In recent years government reform has focused on the expectations of practice for professionals in the education sector. In the last three years alone, revised standards have been published for Headteachers and Teachers. But what model of professionalism do these standards seek to promote? The focus of the work which follows is concerned with analysing the language used within such policies in order to evaluate whether conceptualisations of professionalism are altered over time, by charting the development of policy from 2004 to 2015 for the Headteachers’ standards and from 2007 to 2012 for the Teachers’ standards. In exploring the language of the standards, the author will also consider the nature of professionalism and discuss whether any conceptualisation can ever be articulated which can produce certainty and consensus of understanding.

In July 2013 the British Government unveiled its Future Reserves 2020 (FR20) policy, which aimed to radically change the role and function of the Army Reserve by making it both more capable and more deployable. One of the policy’s central organising principles was its focus on outsourcing military logistics capability previously held in the regular army to reserve forces in order to save costs. Reserve logistics transformation was therefore deemed central to the success of FR20. This thesis examines the origins, evolution and impact of FR20 as an attempt to organisationally transform the British Army Reserve’s logistics forces. In first detailing the historical, political and conceptual origins of FR20, it argues that reserve transformations rarely succeed in the manner envisaged; that the intensely political origins of FR20 have shaped the policy during each step of its development; and that the radical change in the delivery of military logistics since 2000 which underpins FR20’s emphasis on logistics is best understood through a post-Fordist analytical framework. Examining the impact of FR20 at the reserve sub-unit level, it argues that many units will struggle to deliver the capability required of them, but in other areas, such as integration with the regulars and increased professional opportunities, FR20 is succeeding. Quantitative evidence is presented to support these arguments. It then details how reserve logistics cohesion is different from that of regular combat forces, and shows how such inherent micro-level organisational factors can influence transformation. Finally, the wider implications of FR20 as a transformative attempt are discussed. This thesis’s central argument is that the political origins of FR20 within Parliament, and the Army Reserves’ organisational nature, have undermined the policy’s ability to deliver the key military capabilities it envisaged of reserves logistics units. However, in some important cultural/normative aspects, FR20 is slowly transforming the reserves. To date, FR20 has therefore been a ‘partial transformation’. In making this argument, this study contributes to the literature on the British Army Reserves, and military logistics, cohesion and transformation.

Promotion to partner has always been a future goal for auditors, still becoming a partner is not an easy task, and it has many requirements, and since the audit profession is a sensitive profession and it concern everyone in the society, and since partners are the most important capital that audit firms have, so that is why we thought it is very important to investigate how this position can be reached?This research has a qualitative methodology and has interviews and internal documents as research strategy. The research consist of 7 interviews varied between authorized auditors who are still working in auditing firms or left it before becoming partners, partners and HR, the interviews were performed personally via phone or face to face.The findings are based on semi structured interviews and internal documents. There is significant effect between profitability and promotion to partner beside many more aspects such as Reputation, personal characteristics, promotion systems, personal branding, overtime, industry specialized, education and gender, but being profitable was the most important one.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-06-30T14:09:51Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) VERSÃO DIGITAL CORRIGIDA DA TESE.EDNALDO F. GOMES.pdf: 3801406 bytes, checksum: 522ddc4cd3053c4974d44c496380e14c (MD5) / Made available in DSpace on 2016-06-30T14:09:51Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) VERSÃO DIGITAL CORRIGIDA DA TESE.EDNALDO F. GOMES.pdf: 3801406 bytes, checksum: 522ddc4cd3053c4974d44c496380e14c (MD5) Previous issue date: 2015-02-27 / Este estudo teve como objetivo compreender a prática docente do tutor em EAD, a partir da constituição de sua profissionalidade e dos saberes necessários ao exercício da tutoria. Nossos objetivos específicos foram: inventariar o conceito de tutoria com base nos documentos reguladores EAD/UAB e na literatura de área; comparar o discurso e a prática do professor-tutor e o(s) conceito(s) formalizado(s) nos documentos oficiais referentes a EAD; identificar os descritores da profissionalidade do professor atuante na EAD e os saberes necessários ao exercício docente na EAD. Do ponto de vista metodológico, realizamos entrevista semiestruturada e sessões de grupo focal o que nos permitiu constituir espaço de coleta de informações e depoimentos suficientes, cujos conteúdos foram objeto de análise, conjuntamente com os documentos legais selecionados. As análises conjuntamente com as leituras depreendidas revelaram que há um modelo de tutoria concebido pelo Sistema UAB e replicado pelas IPES que serve de referência aos editais de seleção e igualmente identificável ao se traçar um perfil desses profissionais. A docência na EAD reconfigura-se em um trabalho em equipe que requer de seus partícipes diferentes níveis de elaboração e complexidade de suas práticas. No caso do professor tutor são necessárias à sua atuação o exercício de competências técnicas, pedagógicas, socioafetivas e gerenciais amplamente utilizadas em situações de ensino-aprendizagem no contato com os alunos no AVA. A determinação de que esse professor é o responsável pela mediação pedagógica, ao tempo em que atribui uma feição docente ao trabalho desenvolvido, encarcera-o em uma condição de desprestígio profissional ao negligenciar sua formação acadêmica e experiência profissional como suficientes ao desempenho de outras atividades da docência, que nesse caso, ficam a critério de outros membros da equipe de trabalho, deixando a responsabilidade do ensino como uma atividade de segunda grandeza. Os documentos que regem a EAD deixam evidente que o professor tutor é o profissional para atuar exclusivamente com o ensino, responsável em operacionalizar as aulas, executar as atividades, mas incapaz de pensar pedagogicamente sobre o curso que atua. Nesse aspecto, o professor tutor atua em uma situação de semi-institucionalização extrema em relação aos demais perfis de atuação UAB porque ainda que desenvolva a mesma carga horária dos demais partícipes e tenham formação acadêmica bem próximas, o mesmo recebe o menor dos valores de bolsa disponíveis a EAD. Todavia, no contato com os alunos esse professor em pleno exercício de mediação pedagógica mobiliza sistematicamente os conhecimentos específicos de sua formação, de modo a contribuir afirmativamente para a apropriação de conhecimentos, sendo esse o nicho que nos permite afirmar que o professor tutor é um profissional em construção por preencher somente parcialmente os critérios distintivos para considera-lo como um profissional, faltando-lhe o reconhecimento de sua competência investigativa, o recebimento de proventos e instrumentos reguladores elaborados e geridos por ele mesmo. / This study aimed to understand the teaching practice of the E-Learning tutor, from the constitution of their professionalism and knowledge necessary for the exercise of tutoring. Our specific objectives were: to catalogue the concept of tutoring on the basis of regulatory documents E-Learning/UAB and in the field of literature; to compare the practice of teacher-tutor and the concept(s) formalized in official documents relating to E-Learning; to identify the descriptors of the professionalism of the acting teacher in E-Learning and knowledge necessary for teaching practice in E-Learning. From a methodological point of view, we have conducted a semi-structured interview and we have also made focus group sessions which allowed us to provide an information gathering space, as well as enough testimonials, whose contents have been reviewed, together with the selected legal documents. The analyzes together with the readings revealed that there is a tutoring model designed by the UAB System and replicated by IPES wich can be used as a reference to selection edicts and also identifiable when drawing a profile of these professionals. We understand that teaching in E-Learning reconfigures itself in a teamwork that requires from its participants different levels of development and complexity of their practices. For a teacher-tutor the following abilities are essencial in their performance: exercise of technical, pedagogical, social-affective and managerial competences which are widely used in teaching-learning situations when in contact with students in the Virtual Learning Environment. The determination which states that this teacher is responsible for teaching mediation imputes him/her a teaching feature to the developed work. Such determination imprisons him/her in a professional debasement condition by neglecting his/her academic background and professional experience as sufficient for the performance of other teaching activities which, in this case, are at the discretion of other members of the workteam, so the responsibility of teaching is set as an activity of the second magnitude. The governing documents the E-Learning make it clear that the teacher-tutor is the right professional to work exclusively with teaching. He/She is responsible for operationalizing the classes, performing the activities, but unable to think pedagogically about the course he/she works at. In this respect the teacher-tutor acts in a situation of extreme semi-institutionalization compared to the other UAB performance profiles because even if they develop the same workload of the other participants and they have very close academic training, he/her receives the lowest teaching fellowship available in E-Learning. However, through contact with students, this teacher in complete pedagogical mediation exercise mobilizes systematically the expertise from his/her academic background, contributing positively to the appropriation of knowledge, which is the place which allows us to state that the tutor is a professional under construction due to fill only half of the distinguishing criteria to consider him/her as a professional, lacking of recognition of his/her investigative skills, as well as receiving proceeds and regulatory instruments elaborated and managed by him/herself.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-07-01T11:10:33Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO versão final Depósito Biblioteca BDTD Maria Angélica da Silva PPGEduC UFPE CAA.pdf: 4605419 bytes, checksum: 161a97c14b9f703257b00d4fa5a9356e (MD5) / Made available in DSpace on 2016-07-01T11:10:33Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO versão final Depósito Biblioteca BDTD Maria Angélica da Silva PPGEduC UFPE CAA.pdf: 4605419 bytes, checksum: 161a97c14b9f703257b00d4fa5a9356e (MD5) Previous issue date: 2015-09-17 / CAPEs / A identidade investigativa desta pesquisa ancora-se nas contribuições do componente curricular da didática para o desenvolvimento da profissionalidade docente de estudantes-professores (as) do curso de Pedagogia em três IES do agreste pernambucano. Para tanto, teve como objetivos específicos identificar, nos PPC‘s e nas ementas os discursos que tratam dos conhecimentos constituintes da profissionalidade docente; identificar, nos discursos dos (as) estudantes-professores (as), quais discussões promovidas pelo componente auxiliam na construção da profissionalidade e identificar os sentidos que emergem dos discursos dos estudantes-professores em relação à contribuição do componente curricular da Didática para a construção da sua profissionalidade. Nessa direção, ancoramo-nos nas discussões de Pimenta e Anastasiou (2002), Pimenta (2002, 2011, 2012, 2013) e Libâneo (2002, 2012, 2013) que versam sobre as contribuições da Didática no desenvolvimento profissional dos professores, dialogando com Farias (2011), Lins (2011) e Azzi (2012) na direção dos saberes-fazeres construídos a partir do espaço de práxis promovido pelas discussões da Didática. Articuladas a estas discussões teóricas, estabelecemos diálogos com as produções discursivas da ANPED, do ENDIPE e do EPENN, às quais se delinearam, também, como nosso dispositivo teórico-analítico. Nesse sentido, a dinâmica desta pesquisa corresponde a um movimento discursivo, sob a luz teórico-metodológica da Análise do Discurso (ORLANDI, 2010), pois, a partir dela pudemos compreender os discursos inscritos nas formações político-ideológicas das quais emergem, promovendo uma compreensão do dito, do não-dito e do silenciado na construção dos sentidos. Sendo assim, nosso percurso metodológico perpassou a aplicação do questionário sócio profissional, que nos possibilitou o recorte dos nossos sujeitos, seguido por entrevistas semiestruturadas que nos permitiram o acesso aos discursos dos (as) seis estudantes-professores (as) das três IES campo de pesquisa, articuladas aos discursos curriculares expressos nos PPC‘s de Pedagogia e nas ementas da Didática dos respectivos cursos-Ies. A partir dos discursos destes grupos – ementas, PPC‘s e estudantes-professores (as) - e da rede discursiva que permeia esta pesquisa, identificamos saberes-fazeres que mobilizam profissionalidades nas dimensões da pesquisa, da reflexão, da política, da organização, da contextualização e das questões técnico-didático-pedagógicas que envolvem a prática docente nos processos de ensino-aprendizagem. Nessa direção, as contribuições da Didática se referem à possibilidade da mesma se constituir enquanto espaço de socialização dos saberes-fazeres existentes, buscando também problematizar a realidade como mecanismo de formação de uma intelectualidade profissional docente, autônoma e critica, na construção de novas profissionalidades. / The investigative identity of this research is based upon the contributions of the curricular component of didactic to the development of teaching professionalism of student-teacher in the Pedagogy course of three Institutions of Higher Education (IHE) in the Agreste region of Pernambuco. So, it had as especific objectives to identify, in the Pedagogical Project of the Course (PPC) and the course structures the discourses that deal with the knowledge that constitutes the teaching professionalism; to identify, in the discourses of student-teacher, which discussions promoted by the component help in the construction of professionalism and to identify the meanings that rise from the discourses of the students-teachers related to the contribution of the curricular component of Didactic to the construction of their professionalism. In this direction, we are based upon the discussions of Pimenta and Anastasiou (2002), Pimenta (2002, 2011, 2012, 2013) and Libâneo (2002, 2012, 2013) that deal on the contributions of Didactic in professional development of teachers, dialoguing with Farias (2011), Lins (2011) and Azzi (2012) on the direction of the knowing-doing built from the space of the praxis promoted by the discussions of Didactic. Articulated to these theoretical discussions, we stablish dialogues with the discoursive productions of the ANPED, the ENDIPE and the EPENN, to which outlined, also, as our theoretical-analytical device. In this sense, the dynamic of this research corresponds to a discoursive movement, under the theoretical-metodological light of the Discourse Analysis (ORLANDI, 2010), for, starting from it we could comprehend the discourses inscribed in the political-ideological formations from which they emerge, promoting a comprehension of the said, the non-said and the silenced in the construction of meanings. Therefore, our methodological route crossed the aplication of the social professinal questionnaire, which allowed the highlighting of our subjects, followed by semistructured interviews that allowed us access to the discourses of six students-teachers from the three IHE of the research field, articulated with the curricular discourses expressed in the PPC of Pedagogy and the Didactic structures from the respective courses-IHE. From the discourses of these groups – structures, PPC's and students-teachers – and the discoursive network that permeates this research, we identified the knowing-doing that mobilize the professionalism in the dimensions of the research, the reflexion, the politic, the organization, the contextualization and the technical-didactical-pedagogical questions that involve the teaching practice in the processes of teaching-learning. In this direction, the contributions of the Didactic refer to the possibility of it constituting as a space of socialization of the existent knowing-doing, searching also to problematize the reality as a formation mechanism of a professional teaching intelectuality, autonomous and critical, in the construction of new professionalism.

No description available.

Background: The auditing profession is in constant change and marketing activities such as advertising has gone from being prohibited to become a legal activity within the profession. The Swedish auditing profession has for a long time been protected by laws and regulations. With the increased use of marketing activities in the profession, researchers claim that the profession has shifted from professionalism to commercialism. Research has argued the positive and negative outcomes of increased marketing activities within the profession where the auditors have had mixed perceptions regarding this increase. Purpose: The purpose of this thesis was to examine Swedish auditors' perceptions toward the shift from professionalism toward commercialism within the auditing profession. Method: By using a qualitative research methodology six (6) semi-structured interviews with active auditors in Sweden were conducted. In-depth empirics were collected where an inductive approach was adopted to approach the data collected. Conclusion: Seven themes of perceptions were identified: (1) Marketing as a tool in a more competitive market, (2) Marketing should be used for brand awareness, (3) Marketing is not my responsibility, (4) Auditing is a trust profession, (5) The most important marketing tool is the word of mouth, (6) Seeing clients is not marketing, and (7) Marketing activities do not affect the professionalism. It was found that marketing activities had been perceived to become more positively accepted overtime where the auditors implied that duality between professionalism and commercialism should be applied.

Background and problem: The audit profession have developed through the history as the auditor’s associations has becoming rule-making bodies. Auditors has become an even more important function, which leads to greater responsibility and more obligations. Auditors are seen as a profession, and in exchange for them to perform their work they need to be seen to act in the public interest, being independent, act with integrity, having knowledge and competence and being dedicated to their work. It has also been seen in previous research that the professional appearance and behavior matters in the audit profession. Due to the scandals in the audit profession over time, the need for supervisory boards has increased. It is the Swedish Inspectorate of Auditors (SIA) that perform the supervision of the auditors in Sweden and ensure that existing rules and standards are being followed. In previous research of disciplinary cases issued by the SIA, it is seen that professional wrongdoings made by auditors was of importance. However, no previous research has investigated what types of professional wrongdoings auditors commits. Aim: The aim of this study is to explore what manifests unprofessionalism in the audit profession. Disciplinary cases concerning professional wrongdoings will be analyzed in order to understand how the Swedish audit profession’s supervisory body, the SIA, assesses cases that relates to unprofessional behavior. Methodology: Disciplinary cases concerning professional wrongdoings between 2006-2019 has been analyzed through a qualitative content analysis. The disciplinary cases have been sorted into categories concerning professional aspects that have emerged from previous research and auditor’s code of conduct. The result has been analyzed and compared to previous research and the frame of reference. Result and conclusions: The types of professional wrongdoings the auditors commit are Lack of independence, Shortcomings in the auditor’s own business, Lack of dedication, Not fulfilled requirements, Personal shortcomings, Not act in public interest and Lack of integrity. The types of professional wrongdoings occurred most frequently was Lack of independence, Shortcomings the auditor’s own business and Lack of dedication. Lack of independence had the highest share of the total disciplinary cases issued, while Shortcomings in the auditor’s own business seem to be the most severe one as it had the largest share of withdrawal of the auditor’s authorization or approval. Future studies: As this study only take the perspective of the SIA, it would be further interesting to see how the auditor’s perceive professionalism and what aspects they find important in order to obtain a professional role. Hence, conducting a study from the perspective of the professionals would give a more nuanced picture of what it means being a professional. In addition, it would also be interesting to investigate how the audited client’s perceive professionalism in the audit, and what aspects of professionalism they find important in order to obtain trust for the auditor.

The power of peer-to-peer teaching and learning was explored in an interviewing assignment between upper and lower classes in Human Development and Family Life Education. The freshmen and sophomores participated in a Professional Perspectives in Family Science class, whereas the juniors and seniors were completing their practicum experiences. In both classes there is a focus on professionalism and career competence. The two groups of students were pair-matched and the upperclass Practicum students interviewed the underclass Professional Perspectives students as if it were a formal graduate school admission or an employment interview. Both participants had to prepare for the mock interview by partnering with the university career development center. After the interview the upperclass participant of the pair provided feedback to the underclass student. The metacognitive learning in this task was that upperclass students had to reflect on their own performance. By being in the interviewee role, they became aware of the parameters that could be explored in more formal real-life situations, and had an opportunity to enhance their competence for future interviews.

This thesis examined the relationships between instructors and students to determine the effects of prosocial instructor behavior on the college student experience for both in-person and online learning. Study One examined instructor rapport with students and verbal and nonverbal immediacy behaviors in face-to-face classes. Students reported on how their instructor constructed the classroom climate and perceptions of their instructor’s behavior. Results indicated that students’ perceptions of instructor verbal and nonverbal immediacy behaviors were related to lower student communication apprehension with instructors; whereas perceived classroom rapport was related with higher perceptions of their instructor’s credibility and was also related with a lower likelihood for students to engage in expressive and vengeful dissent about their instructor. Study Two used an experimental design to determine which instructor behaviors led to students’ perceptions of rapport, instructor credibility, and engagement in online learning. Results indicated that participants in the high professionalism and high clarity condition perceived more rapport, higher instructor credibility, and were more likely to be engaged in the class compared to participants in the low professionalism and low clarity condition. Perceptions of professionalism, clarity, and verbal immediacy all worked together as a significant model to predict rapport, instructor credibility, and engagement. In combination, this thesis revealed that positive student outcomes are a function of both instructor behavior and the environment they create.