Svenskt abstract: Denna uppsats syftar till att undersöka och belysa vad enhetschefer på en socialförvaltning efterfrågar för kompetensutveckling avseende sin personal, samt deras förhållningssätt gentemot kompetensutvecklingars innehåll och utförare. Jag vill med denna uppsats belysa enhetschefernas attityder till, och kunskap om, olika typer av kompetensutveckling för sin personal. Detta görs med hjälp av intervjuer med enhetschefer och förklaras utifrån organisationsteori med inriktning på ett instrumentellt perspektiv. Resultat i denna uppsats visar att det enhetscheferna efterfrågar är beroende av hur organisationsstrukturen är utformad, vilken kompetens som finns idag och vilken kompetens som fattas i organisationen / Abstract: The main focus of this study is to explore the need for continued management development within Swedish social service. The study highlights requests from department managers to further educate their staff, and their attitudes towards continued management development, its context and its practitioners. With this study I wish to analyze department managers’ attitudes towards, and knowledge concerning, different types of continued management development for their staff. This is achieved by interviews with the department managers in question and is explained by using organization theory that focusing an instrumental perspective. The result of this study concludes that department managers requirements depend on the organizational structure and also what areas they experience has strengths and weaknesses within the organization

The study analyzes teachers’ self-perceived digital competence at a private university in Lima, Peru. A non-experimental comparative level design was used through non-parametric techniques. The DigCompEdu CheckIn tool of 25 items was applied with a Likert scale. The results indicate the need to (a) validate the questionnaire and have a measure of the construct with solid and stable psychometric properties; (b) compare these findings with those found in other MetaRed Peru institutions, as a point of contrast, to develop strategies that encourage teachers to continue their digital literacy; and (c) identify which interventions in informal settings help teachers develop their digital competence. © 2020 Copyright for this paper by its authors.

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Based on fourteen months of ethnographic fieldwork conducted in Israel between 2013 and 2016, this dissertation examines how clinicians and patients deal with the issues of cultural difference and diversity in Israel’s mental health care settings, which are increasingly called upon to practice “cultural competence.” In 2010s, the Israeli Ministry of Health started to design and execute policy measures intended to target inter-group health disparities and introduce cultural competence in health care institutions. Although modest in scope, these policies are also emblematic of the much larger tectonic shifts that have been reshaping Israeli society over the last three decades, including a neoliberal restructuring of Israeli economy and a decline of the secular Ashkenazi hegemony in political and cultural spheres. In this context, the Ministry of Health measures may be understood as a reaction of a particular segment of the Israeli political elite to the new realities and as an attempt to address mounting public anxieties, while also working within the existing neoliberal and largely non-pluralist political-economic framework. The specific discourses of the cultural competence policies construe culture as a property of individual patients that individual clinicians and institutions should learn to accommodate, without attending to structural or political considerations. And yet, the actual implementation of the governmental agenda in the sphere of cultural competence training is almost never a mere passive reflection of the official discourses: While echoing some of the essentializing and implicitly hierarchical rhetoric of the official policies, the training also smuggles in quietly subversive approaches to cultural difference and recognition. The impact of this training on actual clinical practice is, unsurprisingly, very limited, and clinicians themselves rarely find the discourses of “cultural competence” resonant or relevant. At the same time, they are constantly engaged in complex moral reasoning and ethical decision-making over the nature and limits of empathy and recognition in the face of cultural alterity and political difference. This dissertation contributes to an interdisciplinary literature on the so-called “psy” or psychological disciplines (psychiatry, psychology, psychoanalysis etc.) by proposing an approach that is informed by the anthropology of ethics and morality.

The 2015 U.S. Census predicts that over the next 30 years, the population of the United States will be increasingly diverse (United Stated Census Bureau, 2015). Understanding how this diversity influences healthcare, and more specifically the practice of occupational therapy, has become increasingly important. Occupational therapy practitioners encounter cultural factors when assessing a client’s occupational needs yet 91% of OT programs surveyed reported barriers to teaching multi-cultural curricula (Brown, Muñoz, & Powell, 2011), and more than half of practicing OTs surveyed want to learn more about cultural competence skills (Hildebrand et al., 2013). Evidence supports that there is a gap between what is currently being taught and that practitioners need to know. Project H.O.P.E. is an evidence-based, theory-driven service-learning course designed to increase cultural competence in OT students. It includes assignments, activities, reading and lectures to facilitate short term service learning projects promoting healthy occupations in the underserved community. Students are guided to be self-aware of their own cultural attributes as a starting point to learning about culture in a wider context of history, healthcare and society. This material is presented first in the classroom in lecture format, then used in small groups and eventually applied while working on short term programs within Head Start programs, homeless shelters and after school adolescent programs in the underserved community. Project H.O.P.E. provides a way to define and measure student self-assessment of cultural competence, and to prepare OT students to work in today’s diverse clinical settings.

Competence building of a corporation is a vital choice for a third-party logistics (TPL) provider for it to face drastic challenges, and the issue of competence building has attracted the attention of both academic and business communities. The purpose of this thesis is to investigate how an appliance maker can build TPL competence, and the research questions of the thesis are as follows: (1) What are the main factors in building the competence of a TPL enterprise? (2) What are the advantages of building logistics-related competence for Haier Logistics? (3) How important is logistics competence for Haier? By applying a qualitative research method, the present study takes Haier Logistics as a case, a subsidiary of the Haier Group, which provides logistics services not only for all the companies within the group but also for other companies as a TPL services enterprise. The study identifies the main factors in building up logistics competence, the advantages of such competence, and the importance of such competence. The authors of the present paper have found out that six factors—namely, the integration capacity, the operation capacity of logistics, the innovation ability of logistics, the operation capacity of information technology, the marketing ability in logistics markets, and the capability of building logistics brand—are vital for Haier Logistics.

While empirical research abounds for ways to develop cultural competence, studies are scarce in how to track its growth in students. This study utilized a non-equivalent control group design to propose tracking growth using cultural competence mini lessons, self-assessment of cultural competency, and the Global Perspectives Inventory (GPI; Research Institute for Studies in Education, 2017). Data collected were used to align students along the levels of Cross’s Cultural Competency Continuum (; Cross, 2012). Forty-one (41) students enrolled in a multidisciplinary teaching methods course served as the study participants. Paired samples t-tests were conducted using the Statistical Package for the Social Sciences (SPSS v. 26) to track changes in pre-/post- scores. A significant difference was found for the self-ratings of the treatment group between the pretest (M = 6.75, SD = 2.15) and the posttest (M = 8.00, SD = 1.08, t(19) = -2.52, p = .02). Significant differences were also found for treatment group for the GPI Identity (Ident) scale between the pretest (M = 4.28, SD = .37) and the posttest (M = 4.46, SD = .45 t(19) = -2.22, p = .04), and for the Social Responsibility (SocRes) scale between the pretest (M = 3.44, SD = .35) and the posttest (M = 3.61, SD = .39, t(19) = -2.74, p = .01). Results suggest the use of mini lessons as one way to promote cultural competence development. Utilizing Cross’s to track growth resulted in misalignment between participants’ self-ratings and placement into one of Cross’s levels for both the comparison and treatment groups. Cross-cultural experiences were also examined, with interactions with people from other cultures (29.3%) and traveling abroad (21.9%) as the most reported. Implications and suggestions for future research are also discussed.

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