Дисертації: "Autonomy in the workplace"

1

Myers, Meghan Elizabeth. "PLEASE TELL ME WHAT TO DO: CHALLENGING ASSUMPTIONS ABOUT AUTONOMY, BUREAURACY, AND SATISFACTION IN THE WORKPLACE." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235167338.

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Touaiti, Balsam. "Emotional labor in the workplace : impact on individual and organizational health." Electronic Thesis or Diss., Aix-Marseille, 2023. http://www.theses.fr/2023AIXM0015.

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Le travail émotionnel est un sujet de recherche populaire parmi les chercheurs de service. Dans cette thèse, nous proposons d'étudier l'impact des antécédents externes et internes au travail sur la santé individuelle et organisationnelle via le travail émotionnel. Dans le premier article, nous soulignons l'interaction entre les facteurs individuels et organisationnels en suggérant que le déséquilibre effort-récompense booste les processus de régulation émotionnelle et qu’il a un effet délétère sur l'engagement organisationnel. Nos résultats de l'étude 1 et de l'étude 2 suggèrent que le travail émotionnel peut expliquer les effets néfastes du déséquilibre effort-récompense et que l'autonomie peut atténuer l'épuisement professionnel. Compte tenu de la complexité des processus émotionnels, nous utilisons une conception à méthodes mixtes pour enquêter sur nos préoccupations dans le deuxième article. Les résultats de l'étude 1 identifient des caractéristiques du travail qui affectent la santé professionnelle et suggèrent des hypothèses. Dans l'étude 2, nous confirmons que le travail émotionnel explique les effets de l’autonomie et la récompense et que l'indulgence culturelle modère certains de ces effets. Dans le troisième article, nous mettons en évidence l'impact des facteurs individuels sur la santé au travail. Nous proposons d'examiner si les compétences transversales stimulent la santé au travail au quotidien. Une conception longitudinale à trois décalages temporels suggère que le travail émotionnel peut expliquer l'influence de la compétence interpersonnelle liée à la pleine conscience et que le soutien organisationnel peut réduire l'épuisement émotionnel
Emotional labor has been an in demand research subject among service researchers. In this thesis, we propose to study the impact of external and internal antecedents in the workplace on individual and organizational health through emotional labor. In the first article, we focus on the interaction between individual and organizational factors. We extend the effort-reward imbalance model by suggesting it boosts the emotional regulation processes and effects deleteriously the organizational commitment. Our results from study 1 and study 2 suggest that emotional labor may explain the adverse effects of effort-reward imbalance and that job autonomy may mitigate burnout. Given the complexity of emotional processes, we use a mixed-methods design to investigate our concerns in the second article. The findings of study 1 identify a number of job features that affect workplace health and suggest hypotheses. In study 2, we confirm that emotional labor may explain the effects of autonomy and reward and that cultural indulgence moderates some of these effects. In the third article, we highlight the impact of individual factors on occupational health. We propose to examine whether transversal competences boost occupational health in everyday-life. A three-time-lagged design suggest that emotional labor may explain the influence of interpersonal competence related to mindfulness and that organizational support can decrease emotional exhaustion

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Priebe, Dennis R. "Does Perceived Wellness Influence Employee Work Engagement? Examining the Effects of Wellness in the Presence of Established Individual and Workplace Predictor Variables." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu152330257997838.

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4

Gronau, Annemarie Imke [Verfasser], and Florian [Akademischer Betreuer] Englmaier. "Autonomy in the workplace : Conceptualization and application of a social psychological construct in organizational economics / Annemarie Imke Gronau ; Betreuer: Florian Englmaier." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2020. http://d-nb.info/1206878193/34.

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5

Nwoseh-Streeter, Elizabeth. "Strategies for Reducing Corporate Accountants' Turnover Through Implementing Workplace Flexibility." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5763.

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Flexibility in the workplace is no longer perceived as a benefit to employees but as a requirement for organizations to remain competitive. Financial compensation alone may be insufficient to encourage employee retention. The purpose of this qualitative, single case study was to explore the strategies that corporate accounting and finance leaders implement to promote workplace flexibility for increasing accountants' retention. The conceptual framework for this study was Karasek's demand control support framework. The research sample consisted of 6 corporate accounting and finance leaders who had a history of successfully implementing a workplace flexibility program. Data analysis consisted of compiling the data, coding for emergent and a priori codes, disassembling the data into common codes, reassembling the data into themes, interpreting the meaning, and reporting the themes. The major themes from the findings of this study were leadership support and commitment, organization-wide tailored flexibility, clear communication of expectations, trust and cooperation, employee evaluation based on results and deliverables, and the use of technological advances to enhance team collaboration. Organizations and business leaders can use the findings from this study to create competitive advantage by enhancing their existing flexibility policies or to implement formal workplace flexibility policies that may help to reduce the stress and strain that employees experience in attempting to balance their personal and professional life. The implications for social change include creating a balance between employees' jobs and other responsibilities that allows employees to contribute positively to their family and the local community.

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6

Mateus, Mário João Guerra. "Inteligência emocional, autonomia e bem estar no trabalho: um estudo no negócio segurador." Master's thesis, Universidade de Évora, 2017. http://hdl.handle.net/10174/21878.

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Investigou-se a relação entre a inteligência emocional de traços e o bem-estar no trabalho, controlando o efeito da autonomia no trabalho. A amostra foi constituída por 171 trabalhadores de uma empresa de seguros e recolhida através de um processo de amostragem não-probabilístico por via de questionários de autorrelato. Os resultados atestam a existência de uma correlação positiva fraca entre a inteligência emocional de traços e o bem-estar no trabalho. Verificou-se também uma correlação positiva moderada entre a autonomia no trabalho e o bem-estar no trabalho. Cumpridos três dos quatro pressupostos do teste de mediação entre variáveis de Baron e Kenny, corroborou-se a existência de mediação parcial por parte da autonomia no trabalho sobre a relação entre a inteligência emocional de traços e o bem-estar no trabalho. Discutiu-se as implicações práticas e teóricas dos resultados observados, bem como as suas limitações, apresentando-se sugestões para investigação futura; Emotional Intelligence, Workplace autonomy and Workplace Well-being: A study in the insurance business. Abstract: The relationship between trait emotional intelligence and workplace well-being was investigated, controlling the effects of workplace autonomy. The sample consisted of 171 employees of an insurance company and was collected using a non-probabilistic sampling process with self-report questionnaires. The results indicate the existence of a positive and weak correlation between trait emotional intelligence and workplace well-being. A positive and moderate correlation between workplace autonomy and workplace well-being was also found. Three of the four assumptions of the mediation test between variables, from Baron and Kenny, suggested the existence of a partial mediation of the variable workplace autonomy over the correlation between trait emotional intelligence and workplace well-being. The practical and theoretical implications of these results were discussed, as well as the limitations of the study. Suggestions for future research were outlined.

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7

Jalali, Färnam, and Elvira Sigrén. "Generation Z tar plats : Vad driver deras inre motivation i arbetslivet och hur kan ledare främja den?" Thesis, Stockholms universitet, Management & Organisation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165982.

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Improved standard of living has been followed by demographic changes and increased retirement age. Hence today’s organizations manage a diverse workforce of four generations, each of them with its own distinct attributes. Likewise, tomorrows organizations will consist of a generational diversity of five to six generations. Most research on generations has focused on characteristics and attitude differences. Drawing on the crucial and continual work of motivation - a journey without an end - this qualitative research study examined the most recent generation currently entering the labor force, Generation Z, and their workplace motivation. More specifically, the study explored if, and how, the generation is influenced by intrinsic motivation and its three basic needs of autonomy, competence and relatedness with regards to Self-Determination Theory and transformational leadership. Leaders role in promoting autonomy, competence and relatedness were analyzed at. The findings are based on semi-structured interviews with seven employees from Generation Z and three leaders. Our results showed that Generation Z is clearly impacted by and requesting intrinsic motivation in work life. In particular, the need for competence and a higher level of disloyalty towards the employer were portrayed. Furthermore, the strong demand for feedback among the generation was disclosed, suggesting more time-consuming measures from leaders.

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8

Axford, Beverley, and n/a. "Professional work in the new work order: a sociological study of the shift from professional autonomy based in expertise to professional accountability based in performativity." University of Canberra. Professional & Community Education, 2002. http://erl.canberra.edu.au./public/adt-AUC20061010.111412.

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'Profession' and 'professional' are shifting signifiers that have taken on a range of new meanings in the past two decades as professional occupations have been reshaped by moves to 'flexible' (deregulated and decentred) work processes and work practices. The role of modern professions was significant in terms of the democratic elements of the professionalising project. But how do moves away from the modern bureaucratically-structured professions, and a professional ideal based on the concept of universal service, impact on graduates currently entering professional employment domains in which new 'performativity-based' management regimes are replacing the older control structures? This study draws on a range of sociological literature to explore both the structural and discursive changes in the meaning of profession practice. The study also draws on a number of research projects, including materials from focus group interviews of final year undergraduate students, recruitment brochures, ABS (Australian Bureau of Statistics) statistical analyses and DEST (Australia: Department of Employment, Science and Training) graduate destination studies, and policy documents. These materials are used to argue that the employment destinations of those with professional qualifications and credentials are now more stratified and more diverse and no longer necessarily coupled with a lifelong career. In addtion, the new management regimes that accompany the move to more flexible work processes and work practices are changing how those in professional work locations construct their sense of themselves as professional practitioners. Changes in the nature of professional work, and in the structural and discursive location of professional workers, have implications for education and training institutions. These institutions not only prepare workers for these occupational domains but are the main conduits through which access to work in the restructured labour markets is mediated. The study concludes by drawing attention to the need for educational research to be anchored in a 'sociology of employment' that is able to provide a more critical account of the relationship between education and training and entry into high status/low status employment domains.

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9

Smit, Sita. "Stress in the workplace the contrasting effects of 10 minutes of listening to Chopin vs. HRV biofeedback on autonomic reactivity and cognitive performance." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/2766.

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10

Srinivasan, Barani Dharan. "Why do considerable number of Swedish workplaces lack daylight? Effects of obstruction angles in achieving required daylight in Swedish workplaces." Thesis, KTH, Ljusdesign, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280023.

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Contribution of daylight to employees in terms of health, productivity, and overall wellness in the office spaces are undeniable. Apart from the psychological and biological benefits of employees, embracing daylight in office spaces increases the energy-efficiency of the building which leads to the sustainable development of a city. However, a considerable number of employees in Sweden lack daylight in their workspaces according to a report by the Swedish Work Environment Authority [Arbetsmiljöverket (Swedish)] (Lowden, 2019). Professionals like Architects, Lighting Designers, and students of architecture and lighting design across Sweden were asked their opinions pertaining to lack of daylight in a considerable number of office spaces in Sweden based on their experience through online questionnaires/ interviews to get to know the overview of this subject. Out of all the possible reasons, window design and economy were the two macro factors according to them that influenced daylight in an office building in Sweden but often, obstruction angle in a building due to urban densification is overlooked when it comes to daylight in an office building. This thesis discusses the influence of obstruction angles with an illustrated office building in Stockholm. Diva for Rhino was the software used for the modelling and daylight simulation.

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11

BONANOMI, GIANLUCA. "Rappresentanze dei lavoratori e contrattazione collettiva a livello aziendale tra legge ed autonomia collettiva." Doctoral thesis, Università Cattolica del Sacro Cuore, 2018. http://hdl.handle.net/10280/40637.

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La tesi muove dall’analisi del contenuto degli accordi interconfederali in materia di misurazione della rappresentatività sindacale, mettendo in luce le potenzialità e le criticità dell’attuale assetto, ed interrogandosi sulla necessità di una regolamentazione legislativa della materia. Si dimostra che l’intervento normativo, escluso per quanto riguarda la contrattazione collettiva nazionale, si rivelerebbe, invece, indispensabile a livello aziendale. Descritte alcune delle proposte legislative avanzate dalla dottrina, la tesi indica le linee di un possibile intervento legislativo concentrandosi sulle strutture di rappresentanza dei lavoratori in azienda e sull’esercizio dei diritti sindacali, sull’ambito di efficacia soggettiva e sulla titolarità della contrattazione collettiva a livello aziendale, nonché sui rapporti tra questa ed il contratto collettivo nazionale di lavoro. In tale prospettiva, si analizza anche il regime delle clausole di tregua sindacale in relazione alla contrattazione collettiva aziendale e all’esercizio del diritto di sciopero.
The thesis, starting from the analysis of the contents of inter-sectoral agreements regarding the measurement of unions’ representativeness, focuses on the potentialities and criticalities of the current Italian industrial relations system. The thesis stresses that a statutory regulation in this field is not needed with reference to sectoral collective bargaining, but it could be necessary as regard to collective bargaining and workplace representatives at firm level. The thesis outlines the guidelines for a possible regulatory intervention, focusing on the functions of workplace representatives, trade union rights, collective bargaining coverage, no-strike clauses and the relationship between decentralised and sectoral collective bargaining agreements.

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12

BONANOMI, GIANLUCA. "Rappresentanze dei lavoratori e contrattazione collettiva a livello aziendale tra legge ed autonomia collettiva." Doctoral thesis, Università Cattolica del Sacro Cuore, 2018. http://hdl.handle.net/10280/40637.

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La tesi muove dall’analisi del contenuto degli accordi interconfederali in materia di misurazione della rappresentatività sindacale, mettendo in luce le potenzialità e le criticità dell’attuale assetto, ed interrogandosi sulla necessità di una regolamentazione legislativa della materia. Si dimostra che l’intervento normativo, escluso per quanto riguarda la contrattazione collettiva nazionale, si rivelerebbe, invece, indispensabile a livello aziendale. Descritte alcune delle proposte legislative avanzate dalla dottrina, la tesi indica le linee di un possibile intervento legislativo concentrandosi sulle strutture di rappresentanza dei lavoratori in azienda e sull’esercizio dei diritti sindacali, sull’ambito di efficacia soggettiva e sulla titolarità della contrattazione collettiva a livello aziendale, nonché sui rapporti tra questa ed il contratto collettivo nazionale di lavoro. In tale prospettiva, si analizza anche il regime delle clausole di tregua sindacale in relazione alla contrattazione collettiva aziendale e all’esercizio del diritto di sciopero.
The thesis, starting from the analysis of the contents of inter-sectoral agreements regarding the measurement of unions’ representativeness, focuses on the potentialities and criticalities of the current Italian industrial relations system. The thesis stresses that a statutory regulation in this field is not needed with reference to sectoral collective bargaining, but it could be necessary as regard to collective bargaining and workplace representatives at firm level. The thesis outlines the guidelines for a possible regulatory intervention, focusing on the functions of workplace representatives, trade union rights, collective bargaining coverage, no-strike clauses and the relationship between decentralised and sectoral collective bargaining agreements.

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Moghadas, Zadeh Seyed Omid. "Solutions technologiques pour atténuer la solitude des aidants professionnels et des personnes âgées en perte d’autonomie." Electronic Thesis or Diss., Université Paris sciences et lettres, 2024. http://www.theses.fr/2024UPSLD002.

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Cette thèse se compose de trois essais qui contribuent collectivement à notre compréhension de la gestion de la solitude chez les personnes âgées en perte d’autonomie et chez les soignants professionnels grâce à des interventions basées sur la technologie. Le premier essai identifie plusieurs voies de recherche dans la littérature concernant les interventions des TIC pour les personnes âgées bénéficiant de soins à domicile professionnels. Il met en évidence le besoin de recherches supplémentaires et reconnaît le rôle central des soignants professionnels dans ces interventions. Le deuxième essai explore le point de vue des aidants professionnels et révèle leur contribution substantielle à l'atténuation de la solitude des personnes âgées grâce à un accompagnement émotionnel et au soutien cognitif. Dans le troisième essai, des solutions de santé mobile, telles que la musique et la messagerie instantanés, sont tester pour traiter la solitude au travail des aidants professionnels, ouvrant la voie à des solutions pratiques permettant aux organisations d’améliorer le bien-être et la rétention des aidants. Dans l'ensemble, ces essais enrichissent notre compréhension théorique et pratique du potentiel de la technologie pour atténuer la solitude chez les personnes âgées et, dans le contexte des aidants professionnels, fournissent ainsi des perspectives précieuses pour améliorer la qualité des soins et le bien-être global
This thesis comprises three essays that collectively advance our understanding of loneliness mitigation among the elderly with loss of autonomy and professional caregivers through technology-based interventions. The first essay identifies a literature gap in ICT interventions for elderly recipients of professional home caregiving. It highlights the need for further research and recognizes the pivotal role of professional caregivers in these interventions. The second essay explores the distinctive perspectives of professional caregivers and reveals their substantial contributions to alleviating elderly loneliness through emotional companionship and cognitive support. In the third essay, mHealth solutions, including music and instant messaging, are introduced to address workplace loneliness among professional caregivers, offering practical insights for organizations to enhance caregiver well-being and retention. Collectively, these essays enrich our theoretical and practical comprehension of technology's potential to mitigate loneliness in elderly populations and professional caregiving contexts, thereby providing valuable insights for enhancing the quality of care and overall well-being

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14

Jones, Dolores C. "Nurse Practitioner Professional Autonomy: Relationship Between Structural Autonomy and Attitudinal Autonomy." UNF Digital Commons, 1998. http://digitalcommons.unf.edu/etd/149.

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The purpose of this study was to identify and describe the possible components of structural autonomy that influence Nurse Practitioners' (NPs) perceptions of independence in practice. The components identified were NP state regulatory practices, educational background, and managed care environment. The study explored the relationship between NP structural autonomy as it relates to the above components and attitudinal autonomy as it relates to perceptions of independence in practice. A conceptual framework derived from a review of the literature demonstrated the possible relationships. The investigator employed a mail survey to collect data from certified NPs in six eastern and mid-eastern states. Current state regulations regarding advanced nursing practice were used to establish current state practice scores. The Nursing Autonomy Scale (Pankratz & Pankratz, 1974), the Index of Work Satisfaction (Stamps & Piedmonte, 1986), and the Professional Inventory (Hall, 1974) measured perceptions of autonomy. Additional information was collected to determine the NP demographic background, educational background, practice setting and managed care circumstances. Of 300 surveys mailed, 227 participants responded. Data analysis included correlation analysis, t-tests, analysis of variance, and multiple regression procedures. Demographic information was summarized with descriptive statistics. The major findings of the study were: (1) State regulatory guidelines do not affect perceptions of autonomy as measured on the scales used. (2) Preceptor experience during NP education does not affect perceptions of autonomy as measured on the scales used. (3) Pharmacology preparedness does not affect perceptions of autonomy as measured on the scales used. (4) Managed care circumstances do not affect autonomy as measured on the scales used. It was concluded that structural autonomy is a more complex and multi-dimensional experience than originally hypothesized. Many additional factors must be taken into consideration when exploring NPs' perceptions of autonomy. It may be that most NPs are practicing in an independent, yet collaborative role, which provides opportunity for autonomy. The investigator also concluded that NP educational programs do not adequately prepare NPs for independent prescriptive authority. Variables related to NP autonomy were not determined in the study, yet it is evident that NPs' perceptions of autonomy are affected by many variables. Further study is needed to ascertain these variables.

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15

Billot, Isabelle. "Enquête autour d'une tentative de libération de l'entreprise : le cas du crédit Agricole Centre Loire." Electronic Thesis or Diss., Université Clermont Auvergne (2021-...), 2024. https://theses.hal.science/tel-04976596.

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La thèse explore les obstacles à la libération de la parole dans une entreprise hiérarchisée, en prenant comme exemple le Crédit Agricole Centre Loire (CACL). Cette recherche est motivée par l'expérience personnelle de l'auteure, qui a observé un désengagement croissant des employés dans diverses organisations. Ce constat l'a conduite à interroger les conditions favorisant ou entravant la motivation et l'engagement au travail, ainsi que les moyens de surmonter ces obstacles dans un cadre d'entreprise traditionnellement hiérarchique.Le concept de l'entreprise libérée, théorisé par Isaac Getz et popularisé par des auteurs comme Carney, est central dans cette thèse. L'idée est que, pour favoriser l'innovation et l'engagement des salariés, il faut leur accorder plus d'autonomie et réduire les structures hiérarchiques strictes. Cependant, la mise en œuvre de ces principes dans une entreprise comme le CACL présente des défis considérables, notamment en raison de la résistance au changement, des freins culturels et organisationnels, ainsi que des problèmes de communication.La méthodologie adoptée par l'auteure s'appuie sur le constructivisme radical et la théorie ancrée, qui permettent d'explorer les réalités spécifiques du terrain et de générer des théories nouvelles à partir de l'observation des interactions sociales. L'auteure a ainsi mené une ethnographie au sein du CACL, combinant des observations participatives et des entretiens non directifs pour comprendre les dynamiques internes de l'entreprise.L'enquête montre que, malgré les efforts de la direction pour libérer la parole et encourager l'autonomie, de nombreux obstacles persistent. Ces obstacles sont liés à des pratiques managériales anciennes, à une culture d'entreprise qui valorise le contrôle et la conformité, ainsi qu'à des systèmes de communication inefficaces qui empêchent une véritable circulation des idées. De plus, la fusion avec d'autres entités a exacerbé ces problèmes, en provoquant un climat de défiance et une perte de sens pour les salariés.L'auteure propose plusieurs pistes pour surmonter ces défis, notamment en s'inspirant des pratiques d'entreprises comme Michelin et l'Office Chérifien des Phosphates (OCP), qui ont réussi à instaurer des cultures d'entreprise plus collaboratives et autonomes. Elle souligne l'importance de créer des espaces formels et informels où les employés peuvent expérimenter de nouvelles idées et où la parole est réellement libre.Enfin, la thèse souligne les contributions théoriques, pratiques et méthodologiques de cette recherche. Elle montre que la libération de la parole et l'engagement des salariés ne peuvent être obtenus que par une transformation profonde des pratiques managériales et organisationnelles, qui doivent être adaptées aux besoins et aux réalités des employés. Les résultats de cette recherche offrent des perspectives pour d'autres entreprises cherchant à adopter des modèles de gestion plus participatifs et innovants
The thesis explores the obstacles to the liberation of speech within a hierarchical organization, using the example of Crédit Agricole Centre Loire (CACL). This research is motivated by the author's personal experience, who has observed a growing disengagement among employees in various organizations. This observation led her to investigate the conditions that either foster or hinder motivation and engagement at work, as well as the means to overcome these obstacles within a traditionally hierarchical corporate structure.The concept of the liberated company, theorized by Isaac Getz and popularized by authors like Carney, is central to this thesis. The idea is that to foster innovation and employee engagement, it is necessary to grant them more autonomy and reduce strict hierarchical structures. However, implementing these principles in a company like CACL presents significant challenges, particularly due to resistance to change, cultural and organizational barriers, and communication issues.The methodology adopted by the author is based on radical constructivism and grounded theory, which allow for the exploration of specific realities on the ground and the generation of new theories from the observation of social interactions. The author conducted an ethnographic study within CACL, combining participatory observations and non-directive interviews to understand the internal dynamics of the company.The investigation shows that despite the management's efforts to liberate speech and encourage autonomy, many obstacles persist. These obstacles are linked to outdated managerial practices, a corporate culture that values control and conformity, and inefficient communication systems that hinder the free flow of ideas. Moreover, the merger with other entities exacerbated these problems, creating an atmosphere of mistrust and a loss of purpose among employees.The author suggests several ways to overcome these challenges, particularly by drawing inspiration from companies like Michelin and the Office Chérifien des Phosphates (OCP), which have successfully established more collaborative and autonomous corporate cultures. She emphasizes the importance of creating formal and informal spaces where employees can experiment with new ideas and where speech is genuinely free.Finally, the thesis highlights the theoretical, practical, and methodological contributions of this research. It demonstrates that the liberation of speech and employee engagement can only be achieved through a profound transformation of managerial and organizational practices, which must be adapted to the needs and realities of the employees. The findings of this research offer perspectives for other companies seeking to adopt more participative and innovative management models

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16

Lien, Vy Ngoc. "Workplace culture, workgroup identification, and workplace conflict." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2334.

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The purpose of this thesis was to distinguish between which work factors contribute to emotional conflict in the workplace. Specifically, the factors of interest were existence and tolerance of multicultural diversity, work group culture and group identification.

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17

Jones, Sandra, and mikewood@deakin edu au. "The relationship between workplace reform and workplace participation." Deakin University. Bowater school of management and marketing, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050825.091140.

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This thesis sought to advance understanding of the politics of workplace reform, explaining the respective roles of management and employees and how they relate. The literature on workplace reform usually argues that reform is predicated on greater workforce participation in managerial decisions. More specifically, different approaches to workplace reform can be aligned to different forms of participation. Thus quality management can be associated with direct forms of participation, institutional workplace reform may depend on representative forms, and best practice may require a combination of both. This thesis uses empirical evidence to explore this alignment between the different approaches to workplace reform and forms of participation. The period chosen for empirical study is approximately 1985-1992 - an era of rapid innovation in workplace reform for Australian manufacturing. Three workplaces were chosen for intensive study from automotive component manufacturers because that industry was itself a laboratory for workplace reform and also because these firms exemplified different approaches to competitiveness and reform. Three approaches to workplace reform - quality management, institutional workplace reform, and best practice - were distinguished to capture the range of Australian practice at that time. Similarly two approaches to workplace participation were distinguished - direct and representative - to reflect the range of observable practices at that time and to represent competing philosophies. Direct participation illustrated an approach founded in managerial context of the political status quo, whilst representative forms were considered to permit a pluralist shift of power to enable employees to manage in place of management. The three case studies depict companies sharing the competitive crisis of their industry. From this stems the impetus for workplace reform. At this point the firms diverged in their choice of competitive strategies for workplace reform. The case studies reveal, at the superficial level, a match between the chosen approaches to workplace reform and forms of participation. Basically, quality management is associated with direct employee participation, institutional workplace reform with collective bargaining and representative consultative committees, and best practice with both. However when the implementation of reform and participation are examined this match becomes less significant. One firm, Auto Air, achieved highly effective outcomes in both reform and participation. Another firm, Auto Electrical, failed in both. The thesis concluded that the relationship between forms of participation and reform is less significant than the effective implementation of policy. Unitarist or pluralist approaches to power distribution count less than managerial capacity to integrate successive reform initiatives and their commitment to workforce participation hi change.

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Agostino, Joseph, and jag@fmrecycling com au. "Workplace identity." Swinburne University of Technology. Australian Graduate School of Entrepreneurship, 2004. http://adt.lib.swin.edu.au./public/adt-VSWT20050805.134042.

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There have been a limited number of studies carried out on employee workplace identity. There have been many studies carried out on organizational change; however, they have been carried out mostly from an instrumentalist perspective where the topic of organizational change has been treated in isolation from other aspects of organization. The question of how a relationship exists between employee workplace identity and organizational change has been left unanswered. This thesis applies narrative theory as a conceptual bridge across identity and change. By considering how employees derive a sense of workplace identity from the workplace narratives, and organizational change as the destruction of existing workplace narratives and adoption of new workplace narratives, it is possible to gain new understandings of these concepts. A theory is developed which explains how narrative theory creates a relationship between identity and change. This new theory is further developed to explain how narrative theory creates a relationship between organizational identity, culture, leadership, conflict, and change. The new extended theory is applied to a narrative presentation of empirical data, which offers a powerful explanatory lens for understanding the relationship between these chosen aspects of organization.

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Дядечко, Алла Миколаївна, Алла Николаевна Дядечко, Alla Mykolaivna Diadechko, and A. I. Didorenko. "Ergonomic workplace." Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/31090.

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Ergonomics is the study of designing equipment and devices that fit the human body, its movements, and its cognitive abilities. Ergonomics is the scientific discipline concerned with the understanding of interactions among humans and other elements of a system, and the profession that applies theory, principles, data and methods to design in order to optimize human well-being and overall system performance. Outside of the discipline itself, the term 'ergonomics' is generally used to refer to physical ergonomics as it relates to the workplace (for example: ergonomic chairs and keyboards). When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/31090

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Muller, Doyle Sylvia M. "Workplace violence." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1999.
Source: Masters Abstracts International, Volume: 45-06, page: 2953. Typescript. Abstract precedes thesis as preliminary leaves i-iii. Includes bibliographical references (178).

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21

Mian, Emran. "Authority and autonomy." Thesis, University of Cambridge, 2002. https://www.repository.cam.ac.uk/handle/1810/251847.

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Phipps-Morgan, Ilona K. "Autonomy and Paternalism." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/58.

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I wish to determine when one is justified in paternalistic interferences that override a subject’s autonomy. In order to lay the groundwork for discussing paternalistic interferences with autonomous decisions, I first consider different conceptions of autonomy, welfare, and paternalism, and determine which I mean to use. In particular, I proceed with Dworkin’s characterization of autonomy as a combination of authenticity and self-determination; Nussbaum’s capabilities theory in order to determine welfare; and a definition of paternalism as being an interference with a subject’s liberty or autonomy that is motivated exclusively by consideration for that subject’s own good or welfare. Once I have working definitions for autonomy, welfare, and paternalism, I consider arguments justifying paternalistic interferences. Because I especially wish to determine when paternalistic interferences that conflict with a subject’s autonomous decision are justified, I begin with Scoccia’s arguments for using hypothetical consent — which is based on what would maximize the subject’s welfare — to justify paternalistic acts. Using Scoccia’s argument, I consider a few cases in which concerns for welfare may justify paternalistic acts overriding the subject’s autonomy. However, hypothetical consent does not go very far in justifying paternalistic acts. Therefore, I also consider arguments justifying paternalism in cases where the subject is not necessarily fully autonomous when making or acting upon a decision. For example, Carter argues that paternalistic acts are justified if autonomy has been waived through prior or subsequent consent. Additionally, I look at justifying paternalism when the subject’s autonomy is compromised through involuntariness or incompetence.

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Westwell-Roper, Yolande. "Autonomy and paternalism." Thesis, University of Oxford, 1985. http://ora.ox.ac.uk/objects/uuid:811ba39b-7535-4586-8089-91b8459c3bb5.

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The aim of the thesis is to develop a theory of autonomy-respecting paternalism which delineates an area of morally permissible paternalistic interference. Paternalism is defined as any infringement of a prima facie right to non-interference for the purpose of protecting or promoting the recipient's well-being. It is argued that autonomy involves not only liberty of action, but also the achievement of self-construction and self-control. The role of rational reflection in the achievement of self-construction is discussed at some length, and the importance of knowledge, including self-knowledge and moral sensitivity is emphasized. The right to non-interference is taken to be grounded in the intrinsic value of autonomy, and possession of a prima facie right to non-interference is extended to all beings with desires. This general right is discussed in terms of three rights of greater specificity: non-interference with actions, states, and opportunities. An account of the vehicle for alienation of the right to non-interference is developed in terms of a technical notion of subsequent approval. The principle of respect for autonomy is shown to be as applicable in paternalistic dealings with children as it is with adults, without this having counter-intuitive consequences in practice. It is also shown how far the paternalistic promotion of a recipient's well-being, understood as the satisfaction of informed desires, can be reconciled with the principle of respect for autonomy. Finally, the theory is applied to particular cases of paternalism in familial, medical, and legal contexts.

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Colburn, Ben Andrew. "Autonomy and liberalism." Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612005.

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25

Clifford, Daniel. "Nietzsche's autonomy ideal." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/367322/.

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The aim of this thesis will be to give an elucidation of Nietzsche’s ideal of the post-moral autonomous individual: to give a picture of what Nietzsche takes such an individual to look like, and to show how this picture relates to some of Nietzsche’s most fundamental philosophical concerns. Overall, my argument will be that autonomy, or rather the degree of autonomy that a person possesses, is a function of the power of that person in relation to the other people and forces, and of their ability to extend their will over long periods of time. Moreover, the achievement of the highest degrees of autonomy, and by extension the achievement of the greatest levels of power, requires imposing (whether intentionally or not) an ethic upon one’s actions and one’s self. There are several features that this ethic must have if it is adequately to perform its function: it must be self-chosen rather than simply picked up from one’s surroundings, it must act to give unity to the most diverse collection of collection of drives and affects possible for the person who holds it, and it must be well tailored to fit their specific natural constitution. In order to establish this I will focus on four main issues: the significance of the sovereign individual of GM II: 2, the role of ethics/values in Nietzsche’s ideal of autonomy, the relation between Nietzsche’s deflationary account of consciousness and his views of freedom, and the notion of unity at play in Nietzsche’s writings. I will also offer some thoughts on the coherence of Nietzsche’s ideal of autonomy with his thoughts on life-affirmation.

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Estradas, Madeleine. "Perspectives on teacher autonomy : an investigation into teacher autonomy and its relationship with the development of learner autonomy." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438312.

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Putrino, Pasco John. "Workplace formation : how secondary school students manage structured workplace learning." University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0004.

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[Truncated abstract] Changes in the international and Australian economies and labour markets during the 1980s and early 1990s substantially reduced employment opportunities for young people, causing higher education participation and increased school retention rates. Schools responded to these pressures and to Government policy with the development of Vocational Education and Training (VET) programs that integrate school-based learning with industry training, resulting in rapid growth in the participation of senior secondary students in such programs in recent years. Structured Workplace Learning (SWL) is an integral part of many such programs. How students manage their learning in these new environments was the focus of this study . . . The central finding of the study was the theory of ‘Workplace Formation’ that explains the processes students use to manage their workplace learning during the first year of workplacement. ‘Workplace Formation’ is comprised of five categories of processes – preparing, familiarising, committing, adapting, and building. Each category is comprised of two or more processes. While students generally proceed through each category sequentially, there is a degree of overlap between them. This general sequential progression can be disrupted if circumstances change. The extent of ‘Workplace Formation’ may vary from one student to the next. The theory of ‘Workplace Formation’ provides a new perspective on how school students manage their learning in the workplace while still at school and adds to the theoretical literature in this field. Implications of the findings for further research, and for policy and practice are discussed.

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Gaunt, Anne. "Feedback interactions and workplace based assessment in the surgical workplace." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/99168/.

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Introduction Feedback is important for change in clinical practice. In the postgraduate clinical workplace opportunities for feedback are sporadic and non-standardised. Workplace Based Assessments were designed to offer trainees and trainers the opportunities to engage in feedback. WBA have a role as an assessment of learning and in practice settings the educational benefits of WBA remain elusive. Research question; How do WBA impact on feedback interactions, between surgical trainers and trainees, in the postgraduate workplace? Methods This mixed methods study adopted an explanatory sequential approach to data collection and analysis. Quantitative, questionnaire data, guided qualitative, focus group, data collection and analysis. Results Trainees perceive WBA represent an assessment of learning compared to trainers. Trainers perceive they provide feedback to trainees more than trainees perceive receiving it. Trainees actively engage in seeking feedback via WBA and this relates to perceptions of the value of feedback, having a learning goal orientation and effective supervision. Trainees’ perception of WBA as an assessment of learning leads them to “play the game” and seek positive feedback and avoid negative feedback in the context of WBA. Outside of WBA trainees seek negative feedback which they use to change practice. Trainers described that the culture of WBA, the purpose of WBA as an assessment for learning and of learning, how WBA are used (properly v playing the game) and the trainer – trainee relationship are all interwoven. Activity Theory can illuminate the complex clinical dynamic in which feedback interactions take place. Discussion Feedback interactions in the context of WBA in the postgraduate workplace are highly complex. Trainees and trainers play an active role in these interactions and can choose to engage in meaningful feedback exchanges using WBA. Trainees concerns about the assessment for learning role of WBA adversely affects how WBA are used by trainees and subsequently trainers.

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Moomaw, William Edward. "Teacher-perceived autonomy a construct validation of the teacher autonomy scale /." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000027.

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Galluch, Pamela Suzanne. "Interrupting the workplace /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263396187/.

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Rochford, Kylie C. "Intentionality in Workplace Relationships: The Role of Workplace Relational Self-efficacy." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case152241513207526.

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32

Pedro, Simone. "Workplace learning and the workplace educator: a South African retail story." Thesis, University of the Western Cape, 2013. http://hdl.handle.net/11394/4473.

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Magister Educationis - MEd
This study investigated how workplace educator development programmes prepare workplace educators for their roles and responsibilities in facilitating learning in the workplace. Framed by the literature, the research shows that workplace educators’ qualifications prepare them for facilitating learning in the workplace. The most important findings show that their qualifications have prepared them for their roles and responsibilities in facilitating transformative learning within the workplace. Furthermore, the findings show that their qualifications, roles and responsibilities in facilitating learning in the workplace also impacted on workplace educators’ own thinking, prompting them to question their own values and beliefs. This perspective transformation allows for workplace educators better facilitating transformative learning in the workplace.

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Guan, Kai. "Who benefits from autonomy : dilemma of ethnic regional autonomy in contemporary P.R.C. /." View abstract or full-text, 2006. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202006%20GUAN.

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Van, Waardhuizen Sarah Nicole. "Perceptions of administrative autonomy-support and teacher autonomy-support in music education." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6319.

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Autonomous learning is defined as an individual being actively engaged in the learning process to further his or her own interests and pleasure (Evans, 2016). This study measured music educators’ self-reported perceptions of autonomy-support provided by their principal and music educators’ self-reported perceptions of the autonomy-support they offered to their students. Bonneville-Roussy, Lavigne, and Vallerand (2011), Bonneville-Roussy, Vallerand, and Bouffard (2013), and Evans (2015) researched autonomous learning in music teaching and learning. They suggested music educators need to create a learning environment where students are motivated to learn for their own interests, pleasure, and passion for music. Autonomous learning research has focused not only on the autonomous learning of the students, but on the support offered by the teacher to motivate the autonomous learning (Reeve, 1998). Reeve (2009) defined autonomy-supportive teaching as “the interpersonal sentiment and behavior teachers provide to identify, nurture, and develop students’ inner motivational resources” (p. 159). Building from that definition, Deci and Ryan (2016) asserted through autonomy-supportive efforts in the classroom, a student will be “moved to act” in the motivational process (Ryan, 2016; Ryan & Deci, 2016). Autonomy-supportive teaching centers on the careful alignment of the teacher’s motivating action with student needs. For this study, current music educator participants (N = 295) took an online survey that included demographic information, the Work Climate Questionnaire-Schools (Baard, Deci, & Ryan, 2004; adapted for schools with permission), and the Situations in Schools Questionnaire (Aelterman et al., 2017; used with permission from J. Reeve, 2016). Descriptive statistical analysis, correlation analysis, MANOVA, and ANOVA resulted in no significant differences in the correlation analysis between Work Climate Questionnaire – School and Situations in Schools – Controlling-Teaching or Work Climate Questionnaire – School and Situations in Schools – Autonomy-Support. There was significant negative correlation between Situations in Schools – Controlling-Teaching and Situations in Schools – Autonomy-Support, r (293) = -.160, p < .01, one-tailed. The MANOVA design indicated a main effect for area taught by level taught by highest education attained, Өᵢ = 0.031, F (2, 276) = 4.26, p = .015. There was a statistically significant difference between highest education level attained and the Situations in Schools – Controlling-Teaching Scale, F (1, 290) = 4.923, p < .05. The negative relationship between controlling-teaching and autonomy-supportive teaching promotes the relevance for the newly established Situations in Schools (Aelterman et al., 2017) measurement tool. The data suggest music educators who possess graduate degrees tend to utilize less controlling-teaching practices. Future research in undergraduate teacher training and professional development in autonomy-supportive teaching could enhance the development of teachers-in-training and current music educators.

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Salvatori, Paul. "Autonomy and the Future." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20274.

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This thesis introduces the idea of progressive autonomy, namely future-oriented self-governance, based on the pursuit of desired goals that one has established for oneself. As the thesis shows, focus on this sort of activity, as well as its value and importance, has been largely left out of the existing literature on autonomy. In contrast, this activity is central to progressive autonomy, which, as this thesis puts forth, enables the individual to actively determine the course of his life. Throughout the process, the individual is author of his own narrative, which, as the ongoing fulfillment of desired goals, he experiences as both meaningful and worthwhile. The thesis does not frame the narrative of the progressively autonomous individual as merely a story or an account of events. Rather, it does so as a sequence events the progressively autonomous individual is directly responsible for bringing about, as well as concretely situated in. He is, in other words, part and parcel of his narrative, as opposed to, say, a novelist who physically stands apart from the events he imagines and writes. Finally, the thesis demonstrates that, though the progressively autonomous individual is motivated by his own desires, he is more than just a pleasure seeker; he is strategically morally responsible. Such responsibility involves and is characterized by rejecting certain motives that undermine the actual achievement of desired goals, while affirming other motives that facilitate this achievement. This, as the thesis shows, renders the progressively autonomous individual more responsible than one who partakes in this rejection or affirmation, without regard to how either will impact one’s future.

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Zhong, Ningsha. "University autonomy in China." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0005/NQ27760.pdf.

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37

Newbigging, Eric Lomax. "The particularity of autonomy." Thesis, University of Warwick, 1997. http://wrap.warwick.ac.uk/3684/.

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1. The nature and scope of this thesis is the meaning and possibility of personal autonomy for the contemporary self embedded in a complex of changing organizations. 2. Its contribution is in relating philosophy to the study of complex organizations. 3. The research is based upon the relevant literature and empirical studies informed by the writer's organizational experience. 4. The thesis is structured in two parts with the following arguments. Part I (The Situated Self of Sensible Reasoning) sets out a checklist for personal autonomy as positive freedom and rejects a universalist concept of autonomy as moral autonomy for its neglect of the self s particularity - its situation, sentiments and contingency. A midway position combines the principle of detachment with an evaluatory understanding of the nested self of cognitive sensibility. The self's coherence and its perspective are embodied in a unique narrative which governs the portfolio of the individual as agent in its relations, roles and aims. The sells portfolio constitutes the choices of its nestedness and its autonomy: it's not here, not there but where I choose to locate it. Part II (Managing Contingency)explores different types of organizations and their members' behaviour to identify those which enable the individual to confront contingency in its own terms. The final chapter examines how the current organizationa disembedding process forces the individual to confront its autonomy in a contemporary world of change. 5. The main conclusions of the thesis are: (i) There is a workable concept of personal autonomy, understood sul generis, ie in terms of its own particularity ; (ii) Those organizations enabling the individual to confront contingency in its own terms offer the best hope of autonomy ; (iii) The architect and the entrepreneur are key in illustrating the role of autonomy in a creative relating of order and contingency; (iv) The demise of the metanarrative of permanent and full employment are Inter alla forcing upon the individual the choices of heteronomy (captured in another's metanarrative as consumer and viewer), anomie (whim or chance) or personal autonomy.

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Beaver, Anthony R. "Personal autonomy through education." Thesis, University of Nottingham, 1987. http://eprints.nottingham.ac.uk/13356/.

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The concept of personal autonomy as an educational ideal is analysed from its etymological roots of autos and nomos. The autos is shown to be most closely associated with authenticity and this concept is explored from existentialist roots. Authenticity's points of contact with reason are examined and the authentic individual is shown to be a deep, reflective evaluator of his own motives but existentialist radical choice of self is shown to be essentially incoherent. The nomos is linked to reason and the criteria it picks out. The limits upon reason are considered but its significance to personal autonomy is shown to be considerable; reason is argued to embrace feeling and a dimension of practical reason. The adjective, personal, is not redundant within personal autonomy as an educational ideal and is held to have significant moral implications for autonomy. A Millian analysis of the 'endowment' of a person is considered and perspectives from both developmental psychology and an ancient tradition embracing persons and virtues are shown to relate to autonomy. The second part of the thesis considers the relationship of personal autonomy to three related concepts in education: authority, freedom and paternalism and points of contact are clarified. The final part examines a place for personal autonomy within educational activities in schools. It is argued that personal autonomy should be exercised in school- based education as its exercise is the only sure way to develop it. Therefore a perspective of education as a series of practices in which the learner should be enabled to engage exercising a measure of personal autonomy is the theme of the final part. However, the purpose of the thesis is a clarification of fundamentals; it does not purport to present a curriculum for personal autonomy.

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COSTA, PAULO SERGIO WEYL ALBUQUERQUE. "AUTONOMY AND NORM LAW." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=6161@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
UNIVERSIDADE FEDERAL DO PARÁ
Autonomia e norma jurídica é uma reflexão sobre a norma jurídica. Seu ponto de partida é o de que o pensamento jurídico, seus conceitos de norma e autonomia, estão presos ao paradigma da ciência moderna e, por conseqüência, à concepção ontológica herdada. Mediante esse entendimento, orienta-se a uma crítica ao pensamento moderno e à ontologia que pressupõe. A construção do argumento aproxima o estranhamento à natureza que representa a filosofia à emergência do direito como filosofia prática. Nesse processo, discute a perspectiva de afastamento da norma em relação à natureza, para ensaiar que o pressuposto disjuntivo não possui um fundamento definitivo na tradução, que a metafísica que se consagrou no pensamento antigo reconcilia, na sua ontologia mesma, natureza e norma. Em movimentos que visam o mesmo objeto, pretende identificar os elementos do diálogo do pensamento moderno com a tradição. A emergência do pensamento moderno firmou-se sob os fundamentos da ontologia que consagrada pela tradição socrática: a permanência do direito romano, deu continuidade ao direito natural e permitiu sua reapropriação como razão; a ciência moderna se institui afirmando-se pela violência do método, mas mantendo intactos importantes fundamentos próprios da filosofia clássica. Assim, direito e ciência conduzem pressupostos antigos e os mantém mediante a ressignificação de seus elementos estruturais. Essa herança aparece inteira no paradigma da modernidade e permite compreender o que Boaventura de Souza Santos denomina de crise especular da ciência. Autonomia e norma jurídica aproxima essa crítica à reflexão ontológica, para alcançar o conteúdo da crise da ciência e do direito, com base no pensamento de Cornelius Castoriadis. O presente trabalho, enfrenta, pois, a norma, desde uma reflexão ontológica, identificando a norma não exatamente naquilo em que a norma é criação humana, mas destacando a região onde a norma, como criação humana, é natureza.
Autonomy and norm of law is a reflection on the norm of law. Its starting point is of that the legal thought, its concepts of norm and autonomy, is surrounded by the paradigm of modern science e, for consequence, to the inherited ontological conception. By means of this agreement, the critique is oriented to the modern thought and the ontology that it estimates. The construction of the argument approaches the strangeness to the nature that represents the philosophy to the emergency of the right as practical philosophy. In this process, argues the removal perspective of the norm in relation to nature, to assay that the disjunctive estimated one does not possess a definitive bedding in the tradition, that the metaphysics that if consecrated no old thought reconciles, in its same ontology, nature and norm. In movements that aim at object the same, it intends to identify the elements of the dialogue of the modern thought with the tradition. The emergency of the modern thought was firmed under the beddings of the ontology that consecrated for the Socratic tradition: the permanence of the Roman law, gave continuity to the natural law and allowed its re-appropriation as reason; modern science constitutes affirming itself for the violence of the method, but keeping unbroken important proper beddings of the classic philosophy. Thus, law and science lead antique assumptions and it keeps them by means of the resignificance of its structural elements. This inheritance appears entire in the paradigm of modernity and allows understanding what Boaventura de Souza Saints calls specular crisis of science. Autonomy and norm of law approaches this critique to the ontological reflection, to reach the content of the crisis of science and law, on the basis of the thought of Cornelius Castoriadis. The present work, faces, therefore, the norm, since an ontological reflection, identifying the norm not exactly in what the norm is human creation, but highlighting the region where the norm, as human creation, is nature.

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40

Mitchell, Gemma Lynsey. "Autonomy in medical ethics." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611447.

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41

Owens, David John. "The autonomy of psychology." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670342.

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42

Jennings, Ian Douglas. "The concept of autonomy." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/13416.

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Bibliography: leaves 117-120.
The question of which of our actions or desires are genuinely attributable to us is the question I examine in this thesis. I use the term "autonomous" to describe those agents whose desires or actions are genuinely their own, and I refer to actions or desires which cannot genuinely be attributed to agents as heteronomous actions or desires. I have chosen to discuss this question under the rubric of the concept of autonomy, although the number of near-synonyms in the philosophical literature means that I could, perhaps, have referred instead in my title to concepts such as freedom, responsibility, independence, authenticity, self-determination, self-identity, freedom of the will and similar concepts. But whatever terminological choice is made, the issue that interests me concerns the nature of those actions or desires which are genuinely the agent's - those desires and actions which, as some have put it, are the agent's rear desires and actions.

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43

Baker, Eileen F. "Autonomy and Informed Consent." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491391673593916.

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Shen, Han. "A Retreat to Autonomy." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522340473322968.

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45

Johansson, Simon. "Data Driven Adaptive Autonomy." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-94096.

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Manual work in hazardous environments puts the operators at a great risk.Developing autonomous robots specialized for the task is one way to removethe need for human operators to be present at the scene makes but still lacksthe reasoning and expert knowledge of a human operator. Teleoperation isanother way to remove the operator from the dangerous environment but itas well has it’s drawbacks. The lack of direct feedback and latency reducesthe operator’s precise control and understanding of the task. Virtual Reality(VR) is a way to bridge this gap by improving the perceived feedback especiallyvisual feedback. Adaptive autonomy is the method that handles thecombination of autonomy and teleoperation by varying which side shouldget the most control at different moments in time in order to improve performancebased on different aspects dependent on the system. This thesisfocuses on the operator’s state of distraction to regulate the adaptive autonomysystem. This is done by exploring the possibilities of a data drivenapproach and proposing a suitable learning method that can classify whenthe operator is distracted in a VR teleoperation task with a simulated robotarm. There are two parts of this project, developing the data collection experimentand prototyping a LSTM learning method using the collected data.The learning method prototype showed promising results at predicting themoments when the operator was distracted.

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46

McGregor, Rafe. "The autonomy of literature." Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/7214/.

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In this thesis, I present a new argument for the autonomy of literature. The conclusion that literature is autonomous is a claim that there is, first, a distinctively literary value, and second, that this distinctively literary value is independent of the other values associated with literature. In Part I, I enumerate the premises of my argument, distinguishing between final and instrumental value on the one hand and non-relational and relational value on the other. I accept literature as characteristically fictional and literary works as institutional objects. I argue for two different instantiations of form-content inseparability, poetic thickness and narrative thickness, which I then subsume under the concept of literary thickness. Part II argues that there are two conflicting interests that can be taken in literary works, the formal and the substantive, and that these are reconciled in the integrative standpoint. I contend that the integrative standpoint is characteristic of literary appreciation and that the distinctively literary value is the literary satisfaction that accompanies the experience of a literary work. I complete my argument by establishing a necessary relation between the integrative standpoint and final value rather than instrumental value, with the consequence that literature is autonomous. I address the two strongest objections to my argument in Part III. Both Noël Carroll and Martha Nussbaum maintain that cognitive value and moral value are part and parcel of literary value, which is thus heteronomous. I demonstrate why neither objection succeeds, focusing on the failure of Carroll’s literature in three dimensions approach to account for the literary value of morally ambiguous works of literature and the failure of Nussbaum’s theory of literary education to account for the literary flaws in morally meritorious works of literature. I conclude that my argument from literary thickness stands and that literature is therefore indeed autonomous.

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47

Humphries, James Hume. "Autonomy, authority, and anarchy." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8020/.

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The problem of the ‘mountain man’, the caricature of self-sufficiency and individualism, is not a new one for autonomy theorists. It seems plausible that there is genuine value in self-direction according to one’s deeply-held principles. If autonomy involves something like this, then anyone concerned with autonomy as a social rather than individualistic phenomenon must explain what (if anything) the mountain man gets wrong when he denies that his autonomy admits of being placed under obligations to others. In particular, the mountain man challenges autonomy-minded social anarchists: if his denial of legitimate non-voluntary obligations is correct, then it is not just the state we should reject, but any organising body with coercive powers. This may be consistent with individualist anarchism or right-libertarianism, but it sits ill with the social anarchist intuition that we can have genuine political obligations (albeit not to the state). My thesis addresses this problem in three stages. First, I argue for a functional analysis of authority and autonomy: the concepts are not pre-existing “immovable objects”, but rather are defined by the role that they are intended to play in our discourse. I suggest that we need a concept of political or institutional authority in order to resolve co-ordination problems and pursue collaborative social goods, and a concept of autonomy to explain when and why self-direction is valuable. Second, I defend a social-relational conception of autonomy. The autonomous agent is powerful and authoritative, where this power and authority is in large part constituted, rather than merely affected, by the social structures and relations that we stand in. We are powerful and authoritative (and thus autonomous), I argue, when we stand in relations of non-domination: we are not vulnerable to arbitrary interference in our lives, and this non-vulnerability is defended in virtue of recognition respect for us as agents. There are two important implications of this account: that autonomy comes with a built-in equality condition whereby everybody’s autonomy is threatened if anybody’s is, and that there is no principled distinction to be drawn between ‘personal’ and ‘political’ autonomy. In the last three chapters, I suggest an autonomy-justified conception of authority. I argue for autonomy as the crucial collaborative good which authoritative institutions help us to pursue, and suggest that such institutions may legitimately claim authority if they act or effect actions in ways which are likely to promote or defend autonomy-constituting relations, and act or effect actions in ways consistent with maximal equal autonomy. Finally, I return to the anarchist argument, showing that while my accounts of autonomy and authority give us a plausible picture of how autonomy is compatible with genuinely authoritative institutions, this picture still has no room for the state.

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48

Watson, William Matthew. "Autonomy, neutrality, and justice." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:ba10519b-62f9-42f4-b6de-6cd30c606901.

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My thesis aims to contribute to the development of a distinctively liberal theory of language rights. To this end, I seek to identify the philosophical foundations of language rights by asking which objectives and principles ought to guide the formulation of language policy in multilingual states. I ask whether language policy ought to seek to achieve convergence on a common public language, or to secure the preservation of endangered languages. I also examine whether a normatively satisfying theory of language rights can be constructed around the ideal of liberal neutrality. I argue that achieving linguistic convergence in the public realm will tend to promote administrative efficiency, economic development, social mobility, social and economic solidarity, and democratic participation. I further contend that in most real-world cases, it will either be the case that language maintenance is not necessary to secure the particular benefits that linguistic preservation is alleged to give rise to, or else, if preservation is necessary in order to secure those benefits, such preservation will nonetheless be unjustifiable in light of the interference with individual freedom of choice that it would entail. Drawing on the work of Alan Patten, I claim that language policy should strive to ensure that all citizens enjoy a fair opportunity for self-determination. I argue that while it is practically impossible for the state to remain neutral in all matters of language and culture, extending neutral treatment to language communities will generally (although not always) promote the value of fair opportunity for self-determination for all. I insist, however, that the state may rightly implement language policies (be they neutral or non-neutral) that undermine rather than advance fair opportunity for self-determination for all, provided that such policies are aimed at securing sufficiently weighty liberal goods, and impair fair opportunity for self-determination no more than is necessary to that end.

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49

Thompson, Ruth. "Cognitive Autonomy in Adolescence." DigitalCommons@USU, 2006. https://digitalcommons.usu.edu/etd/2550.

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This study examined the relationship between areas of cognitive autonomy and adolescent development. Differences in cognitive autonomy between age groups were analyzed. Students attending Grades 7, 9, and 11, and college students in Northern Utah participated in this study. Three hundred and ninety-six participants responded to the Cognitive Autonomy and Self-Evaluation(CASE) inventory, which examined the subcategories of evaluative thinking, voicing opinions, comparative validation, decision making, and self-assessment. Scores were compared by grade and by gender. Results showed that college students scored significantly higher in three of the five areas of cognitive autonomy. Additionally, females in both ninth grade and college scored themselves significantly higher in two areas of cognitive autonomy. Areas of academic grades, time watching television, time spent reading, and weekly computer use were also analyzed. Implications of these findings for future programs and future research are also discussed.

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50

Barnard, Patrick Christian. "The relationship between servant leadership, workplace trust, work engagement and workplace wellbeing." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14532.

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Globalization has had a profound impact on the business environment of organizations and on the lives of employees in most countries. Previously sheltered markets were suddenly opened up to intense international competition. Organizations had to improve the efficient and effective utilization of resources to retain and gain market shares. Even organizations which are still prospering today in the face of serious competition, cannot be sure of continued success in the next financial year. Astute owners and managers are acutely aware of the need to continually and consciously seek the competitive edge for their businesses. Market forces exert continuous pressure on organizations and their employees to increase performance to keep up with ever rising demands. Concurrently there are rising pressures from civil society, easily mobilized through social media, for organizational leaders to be more ethical, moral and socially responsible. Employers are currently expected to not only take care of the wellbeing of their employees, but also the wellbeing of the communities in which they operate. The challenge is clearly to find a business model that can increase individual and organizational performance, while at the same time create high levels of wellbeing for employees and thereby creating a spill-over effect to influence the wellbeing of their social environment positively. To this end, the literature was reviewed to identify constructs which could provide a solid ethical and moral managerial foundation, increase performance and create high levels of wellbeing at the same time. Servant Leadership, Workplace Trust, Work Engagement and Workplace Wellbeing were identified as constructs which could fulfill these requirements. As measurement lies at the heart of scientific endeavour, the selection of appropriate measuring instruments was considered to be equally important. The Servant Leadership Survey (Van Dierendonck and Nuijten, 2011), the Workplace Trust Survey (Ferres, 2001), the Utrecht Work Engagement Scale (Schaufeli et al, 2002) and the Work Wellbeing Questionnaire (Parker and Hyett, 2011) were selected as the most suitable instruments. These instruments are deemed to measure the constructs thoroughly through a combined total of 114 items and 18 dimensions. Three primary aims were identified for the study namely, determining the configurational portability of the instruments, investigating the relationships between the variables to determine their direct and sequential effect on wellbeing and establishing whether structural models of the findings could be built. The main findings indicate that each of the variables explain significant proportions of the variance in Work Wellbeing directly as well as indirectly through their effect on the other variables of the study. It seems that these variables contribute to fostering a psycho-organizational climate conducive to increased wellbeing.

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