address
inefficiencies that are derived from the organisation-employee relationship is being
recognised as important to organisational success. For many years the concept of
organisational commitment provided the means to develop theory in relation to
organisation-employee relationships. More recently, however, other types of workrelated
commitments have been identified as having importance to the organisationemployee
relationship.
In the contemporary political-economic context, professionals are
increasingly becoming employees of organisations which operate according to
market or quasi-market principles. There are some fundamental differences between
professional occupations and non-professional occupations. These differences may
have consequences for the relationship between professional employees and their
employing organisation. The differences may also have consequences for other workrelated
outcomes for professional employees in ways that are different from the
work-related outcomes of non-professional employees. Importantly, for professional
employees commitment to the profession is developed during the pre-workplace
entry educational experiences and may have consequences for the retention of
professional employees within organisations, as well as retention within the
profession. Therefore, the commitment of professional employees to their occupation
may be both an antecedent to and a consequence of other work-related outcomes.
However, to date, professional commitment has not been studied from a
developmental perspective and the effect of workplace exposure on professional
commitment is not understood.
This thesis reports the findings of a study in which a theoretical model of the
relationship between professional commitment prior to workplace entry and
professional turnover intention was evaluated using path analysis. The relationships
included in the model were between commitment to the profession as both an
antecedent to, and a consequence of organisational-professional conflict, job
satisfaction and organisational commitment, as well as the relationship that each of
these variables may have to organisational turnover intention and professional
turnover intention. A repeated measures design was used with a sample of nursing
professionals. Professional commitment before entry to the workplace was measured,
and after a period of workplace exposure, professional commitment was again
measured, as well as the other work-related outcomes identified in the model. The
Blau (2003) occupational commitment measure was used to measure the pre-and-post
workplace entry levels of professional commitment. The thesis also examined the
factor structure of the Blau (2003) occupational commitment measure.
The results of the model evaluation indicated that it is a plausible model of
the identified relationships. Examination of the factor structure of the Blau (2003)
occupational commitment measure indicated that it is best represented by five rather
than four components. This research found that professional commitment was quite
stable in the initial period of workplace exposure. The research findings also
indicated that the relationship between professional commitment and organisational
commitment was mediated by job satisfaction and that organisational-professional
conflict and job satisfaction were directly related to organisational commitment. The
research found that job satisfaction and professional commitment after a period of
workplace exposure were related to organisational turnover intention, but that
organisational commitment was not. The final major research finding was that
organisational turnover intention was the only workplace variable in the model that
was directly related to professional turnover intention.
This research has contributed to the organisational behaviour literature
through the development and initial evaluation of a model of the relationship between
professional commitment prior to workplace entry and professional turnover
intention. The results of the model suggested that when organisations provide
professional employees with workplace experiences that are professionally, as well as
personally satisfying, they promote retention of professional employees with their
own organisation, as well as retention of professionals within the profession.
This research recommends that for organisations that employ professionals,
the model of the organisation-professional employee relationship that is likely to
promote the retention of professional employees both within the organisation and
within the profession, is a partnership model. Conflict resolution principles are
recommended to inform the partnership model of the organisation-professional
employee relationship. In addition, the empowering leadership style is recommended
for organisations that employ professionals, because it is better matched to the
employment mode and characteristics of professional employees.
35
O''''Loan, Laura. "Continuing professional development (CPD) for pharmacists : implications for professional practice". Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728387.
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This study considered the Continuing Professional Development (CPD) activities that pharmacists undertook, and the implications this had for their professional practice. CPD is mandatory for pharmacists, who are required to undertake self-directed, unstructured learning. However, some have recommended using a more structured approach for CPD which is over an above this baseline educational approach required by the pharmacy regulators. The purpose of CPD is to improve professional practice, although there is little evidence in the literature to demonstrate this. Engagement in extended patient care activities, as recommended in current healthcare policies in Northern Ireland, was taken to be improved professional practice in this study. A postpositivist methodological approach was used. Quantitative data was collected using an online questionnaire which was emailed to all qualified pharmacists in Northern Ireland (n = 2201). After two follow-ups there were 419 respondents (19%). Two multiple response sets were created; one for CPD activities and one for professional practices. Geometric coding was then used to convert this multiple response data into categorical variables, allowing the relationship between CPD and professional practices to be analysed statistically. The professional activities that pharmacists engaged in were found to be influenced by the CPD activities they had undertaken. Pharmacists who undertook solely unstructured learning had the highest incidence of engagement in semi-professional activities that can be undertaken by any member of the pharmacy team. Almost a third of these pharmacists engaged in some extended patient care practice. Professional practice was not improved by adopting a cognitive approach to structured or semi-structured learning. However, an improvement was seen when a constructivist component was used. It was concluded that active participation in practice activities improved the application of learning in the workplace, whereas separating theory from practice did not.
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O'Brien, Peter C. "Calculating the professional: Standards and the government of professional practice". Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/115837/1/Peter_O%27Brien_Thesis.pdf.
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This thesis-by-publication problematised professional standards for teachers in Australia. Professional standards were found to regulate and activate teachers' professional conduct—opening it to unknowns—by articulating forms of knowledge from education, business, popular psychology, and 'self-help'; and by deploying techniques from frameworks of performance development to 'apps' for smart devices. Yet professional standards were found to be a double-edged sword: standards-based performance risks standardising professionals; activating professional autonomy risks unrelenting and pointless activity; and 'improper' choices in relation to standardised norms risks sanction and illiberal intervention. Always attenuating such calculated endeavours are teachers' personal-professional aspirations and goals.
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Roberts, Jordan Rachel Simeon. "Job satisfaction, organisational commitment, professional commitment and turnover intentions among information technology professionals /". Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09SPS/09spsr6454.pdf.
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Erasmus, Lucia. "Exploring the professional identity construction and negotiation of professionals from previously disadvantaged groups". Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/77813.
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Research purpose: This study aimed to explore the professional identity construction of accountants from previously disadvantaged groups. The study considered the significance of context and the influence of whiteness and racial micro-aggressions on individual identity construction.
Motivation for this study: Little is known about the struggle that people from previously disadvantaged groups in South Africa have to go through to negotiate their professional identities. This study provided a platform for these individuals to share their journey in becoming a professional accountant and understanding the impact of context on their professional identity construction.
Research design, approach and method: The study followed a qualitative design, and a multiple case study method was used. Semi-structured interviews were conducted through a narrative lens to explore the individual stories of the participants’ experiences. Non-probability purposive sampling was used. The sample consisted of five black professional accountants from previously disadvantaged groups. Data analysis took the form of individual case narratives followed by a thematic analysis across cases.
Main findings: The history of apartheid is still present in South African organisations today in the form of racial micro-aggression and whiteness which create barriers to the professional identity construction of people from previously disadvantaged groups. It was found that the following contexts influence identity construction: political, legislative, socio-economic, educational, organisational, professional, family and cultural contexts.
Practical Implications: Legislation such as BBEEE, AA and the EEA are in place to support the transformation agenda of South African organisations. However, in this study it became clear that legislation does not achieve its intended impact. If organisations do not start supporting professionals of colour, it will have a major impact on their skills and career development as well as on talent retention within organisations. Value/Study contribution: The results could become a valuable resource for educational institutions, professional bodies and managers within organisations to enable them to eliminate the barriers of whiteness and micro-aggression and to support people from previously disadvantaged groups to construct positive professional identities.Dissertation (MCom)--University of Pretoria, 2019.
Human Resource Management
MCom
Unrestricted
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Etemadi, Ramtin. "Adoption of social media for professional knowledge sharing by construction professionals in Australia". Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/127290/2/Ramtin_Etemadi_Thesis.pdf.
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This study examines the adoption of social media for work-related knowledge sharing (KS) in the Australian construction industry. A new model has been developed.
Mixed research methods including a survey and interviews were conducted. Performance expectancy, knowledge sharing self-efficacy, and facilitating conditions were the factors affecting the adoption of social media for KS by construction professionals in Australia. Trust played a critical role in enhancing potential enablers and reducing barriers for social media Verification, and monitoring mechanisms are suggested for improving levels of trust. The findings contribute to improving KS in the construction industry.
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Deret, Lydia. "Les savoir-agir langagiers professionnels des enseignants débutants". Thesis, Normandie, 2019. http://www.theses.fr/2019NORMC027/document.
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Ce travail s’inscrit dans la lignée des recherches portant sur la professionnalité des enseignants. Nous nous intéressons plus particulièrement à l’activité langagière des débutants. L’hypothèse centrale est qu’il est possible d’identifier, au sein du discours des enseignants en interaction avec leurs élèves, des indices de leur développement professionnel. Le cadre théorique croise les apports de la didactique professionnelle avec ceux de la pragmatique du langage et de la théorie interactionniste linguistique. Replacé dans un contexte didactique, nous envisageons le langage comme premier instrument stratégique pour enseigner et nous nous situons dans une approche instrumentée de l’activité enseignante. Nous avons mené une enquête ergonomique auprès de trois néo-titulaires, à partir de vidéos réalisées au cours de séances de mathématiques et d’entretiens d’auto-confrontation. Les interactions langagières entre les enseignantes et leurs élèves ont été analysées quantitativement et qualitativement, en relation avec l’identification de fonctions pédago-didactiques. Les résultats caractérisent des savoir-agir-langagiers-professionnels, révélateurs de la professionnalité et du développement professionnel de chacune des enseignantes enquêtéesThis work takes place within a line of research regarding teachers’ professionalism. We are looking particularly at the language activity of beginners. The central hypothesis is that it is possible to identify, within teachers’ conversations as they interact with pupils, clues regarding their professional development. The theoretical framework links the contributions made by professional didactics with those of language pragmatic and interactional linguistic theory. Set within a didactical context, we consider language as the first strategical tool to teach and we are placed within an approach orchestrated by teacher activity. We lead an ergonomic investigation alongside three newly qualified teachers, from videos shot during mathematics lessons and from self- confrontation interviews. Language interactions between teachers and their students have been analysed qualitatively and quantitatively, in relation with the identification of pedago-didactic functions. Results highlight professional language know-hows, revealing of the professionalism and the professional development of each of the teachers investigated
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Olheden, Lisa, i Jensen Annsofi Sloth. "Professionellt förhållningssätt; ett svårdefinierat begrepp : - en kvalitativ studie av socionomers syn på ett professionellt förhållningssätt". Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54243.
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The aim of this study was to investigate social workers view of a professional- and unprofessional attitude relative to the organization, other professionals and clients. The study was conducted with qualitative semi-structured interviews with social workers in human service organizations. The theoretical approach is a social constructionist approach using professional theory, role theory and tacit knowledge to analyze our data. We conducted the study due to our view that the research on professional approach lacked a first-hand perspective on social workers view on their professional approach. The conclusion of this study is that social workers tacit knowledge is a big part of their professional approach, which despite regulations ordinated by the society and by organizations are shaped by interpretations and assessments based on the individual, tacit knowledge.
42
Newbold, A. L. E. "Legal professional privilege". Thesis, Queen Mary, University of London, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263351.
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Dorda, Svitlana Volodymyrivna, Світлана Володимирівна Дорда i Светлана Владимировна Дорда. "Interdiscourse Professional Communication". Thesis, Univer, 2002. http://essuir.sumdu.edu.ua/handle/123456789/63564.
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A very large segment of day-to-day professional communication takes place in the international language, English. As a result the use of English carries with it an almost inevitable load of interdiscourse or intercultural communication.
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de, la Motte L. "Professional Access Control". Thesis, Honours thesis, University of Tasmania, 2004. https://eprints.utas.edu.au/118/1/front_Thesis.pdf.
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Professional Access Control (PAC) is a self-administrating access control model for professional users which employs a peer review process and oversight by system administrators. It is characterised by the existence of ethical controls on the relationships between the users (those accessing data or granting access privileges to others) and data owners. Investigations revealed that the issue of availability was crucial to users in the hospital domain studied, and that to minimise the administrative burden on system administrators, the users needed to take some of the load. These factors led to the development of the new Trusted Access Control (TAC) model which gives users control. TAC is a fundamental access control model, complementary to the well-known Mandatory Access Control (MAC) and Discretionary Access Control (DAC) models. PAC uses TAC at its core and also incorporates Role Based Access Control (RBAC) and Provision Based Access Control (PBAC). This gives it the flexibility and user-friendliness necessary in the hospital environment, while still providing a high degree of data confidentiality and integrity protection. The required PAC functionality has been built into an Oracle package which can be used by new and existing applications, making it a viable access control solution for complex environments such as hospitals. When enabled workflow applications use the Oracle package, access control is automatically effected behind-the-scene, providing both usability benefits and reduced administrative burden.
45
SANTAMARIA, Angelo. "L’evoluzione delle forme aggregative per l’esercizio delle professioni intellettuali: dallo studio associato alla società tra professionisti". Doctoral thesis, Università degli studi di Bergamo, 2014. http://hdl.handle.net/10446/30691.
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The exercise of professional activities in partnership forms represents, with no doubts, one of the arguments that, more than others, have enlivened the debate concerning the regulated professions over the decades. These aggregative phenomena have experienced a long period of substantial aversion on the part of the Italian Legislator, because of the strong pressure from the more "orthodox" components of the professional associations; and only thanks to the interpretation given by doctrine and jurisprudence a window has been opened for the progressive acceptance of the cases arosed from the practice. In fact, since 1815, due to the prohibition of establishing partnerships among professionals, a lot of different cases have emerged in practice characterized by the fact that, while skirting the hypothesis of partnerships, were quite distinct from them.
Despite the attempts represented by the two Bersani laws in 1997 and 2006, the final admission in Italian legislation for these legal paradigms was introduced only in 2011.
Today more than ever, partnerships among professionals constitute an important opportunity for professionals by allowing them to operate, in a more efficient and competitive way, in a market that, increasingly contaminated by heterogeneous services and performance, requires a rethinking of the role of the professional who cannot remain anchored to the classic figure of the individual operating within their offices, due also to the EU competition.
This paper will, therefore, provide an analysis of the slow evolution that led to the discipline of partnerships among professionals enacted between 2011 and 2013, starting from the Law n. 1815/1939 which forbade their establishment up to the ministerial regulation that implemented the provisions of Law n. 183 of 2011.
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Quick, Oliver. "Error and the medical profession? : regulating trust. The end of professional dominance?" Thesis, Cardiff University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490275.
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Kyriacou, Orthodoxia Nicos. "Gender, ethnicity and professional membership : the case of the UK accounting profession". Thesis, University of East London, 2000. http://roar.uel.ac.uk/1279/.
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The thesis aims to explore the experiences of minority ethnic women accountants in the UK through the use of the oral history method. It seeks to give visibility to the experience(s) of professional women accountants from minority ethnic communities who have to date remained largely invisible in accountancy literature. It is argued that part of the reason for this invisibility lies in the methods employed in accounting research and the operation of statistics issued by the accounting profession. The author argues that one way round this can be achieved through the use of oral history. Although recent studies in the field of accounting have focused upon issues relating to gender, much of the literature remains silent with respect to qualitative material which illuminates women's lived experiences of accountancy. Furthermore, the experience(s) of women accountants from minority ethnic communities is invisible in the accountancy literature. This is because much of the literature ignores cultural diversity and treats women as a homogenous group, that is white and middle-class. This invisibility is reinforced further as women from minority ethnic communities are absent from the official gender statistics which are (re)produced by the accounting profession. Five oral histories are presented, explored and analyzed, together with the author's own life history. It is suggested that an exploration of oral narratives cannot take place without acknowledgment and making visible of the researcher's own life history and presence in the construction and exploration of oral narratives. The empirical material in the form of oral narratives reveals the presence of various invisible and visible forms of gender and ethnicity which appear to operate through a variety of forms in the structured work and workplace of accounting. Some possibilities for making issues of gender and ethnicity visible in accountancy are further explored.
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Westwood, Fiona. "Developing professional judgement in the legal profession : the use of the Professional Education and Training Programme (PEAT 2) in selected Scottish law firms". Thesis, University of Chester, 2015. http://hdl.handle.net/10034/600442.
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The objective of this research is to evaluate the effectiveness of the development of professional judgement during the two year work-based pre-admission training period (PEAT 2) required of Scottish solicitors so as to identify a model that allows them to respond to the changes the UK legal services sector is experiencing. The methodology adopted throughout reflects an emphasis on researching knowledge in the context of its application (Flyvbjerg 2001). Professional judgement is described as the ‘heart of professional practice’ (Fish and Coles 1998) and is therefore selected to provide a holistic method of evaluation. The UK legal profession is fragmenting in its response to market pressures, including the introduction of external regulation and ‘alternative business structures’ under the Legal Services Act 2007 and increased globalisation, specialisation and commoditisation. It is therefore important to identify the traditional method used by Scottish solicitors to develop their judgement as there is a risk that what was previously implicit and assumed in this ‘community of practice’ (Wenger 1998) becomes dissipated. As a result, the relevance and application of judgement is considered in the context of professional practice and solicitors in particular. The effect of external influences are interpreted, including in relation to the job of a solicitor, the future development of judgement and implications for legal education. The research method adopted enables confidential data to be obtained about the development of professional judgement and the PEAT 2 processes through completion of semi-structured interviews with a number of Scottish law firms, the Law Society of Scotland and related regulatory organisations, supplemented with Scottish trainee focus groups and comparative data from illustrative law firms and regulators in England and Wales. This allows 10 detailed case studies of law firms to be developed and analysed using Eraut’s (2007) model of early career learning and Fuller and Unwin’s (2003) model of expansive and restrictive apprenticeships as well as providing commentary from experienced solicitors and regulatory sources on the development of professional judgement. This allows 10 detailed case studies of law firms to be developed and analysed using Eraut’s (2007) model of early career learning and Fuller and Unwin’s (2003) model of expansive and restrictive apprenticeships as well as providing commentary from experienced solicitors and regulatory sources on the development of professional judgement. This data enables an analysis of the effectiveness of the current Scottish pre-admission training processes and the identification of methods used to develop the judgement of novices. Findings indicate that elements of the formal requirements of PEAT 2 are limiting the experiential and reflective learning of trainees and, in the wider context of work-based learning, that professional judgement is developed through exposure to reflective practice in a ‘community’ that provides an expansive apprenticeship and establishes parameters of acceptable choices. Recommendations include adjustments to pre-admission legal training and the introduction of a specialist qualification, accredited by the Law Society of Scotland.
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Miller, Rebecca K. "The Value of Values-Based Literature: An Exploration of Librarianship's Professional Discussion of Core Values". Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/457.
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In an attempt to describe the nature of recent journal literature revolving around the eleven core values of librarianship, as articulated by the American Library Association, this exploratory study analyzed 114 articles from four peer-reviewed library publications over the past five years (2002-2006): College & Research Libraries, Library Trends, Library Quarterly, and portal: Libraries and the Academy. This content analysis noted the levels of complexity with which the core values were discussed, the frequencies of the eleven core values (access, confidentiality/privacy, democracy, diversity, education and lifelong learning, intellectual freedom, preservation, public good, professionalism, service, and social responsibility), and the types of library environments found in the journal literature. The results are intended as a catalyst for the library profession to examine the way it discusses core values and uses them to guide and inform professional practice.
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Kolosey, Connie. "Assist Principals' Perspectives on Professional Learning Conversations for Teacher Professional Growth". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3188.
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The purpose of this study was to discover, document, and describe the salient actions, events, beliefs, attitudes, social structures and processes related to professional learning conversations from the perspective of nine assistant principals (APs). The participants were elementary, middle and high school APs, three at each level. Using a modified critical incident technique through participant written response and two in depth interviews with each respondent, this study investigated the lived experiences of these APs related to the practice of professional learning conversations in their schools. The research questions focused on: (1) the participants' beliefs and attitudes about professional learning conversations, (2) their roles in facilitating these conversations, (3) their ability to identify elements of trust within the groups of teachers with whom they work and (4) their roles in building trust.
The research literature is clear that teacher collaboration is a key factor in professional growth and self-efficacy, yet often the structure of the school day, a negative emotional environment, and a culture of teacher isolation prohibit meaningful teacher collaboration. Although faced with many obligations and directives, school administrators have considerable influence over the organizational structure within their individual schools. Furthermore, assistant principals often become the face of administration within their schools as they directly supervise teachers and APs are less studied than students, teacher or principals. How these individuals perceive and value professional learning conversations will likely impact the level of collaboration at their individual schools.
The findings of this study indicate that professional learning conversations for teacher growth were more prevalent at the elementary school level, that trust may be more difficult to cultivate at the middle and high schools, and that protocols as structures for facilitating conversations and building trust were not widely in use. A better understanding of the opportunities and barriers schools face related to professional learning conversations as well as a better understanding of the dynamics of trust will assist district and school administrators to engage in a problem solving process for better collaboration. Ultimately, administrators have an opportunity and a responsibility to touch the hearts and minds of the individuals on the front line of the work - the teachers in the classrooms working with students. Without teacher confidence, hope, optimism, resilience and self-efficacy, no amount of financial incentive, cajoling, or sanction will improve student learning.