楊希. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 155-169). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Yang xi.

Indiana University-Purdue University Indianapolis (IUPUI) / Factor H is a newly identified phenomenon which describes a constellation of attributes of the new graduate nurse reflecting personality traits, intellectual abilities, and clinical judgment. In a previous pilot study conducted by this researcher nurse managers and experienced Registered Nurse (RN) preceptors described characteristics demonstrated by new graduate nurses demonstrating Factor H and the new graduate nurse’s ability to transition quickly and successfully into the RN role in the acute care environment. There is currently no instrument available to measure this phenomenon. The specific aim of this research was to develop and psychometrically test a scale designed to identify the presence of attributes of Factor H in the new graduate nurse. The Sims Factor H Assessment Scale (SFHAS) was developed and piloted with a sample of one hundred one new graduate nurses within three months of completing the their nursing program at one of three nursing schools in central and south central Indiana. Evidence of content validity was demonstrated through the use of the Content Validity Index conducted with a panel of four experts. Evidence of face validity was demonstrated through interviews with a group of new graduate nurses, nurse managers, and experienced RN preceptors. Principle Axis Factoring with Varimax rotation was used to demonstrate evidence of construct validity and the scale was found to have a single component which was identified as nursing personality. Evidence of criterion-related validity was demonstrated utilizing analysis of the SFHAS and the criterion scale for personality traits (NEO-FFI). Evidence of internal consistency reliability was demonstrated through analysis of inter-item correlations, Cronbach’s coefficient correlations, and item-total correlations. Test re-test reliability using interclass correlation was also conducted to demonstrate stability of the scale. The SFHAS was found to be reflective of nursing personality and not general mental ability or clinical judgment. Use of the SFHAS will allow organizations to evaluate the nursing personality of the new graduate nurse for fit into the work environment. Further study is recommended to gain clarity around the attributes which support successful transition of the new graduate nurse into practice in the acute care environment, also known as Factor H.

Made available in DSpace on 2015-12-03T18:35:30Z (GMT). No. of bitstreams: 1 Amanda_Russo_Chirotto.pdf: 2463342 bytes, checksum: e853ab3413087ef6feae9bdab1270480 (MD5) Previous issue date: 2014-09-04 / The conceptual basis of the Human Capital Theory determines that one individual, upon acquiring more knowledge and skills, would increase their human capital value, and consequently increase their employability, productivity and income potential. Another important factor is that investment in education leads to an increase in future income, and would have the individual stand out in the society in the form of welfare and technological innovation (CUNHA; CORNACCHIONE JUNIOR; MARTINS, 2010). Considering this assumption, this study aimed to analyze the influence of the master s degree in alumni of the Accounting Sciences course from FECAP from the perspective of the Human Capital Theory. Therefore, a descriptive research was conducted, which used a quantitative and qualitative approach, comprising three steps: a) field survey with a questionnaire applied to all the alumni who graduated until August 30, 2013; b) document analysis of curriculum Lattes of all alumni who responded to the questionnaire, and c) inquiries of alumni PhD to analyze their professional, academic and social trajectory after the Master s degree. The sample comprised 180 alumni with Master s degree and 4 PhD. Data was analyzed using descriptive statistics, factor analysis, and analysis of interview transcripts. The survey results allowed us to identify that Masters in Accounting Sciences from FECAP are mostly male, mean age of 47 years, married, with children, residents in the city of S??o Paulo and majored in Accounting Sciences, whose main paid activity are the market and academy, most are employed in the private sector and have compensation exceeding R$ 9,000.00. The survey showed that there is an improvement in the salary range upon completion of the course. However, men receive the highest remuneration. When considering the main paid activity, data showed that the market pays better than the academy. Most chose the master's degree aiming to expand the possibilities of work, for personal fulfillment and satisfaction and to join and/or ascend the teaching profession. The main factors perceived by FECAP masters as most influenced by the master title (CUNHA, J. V. A., 2007) were: academic spirit, professional differentiation, analytical skills, employability, career opportunities, respectability and academic/professional recognition. When performing the factor analysis, three factors were obtained, considering only ten variables: Factor 1 - nominated Personal Satisfaction, Factor 2 - nominated Employability and Compensation and Factor 3 - nominated Professional Highlight. The academic contribution of FECAP masters focuses on the guidance and participation in examination boards. By analyzing the professional, academic and social history of the PhD in Accounting Sciences, we detected that respondents recognize their role as researchers and the importance of scientific production to society. It is possible to consider that the title has positively influenced FECAP alumni considering the factors recommended by the Human Capital Theory. However, it is still necessary to improve their participation in higher education institutions and their role as researchers, to increase scientific production. / A base conceitual da Teoria do Capital Humano estabelece que um ind??viduo ao adquirir mais conhecimentos e habilidades, aumentaria o valor do seu capital humano, e em consequ??ncia aumentaria sua empregabilidade, produtividade e rendimento potencial. Outro fator importante, ?? que o investimento em educa????o ocasiona um aumento de renda futura, e proporcionaria ao individuo destaque na sociedade na forma de bem-estar social e inova????o tecnol??gica (CUNHA; CORNACCHIONE JUNIOR; MARTINS, 2010). Diante deste pressuposto, o objetivo geral deste trabalho foi analisar a influ??ncia do t??tulo de mestre nos egressos em Ci??ncias Cont??beis da FECAP sob a ??tica da Teoria da Capital Humano. Para que este objetivo pudesse ser atendido, foi realizada uma pesquisa descritiva, que utilizou de abordagem quantitativa e qualitativa, composta por tr??s etapas: a) pesquisa de campo com a aplica????o de um question??rio para todos os egressos formados at?? 30/08/2013; b) an??lise documental do curr??culo Lattes de todos os egressos que responderam ao question??rio e c) entrevista com os egressos doutores, para analisar a trajet??ria profissional, acad??mica e social dos egressos ap??s o mestrado. A amostra foi composta por 180 egressos mestres e 4 egressos doutores. Os dados foram analisados com base em estat??stica descritiva, an??lise fatorial e an??lise das transcri????es das entrevistas. Os resultados da pesquisa permitiram identificaram que os mestres em Ci??ncias Cont??beis da FECAP s??o majoritariamente do g??nero masculino, com idade m??dia 47 anos, casados, com filhos, residentes da cidade de S??o Paulo e com forma????o em Ci??ncias Cont??beis, tem como principal atividade remunerada mercado e academia, a maioria est?? empregada no setor privado e tem remunera????o acima dos R$ 9.000,00. A pesquisa apontou que h?? uma melhora na faixa salarial ap??s a conclus??o do curso, por??m, os homens recebem as remunera????es mais altas. Ao considerar a principal atividade remunerada os dados apontaram que o mercado remunera melhor que a academia. A maioria escolheu o mestrado visando ampliar as possibilidades de trabalho, para obter realiza????o e satisfa????o pessoal e para ingressarem e/ou ascenderem na carreira docente. Os principais fatores percebidos pelos mestres da FECAP como mais influenciados pelo t??tulo de mestre (CUNHA, J. V. A., 2007), foram: esp??rito acad??mico, diferencia????o profissional, compet??ncias anal??ticas, empregabilidade, oportunidades na carreira, respeitabilidade e reconhecimento acad??mico/profissional. Ao realizar a an??lise fatorial foram obtidos tr??s fatores, considerando apenas dez vari??veis: Fator 1 - nominado Satisfa????o pessoal, Fator 2 - nominado Empregabilidade e Remunera????o e Fator 3 - nominado Destaque profissional. A contribui????o acad??mica dos mestres da FECAP se concentra nas atividades de orienta????o e participa????es em bancas examinadoras. Ao analisar a trajet??ria profissional, acad??mica e social dos egressos doutores em Ci??ncias Cont??beis, contatou-se que os entrevistados reconhecem o seu papel como pesquisador e a import??ncia da produ????o cient??fica para a sociedade. ?? poss??vel considerar que o t??tulo influenciou positivamente os egressos da FECAP considerando os fatores preconizados pela Teoria do Capital Humano, por??m, ainda se faz necess??rio melhorar a participa????o dos egressos em institui????es de ensino superior e o seu papel como pesquisador, para o aumento da produ????o cient??fica.

South Africa has a low throughput rate in the public higher education sector which leads to severe skill shortages that are urgently required by the country. In particular, the financial skills shortages are severe, especially those of accountants and chartered accountants. Keeping in mind the vastness of the University of South Africa’s (Unisa’s) market share of accounting students in South Africa, it is important to understand the distinct challenges related to retention and throughput of students pursuing an accounting qualification at an open distance learning institution such as Unisa. If one considers the landscape of accounting education in South Africa, the unique challenges faced by accounting students at Unisa and the recent scholarly addresses on retention and throughput of distance education students, as well as the disadvantaging factors with which Unisa students are faced, this study contributes to the theoretical comprehension of students’ retention and throughput rates in accounting education at postgraduate level. The focus of the current study was mainly on non-academic factors affecting the performance of accounting students at postgraduate level, since much research has already been done on academic factors that affect the performance of accounting students. Many studies are focussed on students at undergraduate level; therefore, in this study, postgraduate students studying towards becoming a chartered accountant were chosen. / Financial Accounting / M. Phil. (Accounting Sciences)

This study discusses the evolutionist approach to African history as an action plan for challenging the hegemony of English in university education and in the teaching and writing of literature in post-independence Africa. The researcher selected Zimbabwe’s university education and literary practice as the microcosm case studies whilst Africa’s university education and literary practice in general, were used as macrocosmic case studies for the study. Some two universities: the Midlands State University and the Great Zimbabwe State University and some six academic departments from the two universities were on target. The researcher used questionnaires to access data from university students and lecturers and he used interviews to gather data from university departmental Chairpersons, scholars, fiction writers and stakeholders in organizations that deal with language growth and development in Zimbabwe. Data from questionnaires was analysed on the basis of numerical scores and percentage of responses. By virtue of its not being easily quantified, data from interviews was presented through capturing what each of the thirteen key informants said and was then analysed on the basis of the hegemonic theory that is proposed in this study. The research findings were discussed using: the evolutionist approach to the history of Africa; data from document analysis; information gathered through the use of the participant and observer technique and using examples from what happened and/or is still happening in the different African countries. The study established that the approaches which have so far been used to challenge the hegemony of English in post-independence Africa are not effective. The approaches are six in total. They are the essentialist, the assimilationist, the developmentalist, the code-switch, the multilingualist and the syncretic. They are ineffective since they are used in a wrong era: That era, is the era of Neocolonialism (Americanization of the world). Therefore, the researcher has recommended the use of the evolutionist approach to African history as a strategy for challenging the hegemony in question. The approach lobbies that, for Africa to successfully challenge that hegemony, she should first of all move her history from the era of Neocolonialism as she enters the era of Nationalism. / African Languages / D. Lit. et Phil. (African Languages)