Leadership development is a widespread and burgeoning global enterprise, as well as a rapidly growing field of academic study. An estimated $50 billion is spent on leadership programmes annually (Kellerman, 2012) and yet, there is a large degree of confusion regarding what is known regarding optimal approaches, especially those that are tied to organisational outcomes. There is further confusion in terms of the evidence to reinforce such claims, as well as effective forms of measuring leadership, particularly after interventions. The aim of this dissertation is to address those two topics, as well as to assess the current state of literature in terms of leadership development for professionals. A novel methodology was employed called a systematic evidence analysis (SEA), which isolates multiple data sets and involves several stages and layers of analysis. This study involved three separate, but related literature reviews to generate these data sets. The first was a systematic review of leadership development for professionals in multiple domains that identified 56 studies. The second was a review of existing literature reviews on leadership development for physicians that included one non-systematic and six systematic reviews. The third was a systematic review of leadership development for physicians that included 25 studies. A validated instrument, the Medical Education Research Study Quality Instrument (MERSQI), was applied to each of the 25 aforementioned studies to critique their quality. Categories of evidence groupings were then devised based on commonalities among the included studies’ designs. The categories of evidence are: strong, good, moderate, limited, and anecdotal. Further stages of analysis involved investigating two of the conclusions from the best available studies in detail, as well as developing a prototype theoretical model of leadership development and evaluation. The results are that the overall quality of literature is quite low. None of the 25 studies qualifies as strong evidence, two are good evidence calibre, four are moderate, and the remaining 19 are either of either limited or anecdotal quality. The overall mean was in the anecdotal calibre range. Likewise, there were common flaws in the seven literature reviews that were analysed, including failing to tier the findings and conclusions according to the quality of evidence. Conclusions from the strong and moderate evidence studies include that workshops followed by videotaped simulations with expert feedback can improve observable leadership behaviour and contribute to self-awareness. Action-learning is effective in enabling participants to achieve organisational and benefit to patients/clients outcomes, among others. Leadership development has been found to lead to a variety of individual outcomes, such as increased confidence, self-efficacy, and career advancement. Further analysis revealed that Knowles’s (1984) principles of adult education is perhaps the most common educational theory applied to leadership development design. This thesis adapted and expanded his theory by adding two principles, as well as providing examples from the included studies. A second finding was explored in detail, which is the collection of factors before, during, and after interventions that facilitate or inhibit the application of leadership following programmes. These are important not only to enhance the impact of programmes, but to avoid common pitfalls that led several programmes to fail. The beginnings of a theoretical model are offered concerning the cardinal and complementary functions of different developmental activities, which can maximise their utility, especially in reference to specific programme objectives. Another product of the systematic evidence analysis is an outcomes-based prototype theoretical model of leadership design and evaluation. Finally, elements of quality research design and evaluation are presented, as is an overarching proposal to ameliorate the thin nature of the evidence in the field. The conclusions suggest that the state of the literature in the field needs to be improved. This can be done through a combination of stronger individual study and literature review research designs, better reporting, and tiered findings and conclusions based on the quality of the evidence. Outstanding specific gaps in, or extensions of, the knowledge base are included. This thesis provides a clear and transparent elucidation of what is known in terms of optimal leadership development for professionals and the evidence to reinforce it, which can potentially inform practitioners and serve as the foundation for further research. Similarly, those designing and delivering programmes can potentially use aspects of the two conclusions explored, as well as the two theoretical models, to guide their interventions. The intention is that doing so could increase the impact of programmes, as demonstrated by improved outcomes.

This study was conducted with the focus on medical and nursing education programs in the U.S. in order to learn if they include training for their students on dealing with victims of human trafficking. In order to address this goal, the survey among professors and instructors of 650 randomly selected medical and nursing education programs was conducted, where they were asked if their programs' curricula include training on recognizing victims of trafficking, as well as providing them with health care services and assistance to escape from their traffickers. The analysis of 116 received responses revealed that the majority of medical and nursing education programs do not train their students on recognizing victims of trafficking, and providing them with relevant assistance. / McAnulty College and Graduate School of Liberal Arts / Graduate Center for Social and Public Policy / MA / Dissertation

Este trabalho teve como objetivo identificar os significados que os alunos da escola de educação básica atribuem à atuação dos profissionais de saúde tanto dentro da escola, como nos serviços de saúde que eles frequentam. Trata-se de uma pesquisa qualitativa, fundamentada na abordagem histórico-cultural de Vigotski, que considera o desenvolvimento humano e a construção dos significados culturais a partir das relações sociais. A coleta de dados foi realizada em uma escola de educação básica da rede municipal de ensino do interior do estado de São Paulo. Foram realizados grupos focais com alunos matriculados da escola de educação básica. Participaram da pesquisa 13 alunos de duas turmas do 4º ano do ensino fundamental. Os dados foram transcritos analisados e realizada análise temática proposta por Braun e Clarke. Os resultados encontrados neste trabalho levaram aos seguintes temas: Profissionais da saúde e seu trabalho, Relação com profissionais da saúde, Saúde X Doença, Saúde na escola. A análise aponta que alguns profissionais de saúde são mais citados pelos alunos. As influências externas que os alunos sofreram, como suas vivências e lembranças com os profissionais de saúde, era o que mais determinava o seu olhar sobre o trabalho deles. A ideia curativista sobre o trabalho de profissionais de saúde aparece muito forte e a promoção da saúde dentro das escolas ainda é bem inexpressiva, pois poucas ocorrências foram narradas pelos alunos / This work aimed to identify the significances that the primary education school students attribute to the work of health professionals, both inside the school and in the health services they attend. It is a qualitative research, based on the historical-cultural approach of Vygotsky, which considers human development and the construction of cultural meanings from social relations. Data collection was carried out in a primary education school of the municipal education network, of the interior of São Paulo state. Focus groups were held with students enrolled in the primary education school. Thirteen students from two classes of the 4th year of elementary school participated in the study. The data were transcribed, analyzed and done thematic analysis proposed by Braun and Clarke. The results found in this study led to the following themes: Health professionals and their work, Relation with health professionals, Health X Disease, Health in school. The analysis points out that some health professionals are more cited by the students. The external influences that the students suffered, such as their experiences and memories with health professionals, was what most determined their look on his work. The curativist idea about the work of health professionals appears very prominent and the promotion of health within the schools is still quite inexpressive, because few occurrences were narrated by the students

Este trabalho teve como objetivo identificar os significados que os alunos da escola de educação básica atribuem à atuação dos profissionais de saúde tanto dentro da escola, como nos serviços de saúde que eles frequentam. Trata-se de uma pesquisa qualitativa, fundamentada na abordagem histórico-cultural de Vigotski, que considera o desenvolvimento humano e a construção dos significados culturais a partir das relações sociais. A coleta de dados foi realizada em uma escola de educação básica da rede municipal de ensino do interior do estado de São Paulo. Foram realizados grupos focais com alunos matriculados da escola de educação básica. Participaram da pesquisa 13 alunos de duas turmas do 4º ano do ensino fundamental. Os dados foram transcritos analisados e realizada análise temática proposta por Braun e Clarke. Os resultados encontrados neste trabalho levaram aos seguintes temas: Profissionais da saúde e seu trabalho, Relação com profissionais da saúde, Saúde X Doença, Saúde na escola. A análise aponta que alguns profissionais de saúde são mais citados pelos alunos. As influências externas que os alunos sofreram, como suas vivências e lembranças com os profissionais de saúde, era o que mais determinava o seu olhar sobre o trabalho deles. A ideia curativista sobre o trabalho de profissionais de saúde aparece muito forte e a promoção da saúde dentro das escolas ainda é bem inexpressiva, pois poucas ocorrências foram narradas pelos alunos / This work aimed to identify the significances that the primary education school students attribute to the work of health professionals, both inside the school and in the health services they attend. It is a qualitative research, based on the historical-cultural approach of Vygotsky, which considers human development and the construction of cultural meanings from social relations. Data collection was carried out in a primary education school of the municipal education network, of the interior of São Paulo state. Focus groups were held with students enrolled in the primary education school. Thirteen students from two classes of the 4th year of elementary school participated in the study. The data were transcribed, analyzed and done thematic analysis proposed by Braun and Clarke. The results found in this study led to the following themes: Health professionals and their work, Relation with health professionals, Health X Disease, Health in school. The analysis points out that some health professionals are more cited by the students. The external influences that the students suffered, such as their experiences and memories with health professionals, was what most determined their look on his work. The curativist idea about the work of health professionals appears very prominent and the promotion of health within the schools is still quite inexpressive, because few occurrences were narrated by the students

Made available in DSpace on 2016-04-27T16:32:41Z (GMT). No. of bitstreams: 1 Alan Ary Meguerditchian.pdf: 1783088 bytes, checksum: bb0b5caa87d1101482bcef21b47489d9 (MD5) Previous issue date: 2012-08-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study problematized the current career path of professional basic education of São Paulo, as official proposal that makes up the bureaucratic apparatus in its relation to the expectations of teachers. The objective was to identify the characteristics of the plan (LC 836/1997 and 1.143/2011), offered in the state of Sao Paulo and verify if it meets the expectations of teachers in basic education. This goal unfolded in the following specific objectives: 1) verify if the career path offered by the state of Sao Paulo to the educators respect the principles and provisions of national law, as determined by the hierarchy of the bureaucratic model, and what features set for a career, 2) verify if the career path offered by the state of Sao Paulo encourages the entry of new professionals in the public system and the continuity of current teachers and, consequently, if it aligns with a modern model or traditional career; 3 ) verify if the responses offered by bureaucratic regulations or reregulation include the expectations of professionals about the prospects for career development and completion of the profession. This was done using the concept of Bureaucracy constructed by Weber (2008), their potential disruptions introduced by Blau (1964), the difference between the traditional and modern career by Chanlat (1995) and, finally, the concepts of performativity and re-regulation of Ball (2002) as a basis for responding to the initial problem and meet the goals built. To collect data, this research used a qualitative approach, which had as main focuses: the lifting of the teachers' expectations, the disparities between national laws and Sao Paulo and the demands of teachers, and the ideas and actions of state government engaged with the issue. In terms of procedures, it was employed gathering and analysis of academic production related to the subject-matter, gathering and analysis of documents first-hand of the unions and government, gathering and analysis of national and state that involves the issue of career plan of the public teaching of basic education and, finally, realization and analysis of semistructured interviews with teacher's union representative, government s representative and a school teacher. As axes for the analysis of data collected, the work focused features of bureaucracy, revealed by the confrontation between the conflicting political actions (legislation varied), and issues related to neo-liberalism that mark the demands made on items relating to careers. Initial hypotheses that could be confirmed by this research, say the current career plan does not meet the expectations of teachers, beginning to merge models, introducing modern elements to a traditional career, and finally, demanding new features professional actors the school / Este estudo problematizou o atual plano de carreira dos profissionais da educação básica de São Paulo, como proposta oficial que compõe o aparato burocrático em sua relação com as expectativas dos professores. Seu objetivo foi identificar as características do referido plano (LC 836/1997 e 1.143/2011), oferecido no Estado de São Paulo e verificar se ele atende às expectativas dos professores de educação básica. Tal meta desdobrou-se nos seguintes objetivos específicos: 1) verificar se o plano de carreira oferecido pelo estado de São Paulo aos profissionais da educação respeita os princípios e as normas da legislação nacional, conforme determina a hierarquia do modelo burocrático, e quais as características definidas para a carreira; 2) verificar se o plano de carreira oferecido pelo estado de São Paulo estimula o ingresso de novos profissionais na rede e a continuidade dos atuais professores e, consequentemente, se ele se alinha a uma concepção moderna ou tradicional de carreira; 3) verificar se as respostas burocráticas oferecidas pelas regulamentações ou re-regulações contemplam as expectativas dos profissionais em relação às perspectivas de desenvolvimento de carreira e plena realização da profissão. Para isso, utilizou-se o conceito de Burocracia, construído por Weber (2008), suas possíveis disrupturas introduzidas por Blau (1964), a diferença entre carreira tradicional e moderna apresentada por Chanlat (1995) e, por fim, os conceitos de performatividade e reregulação de Ball (2002), como base para responder ao problema inicial e cumprir os objetivos construídos. Para a coleta de dados, a presente pesquisa utilizou uma abordagem qualitativa, que teve como focos principais: o levantamento das expectativas dos professores, as assimetrias entre as legislações nacional e paulista e as demandas do professorado, e as ideias e ações do governo do estado voltadas para o tema. Em termos de procedimentos, empregou-se o levantamento e análise da produção acadêmica relacionada à questão, levantamento e análise de documentos de primeira mão das entidades sindicais e do governo, levantamento e análise da legislação nacional e estadual que envolve a questão do plano de carreira do magistério público de educação básica e, por fim, realização e análise de entrevistas semiestruturadas com um representante sindical dos professores, um gestor da secretaria de educação, representante do poder público, e um professor da rede. Como eixos para a análise dos dados coletados, o trabalho privilegiou as características da burocracia, reveladas pelo confronto entre as ações políticas contraditórias (legislação variada), e questões relacionadas ao neoliberalismo que marcam as exigências postas em itens relativos às carreiras. As hipóteses iniciais, que puderam ser comprovadas por esta pesquisa, afirmam que o atual plano de carreira não atende às expectativas dos docentes, começando a mesclar os modelos, introduzindo elementos modernos a uma carreira tradicional e, por fim, exigindo novas características profissionais dos agentes da escola

It is widely accepted that Higher Education should provide students with a challenging experience. Research on threshold concepts provides a framework for exploring challenging content within a discipline and has contributed to understanding how to support students with conceptual difficulties. However, less is known about how individual students experience challenge and difficulty in their academic studies, in particular how they respond and feel when they become stuck. This study explores students’ experience of challenge, difficulty and stuckness, how they responded and managed challenges and any associated feelings. The study, carried out in a university in the Southwest of England, used a Qualitative Longitudinal Research design to follow 16 students through the second year of a degree for Allied Health Professionals. Data were collected using the semi-structured and email interview methods. Data were analysed longitudinally and cross-sectionally using a constant comparison process. The findings and discussion are presented using a ‘natural’ style which aims to capture the student journey over the academic year. The study found that some form of challenge, difficulty or stuckness was commonplace in the students’ educational experience. The value of challenges which create uncertainty in education is recognised, particularly where students are grappling with boundaries around knowledge. Variation in students’ experiences was partly explained by their ‘spiky profiles’ (influencing factors such as prior education and work experience) and partly by differences in factors relating to strategy use. The students were creative and resourceful in developing a range of specific and generic strategies in several areas: the use of time and space; the management of expectations and acceptance of feelings; and monitoring and reflection. The study adds to current understanding of stuckness through an examination of the liminal spaces students encountered. The discussion argues for a more nuanced and holistic approach to understanding students’ engagement with a complex cycle of challenges and strategy use, which creates a range of expectations, tensions, feelings and opportunities. It identifies implications for Higher Education practice and calls for an understanding of the impact and interconnectedness of factors influencing students. It stresses the importance of providing structures for students to explore how they learn and develop their academic practice, in addition to discipline specific knowledge and skills.