Emerging markets (EMs) contribute significantly year-on-year to global gross domestic product (GDP) and continue to offer developed countries huge opportunities such as raw materials and readily available markets for various goods and services produced in developed economies. However, multinational corporations (MNCs) from developed markets operating in emerging countries continue to develop inappropriate perceptions and assumptions influenced by Western imperialist and arrogant attitudes, which carry a very short-term view on the future of developing countries, despite extracting multibillion-dollar profits from these regions. The objectives of the research study were to establish the relationship between strategic management practices (SMPs) and the financial performance of MNCs in emerging markets, by testing, validating the viability and applicability of the SMPs framework and by evaluating SMPs financial contribution to the bottom-line of MNCs. The research study found that for MNCs with comprehensively adopted and implemented the SMPs framework their financial performance continues to improve year on year, depicting a positive relationship between SMPs and overall financial performance of MNCs with business interests in emerging markets. The study, however, concludes that the MNC executives wrong assumptions about emerging countries results in the crafting of strategies within business models that fail to fit in emerging markets. Copyright / Dissertation (MBA)--University of Pretoria, 2010. / Gordon Institute of Business Science (GIBS) / unrestricted

Thesis "Teacher assistant competences" responds to growing number of teacher assistants in educational system and reflects still remaining ambiguities in delineating requirements on assistants' services and activities. The objective of thesis is on the basis of empirical findings define the basic competences of teacher assistant working in a regular basic school. In its theoretical part thesis works with legislative norms specifying the role of teacher assistant and with findings of relevant researches. The explorative part of thesis is based on qualitatively orientated methodology and processes data from eighty interviews realized with assistants, teachers, principals and pupils with special educational needs from twenty basic mainstream schools. Data in research were processed by classification, coding and schematization with using the form of framework analysis. From the research results author formulates the main outcome - suggested model of competences for teacher assistant professional standard. Powered by TCPDF (www.tcpdf.org)

Syftet med detta examensarbete är att undersöka hur nuvarande och tidigare musikerstudenter på svenska musikhögskolor får ta del av arbetsmarknadsrelaterade kunskaper inom sin utbildning och genom till yrkesverksamma musiker. Vi har utifrån våra frågeställningar fokuserat på vilka kompetenser som informanterna fått ta del av och hur de upplevt att skolan mött dessa kunskaper. Undersökningen är baserad på 6 kvalitativa intervjuer med musikstudenter som nyligen har examinerats eller är under utbildning. Alla har utifrån ett studentperspektiv fått besvara frågor och reflektera själva kring vad de ansett som viktiga kompetenser och tillvägagångssätt för att kunna försörja sig som musiker. Resultatet har visat att samtliga informanter upplever att det inte fått det stöd eller kunskap de anses ha behövt under sin studietid för att möta arbetsmarknadens krav. Det blir tydligt att det finns brister i undervisningens arbetsmarknadsfrågor och bristande stöd i karriärövergången till att bli yrkesverksam musiker. En studerande kan få erfarenhet av arbetsmarknaden som frilansande under studietiden. Ansvaret ligger på individen att göra sig attraktiv och synlig på arbetsmarknaden. Alla 6 informanter menar att ett stort kontaktnät är fördelaktigt för att konkurrera med andra musiker. Resultatet har analyserats utifrån Savickas Career construction theory, CCT, en metateori som baseras på att jobbet ska matchas till individen och nå självförverkligande. Begreppet school-to-work har i studien stått i centrum för att analysera övergången mellan skola till arbetsmarknad för musikstudenterna, där fokuset har legat på att se om de högre utbildningarna möter Savickas kriterier för en lyckad övergång till arbete. / This study concerns Swedish music students' experiences on how the music academies prepare them for a career as professional musicians. The 6 participants were either current or former students at the academies and data was drawn from semi-structured interviews. They were interviewed about their experiences of support and counselling from the schools and its employees. During the interview they were asked to reflect and discuss their experiences as students and individuals on their way to becoming working musicians. Questions were asked about competencies and skills required of the students to become a part of the labour market. The answers showed an imbalance between the knowledge they received and what they actually needed to become professional musicians, both according to the interviewees themselves as well as according to previous studies summarized. The music academy's teaching did not depict the reality as a musician according to its students. The interviewees could identify the major competences needed on the labour market, and identified the same ones missing from their curriculum. Through M. Savickas Career Construction Theory and his concept school-to-work transitions the interviewees answers were analyzed to find what was lacking for the students in aid to make a successful transition from higher musical education to work as professional musicians. Light was also shed on what competences and resources the education has given them. Our major finding concluded that there is a lack of occupational information in higher musical education, as well as a lack of real-life experiences that reflect the true labour market according to the students. The students do not get to evolve the skills they need to, but are able to build a network during these years in school that can aid them in these areas all through their careers.

Over the last decades, there is a constant experimentation on new organizational models and structures by many international companies aiming to overcome the difficulties of a highly competitive global market and satisfy the needs of the customers 24/7. As such, the companies have commonly adopted virtual team strategies using also the technological advancements. In order to optimally use their resources, they have also used matrix organizational structures. In such complex and demanding organizational models, the virtual managers face a lot of challenges in order to effectively lead their teams. Therefore, the required managerial competencies and skills related to an effective team performance are of great scientific interest. The objective of this thesis is twofold. Firstly, this thesis aims to examine how managerial competencies of a virtual manager in matrix organizations influence the performance of a team and what the most important skills of these competencies are. Secondly, it aims to identify the managerial skills that a virtual functional manager and a virtual project leader need in order to effectively manage their teams and compare these skillsets. This study adapts a survey strategy with the use of an online questionnaire and gathers responses from professional engineers that virtually work in matrix organizational schemes mainly based in Sweden and Switzerland. The descriptive analysis of the collected data shows that both type of virtual managers (functional and project) have similar managerial skills which are commonly found in managers working in more traditional organizational models. This is not in line with the findings of our study, since in our analysis we considered the virtuality dimension, for which our results show that it strongly affects the virtual team performance. Therefore, the required managerial competence is formed with skills that are more important in the virtual context than in other traditional models. A second finding is that a virtual functional manager requires different skills compared to the virtual project leader, which suggests that the companies should account for the management role in the hiring process of a specific type of virtual manager. A future research on virtual teams in matrix organizations taking into consideration the different levels of virtuality or broader sampling techniques or case studies per industry would be of a great interest.

Orientador: Alice Assis / Resumo: A presente pesquisa partiu das inquietações de um professor de Física da Educação Básica relativa às atividades propostas no material desenvolvido pela Secretaria da Educação, do Estado de São Paulo, no que se refere ao seu potencial para viabilizar aos alunos o desenvolvimento das competências nele presentes. Ao analisar uma das situações de aprendizagem desse material, esse professor, que também é o pesquisador deste trabalho, percebeu que a postura do professor é determinante para tal desenvolvimento, o que gerou um sentimento de insatisfação em relação à sua própria prática docente. Frente a essas inquietações, a tese defendida neste trabalho partiu da premissa de que seria possível tornar as aulas desse professor mais profícuas, por meio de um ciclo de análise e reflexão sobre a própria prática docente, a fim de viabilizar o desenvolvimento das competências evidenciadas nesse material pelos alunos. Nessa perspectiva, esta pesquisa foi desenvolvida de acordo com uma abordagem qualitativa, com características que se aproximam de uma pesquisa ação, apoiada em um método dedutivo-hipotético, uma vez que segue o percurso de uma análise reflexiva do pesquisador enquanto sujeito de sua própria pesquisa. Nesse contexto, esse professor/pesquisador desenvolveu esta pesquisa com o objetivo de assumir uma postura que viabilizasse o desenvolvimento dessas competências pelos alunos, com uma sala da segunda série do Ensino Médio, da escola onde trabalhava. Para tanto, primeiramente, ana... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research started from the concerns of a Basic Education Physics teacher regarding the activities proposed in the material developed by the Secretariat of Education, of the State of São Paulo, with regard to its potential to enable students to develop the skills present in it. When analyzing one of the learning situations of this material, this teacher, who is also the researcher for this work, realized that the teacher's posture is decisive for such development, which generated a feeling of dissatisfaction in relation to his own teaching practice. In the face of these concerns, the thesis defended in this work started from the premise that it would be possible to make the teacher's classes more fruitful, through a cycle of analysis and reflection on the teaching practice itself, in order to enable the development of the skills evidenced in this material by the students. In this perspective, this research was developed according to a qualitative approach, with characteristics that approximate an action research, supported by a deductive-hypothetical method, since it follows the path of a reflective analysis of the researcher as the subject of his own research . In this context, this teacher/researcher developed this research with the objective of assuming a posture that would enable the development of these skills by students, with a room in the second grade of high school, from the school where he worked. To do so, first, it analyzed and reflected on its own pedagogical ... (Complete abstract click electronic access below) / Doutor

Title: Competence profile of a women's football coach Aims: The main aim of the thesis is to create six competence profiles of a women's football coach, from the perspective of players, coaches, adult players, adolescent players, lower division players and upper division players. A partial aim is to compare the importance of individual competences for the aforementioned groups of respondents. Methods: The thesis used quantitative research methods. After reviewing professional literature, a list of three groups of 55 competences necessary for the work of a women's football coach was compiled. By means of an electronic questionnaire, women's football coaches and female football players in all adult and adolescent divisions were asked to assess the importance of individual competences. The questionnaire had a total of 424 respondents. Results: Six competence profiles of women's football coaches were created in the thesis, according to players, coaches, adult players, adolescent players, lower division players and upper division players. These competence profiles include competences from all competence groups; personality traits, abilities and skills and coaching and professional aptitude. The greatest differences were found between coaches and players, where players consider fairness, knowledge of the...

[pt] O desempenho dos alunos brasileiros em matemática é uma questão que aflige há muito a sociedade e a comunidade científica. As políticas públicas têm tentado desenvolver ações que respondam à demanda de melhorar a aprendizagem dos estudantes. Neste contexto, a formação de professores é uma variável importante a ser considerada. A presente pesquisa tem por objetivo apresentar uma análise comparativa das competências desenvolvidas/aprimoradas pelos professores participantes de dois modelos de formação continuada para o ensino da matemática: a especialização oferecida pela Universidade Federal Fluminense (UFF), que representa o modelo dominante universitário, e a Residência Docente do Colégio Pedro II, representante de uma nova política pública de formação de professores. Os dados foram coletados em duas etapas: na primeira etapa, de natureza quantitativa, os professores responderam a um questionário fechado que identificou dados sócio-históricos e as percepções iniciais de suas competências docentes; e na segunda etapa, de natureza qualitativa, foram realizadas entrevistas com os docentes para possibilitar uma compreensão mais significativa acerca de suas competências docentes relacionadas ao planejamento e gestão do processo ensino-aprendizagem, às competências ético-crítico-reflexivas e ao estabelecimento e manutenção das relações no ambiente escolar. Os resultados diferenças e aproximações entre os dois modelos e destacaram a importância e o desafio de estabelecer uma relação teoria e prática satisfatória durante a formação dos professores; a relevância de um contexto social que possibilite a escolha da profissão por desejo e não pela demanda de profissionalização precoce; a ausência de intervenção dos professores em situações de preconceito entre os alunos; a predominância da demonstração como forma de ensinar os conteúdos da disciplina, entre outros aspectos que demonstram que há uma necessidade urgente de transcender o modelo de formação baseado apenas no ensino dos conteúdos da matemática e no uso de metodologias ativas para que os alunos os aprendam, considerando a importância de desenvolver competências que integrem as relações pessoais e sociais nas aulas de matemática. / [en] The performance of Brazilian students in mathematics is a question that deeply troubles both society and the academic community and public policies have tried to develop actions that respond to a demand for better learning. In this context, teacher education is an important variable to consider. The objective of this research is to present a comparative analysis of the competences developed or improved on by participating teachers in two models of teacher education for mathematics teaching: the postgraduate specialization course offered by the Universidade Federal Fluminense (UFF), which represents the dominant university model, and the teacher residence programme at Colégio Pedro II, representative of a new public policy for continuous teacher education. The data were collected in two stages: in the first stage, teachers responded to a closed questionnaire that identifies socio-historical data and their initial perceptions of their competences; in the second stage, interviews were realized with the teachers in order to develop a greater understanding of the teachers competences in relation to the planning and management of the teaching-learning process, ethicalcritical- reflexive competences, and the establishment and mantenance of relationships in the school environment. The different results and approximations between the two models are analysed, emphasizing the importance and challenge of establishing a satisfactory relationship between theory and practice during teacher education; the relevance of a social context that facilitates the choice of a profession by desire and not by the demand of precocious professionalization; the absence of the intervention of teachers in situations of prejudice between students; the predominance of demonstration as a method for teaching mathematical concepts, amongst other aspects that demonstrate the urgent necessity to transcend the model of teacher education based only on the teaching of mathematical content and to promote active methods in order for the students to learn, considering the importance of developing teacher competences that integrate personal and social relations in mathematics classes.

Syftet med denna studie var att få vetskap om hur lärare använder sig av Favorit matematik i undervisningen för att främja elevernas kunskaper i de fem förmågorna. Syftet var även att få en uppfattning om hur läraren förhåller sig till undervisningen om läromedlet inte räcker till. Vi valde att utföra kvalitativa intervjuer via zoom med F-3 lärare. Urvalet består av sex erfarna lärare som har arbetet med matematikundervisning i lågstadiet i minst 4 år. I vårt resultat framkommer det att lärarna använder sig av läromedlet i stor utsträckning men att de behöver komplettera detta med övningar och extra material. / The purpose of this study was to gain knowledge about how teachers use Favorite Mathematics in teaching to promote students' knowledge of the five abilities. The purpose was also to get an idea of how the teacher relates to the teaching if the teaching aid is not enough. We chose to conduct qualitative interviews via zoom with F-3 teachers. The sample consists of six experienced teachers who have worked with mathematic teaching in primary school for at least 4 years. In our result, it appears that the teachers use the teaching aid to a large extent, but that they need to supplement this with exercises and extra material.

<p>  </p> <p>With fewer speech-language pathology (SLP) clinical training opportunities, it is difficult for students to gain the experience necessary to display proficiency and confidence in treating patients with dysphagia. To address this gap, many educators have turned to simulation-based training (SBT). This project examined the impact of a novel computer-based simulation dysphagia training implemented into Purdue University’s core Dysphagia course on students’ confidence and competence. During this training, students completed a comprehensive bedside swallowing evaluation and analysis of a videofluoroscopic swallow study (VFSS) of 2 simulated patients. </p> <p>A repeated measure design was utilized. Data were collected on 27 SLP graduate students (n=27; 26 females, 1 male; age range: 21-27 years) at baseline, Post-Simulation 1 and Post-Simulation 2. We evaluated confidence and clinical knowledge through the following outcome measures: students’ self-rated confidence levels rated using an adapted Self-Efficacy survey, and agreement levels with our gold standard rater on clinical evaluation forms. Data for students’ self-rated confidence were collected at three time points (baseline, Post-Simulation 1, Post-Simulation 2), and organized into three composite areas (Treatment, Evaluation, and Personal & Interpersonal Skills). Clinical knowledge was measured at two time points (Post-Simulation 1 and Post-Simulation 2 ) using clinical evaluation forms, which were completed for each of our two simulated patients. Clinical evaluation forms included a cranial nerve exam form, a videofluoroscopic swallow study (VFSS) analysis form, and an Overall Impressions and Recommendations form, including the Functional Oral Intake Scale (FOIS) and a recommendation list. </p> <p>Significant increases in confidence in the Evaluation (t(26)= -8.22, p < .0001), Treatment (t(26)= -5.06 , p < .0001) and Personal & Interpersonal (t(26)= -10.31, p < .0001) composite areas of the Self-Efficacy survey were seen from baseline to Post-Simulation 2. While students did not show significant improvements in clinical performance for FOIS ratings and VFSS analysis, they did show significant improvements in their ratings for the cranial nerve exam (t(26)= -5.728, p < .0001), and in their choice of recommendations (t(26) = -5.247, p < .000 1) between the first and the second simulation. </p> <p>In this sample of participants, students had significant improvements in confidence and clinical competence in several clinical knowledge areas. These paired results suggest that these participants benefitted from completing our SBT dysphagia training. Although our findings provide some initial insight into the impact of this novel computer-based SBT for graduate dysphagia education, additional research is required to further validate these findings. </p>

Bakgrunden till denna studie var att EU:s rekommendation om åtta nyckelkompetenser för livslångtlärande är något som medlems länderna förhåller sig till vid utformning av utbildning. Syftet med undersökningen var att belysa hur nyckelkompetenserna kommer till uttryck i svensk, finländsk och åländsk slöjdundervisning. Empirin bestod av kvalitativa intervjuer och läroplanstexter som genom hermeneutiskt arbetssätt lästs och analyserats. Undersökningen gav svar på två frågeställningar: Vilka likheter och skillnader finns i framskrivningen av EU:s nyckelkompetenser i de tre kursplanerna ochderas betygskriterier? Hur tar sig nyckelkompetenserna uttryck i slöjdlärarnas utformning avundervisningen? Resultatet visade att nyckelkompetenserna ingår i slöjdundervisningen men att de inte är tydligt uttalade. I den finländska och åländska kursplanen i slöjd är kompetenserna i något omformulerad form sammankopplade med undervisningsmål och ämnesinnehåll. I den svenskakursplanen nämns inte kompetenserna, men innebörden av dem finns inkluderad i läroplanens allmänna del.