Žmogiškųjų išteklių vadybos magistro baigiamojo darbo tema yra aktuali, nes pagrindinis dėmesys yra skiriamas švietimo įstaigoms – gimnazijai X ir vidurinei mokyklai Y. Tarp šių institucijų egzistuoja esminis skirtumas - gimnazijose mokymas yra labiau pagilintas, moksleiviams keliami aukštesni išsilavinimo reikalavimai, suteikiamos platesnės mokymosi galimybės ir perspektyvos nei vidurinėse mokyklose. Pedagogų atrankos lyginimas ir analizė dviejose skirtingose vidurinio mokslo institucijose yra aktualus būdas palyginti ir nustatyti, kaip darbuotojų atrankos procesas skiriasi šiuose dviejuose įstaigų tipuose. Ankstesni autoriai (Aleksiūnaitė, 2009; Puslienė, 2011; Popendikytė-Stonienė, 2011; Petravičienė, 2011; Krasauskaitė, 2009), rašę darbus panašiomis temomis, gilinosi į darbuotojų atrankos specifiką kitose srityse: pašte, savivaldybėse, tarptautinėse įstaigose, atranka buvo tyrinėjama ir socialiniu aspektu. Tačiau nei vienas autorius netyrė švietimo įstaigų, nebuvo analizuojamos atskiros ir konkrečios mokslo institucijos. Būtent gimnazijų ir vidurinių mokyklų pedagogų atranka, palyginimas ir analizė yra nauja ir nepaliesta sritis. Tyrimo problema yra pateikiama teiginiu – nekokybiška, nesėkminga atranka sąlygoja prastą personalą (prastus pedagogus). Tyrimo objektas yra Vilniaus gimnazijos X ir vidurinės mokyklos Y personalas. Darbo tikslas – nustatyti, ar gimnazija X taiko efektyvesnę, kokybiškesnę atranką nei vidurinė mokykla Y. Darbe formuluojami 3 uždaviniai:... [toliau žr. visą tekstą] / The Master‘s work in Human Resource Management is relevant as an undivided attention is given to educational organisations – Gymnasium X and High School Y. There is a substantial difference between these institutions – teaching is more intense, higher educational standards for students are raised, wider educational possibilities and perspectives are offered in gymnasiums compared to high schools. The comparison and analysis of teacher selection in the two different educational institutions is a relevant way to compare and determine the difference in teacher selection processes in the two types of educational institutions. Previous authors (Aleksiūnaitė, 2009; Puslienė, 2011; Popendikytė-Stonienė, 2011; Petravičienė, 2011; Krasauskaitė, 2009) who have written works in similar subjects, have put more attention to other spheres of employee selection: posts, municipalities, international organisations, the selection process was analysed using the social aspect. There were no authors who would analyse educational institutions, there were no separate and concrete educational organisations analysed. Namely, the selection, comparison and analysis of gymnasium and high school is a new and unnafected sphere. The problem of research is presented using a proposition - ineffective, unsuccessful selection process determines poor personnel (poor teachers). The object of research is the personnel of Vilnius Gymnasium X and High School Y. The objective of research is to determine if Gymnasium... [to full text]

This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace. Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society. My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.

This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace. Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society. My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.