Made available in DSpace on 2015-05-14T12:20:04Z (GMT). No. of bitstreams: 1 ArquivoTotalVanusa.pdf: 1482772 bytes, checksum: d81d165db28e0879f6f4f02a95ce6da4 (MD5) Previous issue date: 2013-09-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / It is a field study of exploratory, descriptive, participant and qualitative nature, whose main objective was to understand the conception of the sector managers of a public hospital about the necessary competences for a better professional performance based on the analysis of the four pillars of education for the XXI century. The theoretical foundation was grounded on Peter Segen´s theory of learning organizations and on the inherent aspects of lifelong learning, on the National Policy of Continuous Education in Health, and on professional competences, among others. The non-probabilistic and intentional sampling was comprised of sixteen managers of healthcare, administrative and support sectors of a public hospital in João Pessoa-PB. Data were collected by means of a questionnaire, a field diary, recording and filming of problematic meetings carried out with the individuals, from May to July, 2013. For interpreting the results, Bardin´s content analysis technique was used. Among the results, the following aspects were highlighted: a) in the pillar learn to know, for the managerial category, the mostly required competences are related to technical, scientific and administrative knowledge; for those who are managed, these make reference to technical and scientific knowledge; b) in the pillar learn to do, for the managers, the main competences are the skills for fulfilling the administrative activities and the actions and interventions regarding those who are managed; for the managed employees, the competences refer to the skills for performing according to the standard operational procedures; c) in the pillar learn to live together, both for the managers and for those who are managed, the most emphasized competence was the capacity to work as a team; d) in the pillar learn to be, both for the managers and for those who are managed, attitudes of humility were emphasized. It can be concluded that the challenges to hospital sector managerial activity are multiple and complex, among these the fragilities inherent to professional capacity are pointed out as the most urgent ones of multiprofessional intervention. It is recommended that planning, implementation and evaluation of education professionals actions be anchored in the educational pillars for the XXI century. / Estudo de campo, descritivo, exploratório, participante e qualitativo, cujo objetivo principal foi conhecer o posicionamento dos gerentes setoriais de uma organização pública hospitalar sobre as competências necessárias para um melhor desempenho profissional tendo como base de análise os quatro pilares da educação para o século XXI. A fundamentação teórica apoiou-se na Teoria das Organizações Aprendentes e nos aspectos inerentes à aprendizagem ao longo da vida, à Política Nacional de Educação Permanente em Saúde, às competências profissionais, entre outros. A amostra não probabilista e intencional foi composta por dezesseis gerentes dos setores assistenciais, administrativos e de apoio de um hospital público estadual de João Pessoa-PB. Os dados foram coletados através de questionário, de diário de campo, de gravação e de filmagem de reuniões educativas problematizadoras realizadas com os sujeitos, nos meses de maio e julho do ano de 2013. Para a interpretação dos resultados, usou-se a técnica de análise temática do conteúdo proposta por Bardin. Dentre os resultados, evidenciou-se o seguinte posicionamento: a) no pilar aprender a conhecer, para a categoria gerencial, as competências mais necessárias são conhecimentos técnicos, científicos e administrativos; para os gerenciados, são conhecimentos técnicos e científicos; b) no pilar aprender a fazer, para os gerentes, as principais são as habilidades para realizar as atividades administrativas, bem como as que competem aos gerenciados; para os gerenciados são as habilidades para agir conforme os procedimentos operacionais padrão; c) no pilar aprender a viver juntos, tanto para gerentes como para seus gerenciados, foi mais destacada a capacidade de trabalho em equipe; d) no pilar aprender a ser, tanto para os gerentes como para os gerenciados, enfatizaram as atitudes éticas e de humildade. Conclui-se que os desafios à atividade gerencial setorial hospitalar são múltiplos e complexos, dentre os quais as fragilidades inerentes à capacitação profissional se projetam como as mais urgentes de intervenção multiprofissional. Recomenda-se que o planejamento, a implementação e a avaliação das ações de educação sejam ancorados nos pilares da educação para o século XXI.

The aim of this thesis is decisive influence specification in motivation and stimulation of human resources for lifelong learning. The survey was realized in three construction companies. Therefore the aim was also detection of individual companies´ approach to this theme. Through this survey it standed to reason also various stratification of replies in dependance of the reached educational attainment of asked persons. In the first part of this thesis there is introduced the general motivation and stimulation information. In methodology there is described questionnaire method the survey was carried out. The detected results are transfered into charts and graphs. Every reply is followed by results evaluation and discussion. The best employee motivation was higher income. Persons with lower education were interested in further education less than others. And the fact is that all three companies should improve their approach to employees education. People have the first priority in company. And if the manpower is not used properly, the company growth and competitive advantage slows.

Denna studie handlar om ledarens erfarenhet av förändringsarbete i förskolan. Undersökningen tar reda på förskolechefens syn på medarbetarnas delaktighet i förändringen samt vilka faktorer som påverkar genomförandet med anknytning till medarbetarnas lärande och utveckling. En kvalitativ metod har använts där sex stycken förskolechefer i intervju har berättat om sina erfarenheter. Resultatet visar att medarbetarna behöver förstå och se meningen med förändringen, dess syfte och mål för att kunna verkställa själva genomförandeprocessen. Faktorer som påverkar medarbetarnas engagemang i förändringsprocessen är kommunikation, känsla av delaktighet och samarbete. Det framkommer att ledaren har en betydande roll i förändringsarbete. Förskolechefen behöver skapa förutsättningar både ekonomiska och organisatoriska för att medarbetarna ska kunna fullfölja förändringen.

Folk high schools are adult education institutions established in Denmark in the 19th century, being known for their focus on specific values and approach to teaching. The diploma thesis covers the topic of folk high schools from the period of their establishment, throughout the historical evolution of the concept, until the current situation of folk high schools and their social function. The thesis examines the possibility of integration of the selected model of folk high school in Czech Republic, more specifically within the Municipal Library of Prague (MLP). At the theoretical level, it was identified that it is necessary to adapt the Czech legislation and provide a fixed financial cover, in order to incorporate the folk high school to the system of public libraries in reality. Conducted quantitative research confirms the interest of users of the Municipal Library of Prague in a library as an adult education activities provider. Key words folk high school, liberal education, active citizenship, lifelong learning

A common phenomenon in the private higher education environment is that lecturers are highly qualified subject specialists and conduct research mainly in areas in their fields of expertise. Therefore they are not always well informed about the dynamics of the global educational environment and they do not have an indepth knowledge of how learning takes place. As a result of this the traditional lecturing style is mainly used during contact sessions and mostly theoretical knowledge is assessed in written examinations. During class visits that were conducted as part of my duties as quality assurer of the teaching, learning and assessment that take place in the Production Management Institute of Southern Africa (Pty) Ltd (trading as PMI), a private higher education institution, it was noticed that the facilitators of learning present mostly lectures that are based on one-way communication with very little student participation. Learning style flexibility and allowing active student participation during the contact sessions are, in most instances, not considered. This lecturer-centred practice prevents the students from developing responsibility for their own learning process and creating an interest in becoming lifelong learners. An action research-driven professional development programme was presented to the academic staff of PMI to allow them the opportunity to develop innovative facilitation of learning practices. The programme aimed to create a scholarly approach to establishing a culture of lifelong learning in the private higher education environment – in literature commonly referred to as a scholarship of learning and teaching. The academic staff members conducted action research on their own practices as facilitators and assessors of lifelong learning. I conducted living theory action research on my style of being a mentor for the participants of the project. The programme commenced in 2009. The content of and the level on which the programme was presented are in line with a Postgraduate Certificate in Higher Education (PGCHE) that is offered at a public institution. The participants were introduced to, inter alia, the principles of the Ned Herrmann Whole Brain® theory, Gardner’s multiple intelligence theory and Bloom’s taxonomy of cognitive levels. As the first step in the programme all the participants completed the on-line Herrmann Brain Dominance Instrument® (HBDI®). An accredited Hermann Brain Dominance practitioner was contracted to provide feedback to the participants and to explain the principles of this instrument. The HBDI® practitioner is affiliated on a full-time basis with the education faculty of a public higher education institution. He was contracted to facilitate the professional development programme as well. The success of the programme became evident through student feedback and requests, and feedback received from the participating facilitators of learning. Top level management of PMI also became aware of the successes and it resulted in the inclusion of the development of the academic staff members as one of the main focus areas in the strategic management plan for 2010. It was decided that the programme should be repeated every year in order to ensure the continuous professional development of existing and new academic staff members. PMI was invited to offer the programme in the Agriculture and Science Faculty of a public university. Parts of the project were showcased at the 2010 and 2012 conferences of the Higher Education Learning and Teaching Association of South Africa (HELTASA) and the Knowledge 2011 international conference. / Thesis (PhD)--University of Pretoria, 2014. / lk2014 / Humanities Education / PhD / Unrestricted

The thesis evaluates the impact of the Grundtvig programme on Czech further education institutions in the medium term. The first part presents the concept of further education as a soft factor of regional development and also the applied research methods. The next section presents the Czech and European lifelong learning strategies and the programme is shown as a part of the Lifelong Learning Programme and as one of the financial instruments of the EU. The main part of the paper presents the analysis of the use of the Grundtvig programme by the Czech institutions and the impacts on them assessed by a questionnaire survey among supported institutions. The work identified a major impact on the organizations in the area of know-how transfer from abroad, while in the area of networking or creation of innovative outputs identified impacts were minimal.

Tendant vers la reconnaissance d’une compétence partagée de l’UE en matière d’éducation, cette étude vise à révéler le fort potentiel de l’intervention de l’UE dans la gestion des nouveaux défis éducatifs mondiaux. Fondée sur un faisceau de compétences intriquées, l’action externe de l’UE dans le secteur éducatif est substantiellement plus développée qu’elle ne le laisse a priori paraître. Elle constitue une politique extérieure éducative, qui se révèle à la fois intégrée, par sa nature transversale, et intégrative, par sa contribution à l’approfondissement du projet européen. L'extension progressive du champ de compétence de l’UE en matière d’éducation est liée à la valeur ajoutée, sans cesse accrue, de l’UE pour gérer l’impact de l’économie mondialisée de la connaissance sur les services d’éducation et contribuer efficacement au développement d’actions internationales de grande envergure en matière d’éducation pour tous. Ces travaux de recherches ont pour finalité de rassembler et analyser les éléments juridiques, techniques, sociopolitiques et financiers, plaidant en faveur de l’établissement d’une politique extérieure éducative de l’UE et d’en appréhender les principales caractéristiques. Ils visent à impulser un ajustement des compétences et pouvoirs de l’UE afin de prendre en compte l’évolution de la pratique institutionnelle, que l’on ne peut occulter dans un souci de sécurité juridique, de transparence et de préservation de l’effet utile du droit européen. / This study reveals the strong potential of the EU’s intervention to deal with the current international challenges and it aims to recognize a shared competence of the EU in the field of education. Based on multiple foundations, the EU’s external education measures are substantially more important than they may appear. The EU’s external education policy is, at the same time, mainstreamed by its cross-disciplinary nature, and integrative by its contribution to the deepening of the European project. The EU’s external education policy is not confined to sporadic measures and was based from the outset on the use of the flexibility clause and connectivity of the EU’s areas of expertise. It is built on holistic concepts and coherent goals pursued within the framework of external long-term strategies, which implied the EU’s enhanced competence in the field of education, beyond that of support established in the Treaty. The progressive extension of the EU’s scope of competence in the field of education is closely linked with the higher added value of the EU in the management of a knowledge-based economy’s impact on education services and its effective contribution to international measures in the field of education for all. This research aims to gather and analyse legal, technical, socio-political and financial elements, which offer conclusive evidence of the existence of the EU’s external education policy and present its main features. It is hoped this will lead to an adjustment of the EU’s competences and powers, so as to take into account the development of institutional practice that cannot be overlooked for the sake of legal certainty, transparency and effectiveness of EUlaw.

The purpose of this doctoral dissertation was to advance the scientific knowledge on the development of high-performance coaches by proposing a new developmental approach to help intercollegiate sport coaches learn from their coaching practice. When applied to coach development, the theory of lifelong learning (Jarvis, 2006) suggests that coach learning evolves with the coaches’ experiences and develops from participating in the environment. However, current development opportunities for high-performance coaches lack connection with practice and forego reflective practice. This lead researcher thus set out to undertake a 12-month action research operationalised using appreciative inquiry to accompany intercollegiate sport coaches along their learning journey. A personal learning coach accompanied five intercollegiate sport coaches using narrative-collaborative coaching (NCC) to create a safe space for them to reflect. The findings are presented across four articles. The first article suggested reflective cards as a useful tool for coaches to engage in reflective practice. Findings from Article One also presented a model for other coaches to reflect on their coaching practice. Article Two described the main components of NCC, which was used by the personal learning coach to create a safe reflective space. A step-by-step methodology for using appreciative inquiry is presented. In Article Three, data generated from the journey of a female high-performance women’s rugby coach was used to extend the definition of a personal learning coach and to compare the role of PLC with other coach development actors. Findings about the evolution and the value creation of the accompanied learning journey are also presented. Article Four shared results specific to the intercollegiate context with the presentation of the companionship between a PLC and two intercollegiate ice hockey head coaches. These collaborative partnerships led to unique learning journeys, and created valuable learning activities within complex value creation stories. The four articles together make novel theoretical and practical contributions to the field of coach development by presenting a new developmental approach to accompany coach learning and by introducing an analytical framework to evaluate the value of learning activities.

abstract: In order to deploy autonomous multi-robot teams for humanitarian demining in Colombia, two key problems need to be addressed. First, a robotic controller with limited power that can completely cover a dynamic search area is needed. Second, the Colombian National Army (COLAR) needs to increase its science, technology and innovation (STI) capacity to help develop, build and maintain such robots. Using Thangavelautham's (2012, 2017) Artificial Neural Tissue (ANT) control algorithm, a robotic controller for an autonomous multi-robot team was developed. Trained by a simple genetic algorithm, ANT is an artificial neural network (ANN) controller with a sparse, coarse coding network architecture and adaptive activation functions. Starting from the exterior of open, basic geometric grid areas, computer simulations of an ANT multi-robot team with limited time steps, no central controller and limited a priori information, covered some areas completely in linear time, and other areas near completely in quasi-linear time, comparable to the theoretical cover time bounds of grid-based, ant pheromone, area coverage algorithms. To mitigate catastrophic forgetting, a new learning method for ANT, Lifelong Adaptive Neuronal Learning (LANL) was developed, where neural network weight parameters for a specific coverage task were frozen, and only the activation function and output behavior parameters were re-trained for a new coverage task. The performance of the LANL controllers were comparable to training all parameters ab initio, for a new ANT controller for the new coverage task. To increase COLAR's STI capacity, a proposal for a new STI officer corps, Project ÉLITE (Equipo de Líderes en Investigación y Tecnología del Ejército) was developed, where officers enroll in a research intensive, master of science program in applied mathematics or physics in Colombia, and conduct research in the US during their final year. ÉLITE is inspired by the Israel Defense Forces Talpiot program. / Dissertation/Thesis / Doctoral Dissertation Applied Mathematics for the Life and Social Sciences 2019

The aim of the thesis is to find out, what was the initial motive for the study of the doctoral program and what are the types of motivations and barriers in further education of adults in doctoral studies. The theoretical part is based on the concept of lifelong learning and lifelong learning. It defines the concept of further education of adults, which needs to be defined to anchor the topic in the work. It focuses on doctoral studies, phases during doctoral studies, related strategic documents, legislation and available research surveys, that focus on motivation and barriers. Another important part of the work is to define the motive, motivation, types of motivation in relation to the adult, which is part of further adult education. Barriers are viewed in terms of available research. The practical part is based on a quantitative and descriptive study examining motivations and barriers across the disciplines to pursue a doctoral degree, which was carried out in the form of a questionnaire survey. The research survey is aimed at doctoral students, who have already interrupted primary education and are returning to study after at least a one-year break. They find out, what motive led them to return to study and how they are influenced by internal and external motivation. They also find out, what...