Дисертації з теми "Vocational tracks"

L’orientation des collégiens en milieu rural est généralement perçue sous le régime de la contrainte. Il est vrai que ces adolescents choisissent, davantage que les jeunes urbains, des formations courtes via les voies professionnelles, ce que la littérature attribue à un ensemble de causes : un modèle d’orientation prévalent dans les familles populaires, des exemples de possibles moins diversifiés, des possibilités de formation plus rares et plus éloignées, nécessitant une mobilité à laquelle toutes les familles ne peuvent consentir.Considérant d'emblée une pluralité d'espaces ruraux plus qu'un milieu homogène ou résiduel, ce travail tente de mesurer, outre ces différents facteurs, le pas à pas de la construction des choix opérés sans perdre de vue le poids des collèges eux-mêmes, par une approche essentiellement qualitative associée à des données statistiques. Si le milieu social des jeunes, surtout le diplôme de la mère, induit les demandes d’orientation des adolescents, le caractère socialement situé de ces demandes peut être accentué par les pratiques en cours dans les établissements en matière d’éducation à l’orientation et d’orientation proprement dite, différentes d’un collège à l’autre. Mais il peut également être modulé par les loisirs et les sociabilités amicales et familiales des adolescents, qui y découvrent des pratiques ainsi que des exemples de possibles de formations et de professions
Rural Secondary School children’s “Further Education” choices and career plans are generally seen as being an almost forced decision. It would not be wrong to say that Secondary School leavers from rural areas tend to choose shorter, professionally based courses which experts put down to several specific reasons. First, families from a working-class background have a mindset tending towards the idea that the options available are more limited and that the possible “Further Education” courses are therefore rarer and further away from the family environment. Some families are not prepared to accept this imposed, educational mobility. The starting point for the following analysis takes into account the obvious notions that there is not a homogenous rural community but rather a variety of rural areas and working-class families. Considering these elements, this thesis tries to measure the step-by-step processes which lead to the decisions made for post-Secondary Education. The influence of Secondary Schools must also be considered in the essentially qualitative approach which includes the input given by statistical evidence. If the Social Class origins, especially the mother’s educational achievement level, can explain, for a large part, the choices made by students at the end of Secondary School ; this analysis must also take note of the professional and social level of the schools’ catchment area. Thes factors can be accentuated both by the Careers’ Advice available and the actual results of post Secondary School decisions, prevalent in each Secondary School. These influencing factors and the differences subsisting between each School are also important in each Educational Community’s way of apprehending Careers Advice and the decisions made by their pupils. Other reasons are also to be included, such as leisure time activities as well as peer pressure and influence of each family environment. These sociability factors can also contribute to the discovery of new Careers and Further Education possibilities

Throughout the last decade there has been much public discussion on the topic of participation in the sciences. The dialogue has centred around two issues, the lack of talented young people entering science careers and the under-participation of females in the physical sciences. In Australia there have been moves within government circles to embed vocational education within the high school curriculum in an effort to meet national economic goals. There is, therefore, a need for current knowledge concerning science career choice among young people. Previous studies of scientists have produced lists of personal and social characteristics which may contribute to a person entering a science career but there is a significant lack of knowledge of the thought processes which occur in young people prior to making a science career decision. This study addresses the issue of how and why young people decide to pursue a science career beyond secondary school. An in-depth case study was carried out in one Brisbane high school. A group of eighteen final year students with intentions to choose science-related courses at university was interviewed and observed informally throughout the year by their teacher-researcher. A considerable amount of secondary data relating to the academic performance of the students and the social contexts of their school and families were also collected. The data were analysed using grounded theory procedures. this involved the coding of transcripts to identify natural categories which represented causal conditions for science career choice. Two core categories, an image of self in a science career and the science career decision were identified and defined in terms of contributing sub-categories which represented the contextual forces and personal cognitive processes which lead to a decision to pursue a science career. The findings were grounded in the data by constant referral to the student responses. A model for describing students' decision making processes for science careers emerged from the data. The model provides vivid description and deep insight into the thoughts and experiences of developing scientists which cannot be found in any other known study. Of particular interest are the new understandings gained of the development of students' perceptions of science, especially with respect to gender differences. The importance of science experiences during early childhood is also emphasised. Careers advisers, science teachers, educational administrators and academics in scientific and educational fields may find the model very useful. The findings have many social implications with regards to the public perceptions of science and pedagogy. The view is expressed that the scientific community of practice needs to be extended beyond the traditional view of the scientist to include scientists in training.

The engineering trades selected for this study were specifically in the automotive and refrigeration/air-conditioning/electrical disciplines, as they are typical of the engineering discipline trade groups studying at institutes of technology and workplaces as apprentices. This research focused on two trade occupations within the engineering industry and investigated differences between pre-apprentice and apprentice experiences in skills and knowledge acquisition and assessment whilst learning on and off the job; that is, studying vocational education at institutes of technology and engaging in practical activities at the workplace. New Zealand has faced dramatic changes in tertiary education over the past 20 years, particularly in the vocational education and training (VET) sector. As a result of these changes there has been a substantial increase in participation in education and training. There is now a far wider range of courses to cater for the needs of learners in the vocational sector as the New Zealand population grows, along with the engineering trade opportunities that are currently available in the workplace. A qualitative research approach was used including interviews, focus groups and questionnaires. The project consisted of case studies based around cohorts of apprentices and pre-apprentices. Lecturers and employers were also included. The findings of the study will inform discussions on the ways in which learning prior to and in the workplace might be more effectively facilitated and managed in the future. It also raises questions about the effectiveness and quality of current training and assessment of engineering trade programs of study within New Zealand, as well as issues in apprenticeships and attrition within specific trades.
Doctor of Philosophy

This research is an exploration of the extent to which formal vocational education in the domestic trades (catering and dressmaking) for women in Ghana leads to sustainable self-employment in the urban informal sector (UIS) in Accra. The research adopts a qualitative methodological approach using interpretive analysis to gain an in-depth understanding of the primary data collected. A case study approach is adopted to articulate emerging themes in a manner that is comprehensive and intelligible. Two conceptual frameworks are employed: firstly, the research builds on the work of McCauley et al (1995), to ascertain the developmental dimensions of VE catering job roles that provide graduates with the capabilities and opportunities needed for sustainable self-employment. Secondly, the concept of Gender Role Socialization is drawn on to ascertain the gender-specific factors that influence women’s engagement in VE and constrain women’s MSE growth. The research identified three key factors which affect VE graduates gaining employment and prospects for sustainable self-employment. They are: 1) The VE programme pursued and the presence or absence of a transformative environment of skill utilization. 2) The attainment of post-graduation specialist training or advanced certification which provide VE graduates with enhanced prospects for employment. 3) Post-graduation quality workplace development experience (QWDE). Gender-specific factors include traditional Ghanaian expectations of “womanhood”, and the streaming of women towards occupational paths that maintain their gendered role obligations within the household and family. These include ‘domestic provisioning’; male prerogative as principal decision-maker in the household; weak inheritance rights and access to property.

Le changement d’occupation des sols contaminés est susceptible de modifier la nature et la quantité des matières organiques du sol (MOS). Les matières organiques sont connues pour avoir un rôle de source trophique pour les organismes des sols et un rôle de ligand vis-à-vis des éléments traces métalliques (ETM) dans les sols contaminés. Des changements de matières organiques dus aux changements d’occupation des sols contaminés peuvent modifier la spéciation des ETM et leur disponibilité. Mais dans ce cas, le rôle de la matière organique dans le déterminisme de la disponibilité des ETM est peu documenté. L’objectif du travail présenté dans cette thèse était de mettre en évidence le rôle des matières organiques dans la disponibilité des ETM, dans le cas de sols agricoles contaminés après un changement de cultures annuelles vers des cultures pérennes à vocation non-alimentaire. Le travail a concerné l’étude de la disponibilité du Cu, Pb, Zn et Cd dans les sols de deux sites différents en texture et en origine de pollution i.e. le site de Metaleurop (Nord de la France) avec des sols limoneux contaminés par des retombées atmosphériques et le site de Pierrelaye (Région Parisienne) avec des sols sableux contaminés par les apports d’eaux usées brutes de la ville de Paris. Le rôle de la matière organique a été étudié en travaillant 1) sur des échantillons de sols sous deux cultures différentes i.e. sous culture annuelle et culture pérenne à vocation énergétique miscanthus depuis trois ans, 2) sur les échantillons de sol avant et après incubation in vitro afin d’accélérer la minéralisation de la matière organique, et 3) sur des échantillons de sol avec et sans matières organiques particulaires (MOP) i.e. les fractions libres des MOS afin de mettre en évidence leur rôle spécifique. Une approche combinée d’évaluation de la disponibilité par des extractions chimiques des ETM et d’étude de la localisation des ETM dans des fractions granulométriques a été utilisée. Les résultats obtenus montrent que l’impact de l’occupation des sols (sous culture annuelle ou pérenne miscanthus) sur la disponibilité des ETM était différent pour les deux sites étudiés. Pour les sols du site de Metaleurop les résultats ont montré que la disponibilité de Cu et Pb diminuait sous miscanthus tandis qu’une augmentation de leur localisation dans les fractions fines était observée. Par contre aucun changement n’a été observé pour Zn ni Cd dans ce site. Au contraire pour les sols sableux riches en matières organiques de Pierrelaye le changement d’occupation a impacté la disponibilité de Zn et Cd tandis que celle de Pb et Cu n’a pas évolué. Les résultats des sols avant et après incubation montrent que l’impact de la minéralisation des MOS sur la disponibilité des ETM était site dépendant pour Pb et Cd alors que l’effet sur Cu et Zn était similaire pour les sols des deux sites. En travaillant sur les sols avec et sans MOP, nous avons pu observer que les MOP en tant que fraction organique libre participaient à la disponibilité des ETM telle qu’étudiée, et que une partie du cuivre lié aux MOP était disponible pour un organisme dans nos conditions. Ces résultats de disponibilités des ETM dans des sols qui varient avec la nature et la quantité des matières organiques sont discutés
The changes in land use of contaminated agricultural soils are susceptible to modify their trace metal availabilities by changing the quality and quantity of soil organic matter. But the role of soil organic matter in the determinism of trace metal availabilities in contaminated soils is not well known. The objective of the present study was to assess the role of soil organic matter in determinism of trace metal availabilities and their dynamics in contaminated soils varying in their texture and nature of pollution. A strategy of studying Cu, Pb, Zn and Cd availabilities of two sites with different texture and origin of pollution was adopted and the role of organic matter was assessed through; 1) sampling the soils of two parcels at each site with two different land uses i.e. under annual crop and under perennial energy crop miscanthus, 2) changing the soil organic matter of these soils through in vitro soil incubations. A combined approach of chemical metal extractions and metal localization study in different soil size fractions was used. The results of the trace metal availabilities of the soil under miscanthus compared to annual crop soil showed that the influence of changes in organic matter through land use was different at both sites. In the silty clayed soil, the availability of Cu and Pb which are the metals known to be preferentially bound to organic matter was decreased with an increase in their localization in soil finer fractions. In the site with organic matter rich sandy soils the availability of metals which are known to be bound to soil mineral phases i.e. Zn and Cd was changed without a change in their localization. The results of laboratory incubation experiments revealed that the mineralization of soil organic matter affects the trace metal availability in two ways. Cu and Zn availabilities are changed in all soils whatever the texture while Pb and Cd availabilities changed only in sandy soils. This difference of the change of metal availabilities in both cases of organic matter variations i.e. between the soil samples under different land use and in the samples of laboratory incubations can be explained by the fact that the changes in organic matter were not similar in both cases. Our work on the metal enriched particulate organic matter (POM) fractions, the most labile organic matter fractions showed that POM act as source and sink of the metals in our conditions and POM associated copper is bioavailable in liquid medium but its bioavailability is less than the metal added as salt solution. These results, increasing the understanding of the role of soil organic matter in the determinism of trace metal availability in different textured soils, are discussed

Le changement d'occupation des sols contaminés est susceptible de modifier la nature et la quantité des matières organiques du sol (MOS). Les matières organiques sont connues pour avoir un rôle de source trophique pour les organismes des sols et un rôle de ligand vis-à-vis des éléments traces métalliques (ETM) dans les sols contaminés. Des changements de matières organiques dus aux changements d'occupation des sols contaminés peuvent modifier la spéciation des ETM et leur disponibilité. Mais dans ce cas, le rôle de la matière organique dans le déterminisme de la disponibilité des ETM est peu documenté. L'objectif du travail présenté dans cette thèse était de mettre en évidence le rôle des matières organiques dans la disponibilité des ETM, dans le cas de sols agricoles contaminés après un changement de cultures annuelles vers des cultures pérennes à vocation non-alimentaire. Le travail a concerné l'étude de la disponibilité du Cu, Pb, Zn et Cd dans les sols de deux sites différents en texture et en origine de pollution i.e. le site de Metaleurop (Nord de la France) avec des sols limoneux contaminés par des retombées atmosphériques et le site de Pierrelaye (Région Parisienne) avec des sols sableux contaminés par les apports d'eaux usées brutes de la ville de Paris. Le rôle de la matière organique a été étudié en travaillant 1) sur des échantillons de sols sous deux cultures différentes i.e. sous culture annuelle et culture pérenne à vocation énergétique miscanthus depuis trois ans, 2) sur les échantillons de sol avant et après incubation in vitro afin d'accélérer la minéralisation de la matière organique, et 3) sur des échantillons de sol avec et sans matières organiques particulaires (MOP) i.e. les fractions libres des MOS afin de mettre en évidence leur rôle spécifique. Une approche combinée d'évaluation de la disponibilité par des extractions chimiques des ETM et d'étude de la localisation des ETM dans des fractions granulométriques a été utilisée. Les résultats obtenus montrent que l'impact de l'occupation des sols (sous culture annuelle ou pérenne miscanthus) sur la disponibilité des ETM était différent pour les deux sites étudiés. Pour les sols du site de Metaleurop les résultats ont montré que la disponibilité de Cu et Pb diminuait sous miscanthus tandis qu'une augmentation de leur localisation dans les fractions fines était observée. Par contre aucun changement n'a été observé pour Zn ni Cd dans ce site. Au contraire pour les sols sableux riches en matières organiques de Pierrelaye le changement d'occupation a impacté la disponibilité de Zn et Cd tandis que celle de Pb et Cu n'a pas évolué. Les résultats des sols avant et après incubation montrent que l'impact de la minéralisation des MOS sur la disponibilité des ETM était site dépendant pour Pb et Cd alors que l'effet sur Cu et Zn était similaire pour les sols des deux sites. En travaillant sur les sols avec et sans MOP, nous avons pu observer que les MOP en tant que fraction organique libre participaient à la disponibilité des ETM telle qu'étudiée, et que une partie du cuivre lié aux MOP était disponible pour un organisme dans nos conditions. Ces résultats de disponibilités des ETM dans des sols qui varient avec la nature et la quantité des matières organiques sont discutés.

Bakgrund: Allt mer struktur införs i revisionsbranschen. Revisorer behöver i sitt arbete balansera strukturerade och bedömningsrelaterade arbetsuppgifter för att bibehålla en hög kvalitet i revisionen. Den enskilde revisorn inverkar på processen då personlighetsdrag har visat sig ha samband med vilka arbetsuppgifter som föredras.  Syfte: Syftet är att förklara hur revisorns personlighetsdrag påverkar preferens för struktur och bedömning. Teori: Traitteori med fördjupning inom Big Five, yrkesmässiga intressen, komfortteori och definitioner av struktur och bedömning. Metod: I studien används en deduktiv forskningsansats där hypotesprövning används för att pröva ovanstående teorier. Studien är kvantitativ och en enkätundersökning genomförs. Auktoriserade revisorer från Revisorsnämndens lista (2015) ingår i urvalet. Resultat och slutsats: Resultatet indikerar att revisorers personlighetsdrag förklarar preferens för struktur och bedömning. Studien presenterar ett positivt signifikant samband mellan öppna revisorer och bedömningsrelaterade arbetsuppgifter samt ett negativt samband med strukturerade arbetsuppgifter. Ett positivt signifikant samband existerar mellan samvetsgranna revisorer och strukturerade och bedömningsrelaterade arbetsuppgifter. Komfort visar sig i studien vara ett alternativt sätt att mäta preferens. Studiens bidrag: Studien bidrar med ett nytt perspektiv inom struktur- och bedömningsdilemmat. Studien ger även rekryterare inom revisionsbranschen en förståelse för personlighetens betydelse i revisorns arbete.
Background: More structure is being introduced in the auditing profession. Auditors need to balance structured and judgment-related tasks to maintain a high quality in the audit process. The individual auditor influences the process as personality traits have been shown to be related to the tasks which are preferred.  Aim: The purpose is to explain how the auditor's personality traits influence preference for structure and judgment. Theory: Trait theory with focus on Big Five, vocational interests, comfort theory and definitions of structure and judgment. Method: The study uses a deductive research approach where hypothesis testing is used to test the above listed theories. The study is quantitative and survey method is used. The sample consists of certified auditors from Revisorsnämnden (2015). Result and conclusion: The result indicates that the auditor's personality traits may explain preference for structure and judgment. The study presents a positive significant relationship between auditors that are open and judgment-related tasks, and a negative significant relationship with structured tasks. A positive significant relationship exists between auditors that are conscientious and structured and judgment-related tasks. The study shows that the term comfort is an alternative way to measure preference. Contribution: The study provides a new perspective in the structure and judgment dilemma. The study also gives recruiters within audit companies an understanding in how the personality affects the work of auditors.

Effective leadership, ethical leadership, and leadership emergence have been extensively researched, but there remains a lack of research on the relationship between the big 5 personality traits and authentic leadership. This quantitative study was based on the empirical principles of the big 5 model and guided by the big 5 theory. In addition, this research asked if there was a relationship between the big 5 model and authentic leadership, and which combination of the 5 personality traits best predict authentic leadership. Fifty-five adult participants, employed in various corporations, were recruited from a convenience sample. They rated their leaders by completing an Authentic Leadership Questionnaire, the NEO Five-Factor Inventory-3, and a demographic questionnaire. Data were analyzed using multiple linear regression analyses and the results showed that the big 5 personality model explained 46.9% of the variance (F (5, 49) = 8.65, p < .001. Conscientiousness positively (β = 0.40, p = .003) correlated with authentic leadership while neuroticism was inversely (β = -0.04, p = .046) correlated. These 2 traits best predicted authentic leadership and provided the strongest correlation. Extraversion (β = -.04, p = .739) and openness-to-experience (β = .25, p = .080) were non-significant traits. In the Pearson Correlation analysis, agreeableness had a weak inverse correlation with authentic leadership, (r (53) = -0.30, p = .027), and contributed 8.9% of the variance in predicting authentic leadership. Conscientious leaders with low level of neuroticism, who practice authentic leadership, will bring about positive social change by reducing unethical practices, improving communication with employers, employees, and consumers, and improving employee morale.

The United States is experiencing a severe shortage of Emergency Medical Service (EMS) paramedics. The job outlook for paramedics (EMT-P) for the years 2012-2022 is predicted to increase by 23%-33%, which is much faster than the 4% average increase of other first-response professions. The average tenure of paramedics is less than 4 years. There is a significant gap in the literature concerning paramedic personality traits and tenure. The primary objective of the current study is to provide empirical data on the personality traits possessed by long-term paramedics (5+ years), and compare them to those with shorter tenure (< 5 years). Using Allport's Trait Theory, I predicted that personality would affect paramedic longevity. The 6 personality traits tested were warmth, reasoning, emotional stability, liveliness, social boldness and openness to change. A socio-demographic questionnaire, determined the length of their EMS career, while the 16PF® Assessment, tested their personality traits. Using t tests, Mann-Whitney U tests, and a set of regression analyses, data were examined to determine if length of career and personality traits predicted paramedic tenure. The research sample consisted of long term paramedics and former paramedics. The results showed that of the 6 personality traits, only warmth was a significant predictor of paramedic tenure. A logistic regression showed for every additional point in warmth, the odds of leaving EMS prior to 5 years increased by a factor of 2.77. This study provides support for positive social change by helping EMS to learn how to increase recruitment and tenure. It also helps by advising EMS agencies to attend to the mental and emotional health of their paramedics by being aware of the level of their warmth personality trait.

The vision of New Zealand as a 'knowledge society' is a mantra that has opened the twenty-first century. Underpinning any 'knowledge society', however; are people who turn resources into concrete products and who build, maintain and service the technological and social infrastructure essential to society. This thesis examines the skilled trades and, in particular, how people are trained for those trades. Industry training is a crucial component of the wealth-generating capabilities of New Zealand. It is also an essential part of the way that many young people make the transition from school to work and from adolescence to adulthood. The means of training tradespeople has moved over the years from the rigid and prescriptive apprenticeship system, to the more voluntaristic, industry-led 'industry training' strategy, introduced following the Industry Training Act 1992. Regardless of the system used to organise training, however, there have been long-standing problems in New Zealand with achieving the optimum number of skilled workers, possessing the correct 'mix' of skills required. In this research, based upon semi-structured interviews with industry training stakeholders four industry case studies, policy content analysis and an in-depth examination of the Modem Apprenticeships scheme, I ask three key questions. First, what are the things that, as a country, we could or should reasonably expect a 'good' industry training system to contribute to? These may be things like: an adequate supply of appropriately skilled workers, the ability to upskill or reskill these workers as needed, clear transition routes for young people, lifelong learning opportunities, equity goals and foundation skills. Second, I ask how the current system performs against these criteria. The short answer is that the performance is 'patchy'. There are dire skill shortages in many areas. While opportunities for workplace upskilling, reskilling or 'lifelong learning' are available, I argue that they are not yet cemented into a 'training culture'. Workplace-based learning is an important transition route for a small percentage of our young people but the favoured route is some form of tertiary education, which may be an expensive and not necessarily relevant option. Third, I ask why the performance of New Zealand's industry training system is often less than desirable. My argument is that the problems and solutions thereof, of skill formation in New Zealand have been understood largely in terms of the supply-side. That is, we have either critiqued, or looked to reform, whatever system has been in place to train skilled workers. The inadequacy of this approach is evident from weaknesses in the ability of either the prescriptive apprenticeship system or the voluntaristic industry training strategy to deliver an appropriately skilled workforce. Thus, I also examine the demand side of skill formation: the wider influences that impact on employers' training decisions. Training decisions made by individual employers, the aggregation of which represent the level and quality of training for New Zealand as a whole, are influenced by a plethora of factors. At the micro level of the employer or firm, I explore barriers to training and some of the constraints to the demand for skills. I then examine broader influences, such as the changing shape of the workforce, labour market regulation and wider economic factors, all of which impact on training levels.

This case study examined how a group of young girls at a secondary school in northern England made sense of their participation in a gender specific vocational education initiative designed to encourage female interest in skilled trade education and professions. The investigation consists of a qualitative case study that included ‘practical’ and historical components. On the practical side, the study looked at a gender specific initiative (girls only) aimed at Year 9 students (12-14 years old) at Garden Road Community and Technology School. The one-day sessions were held at local area colleges or vocational education and training (VET) training facilities and covered skilled trade fields that are traditionally male-dominated (e.g. automotive, construction and engineering). My methodology for the study consisted of two data sources, interviews and a review of public VET policy-related documents. The data was gathered using two methods, with individual and group interviews as the primary one, and public VET policy-related document analysis as the secondary one. In total, 13 current, 2 former and an additional 2 formerly registered (now graduates who decided to pursue non-traditional vocational education and professions) students at the school were interviewed. Beside former and current students, interviews were conducted with 2 instructors and 1 senior administrator at the school. The selection of government policy-related documents covered 2002 to 2011. The study is framed by a feminist informed genealogy that invokes Foucault’s (1990) notion of ‘biopower’ and Pillow’s (2003) notion of the ‘gendered body.’ Meanwhile, Ted Aoki’s (2003) concepts of curriculum-as-plan and curricula-as-lived are used to analyze and discuss the review of UK government policy-related documents and participant narratives. The theme-based presentation of student narratives centred on the girls’ understanding and experience of: the session process and content; gender; non-traditional VET as educational and occupational options; and the impact of the sessions on their educational and professional choices. The student narratives suggest several things that relate to their understanding of gender and non-traditional VET. First, the sessions proved to be both interesting and informative and students expressed an interest in taking part in more (and) varied gender-specific sessions. Second, traditional constructions of gender and gendered behavior are commonly used in job-related discourse as evidenced by the use of the terms ‘boys jobs’ and ‘girls jobs’ among the students. In addition, students had limited opportunities for exposure to non-traditional VET education and professions; and what knowledge they do have is generally dependent upon family knowledge and experience in the area. From a document review standpoint, the findings show that government commitment in terms of interest and financial backing for VET has been inconsistent. Resultantly, schools are left to identify and maintain a range of community-based partnerships that may not always see gender segregation in VET as a major concern. The significance of this study rests in the presentation of the girls’ ‘lived curriculum’ and ‘gendered’ experiences as points that can offer insight into what transpires within vocational education initiatives and settings. Furthermore, from a feminist perspective the research also highlights the continued need to work with schools on how gender is presented, discussed and understood among students. Failure to consider the gendered nature of discourse about education and professional options that takes place within school and class settings limits students’ perspectives about what is available and possible.

Dans un contexte de destruction des zones humides à l’échelle mondiale, conséquence des activités d’origine anthropique, la restauration écologique de ces milieux et de leurs fonctions est devenue un enjeu écologique et sociétal. L’objectif de ce projet est de recréer des prairies humides à vocation agricole aux caractéristiques pédologiques et floristiques aussi proches que possible de celles des prairies totalement détruites par l’exploitation de matériaux alluvionnaires. L’étude présentée ici se focalise sur l’incidence des matériaux pédologiques utilisés pour la recréation de quatre sols sur les fonctions du sol et les cortèges floristiques associés. L’hypothèse principale est que la recréation d’un sol morphologiquement proche de celui détruit devrait permettre d’orienter la restauration écologique.L’hypothèse sous-jacente est qu’en utilisant différents matériaux pédologiques locaux, on hérite de leurs caractéristiques physico-chimiques et biologiques ce qui permettait de conserver les fonctions pédologiques qui leur sont associées et favorisait le retour d’un cortège floristique compatible avec un usage agricole. La première partie est consacrée à l’étude de deux fonctions remplies par les sols de zones humides à savoir le stockage du carbone organique et la dénitrification. Deux années et demi après la fin des travaux de comblement de ballastières, ces deux fonctions sont conservées au sein des quatre types de sols recréés. Les principaux résultats montrent un niveau d’efficience des matériaux pédologiques testés, fonction de leur sol origine et de leurs caractéristiques physico-chimiques. La deuxième partie est consacrée à l’étude des mécanismes de structuration des communautés végétales. Le suivi de la colonisation spontanée de la végétation a permis d’appréhender la forte contribution de la banque de graines issue des matériaux pédologiques locaux. Malgré la mise en évidence d’un début de trajectoires dynamiques au sein des quatre sols recréés, la similarité entre les communautés obtenues et les communautés cibles des prairies de référence n’excède pas 50 %. Les productions de biomasses aériennes associées à ces communautés sont comparables en quantité à celles des prairies de référence mais pas en qualité. La mise en place d’une gestion par semis associée à une fauche montre dès la première année une production de biomasses de qualité se rapprochant de celles des prairies locales.La dernière partie de ce manuscrit est consacrée à l’effet de trois niveaux d’engorgement des sols sur le processus de dénitrification et sur les traits de réponse d’une espèce prairiale, Holcus lanatus. Placer les quatre matériaux pédologiques dans des conditions identiques d’engorgement permet de souligner l’importance de l’héritage des communautés bactériennes dénitrifiantes sur le processus de dénitrification. Parallèlement, ces conditions expérimentales permettent de mettre en évidence les traits de réponses morphologiques et fonctionnels de l’espèce considérée. À l’issue de ces suivis, le meilleur compromis de restauration alliant sol, végétation et coûts économiques doit prendre en considération l’origine et l’histoire (i.e. gestion) des matériaux utilisés lors de la recréation écologique
In a worldwide context of wetland destruction, a consequence of anthropic activities, ecological restoration of such habitats and their functions has become a societal and ecological issue. The objective of this project is to recreate agriculture-oriented wet grasslands with pedological and floristical properties as similar as possible to typical grasslands destroyed by alluvial materials extraction. The study presented here focuses on the impact of pedological materials, used in the re-creation of four soils, on soil functions and associated floristic processions. The main hypothesis is that re-creation of a soil morphologically similar to the previously destroyed one should drive ecological restoration. The underlying hypothesis is that different local pedological materials inherit their previous physicochemical and biological properties. This should conserve associated pedological functions and favor the return of a floristic procession compatible with agricultural exploitation. The first part is dedicated to the study of carbon storage and denitrification, two wetlands soils functions. These two functions are retained within the four re-created soils two and a half year after gravel-pit filling. Main results highlight functional efficiency levels of tested pedological material inherited from their respective initial topsoil physico-chemical properties. The second part is devoted to the study of mechanisms structuring plant communities. The high contribution of local pedological materials seed bank during the colonization process and its impact on aforementioned mechanisms was highlighted from our monitoring. Despite demonstration of the start of a dynamic trajectory in the four created soils similarity between obtained and target communities never exceeds 50%. Aerial biomass production associated to these communities is comparable to the production in reference wet grasslands in terms of quantity, but not quality. Implementation of management (sowing and mowing) shows biomass production of comparable quality to reference grassland from the first year onwards. The last part focuses on the effect of three soil waterlogging levels on the denitrification process and the response traits of Holcus lanatus, a meadow species. Pedological materials placement in identical waterlogging conditions highlights the importance of denitrifying bacteria communities inheritance on the denitrification process. These experimental conditions also enabled us to highlight the considered species morphological and functional response traits. To conclude and following our monitoring the best compromise for concurrent restoration of soil and vegetation while considering cost-effectiveness needs to account for topsoils origin and history (i.e. management)

This Master's thesis is a history of apprenticeship in New Zealand. Apprenticeship has traditionally been the main route for entry into the skilled trades. At one level apprenticeship is a way of training people to do a particular job. The apprentice acquires, in a variety of formal and informal ways, the skills necessary to carry out their trade. The skills involved with each trade, tied inextricably to the technology that is used, are seen as the 'property' of the tradesperson. Learning the technical aspects of the job, however, is only a part of what goes on during an apprenticeship. The apprentice is also socialised into the customs and practices of the trade, learning implicitly and explicitly the hierarchies within the workplace, and gaining an appreciation of the status of his or her trade. Apprenticeship must also be viewed in the wider context of the relationship between labour and capital. The use of apprenticeship as an exclusionary device has implications for both worker and employer. Definitions of skill, and the ways in which technological advances are negotiated, are both dependent on the social setting of the workplace, which is mediated by social arrangements such as apprenticeship. This thesis thus traces the development of apprenticeship policies over the years, and examines within a theoretical context the debate surrounding those policies. Several themes emerge including the inadequacy of the market to deliver sustained training, the tension between educators and employers, and the importance of a tripartite accord to support efficient and equitable training. Apprenticeship has proved to be a remarkably resilient system in New Zealand. This thesis identifies factors that have challenged this resilience, such as changes in work practices and technology, and the historically small wage differentials between skilled and unskilled work. It also identifies the characteristics that have encouraged the retention of apprenticeship, such as the small-scale nature of industry in New Zealand, and the latter's distinctive industrial relations system. It is argued that benefits to both employer and worker, and the strength of the socialisation process embodied in apprenticeship, will ensure that some form of apprenticeship remains a favoured means of training young people for many of the skilled trades.

Diese Dissertation umfasst drei Aufsätze, von denen sich die ersten beiden mit dem Phänomen der beruflichen Mobilität von Arbeitnehmern im westdeutschen Arbeitsmarkt befassen. Der erste Aufsatz untersucht für Absolventen einer dualen Berufsausbildung die kausalen Lohneffekte von Mobilität über Firmen und Berufe hinweg. Die Instrumentenvariablenschätzungen, welche exogene Variation in regionalen Arbeitsmarktcharakteristika ausnutzen, zeigen, dass Berufswechsel innerhalb des Ausbildungsbetriebs einen Karrierefortschritt darstellen. Bei Jobwechseln dominiert der Verlust von firmenspezifischem Humankapital. Allerdings nimmt der Lohnverlust nicht weiter zu, wenn zusätzlich zur Firma auch der Beruf gewechselt wird. Angesichts dieser Ergebnisse dokumentiert der zweite Aufsatz Muster von beruflicher Mobilität in Westdeutschland über den Zeitraum 1982--2008 innerhalb von und zwischen Firmen. Die Häufigkeit von beruflicher Mobilität hat seit 1982 zwischen Firmen signifikant zugenommen und innerhalb von Firmen signifikant abgenommen. Die Analyse betrachtet zudem mögliche Erklärungsansätze für diese Entwicklungen, wie zum Beispiel den demografischen Wandel oder den Zusammenhang zwischen beruflicher Mobilität und Arbeitslosigkeit. Der dritte Aufsatz untersucht den Zusammenhang zwischen Produktmarktderegulierung und Arbeitsmarktergebnissen. Die Reform der deutschen Handwerksordnung von 2003 wird als natürliches Experiment genutzt, um mögliche Einflüsse der Abschaffung von Markteintrittsbarrieren auf selbstständige und abhängige Beschäftigung zu untersuchen. Da Zweifel an der Gültigkeit der identifizierenden Annahmen aufkommen, können die Schätzergebnisse nicht kausal interpretiert werden. Dennoch legen die Ergebnisse zumindest in Teilen nahe, dass der in der Literatur bereits dokumentierte positive Effekt auf selbstständige Beschäftigung plausibel ist, wohingegen die Reform vermutlich keinen Anstieg der abhängigen Beschäftigung in den deregulierten Berufen zur Folge hatte.
This thesis comprises three essays, out of which the first two study the phenomenon of worker mobility across occupations in the West German labor market. The first essay studies the causal wage effects of mobility across firms and occupations among graduates from apprenticeship training. Exploiting variation in regional labor market characteristics the instrumental variables estimations indicate that occupation switches within the training firm involve a career progression. For job switches the loss of firm-specific human capital seems to dominate. However, the wage loss does not grow when an occupation switch occurs simultaneously. In light of these results, the second essay in this thesis studies patterns of occupational mobility in West Germany over the period 1982--2008 separately within and across firms. Most importantly, occupational mobility rates across firms have significantly increased since the early 1980s, while within-firm occupational mobility rates have significantly decreased. The essay also assesses potential explanations for these developments, such as demographic change or the relationship between occupational mobility and unemployment. The third essay in this thesis studies the relationship between product market deregulation and labor market outcomes. It exploits the 2003 reform of the German Crafts Code as a natural experiment to study how the abolishment of barriers to firm entry may affect self-employment and dependent employment. Since there are doubts regarding the validity of the identifying assumptions, the results cannot be interpreted causally. Nevertheless, the analysis at least partially corroborates the evidence for a positive reform effect on self-employment documented elsewhere in the literature, while the reform seems not to have had a positive effect on dependent employment in the deregulated crafts occupations.

This work assesses how the students’ high school track choice affects grade progression and drop-out rate throughout high school as well as college enrollment using a logistic regression and a PSM approach. It uses students’ characteristics, social background, past educational results and the students’ college entrance expectation in the 10th grade as control and matching variables. Follows a cohort of students in the 10th grade in school year 2010/2011 up until 2014/2015. The main findings are that, controlling for college enrollment expectation, choosing a vocational track increases the probability of transition and high school completion, but also the dropout rate.

Within educational research, postsecondary vocational education receives relatively little attention; within this sector, trades education is studied even less frequently. This research sought to address this gap through exploring the transition of master tradespeople who have completed a first apprenticeship in their trade and who then undertake a second apprenticeship as trades teachers. The research question explored: the motivation for career change; pre-existing competencies brought to the role of teaching; the methods used to learn to teach; negotiation of a new vocational identity; and sources of satisfaction in the teaching role. Using a constructivist paradigm, this qualitative-dominant crossover sequential mixed methods study surveyed trades teachers via a newly created instrument, distributed electronically to three Western Canadian polytechnic institutions. In addition to analysis of the full data set, the survey data were divided by respondents’ years of teaching to look for possible changes with experience. A summary was shared with survey participants who were willing to participate in follow-up discussions. Interpretation panel meetings were held with these volunteers; discussions were transcribed and analyzed for themes, comparing the results of this qualitative data set to that of the quantitative survey results. As the qualitative and quantitative data were combined, the following key insights about this group emerged. Tradespeople moving to trades teaching are motivated primarily by two factors. They take pride in their trade and want to see the craft continue through teaching and mentoring apprentices on a full-time basis. Secondly, they seek an improved work-life balance through teaching and will accept lower remuneration as a teacher in order to have more time for family and life outside of work. Tradespeople bring a strong sense of having been a teacher, as an aspect of being a journeyperson, to the role of trades teacher. They are self-reflective and wish to improve as teachers. They rate themselves as stronger in the general abilities, attitudes and traits associated with teaching than in pedagogical knowledge and skills competencies, but learn in these areas to gain confidence in their overall teaching competency over time. In learning to be a teacher, trades teachers prefer to replicate the informal learning methods of the apprenticeship model: mentorship, discussions, self-study, and trial and error. They reject overly-formal or academic training as impractical, not helpful toward improving teaching, and an expression of the lower status accorded to trades teaching within higher education. The transition from tradesperson to trades teacher is not a distinct change or linear process. It is an evolution, growing from the role of teacher imbedded within journeyperson, and subsuming the trades knowledge gained through apprenticeship and practice, to become a new identity that makes one more than a teacher, more than a tradesperson, but rather a teacher of the trade. Trades teachers are satisfied with their work. They find satisfaction primarily through interactions with students and through relationships with colleagues. Dissatisfaction comes from time constraints and from a sense of not being valued within the institution.

碩士
美和科技大學
運動與休閒系碩士班
105
This approach is to realize the current situations of track and field athletes from high schools in Pingtung County among motivations, social supports and achievements and to study what the influences between them from comparing the variants according to their various backgrounds .Methods: The numbers of track and field athletes from Pingtung 2017 Union Games of high and elementary schools as N(population).The questionnaire designs for motivations, social support and achievements among athletes from high schools as tools. An effective questionnaire reaches 364 from 480 at total delivery. The statistical analysis from these accumulate data were compared through descriptive statistics, independent sample t test, one-way ANOVA, Post Hoc comparisons in Turkey methods, Pearson Correlation, and Stepwise Regression Procedure.Reults:1.The magnitude of motivations to participate in competition of track and field athletes in high school are capability, stress reliefs, and encouragements subsequently in power.2.The motivations in participation to sports: It shows the greater prominence in male than female at senior high school; the capability refers the prominence to racial differences at junior high school; the changeable training timings are prominences at junior high school in capabilities, stress reliefs, encouragements and holistic rather than encouragements and holistic at senior high school.3.In overall social support: it proves the either gender team group support predominantly at senior high school; the coach and familial support shows the weighting in racial differences at senior high school and also the former in different grades; the familial, team group supports and holistic reaches the prominences in different training duration at junior high school and this only predominate in team group support at senior high school; the length of training years moves to prominences in coach, familial, teacher supports and holistic at senior high school.; the coach support predominates at different best performance.4.The social support is positive correlation to motivation in sports participation.5.The correlation between motivation in participation and the performance is positive in capability at junior high school and is contrary to encouragements at senior high school.6.The social support and performance is positive correlation in coach and teacher supports at junior high school, and the former is likewise at senior high school. Conclusions: The higher in motivation to participation in sports, the better correlation in social supports. According to the results, the scores are both highest at capabilities in motivations to participate and at coach support in social supports from all constitutional factors in this essay. For these results, coach had better to conducting the athletes in skills, fitness knowledge frequently and to encouraging the athletes in positive reinforcement to achieve the sense of success to the athletes, and these will also help to attain the stronger motivation to participate the track and field team group for both genders and the better performances at pending competitions could achieve.

碩士
輔仁大學
體育學系碩士班
100
The purposes of the study were to explore the current state of training motivation and satisfaction of track and field players at vocational high schools in Taoyuan County, to investigate if there exist differences in training motivation and satisfaction based on demographic variables, and to examine the correlation between training motivation and satisfaction. Survey questionnaire was utilized for data collection. Participants were recruited from the players of the 100 School Year County United Athletic Games who were enrolled at vocational high schools in Taoyuan. Descriptive statistics, t tests, one-way ANOVA, and Pearson correlation were used for data analysis. The results were as follows: 1. “Technical needs” was ranked the top dimension for training motivation, followed by “Social needs,” “Achievement needs,” “Health needs,” and “Release needs.” Also, differences were found based on “Years of sports service,” “Training frequency,” and “Type of sports” (p<.05). 2. “Coaching” was ranked the top dimension for satisfaction, followed by “Team relationship” “Personal performance,” “Training content,” and “Facilities and equipment.” Also, differences were found based on “Years of sports service,” “Training frequency,” and “Type of sports” (p<.05). 3. Training motivation and satisfaction were found to be positively correlated (p<.05), indicating that the higher training motivation, the higher satisfaction. 4. Based on the research findings, this study suggested that high school track and field coaches should improve their coaching competence. Furthermore, the authorities should contribute more resources to sports facilities and equipment in order to improve training motivation. Keyword: Training motivation, Satisfaction, Track and Field

This study aimed at exploring the grade nine learners' experience of career counselling at school in order to determine their ability to make informed subject and career choices. The literature review explored career education programmes and the changing world of work in South Africa. The importance of knowledge about career possibilities, personal values, personality traits and individual interests and abilities was highlighted. Qualitative research involved grade nine learners and Life Orientation teachers in individual and focus group interviews. Data analysis led to the following conclusions: Life Orientation teachers are not adequately informed about the purpose and aim of the career counselling process. Most teachers do not have the necessary knowledge and skills to support learners to make informed subject and career choices. Career counselling in grade nine does not meet the needs of the learners.
Educational Studies
M. Ed.(Psychology of education)

Text in English with abstracts in English, Afrikaans and Venda
In this qualitative study, the research objective was to present a theoretical framework for the phenomenon of interpersonal leadership relations (denoting both the dyadic relationship between two leader/followers and the leadership communication taking place in the dyad) in knowledge-based organisational contexts. It is posited that the interpersonal leader-follower dyad (LFD) may be viewed from a systems theory perspective as a system consisting of two system parts (individuals). These individuals are labelled ‘leader/followers’ to emphasise their mutual interdependence, and to indicate that these roles may be interchangeable, based on the knowledge needs in a particular situation (in line with the tenets of shared leadership). The dyadic system is influenced by its environment, the organisational context. However, the primary focus of this study is on interpersonal leadership communication as symbolic interaction between the leader/followers in the LFD. These three systemic levels are represented as major themes in the model resulting from this study: Theme 1 – an organisational environment that supports constructive interpersonal leadership relations (ILR); Theme 2 – symbolic interaction in the LFD; and Theme 3 – personal attributes that enhance ILR. The data were collected from two convenience samples. In-depth, semi-structured interviews were conducted with participants in Sample 1, while questionnaires were used to collect data from Sample 2. In both cases, thematic analysis was used to analyse and interpret the data. The major contribution of the study is the resulting theoretical framework of ILR, which comprises a theoretically based definition of ILR; a generic model of ILR; and current guidelines for fostering constructive ILR in knowledge-based contexts, with reference to the three systemic levels. The following definition was phrased based on the study: Constructive interpersonal leadership relations (ILR) in a knowledge-based organisational context is a dyadic process of symbolic communication between two expert leader/followers who mutually influence each other and share meaning to strengthen their relationship and to collaboratively transfer and apply knowledge to achieve organisational goals. In terms of the environment, it was found that organisational leaders should actively model and promote the following: a collaborative leadership concept, workplace spirituality, cultural inclusivity, and adaptation to advancing communication technologies. Regarding symbolic interaction in the LFD, the following communication practices were found to be central to constructive ILR: active listening, supporting followers as unique individuals, respectful communication, considering followers’ input, facilitating constructive redefinition of the other leader/follower’s self, role-taking (taking the perspective of the other leader/follower’s role), awareness of attribution, conflict management through non-threatening, respectful and preferably face-to-face discussion, facilitating a sense of meaning or purpose at work for the other leader/follower, and fostering constructive relationship properties such as trust. It was found that ILR may produce system outputs into the organisation that contribute to the organisational culture and climate, job performance, employee morale and engagement, and staff retention. Personal attributes were organised into personal values and competencies that support ILR. The most important personal values were identified as honesty, love or supportiveness, respect, relationships or engagement, trust, and professional excellence. Essential competencies were identified as listening skills, emotional communication competencies (particularly self-awareness, self-reflection and attending to others’ emotions), engagement skills, conflict management skills, and multicultural competency (including generational skills).
In hierdie kwalitatiewe studie word ’n teoretiese raamwerk voorgelê vir die verskynsel ‘interpersoonlike leierskapsverhoudings‘ (verwysende na beide die diadiese verhouding tussen twee leier/volgelinge en die leierskapskommunikasie wat in die diade plaasvind) in kennisgebaseerde organisatoriese kontekste. Die uitgangspunt is dat die interpersoonlike leier-volgeling-diade (LVD) vanuit ‘n sisteemteoretiese perspektief beskou kan word as ‘n sisteem wat uit twee sisteemdele (individue) bestaan. Hierdie individue word ‘leier/volgelinge‘ genoem om hulle wedersydse interafhanklikheid te beklemtoon; en om aan te toon dat hierdie rolle uitruilbaar mag wees, afhangende van die kennisbehoeftes in ’n gegewe situasie (met verwysing na die teorie van gedeelde leierskap). As ’n sisteem word die LVD ook deur die omringende omgewing of organisatoriese konteks beïnvloed. Die primêre fokus van hierdie studie is egter op interpersoonlike leierskapskommunikasie as simboliese interaksie tussen die leier/volgelinge in die LVD. Hierdie drie sistemiese vlakke word in hierdie studie deur die hooftemas in die studie verteenwoordig en ook as sulks in die voortvloeiende model uitgebeeld: Tema 1 – ’n organisatoriese omgewing wat konstruktiewe interpersoonlike leierskapsverhoudings (ILV) ondersteun; Tema 2 – simboliese interaksie in die LVD; en Tema 3 – persoonlike eienskappe wat ILV bevorder. Die teoretiese raamwerk van ILV bestaan uit die volgende: ’n teoreties gefundeerde definisie van ILV; ’n generiese model van ILV; en ’n raamwerk van huidige riglyne vir die kweek van konstruktiewe ILV in kennisgebaseerde kontekste, met verwysing na die drie sistemiese vlakke van omgewing, diade en individuele leier/volgelinge. Die volgende definisie is op grond van die navorsingsresultate geformuleer: Konstruktiewe interpersoonlike leierskapsverhoudings (ILV) in ’n kennisgebaseerde organisatoriese konteks is ’n diadiese proses van simboliese kommunikasie tussen twee kundige leier/volgelinge wat mekaar wedersyds beïnvloed en betekenis deel om hulle verhouding te versterk en kennis samewerkend oor te dra en aan te wend om organisatoriese doelwitte te bereik. In terme van die organisatoriese omgewing is bevind dat organisatoriese leiers, veral senior leiers, die volgende aktief moet modelleer en bevorder in die organisasie: ’n samewerkende leierskapskonsep, spiritualiteit in die werkplek, kulturele insluiting, en aanpassing by vooruitgang in kommunikasietegnologie. Met verwysing na simboliese interaksie in die LVD is die volgende praktyke bevind as sentraal tot konstruktiewe ILV: aktiewe luistergedrag, die ondersteuning van volgelinge as unieke individue, respekvolle kommunikasie, die inagneming van volgelinge se insette, die fasilitering van die konstruktiewe herdefiniëring van die ander leier/volgeling se self, rol-inneming (die inneem van die rolperspektief van die ander leier/volgeling), bewustheid van attribusie, die bestuur van konflik deur nie-bedreigende, respekvolle en – waar moontlik – aangesig-tot-aangesig bespreking, die fasilitering van ’n sin van doel of betekenis by die werk vir die ander leier/volgeling, en die kweek van konstruktiewe verhoudingseienskappe (vertroue, uitruilbare leier/volgeling-rolle en wedersydse invloed is geïdentifiseer as belangrik). Dit is ook bevind dat ILV sisteemuitsette in die organisasie mag genereer wat bydra tot die organisatoriese kultuur en klimaat, werkprestasie, werknemers se moreel en betrokkenheid, en personeelbehoud. Persoonlike eienskappe is verdeel in waardes en vaardighede wat ILV ondersteun. Die belangrikste waardes is geïdentifiseer as eerlikheid, liefde, respek, verhoudings, vertroue, en professionele uitnemendheid. Die volgende vaardighede is geïdentifiseer as noodsaaklik: luistervaardighede, emosionele kommunikasievaardighede (met spesifieke verwysing na selfbewussyn, selfrefleksie en aandag aan ander se emosies), betrekkingsvaardighede, konflikbestuursvaardighede, en multi-kulturele vaardighede (wat generasievaardighede insluit). Die date is ingesamel uit twee gerieflikheidsteekproewe. Indiepte-, semi-gestruktureerde onderhoude is gevoer met Steekproef 1 (kundiges op gebiede verwant aan ILV in kennisgebaseerde kontekste), terwyl vraelyste gebruik is om data te verkry by Steekproef 2 (leier/volgelinge in kennisgebaseerde kontekste). Tematiese ontleding is in beide gevalle gebruik om die data te ontleed en te interpreteer.
Kha iyi ngudo ya u tandula ‘qualitative’, ndivho ya ṱhoḓisio yo vha u ṋetshedza mutheo wa thiyori kha sia ḽa vhushaka ha vhurangaphanḓa vhukati ha vhathu (zwine zwa amba vhushaka ha tshumisano vhukati ha vharangaphanḓa/vhatevheli vhavhili na vhudavhidzani kha vhurangaphanḓa vhune ha khou bvelela nga kha tshumisano yeneyo) kha nyimele ya tshiimiswa yo ḓitikaho nga nḓivho. Zwo sumbedziswa uri tshumisano ya murangaphanḓa-mutevheli vhukati ha vhathu (leader-follower dyad (LFD)) i nga lavheleswa u bva kha sia ḽa sisiṱeme ya thyori sa sisiṱeme ine ya vha na zwipiḓa zwivhili (vhathu). Vhathu avha vha vhidzwa ‘vharangaphanḓa/vhatevheli’ hu u itela u khwaṱhisedza u ḓitika havho nga muṅwe, na u sumbedza uri mishumo iyi i nga imelelana, zwo ḓitika nga ṱhoḓea dza nyimele yeneyo. (zwi tshi tevhedza vhatevheli vha vhurangaphanḓa uvho). Sisiṱeme ya tshumisano i ṱuṱuwedzwa nga nyimele yayo, nyimele ya tshiimiswa. Fhedziha zwa ndeme kha ngudo iyi ndi nga vhudavhidzani ha vhurangaphanḓa vhukati ha vhathu sa tshiga tsha tshumisano vhukati ha vharangaphanḓa/vhatevheli kha LFD. Maga aya mararu a sisisṱeme a imelelwa nga ṱhoho khulwane kha nḓila yo livhisaho kha ngudo iyi: Ṱhoho 1 – mupo/nyimele ya tshiimiswa i ṱuṱuwedzaho vhushaka ha vhurangaphanḓa vhu vhuedzaho vhukati ha vhathu (interpersonal leadership relations (ILR)); Ṱhoho 2 – Tshiga tsha tshumisano kha LFD; na Ṱhoho 3 – Vhuvha ha muthu vhune ha konisa ILR. Data yo kuvhanganywa u bva kha sambula dzine dza vha dza tsinisa. Mbudziso dzo ṱanḓavhuwaho, dzi sa langiho kufhindulele kha vhavhudziswa dzo itwa hu na vhadzheneli kha Sambula ya u thoma (1), ngeno khwesheya dzo shumiswa u kuvhanganya data kha Sambula 2. Kha nyimele dzoṱhe ho shumiswa ṱhaṱhuvho i re na vhushaka na ṱhoho u itela u ṱhaṱhuvha na u ṱalutshedza data. Zwine ngudo iyi ya vhuedza khazwo ndi mvelelo ya mutheo wa thyori wa ILR, ine ya vha na ṱhalutshedzo yo ḓitikaho nga thyori ya ILR, nḓila ya u angaredza ya ILR; na tsumbanḓila dza zwino u itela mbuelo ya ILR kha nyimele yo ḓitikaho nga nḓivho, zwo lavhelesa kha maga a sisiṱeme. Ṱhalutshedzo i tevhelaho yo vhekanywa zwi ḓitika nga ngudo: Vhushaka ha vhurangaphanḓa Vhuvhedzaho vhukati ha vhathu (ILR) kha nyimele ya tshiimiswa yo ḓitikaho nga nḓivho ndi maitele a tshumisano ya tshiga tsha vhudavhidzani vhukati ha vharangaphanḓa/vhatevheli vha re na nḓivho vhane vha ṱuṱuwedzana na u kovhekana zwine zwa amba u itela u khwaṱhisa vhushaka havho khathihi na u fhirisa na u shumisa nḓivho u itela u zwikelela zwipikwa zwa tshiimiswa. Zwi tshi ya nga nyimele, zwo wanala uri vharangaphanḓa vha tshiimiswa vha tea u vhumba na u ṱuṱuwedza zwi tevhelaho: muhumbulo wa tshumisano kha vhurangaphanḓa, zwa tshimuya mushumoni, u katela zwa mvelele, na u ṱanganedza u shumiswa ha thekhinoḽodzhi ya vhudavhidzani. Maelana na tshumisano nga tshiga kha LFD, maitele a vhudavhidzani a tevhelaho a wanala a one a ndeme kha ILR ire na mbuelo: u thetshelesa nga vhuronwane, u tikedza vhatevheli hu na kupfesesele kwa uri vhathu vho fhambana, vhudavhidzani ha ṱhonifho, u dzhiela nṱha mihumbulo ya vhatevheli, u ṱuṱuwedza u ṱhalutshedza nga nḓila yo fhambanaho i vhuedzaho ya vhaṅwe vharangaphanḓa/vhatevheli vha shumaho u ya nga vhone vhaṋe, u dzhia dzhenelela (u vhona nga nḓila ine vhaṅwe vharangaphanḓa/vhatevheli vha vona ngayo), u tangnedza nḓivho, ndaulo ya phambano nga kha nyambedzano i sa shushedziho, ya ṱhonifho, nga maanḓa nga nyambedzano vhathu vho livhana zwifhaṱuwo, u ṱuṱuwedza nḓivho ya ṱhalutshedzo kana ndivho ya mushumo kha vhaṅwe vharangaphanḓa/vhatevheli, u ṱuṱuwedza zwithu zwi fhaṱaho vhushaka vhu vhuedzaho u fana na u fulufhedzana. Zwo tumbulwa uri ILR i bveledza sisiṱeme ya mvelelo u vha tshiimiswa tshine tsha dzhenelela kha mvelele na vhuḓipfi, kushumele kwa mushumo, u ṱuṱuwedzea na u dzhenelela ha vhashumi, nauri vhashumi vha sa ṱuwe. U ṱanganedzea ha muthu zwo vheekanywa zwi tshi ya nga mikhwa ya muthu ene muṋe na vhukoni zwine zwa tikedza ILR. Mikhwa ya muthu ya ndemesa yo topolwa sa u fulufhedzea, lufuno, ṱhonifho kana u dzhenelela, fulufhelo, na vhukoni kha zwa phurofeshinaḽa. Vhukoni ha ndeme ho sumbedzwa sa vhukoni ha u thetshelesa, vhukoni ha vhudavhidzani ha muhumbulo (nga maanḓa u ḓiḓivha, u ḓilingulula/sedzulusa na u dzhiela nzhele vhuḓipfi ha vhaṅwe vhathu), vhukoni ha u dzhenelela, vhukoni ha ndaulo ya phambano, na vhukoni ha u dzhenelela kha mvelele nnzhi (zwi tshi katela vhukoni ha zwa murafho).
Communication Science
D. Litt. et Phil. (Communication)