This dissertation was completed on 92 pages (format A4, font Times New Roman, font size 14, 1.5 line spacing), excluding attachments. Number of tables – 8 (excluding applications). Number of figures – 17 (excluding applications). Number of formulas-0 (excluding applications). Final qualifying work consists of an introduction, two parts, conclusion, bibliography, Appendix. This work begins with an introduction that describes the relevance of the master's thesis, problem statement, definition of the purpose and objectives of the work, its object and subject, scientific novelty, research methods, practical significance. In the first Chapter of this work, the main approaches to ""personnel management"", ""human resources management"", ""talent management"" are considered and analyzed, a categorical analysis is given, similarities and differences are revealed. The second Chapter analyzes the best practices in the field of talent management in the Russian market. The analysis of the labor market to identify the demand for a new position in HRM – ""talent Manager"". The model of organizational maturity of talent management in the company is formed. In conclusion, the main conclusions are formulated, the results are listed and the results of this master's thesis are summed up. / Данная диссертация выполнена на 92 листах (формат А4, шрифт Times New Roman, кегль 14, интерлиньяж 1.5) без учета приложений. Количество таблиц – 8 (без учета приложений). Количество рисунков – 17 (без учета приложений). Количество формул – 0 (без учета приложений). Выпускная квалификационная работа состоит из введения, двух частей, заключения, библиографического списка, приложения. Данная работа начинается с введения, которое описывает актуальность магистерской диссертационной работы, постановку проблемы, определение цели и задач работы, её объекта и предмета, научной новизны, методов исследования, практической значимости. В первой главе данной работы рассмотрены и проанализированы основные подходы к «управлению персоналом», «управлению человеческими ресурсами», «управлению талантами», дан категориальный анализ, выявлены сходства и различия. Во второй главе проанализированы лучшие практики в области управления талантами на российском рынке. Проведен анализ рынка труда по выявлению востребованности новой должности в HRM – «Менеджер по управлению талантами». Сформирована модель организационной зрелости управления талантами в компании. В заключении работы формулируются основные выводы, перечислены результаты и подведены итоги данной магистерской диссертационной работы.

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The purpose of this study was to explore the experiences of elite golf players in transitioning from active professional athletes to post-sports life. All participants in the study were male, playing at one of the two highest national levels in Sweden, either the Future Series or the Moregolf Mastercard Tour. Eight participants were recruited for the study with the requirement that they had played for at least three years at one of these top national levels, and that no more than three years had passed since they ended their careers. The study employed a semi-structured interview guide, developed based on theoretical frameworks, to conduct in-depth interviews with each participant. The information collected from the interviews was analyzed using thematic analysis to identify various themes and patterns, which then formed the results of the study. The results indicated that all participants experienced some form of challenge during their career transition from being active elite athletes to post-sport life. One of the biggest challenges among the participants was uncertainty about the future and what to do after ending their sports careers. Participants found that support from their families was a crucial resource during the end of their careers. Those who had combined sports with studies or work, dual careers, during their active sports careers found that this facilitated their transition. In terms of managing career ending, the majority of the participants highlighted the importance of having a plan B for life after sports. Participants who had not planned for life after sports were worried about their future. However, all but one of the participants began working or studying relatively soon after ending their careers, primarily driven by their own desire to pursue new goals and challenges. / Syftet med studien var att studera elitidrottande golfspelares upplevelser av karriärövergången från aktiv elitidrottare till livet efter idrotten. Samtliga deltagare i studien var herrar som spelat på någon av de två högsta nationella nivåerna i Sverige, Future Series eller Moregolf Mastercard Tour. Åtta deltagare rekryterades till studien, inkluderingskriterierna var att deltagarna skulle spelat minst tre år på någon av de två högsta nationella nivåerna samt att det maximalt fick vara tre år sedan deltagarna avslutat karriären. Studien använde sig av en semistrukturerad intervjuguide konstruerad utifrån de teoretiska ramverken för att genomföra djupgående intervjuer med varje deltagare. Materialet från intervjuerna analyserades med tematisk analys. Resultatet visade tre huvudteman; upplevda utmaningar vid karriäravslut, resurser vid karriäravslut och olika hantering av karriäravslut. En av de största utmaningarna bland deltagarna var osäkerhet om framtiden och vad man ska göra efter idrottskarriären. Deltagarna upplevde bland annat att stödet från familjen var en viktig resurs under karriäravslutet och de deltagare som under den aktiva idrottskarriären kombinerat idrotten med studier eller arbete, upplevde det som en resurs vid karriäravslut. Gällande hantering av karriäravslutet belyste majoriteten av deltagarna vikten av att ha en plan b för livet efter idrotten. De deltagare som inte hade planerat för livet efter idrotten var oroliga över hur det skulle gå för dem. Däremot började alla deltagare förutom en att arbeta eller studera relativt snabbt efter karriäravslutet och en stor anledning till det var framför allt deltagarnas egna driv att sträva efter nya mål och utmaningar.

Syftet med studien är att undersöka upplevelsen av att leva och hantera livet som professionell fotbollsspelare. Det vill säga att studien fokuserade på deltagarnas upplevelser om hur de var att spela fotboll på en professionell nivå och hur de upplevde krav, barriärer, resurser och copingstrategier som påverkade dem både inom fotbollen och i det vardagliga livet utanför deras fotbollskarriär. I studien deltog det nio intervjupersoner där samtliga var män mellan åldrarna 20–32 år (M=26,0, SD=3,20), dessa deltagare befann sig i optimeringsfasen (Wylleman, 2019). Studien har använt sig av en semistrukturerad intervjuguide som har haft sin grund i två modeller, den holistiska karriärsutvecklingsmodellen (Wylleman, 2019) samt Stambulova (2003) karriärövergångsmodellen.             I studiens resultat framkommer det att de krav fotbollsspelarna upplever mest är finansiella krav, där de upplever att de inte kan leva på fotbollen och de behöver ett jobb vid sidan av fotbollen. Den största barriären deltagarna upplevde var främst sociala barriärer eftersom fotbollen tar upp mycket av deras tid, så att deras sociala liv blir lidande. Socialt stöd från vänner,familj, tränare och partner var de största resurserna för deltagarna, de upplevde att stödet från deras närmaste hjälpte dem mycket i deras karriär inom fotbollen samt utanför. De copingstrategier som deltagarna använde sig främst var de sociala copingstrategierna som att gå och prata med någon professionell eller med familj,vänner, tränare eller partner. / The purpose of the study was to investigate the experience of living and managing life as a professional football player. That will say the studies focus is on the participants` experiences of what it is to play football on a professional level and how they experience the demands, barriers, resources and coping strategies that affect them, both in football and in everyday life outside their football career. In the study nine interviewees participated and they were all men between the ages 20-32 years (M= 26.0, SD= 3.20), these participants were in the mastery phase (Wylleman, 2019). The study used a semi-structured interview guide that has been based on two models, the holistic career development model (Wylleman, 2019) and Stambulova (2003) Career transition model.                                 The results of the study show that the demand that football players experience the most are financial demands, where they feel that they can not live on football and need a job alongside. The biggest barrier the participants experienced was mainly social barriers because football takes up a lot of their time, so their social life suffers. Social support from friends, family, coaches and partners was the participants biggest resource, they felt that the support from their loved ones helped them a lot in their careers in football and outside. The coping strategies that the participants used mainly were the social coping strategies such as going to talk to someone professional or with family, friends, coaches or partners.

Student performance in Mathematics and Science education is a source of concern for education authorities in South Africa. This was supported by the latest TIMSS results which were released in December 2004. As in the previous studies, TIMSS and TIMSS-R, South African learners were again outperformed by the learners of all other participating countries (Reddy, 2004). To ensure learner achievement in mathematics and science, we need committed, qualified and experienced teachers in these subjects. In this study a holistic professional development (HPD) model was constructed, tested and evaluated using practicing Grade 10 - 12 teachers. The model developed teachers' content knowledge, teaching approaches and professional attitudes simultaneously. After analysis of the model we found that improving teachers' content knowledge builds their confidence in teaching their subject. This in turn motivates teachers to perform better in their jobs: they come to class better prepared, eager to do a job they know they are good at, no more coming late, no more plodding through uninspiring one-way lessons. They are turned into better professionals with a positive work ethic. Their improved classroom practices lead to higher enrolments of science learners and improved learner achievement, the crown of successful science teaching. The HPD model was developed in three phases. In the first phase baseline information was obtained to determine problems that exist with the teachers' content knowledge, teaching approaches and professional attitudes. After data analysis it was found that all three of these dimensions needed development. In the second phase the initial development of the HPD model took place. An intervention programme was structured and the effect of the programme on the teachers' content knowledge, teaching approaches and professional attitudes were analysed. Successful elements of the initial model were extracted and developed further, in addition new elements were added. In the third phase the HPD model was developed further. Analysis of the data showed the following effect on the teachers: they were extricated from a vicious cycle where poor content knowledge leads to lack of confidence which caused unwillingness to spend time on task (poor professional attitudes, ineffective teaching approaches). Instead they became part of a virtuous circle where improved content knowledge leads to increased confidence, enjoyment and a willingness to spend more time on task (better professional attitudes and effective teaching approaches). The HPD model was evaluated using international benchmarks, such as the Standards for Professional Development of the National Research Council of New York, USA. Recommendations and possibilities for future research are discussed. / Mathematical Sciences / D.Phil.(Mathematics, Science and Technology Education - Physics Education)

The poor performance by South African pupils in The Third International Mathematics and Science Study highlighted the importance of and need for Continuing Professional Development (CPD) for South African mathematics teachers. For these teachers, the sudden, rapid and dramatic advent of the World Wide Web (WWW) and its communication conduit, the Internet, with its multimedia capabilities, interactive tools and telecommunication facilities, seems full of potential as a catalyst for significant and sustained online CPD activities. However, the Internet's usefulness for mathematics and spontaneous mathematical interaction is severely limited. Against this background, the motivation for this study was born out of two beliefs - a belief that context needs to be considered in online endeavours, particularly given the disparities that exist between disadvantaged and advantaged teachers in the South African context; and the belief that a bottoms-up approach to community formation allows space for a self-organizing system whose continual health and functioning is dependent upon local ownership and member identification. Having developed a mathematics-friendly online forum environment (ODEM) that allows teachers to include mathematical expressions in their posts, this study investigated the personal and situational tensions impacting on the use and value of this appropriate forum environment as a reflective tool in pursuit of CPD. Two groups of disadvantaged and advantaged mathematics teachers were separately provided with Personal Computers and home Internet access, thereby creating opportunities for reflection, communication with colleagues and the exchange of knowledge and ideas. Little evidence of community growth was found, while disadvantaged teachers faced more tensions than advantaged teachers in using the ODEM. Despite these differences, both groups' tensions pointed to their real (and thus forum) needs not being addressed. These forum needs are related to issues arising from their practice and the need for a channel of communication to a Subject Advisor that should actively manage these needs. A vertical relationship with the Subject Advisor is preferred over collegial interaction, over the needs to include expressions in their posts, or to reflect on their practice. Until teachers' needs are resolved, the ODEM is thus perceived to have potential value. The results furthermore informed a model that can be used by a Subject Advisor to determine teachers' tensions and needs in context, thereby ensuring appropriate online CPD strategies. / Mathematics, Science and Technology-Education / Ph. D. (Mathematics, Science and Technology-Education)

Dans un contexte de mondialisation, les frontières géographiques et politiques se font de plus en plus diffuses et donnent lieu à un mélange des cultures tant au niveau local qu'international. Ce pluralisme culturel observé dans la population se transpose dans les milieux de soins, amenant son lot d'enjeux et de défis pour la pratique et la formation infirmière. Le développement de la compétence culturelle chez les professionnels de la santé est considéré comme l'une des solutions favorisant la qualité et l'équité dans les soins en contexte de diversité culturelle. La compétence culturelle fait l'objet de nombreux articles scientifiques en sciences infirmières, mais bon nombre d'entre eux sont issus d'une perspective essentialiste. À notre connaissance, aucune étude ne permet de représenter la trajectoire de développement de cette compétence sur un continuum intégrant des apprentissages réalisés à la fois chez des étudiantes et des infirmières selon une perspective constructiviste. Cette étude vise donc à formuler une proposition théorique constructiviste du développement de la compétence culturelle infirmière. L'approche de théorisation ancrée de Corbin et Strauss (2008) a permis de documenter le processus de développement de la compétence culturelle chez des infirmières et des étudiantes dans un Centre de santé et de services sociaux desservant une population qui présente une grande diversité culturelle. Une stratégie d'échantillonnage intentionnel a permis de recruter des infirmières identifiées par leurs pairs comme étant expertes du domaine des soins en contexte de diversité culturelle, des infirmières se disant intéressées par une pratique culturellement compétente et des étudiantes en dernière année d'un programme de baccalauréat en sciences infirmières. Un total de 24 participantes, dont 13 infirmières et 11 étudiantes ont pris part à cette étude. Un questionnaire sociodémographique, des périodes d'observation participante et des entrevues semi-structurées ont servi d'outils de collecte des données. La catégorie centrale « apprendre à réunir les différentes réalités afin d'offrir des soins efficaces en contexte de diversité culturelle » a été construite à partir d'une analyse inductive des données. Cette catégorie centrale se divise en trois sous-catégories : « construire la relation avec l'autre », « sortir du cadre habituel de pratique » et « réinventer sa pratique dans l'action ». La proposition théorique formulée présente l'évolution concomitante de ces trois sous-catégories en trois niveaux de développement de la compétence culturelle infirmière : « s'ouvrir aux différentes réalités entourant la pratique en contexte de diversité culturelle », « mettre à l'épreuve sa pratique » et « réunir les différentes réalités de la pratique en contexte de diversité culturelle de façon intégrée ». La proposition théorique constructiviste est ancrée dans les données empiriques, circonscrit des étapes de développement interreliées et met en contexte les apprentissages du début du développement de la compétence culturelle à l'expertise. Les éléments contextuels précisés suggèrent l'ajout des dimensions sociales et politiques dans la définition du concept de compétence culturelle. Les deux principales contributions théoriques de cette étude soulignent que l'interaction entre l'infirmière et l'environnement de même que l'expérience clinique sont constitutifs du développement de cette compétence. Les retombées de cette recherche se situent non seulement en formation, mais aussi dans la pratique, la gestion et la recherche en sciences infirmières. / In a context of globalization, political and geographical barriers are more diffuse and involve a blend of cultures both locally and internationally. This cultural pluralism, also observed in health care settings, creates issues and challenges for nursing practice and education. The development of cultural competence among health care professionals is considered an essential condition to promote quality and equity in health care. In nursing science, cultural competence is generally treated from an essentialist perspective. To our knowledge, there have been no published studies to date of the processes involved in the development of cultural competence among nurses and students nurses that are embedded in a constructivist approach. The purpose of this study is to develop a constructivist theoretical proposition pertaining to the development of cultural competence in nursing from a constructivist perspective. A grounded theory design (Corbin & Strauss 2008) was implemented to study the developmental process of cultural competence among nurses and student nurses in a health care and social service center situated in a culturally diverse setting. A purposive sampling strategy allowed to recruit nurses recognized by their peers as having a high level of proficiency in cultural competence, as well as nurses that were preoccupied by culturally competent practice and senior undergraduate level students. A total of 24 study participants includes 13 nurses and 11 students. Data collection proceeded via a sociodemographic questionnaire, participant observation and semi-structured interviews. The central category dlearning to combine different realities to provide effective care in a context of cultural diversitye was constructed using an inductive qualitative data analysis process. This central category is divided in three subcategories : dbuilding the relation with the othere, dgoing beyond the usual course of practicee and dreinventing its practice through actione. The resulting theoretical proposition describes the concomitant evolution of these three categories into three developmental levels of cultural competence: "opening to different realities of practice in the context of cultural diversity", "challenging one's practice" and "bringing together different realities of practice in the context of cultural diversity in an integrated mannere. The resulting theoretical proposition reflects a constructivist perspective, is grounded in empirical data, delineates inter-related developmental stages of cultural competence, from initiation to expertise, and situates learning in context. These contextual elements suggest the addition of social and political dimensions to the conceptual definition of cultural competence. The main theoretical contributions of this study are two fold. First, the interaction between nurses and their environment and, second, clinical experience, both contribute significantly to the development of cultural competence. The outcomes of this study are relevant not only for nursing education but also for nursing practice, management, and research.

Dans un contexte de mondialisation, les frontières géographiques et politiques se font de plus en plus diffuses et donnent lieu à un mélange des cultures tant au niveau local qu'international. Ce pluralisme culturel observé dans la population se transpose dans les milieux de soins, amenant son lot d'enjeux et de défis pour la pratique et la formation infirmière. Le développement de la compétence culturelle chez les professionnels de la santé est considéré comme l'une des solutions favorisant la qualité et l'équité dans les soins en contexte de diversité culturelle. La compétence culturelle fait l'objet de nombreux articles scientifiques en sciences infirmières, mais bon nombre d'entre eux sont issus d'une perspective essentialiste. À notre connaissance, aucune étude ne permet de représenter la trajectoire de développement de cette compétence sur un continuum intégrant des apprentissages réalisés à la fois chez des étudiantes et des infirmières selon une perspective constructiviste. Cette étude vise donc à formuler une proposition théorique constructiviste du développement de la compétence culturelle infirmière. L'approche de théorisation ancrée de Corbin et Strauss (2008) a permis de documenter le processus de développement de la compétence culturelle chez des infirmières et des étudiantes dans un Centre de santé et de services sociaux desservant une population qui présente une grande diversité culturelle. Une stratégie d'échantillonnage intentionnel a permis de recruter des infirmières identifiées par leurs pairs comme étant expertes du domaine des soins en contexte de diversité culturelle, des infirmières se disant intéressées par une pratique culturellement compétente et des étudiantes en dernière année d'un programme de baccalauréat en sciences infirmières. Un total de 24 participantes, dont 13 infirmières et 11 étudiantes ont pris part à cette étude. Un questionnaire sociodémographique, des périodes d'observation participante et des entrevues semi-structurées ont servi d'outils de collecte des données. La catégorie centrale « apprendre à réunir les différentes réalités afin d'offrir des soins efficaces en contexte de diversité culturelle » a été construite à partir d'une analyse inductive des données. Cette catégorie centrale se divise en trois sous-catégories : « construire la relation avec l'autre », « sortir du cadre habituel de pratique » et « réinventer sa pratique dans l'action ». La proposition théorique formulée présente l'évolution concomitante de ces trois sous-catégories en trois niveaux de développement de la compétence culturelle infirmière : « s'ouvrir aux différentes réalités entourant la pratique en contexte de diversité culturelle », « mettre à l'épreuve sa pratique » et « réunir les différentes réalités de la pratique en contexte de diversité culturelle de façon intégrée ». La proposition théorique constructiviste est ancrée dans les données empiriques, circonscrit des étapes de développement interreliées et met en contexte les apprentissages du début du développement de la compétence culturelle à l'expertise. Les éléments contextuels précisés suggèrent l'ajout des dimensions sociales et politiques dans la définition du concept de compétence culturelle. Les deux principales contributions théoriques de cette étude soulignent que l'interaction entre l'infirmière et l'environnement de même que l'expérience clinique sont constitutifs du développement de cette compétence. Les retombées de cette recherche se situent non seulement en formation, mais aussi dans la pratique, la gestion et la recherche en sciences infirmières. / In a context of globalization, political and geographical barriers are more diffuse and involve a blend of cultures both locally and internationally. This cultural pluralism, also observed in health care settings, creates issues and challenges for nursing practice and education. The development of cultural competence among health care professionals is considered an essential condition to promote quality and equity in health care. In nursing science, cultural competence is generally treated from an essentialist perspective. To our knowledge, there have been no published studies to date of the processes involved in the development of cultural competence among nurses and students nurses that are embedded in a constructivist approach. The purpose of this study is to develop a constructivist theoretical proposition pertaining to the development of cultural competence in nursing from a constructivist perspective. A grounded theory design (Corbin & Strauss 2008) was implemented to study the developmental process of cultural competence among nurses and student nurses in a health care and social service center situated in a culturally diverse setting. A purposive sampling strategy allowed to recruit nurses recognized by their peers as having a high level of proficiency in cultural competence, as well as nurses that were preoccupied by culturally competent practice and senior undergraduate level students. A total of 24 study participants includes 13 nurses and 11 students. Data collection proceeded via a sociodemographic questionnaire, participant observation and semi-structured interviews. The central category dlearning to combine different realities to provide effective care in a context of cultural diversitye was constructed using an inductive qualitative data analysis process. This central category is divided in three subcategories : dbuilding the relation with the othere, dgoing beyond the usual course of practicee and dreinventing its practice through actione. The resulting theoretical proposition describes the concomitant evolution of these three categories into three developmental levels of cultural competence: "opening to different realities of practice in the context of cultural diversity", "challenging one's practice" and "bringing together different realities of practice in the context of cultural diversity in an integrated mannere. The resulting theoretical proposition reflects a constructivist perspective, is grounded in empirical data, delineates inter-related developmental stages of cultural competence, from initiation to expertise, and situates learning in context. These contextual elements suggest the addition of social and political dimensions to the conceptual definition of cultural competence. The main theoretical contributions of this study are two fold. First, the interaction between nurses and their environment and, second, clinical experience, both contribute significantly to the development of cultural competence. The outcomes of this study are relevant not only for nursing education but also for nursing practice, management, and research.

Student performance in Mathematics and Science education is a source of concern for education authorities in South Africa. This was supported by the latest TIMSS results which were released in December 2004. As in the previous studies, TIMSS and TIMSS-R, South African learners were again outperformed by the learners of all other participating countries (Reddy, 2004). To ensure learner achievement in mathematics and science, we need committed, qualified and experienced teachers in these subjects. In this study a holistic professional development (HPD) model was constructed, tested and evaluated using practicing Grade 10 - 12 teachers. The model developed teachers' content knowledge, teaching approaches and professional attitudes simultaneously. After analysis of the model we found that improving teachers' content knowledge builds their confidence in teaching their subject. This in turn motivates teachers to perform better in their jobs: they come to class better prepared, eager to do a job they know they are good at, no more coming late, no more plodding through uninspiring one-way lessons. They are turned into better professionals with a positive work ethic. Their improved classroom practices lead to higher enrolments of science learners and improved learner achievement, the crown of successful science teaching. The HPD model was developed in three phases. In the first phase baseline information was obtained to determine problems that exist with the teachers' content knowledge, teaching approaches and professional attitudes. After data analysis it was found that all three of these dimensions needed development. In the second phase the initial development of the HPD model took place. An intervention programme was structured and the effect of the programme on the teachers' content knowledge, teaching approaches and professional attitudes were analysed. Successful elements of the initial model were extracted and developed further, in addition new elements were added. In the third phase the HPD model was developed further. Analysis of the data showed the following effect on the teachers: they were extricated from a vicious cycle where poor content knowledge leads to lack of confidence which caused unwillingness to spend time on task (poor professional attitudes, ineffective teaching approaches). Instead they became part of a virtuous circle where improved content knowledge leads to increased confidence, enjoyment and a willingness to spend more time on task (better professional attitudes and effective teaching approaches). The HPD model was evaluated using international benchmarks, such as the Standards for Professional Development of the National Research Council of New York, USA. Recommendations and possibilities for future research are discussed. / Mathematical Sciences / D.Phil.(Mathematics, Science and Technology Education - Physics Education)

The poor performance by South African pupils in The Third International Mathematics and Science Study highlighted the importance of and need for Continuing Professional Development (CPD) for South African mathematics teachers. For these teachers, the sudden, rapid and dramatic advent of the World Wide Web (WWW) and its communication conduit, the Internet, with its multimedia capabilities, interactive tools and telecommunication facilities, seems full of potential as a catalyst for significant and sustained online CPD activities. However, the Internet's usefulness for mathematics and spontaneous mathematical interaction is severely limited. Against this background, the motivation for this study was born out of two beliefs - a belief that context needs to be considered in online endeavours, particularly given the disparities that exist between disadvantaged and advantaged teachers in the South African context; and the belief that a bottoms-up approach to community formation allows space for a self-organizing system whose continual health and functioning is dependent upon local ownership and member identification. Having developed a mathematics-friendly online forum environment (ODEM) that allows teachers to include mathematical expressions in their posts, this study investigated the personal and situational tensions impacting on the use and value of this appropriate forum environment as a reflective tool in pursuit of CPD. Two groups of disadvantaged and advantaged mathematics teachers were separately provided with Personal Computers and home Internet access, thereby creating opportunities for reflection, communication with colleagues and the exchange of knowledge and ideas. Little evidence of community growth was found, while disadvantaged teachers faced more tensions than advantaged teachers in using the ODEM. Despite these differences, both groups' tensions pointed to their real (and thus forum) needs not being addressed. These forum needs are related to issues arising from their practice and the need for a channel of communication to a Subject Advisor that should actively manage these needs. A vertical relationship with the Subject Advisor is preferred over collegial interaction, over the needs to include expressions in their posts, or to reflect on their practice. Until teachers' needs are resolved, the ODEM is thus perceived to have potential value. The results furthermore informed a model that can be used by a Subject Advisor to determine teachers' tensions and needs in context, thereby ensuring appropriate online CPD strategies. / Mathematics, Science and Technology-Education / Ph. D. (Mathematics, Science and Technology-Education)