Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 68-82). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 59-66). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 68-82). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 59-66). Also available on the Internet.

The purpose of this study was to propose and test a comprehensive model ofmarketability using both individual and situational predictors. Participants in thisstudy were members of professional associations and were recruited from internetlistserves. They consisted of 485 employees and 176 co-workers. This study used amatching technique to link participant and co-worker data and was the first study toassess multiple perspectives of marketability. Results demonstrated the relationshipsof human capital variables, positivity traits, proactive career behaviors, thenvironment and industry characteristics on internal and external marketability.Interestingly, not all predictors related to both internal and external marketabilityuniformly, suggesting that the two constructs may have different consequences.

Målgruppen för studien är de elever som i högstadiet blivit obehöriga till gymnasiet och nu går på något introduktionsprogram. Studien syftar till att belysa hur de talar om sin position och hur detta påverkar resonemanget kring framtiden samt hur de förhåller sig till normer i resonemangen. Studien är av kvalitativ karaktär med livshistorisk metod och det empiriska materialet består av intervjuer. Det saknas i princip framåtblickande studier för denna målgrupp men tidigare forskning finns för den närliggande gruppen dropouts där positionen beskrivs som kostsam. Intressant är därför att vidga forskningsområdet till den position där de obehöriga eleverna som ännu finns kvar i utbildning befinner sig. Slutsatsen är att elever på introduktionsprogrammet talar om sin position som ett fråntagande av deras ansvar för framtiden. De talar om positionen som en brytpunkt där deras önskan om att följa normerna för utbildning ökar motivationen till kompromisser i framtidsvalet. Studiens slutsats är att positionen förskjuter fokus i elevernas resonemang från valalternativen till att få tillgång till en valmöjlighet. / The target group for this study are the students that has become ineligible for upper secondary school and educates in a introductory program. The study aims to convey a picture of how these students speak about their position and how this affects their reasoning about the future and how they relates to norms in this reasoning. The study is qualitative with a life-historical method and the empirical material consists of interviews. There are no prospective studies for this target group but previous research on dropouts in general describes the position as costly. Interesting is therefore to expand the research to the position where ineligible students are in their education. The results of the study suggest that these students speak of the position as a deprivation of their responsibility for their future. These students speak about the position as a breaking point where the desire to follow the norms of education increases motivation to compromise. The study concludes that the position shifts the focus about their future from selections of choice to the ability to choose.

University students experience a range of life events whilst studying. Extensive research has established that university life events (events that are synonymous with studying) can be associated with student dropout from university. However, less is known about what university life events are experienced collectively by student ‘persisters’ (individuals who do not dropout). This study therefore sought to establish when persisters reported (and how they perceived) experiencing university life events. Between-group differences amongst students were considered. Life events have been attributed to personal change which can manifest in a number of ways, including change in career and professionalism. Understanding the associations between life events and career/professional development could serve to enhance the support that a university could provide to students in these areas. Consequently whether/when university life events were associated with students’ career thoughtfulness, decidedness and professionalism was addressed. An Interpretivist epistemological orientation was assumed and a comparative case study design was employed (involving three data collection phases). Phase one (pilot work) employed interviews and repertory grids to identify the range of events that student persisters might experience whilst studying at university; tentative between-group differences were considered. Based upon pilot work findings, three instruments were constructed, piloted and validated (phase two).These instruments addressed 1) university life event experiences; 2) career thoughtfulness and decidedness; and 3) professionalism status. Phase three (main study) involved administering the instruments quasi-longitudinally to students from two fundamentally different courses (‘professional’ (associated with a very well-defined career route and emphasis on specific professional development) and ‘generalist’ (associated with a more open-ended career route and less prescribed professional development)) at the start and end of the academic year. Result accuracy was checked through follow-up interviews with lecturers. III Trends were established between student groups in terms of what university life events were experienced and how these were perceived. Differences in reporting were found based on year group, course type and time of the academic year. Based on collective data, experiences most synonymous with specific stages of studying on a professional or generalist course were identified and are discussed. Different life events were found to be associated with enhanced or reduced career thoughtfulness, decidedness and professionalism throughout the academic year. Findings were considered holistically and an overview of how life events are associated with these areas was presented. Follow-up interviews overwhelmingly supported questionnaire findings. Explanations for findings and result applicability were considered. Suggestions for future work and recommendations are presented.

D. Tech. Education / The effectiveness of teacher development has been a concern for decades in South African schools. Linked to this, is the lack of or no innovative networks that is dependent on quality of teachers and continuous professional growth is an essential part of improvement in the quality of teaching. However, in this study it has emerged that professional development for teachers is unsatisfactory and has not met its intended purpose. Research indicated that the ineffectiveness of teacher development programmes is based on faulty assumptions or even no research at all. This study aimed to investigate a new paradigm on how cluster systems as innovative network could enhance teacher development to improve quality teaching because of the major obstacles perceived in its implementation.

Trims Pabaltijo valstybėms ištrūkus iš Sovietų Sąjungos ir Įstojus į ES, švietimo sistema buvo reformuota, artinant ją prie vakarų šalių švietimo sistemų. Didelis dėmesys kreipiamas mokinių ir studentų karjeros planavimui, nes atsivėrus sienoms ir išaugus kvalifikuotos darbo jėgos paklausai, vis jaunesnio amžiaus asmenys turi nuspręsti savo tolimesnės karjeros žingsnius. Tuo tarpu racionalus profesijos pasirinkimas ir darbo rinkos poreikius atitinkantis karjeros planas yra sėkmingos profesinės karjeros pagrindas. Tyrimo tikslas: Atlikti Baltijos valstybėse (Lietuvoje, Latvijoje, Estijoje bei Suomijoje) studijuojančių studentų rengimosi sporto pedagogo karjerai lyginamąją analizę. Problema – Ar skiriasi Lietuvos, Latvijos, Estijos ir Suomijos sporto pedagogų rengimas, aukštojoje mokykloje, jų tolimesnei karjerai? Hipotezės: 1. Lietuvos, Latvijos ir Estijos būsimųjų sporto pedagogų rengimas nesiskiria; 2. Lietuvos, Latvijos ir Estijos sporto pedagogų rengimas karjerai skiriasi nuo Suomijos sporto pedagogų rengimo karjerai. Tyrimo uždaviniai: 1. Aptarti karjeros suvokimo ir ugdymo skirtumus Baltijos valstybėse. 2. Išanalizuoti asmenybės savybes bei aplinkos veiksnius, turinčius įtaką sporto pedagogo karjerai. 3. Ištirti būsimų sporto pedagogų Baltijos šalyse rengimosi sporto pedagogo karjerai edukacines prielaidas. 4. Ištirti būsimų sporto pedagogų Baltijos šalyse profesines vertybines nuostatas. Išvados: 1. Lietuva, Latvija ir Estija atsilieka nuo Suomijos (Estija... [toliau žr. visą tekstą] / After three Baltic countries escaped from Soviet Union and enter EU they reformed education system proximate for western countries. After walls had braked all attention set for schoolchildren’s and students career planning, because of growing needs of professional labor. All young people must make decisions for further career. Meanwhile rationale choices for profession and need’s for job market are mane ground for successful career. Research goal: Comparative analysis in Baltic countries (Lithuania, Latvia, Estonia and Finland) of students which planning physical educator career. Problem – Is it different preparation in high schools of physical educator’s for future career in Lithuania, Latvia, Estonia and Finland? Hypothesis: 1. It is no deferent in preparation of sport educator’s in Lithuania, Latvia and Estonia. 2. It there any differences between preparation for sport educator’s career in Lithuania, Latvia, and Estonia from Finland’s preservice physical education students development for their future career. The tasks of research: 1. Discuss career perception and education differences in Baltic countries. 2. Analyze internal personal characteristics and environmental factors, which have influence for preparation of physical educator’s career. 3. Test preservice physical education students in Baltic countries, for preparation their career, education presumptions. 4. Test future physical educators in Baltic countries for vocational value-related attitudes. CONCLUSION ... [to full text]

The purpose of this study was to examine the complexities that constitute women’s narratives within a mining organisation in South Africa. A review of the literature suggests that social constructions about gender influence the way in which individuals construct narratives and meaning in their lives, which inform their ways of being. This research draws upon two main schools of thought, that is, post-modern social constructionism and post-structuralism. Based on these world views, a qualitative analysis was selected as the most appropriate research design. This research examined the narratives of nine women in senior positions from a single mining organisation, in the form of semi-structured in depth interviews carried out in September 2011. An ethnographic research design was selected, in line with the theoretical framework of this study. A thematic analysis was conducted, and the results revealed two central themes, viz. Navigating the interceptions between occupational and multiple identities; and negotiating a space for women in mining. The nature of identity that emerged from participant’s narratives was viewed as an act of weaving together the multiple strands of the self, where participants recognise the points at which these multiple strands intercept and where they diverge. So rather than merging these strands into a unified (and essentialist) self, participants seemed to recognise the fluid, dynamic and contextual sense of self and in-so-doing, participants began to, in their narrative, construct an authentic sense of self. At each interception participants are faced with (i) contradictions and ambiguity, or (ii) congruency of the self between roles, which emerged as ‘identity salience’. Interceptions were interpreted as an illustration of the micro-physics of power, as postulated by Foucault (1979). In some cases, participants internalise normative and ‘masculine’ prescriptions of the self, resulting in the reification of gendered norms and the subsequent ‘disciplining’ of the self to embody such norms. However, participants also exercise individual and collective agency in resisting dominant ideology, thereby driving shifts in the power dynamics of society and negotiating an authentic and egalitarian self, and space for women in mining. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2013.