An understanding of teachers experiences of professional development activities and its contribution to their own professional learning in the context of change was composed by asking, “What are teachers learning and how is learning taking place through professional development activities in the context of change? From an interpretative paradigm, the triple-lens framework enabled an understanding of what learning happened and how this learning happened. In order to do this, the study looked at once-off professional development activities (PDAs), PDAs at school sites and at self initiated PDAs. The study was able to inform us on the effectiveness of these professional development activities for practising teachers. Drawing on data generated through individual and conversational interviews, this study found that teacher learning, within the South African context is taking place both formally (through workshops , own studies, cluster meetings ) and informally, (through discussions with colleagues). Teachers have learnt more through professional development activities which are driven by themselves, as well as collaboratively, through working with each other, that is, through conversations and assistance from colleagues. A very significant part of teacher learning is also taking place informally in the classrooms, through observation, experimentation and experience. Very little learning takes place when it is mandated. The study found that teachers learnt when they themselves were receptive to it. Demanding, or putting policies into place to direct teachers learning does not necessarily mean that teachers are going to learn. Teachers have learnt in varying contexts but most importantly, the journey of learning needs to begin with the SELF. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

New curriculum reforms and changes post 1994 has created a need for teachers to reprofessionalise and reskill themselves so that they can implement reforms in their schools and classrooms. This has added pressure on teachers, novice teachers, as well as experienced teachers who have been teaching for over fifteen years, to learn an enormous amount of knowledge in order for them to teach effectively in the classroom. Knowledge on professional development of teachers is expanding to new and useful ways of teacher learning to embrace these changes. Recent literature suggest that teacher learning in communities of practice (Wenger, 1991) or learning communities (Lieberman and Pointer Mace, 2008) actually translates into enduring and sustained learning that leads to transformation in teaching and improving the quality of education. In addition to this clustering has been introduced as a useful way of teacher learning. The purpose of this study is to explore teacher learning in learning area clusters. These clusters are considered to be learning communities, because teachers are provided with opportunities to engage in professional dialogue and collaborative problem solving in issues related to teaching and learning. The conceptual framework used in data analysis is the knowledge – practice theory proposed by Cochran Smith and Lytle (1999) as well as Day and Sachs (2004). The four domains of knowledge are knowledge for practice, knowledge in practice, knowledge of practice and knowledge of self. This framework together with Shulman’s (1987) identification of content knowledge (CK) and pedagogical content knowledge (PCK) was used in data analysis. The study was located within the qualitative mode of inquiry specifically in the interpretivist paradigm as it is concerned with interpretation and understanding of teacher learning experiences in clusters. In order to answer the research questions I used the method of Narrative Inquiry as this allowed me to understand how teacher knowledge is narratively composed, embodied in a person and expressed in practice. 6 I selected five participants who belong to learning area clusters who were purposively identified. Data was collected through semi structured interviews. The findings revealed that clustering is built on qualities of commitment, leads to teachers’ reflections of practices, increases confidence of teachers, promotes self-initiated learning and leads to organic learning in clusters. Clustering is one useful way of understanding teacher learning. This study contributes towards our understanding of how clusters can be used effectively to enhance teacher learning. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.

New and latest technologies have traditionally been the overwhelming competitors in the workplace. With the economy .shrinking and foreign investment and confidence in the market waning, companies not meeting their expected profit and with cheap labour crossing the borders, or goods being able to be secured cheaper, jobs are not totally secure. At the same time people change their careers at least once in their lifetime: an everlasting career does not exist any longer. Some people peak in their careers, some stay satisfied, while others reach an impasse or a career "doldrum". The subject for my study is the state referred to as "plateauing", and rightfully the perception of plateauing, which is clearly misunderstood. The dissertation sets the tone for the topic by introducing concepts such as the career, familiarity with career maturity, career success, career anchors and other relevant methodology. In understanding the sources of career behaviour, it is important to establish what factors shape our values, thoughts and choices. It is these factors surrounded with environmental constrains that lead to the outcomes for individuals both successes and failures. Over the years, certain consistent trends in the audit of attitudes and perceptions have emerged. Sociological studies in essence have shown whites tended to be more positive than blacks; men tended to be more positive than women; and higher job grades tended to be more positive than lower job grades. If that was not enough, then came government legislation in terms of Employment Equity, which added to the problems associated with plateauing, intended to correct the imbalances from the past. Addressing historical problems of job preservation for whites, and organisations that were dominated by white men. Adding to this myriad of developments, many argue this is "reverse racism" as Indians, Coloureds and white women suffer the bitter end of affirmative action policies not properly implemented. This again today exacerbates to the problem of the "glass ceiling syndrome", job dissatisfaction and low morale. This dissertation gathers insight to the concept of the career as traditionally known and its developments. The theory of Herzberg is discussed which is important to the research as it shows intrinsic and extrinsic motivating factors that determine the individual's motivation to work and to perform. Super's (Career Pattern Study, 1990,Columbia University) life stages theory is compared to stages in one's career. The parallel between the two stages shows how a career is a very real and integrated part of a person's life. This discussion gives the reader more insight into the subject matter. From hereon, the thesis introduces the topic of plateauing and the definition that embodies what plateauing entails. The thesis goes on to advise what causes plateauing. To exemplify this state even further, the life cycle theories of plateauing and succession are discussed. This cycle is broken down into four types of employees and details how organisations should deal with these four types of individuals at various career stages. The discussion is important to show a distinction between individuals and hence their motivation levels at various stages of their life cycles. For example, "deadwood or stars" have different motivation levels and aspirations and must be considered differently, bearing this in mind. The dissertation goes on to substantiate the methodology used in order to confirm the hypothesis tested. The surveys are discussed in detail, their contents and results are analysed in the interpretation section. / Thesis (MBA)-University of Natal, 2003.

This case study has been about the attitudes and values of a group of participants in a specific workplace. The aim has been to try and ascertain if the identified attitudes and values of the participants have had any influence on career development. There were 12 participants involved and at the time of this project they were either in permanent part or full time employment with ‘The Company’. ‘The Company’ is a pseudonym given to the business where the participants worked and the setting for this research project. The workplace is situated in a remote location on an industrial work site in New Zealand. Each participant engaged in the research voluntarily. They completed a questionnaire and took part in a semi-structured interview. Confidentiality and anonymity of all participants had been respected and maintained throughout the entire project. Results show that there were three principle influences that could be attributed to the ways that participants perceived the workplace and personal career development. They were workplace values, workplace training, and workplace goals. These attributes are influenced in different ways and hold divergent meaning for individual participants. The most highly rated value, as identified by participants in this project has been variation of tasks undertaken in the workplace. This was not challenged by any of the indicators used to consider opinions and values expressed by participants; education, generational groupings, career type and work streams. Seven of the twelve participants desired promotion within ‘The Company’. The ways that participants hoped to achieve promotion was often unspecified. Participants did not articulate specific planning methods. Future research is recommended such as focusing on how employees can develop career goals that fit with the goals of their workplace.

This study investigated items which influence career advancement of male and female head athletic trainers. Past evidence suggests willingness/ability to relocate, child rearing, an established network, and the "glass ceiling" phenomenon (positions of power that can be seen, but not achieved) affected career advancement. A questionnaire was mailed to 184 female and 75 male NCAA Division I, II and III head athletic trainers. There was a response rate of 70.2% (n=129) females and 86.7% (n=65) males. Major findings included significant (p<_.05) differences between gender in demographics (age, marital status, etc.), and athletic training experience (sport assignments, years a certified athletic trainer, etc.). A large percentage of male head athletic trainers desired change in position title or Division level. Twenty percent of female respondents indicated a career goal to leave the athletic training profession. Female respondents indicated gender did not effect career advancement, and willingness to relocate somewhat helped. Conclusions were that many of the barriers associated with female career advancement were not found to be associated with the profession of head athletic trainer. However, the high percentage of single female head athletic trainers and the lack of female head athletic trainers not experiencing a sport commonly worked by the head athletic trainer are areas of concern. / School of Physical Education

This research tested the utility of occupational interest inventories in predicting the work settings of highly satisfied counseling psychologists. A questionnaire was mailed to a sample of counseling psychologists who were members of the American Psychological Association. Of the 661 respondents surveyed 406 responded. Only the responses of 331 counseling psychologists who reported high job satisfaction were included in the analyses. Multiple regression analyses were conducted to compare the concurrent validity of general vocational interests and specific vocational interests to predict to a work setting continuum which ranged from a primarily academic work setting at one end to a primarily practice setting on the other end.Specific vocational interests as assessed by the Scientist Practitioner Inventory (SPI; Leong & Zachar, 1991, 1993, Zachar & Leong, 1992) and Teaching Interests Questionnaire were better at predicting the work setting continuum than were general vocational interests as assessed by the Vocational Preference Inventory (VPI; Holland, 1985). Gender moderated the relationship between vocational interests and work setting continuum for VPI-Artistic. Higher scores for males on VPI-Artistic were associated with the academic end of continuum. Higher scores for females on VPI-Artistic were associated with the practice end of the continuum. Age did not moderate the relationship between vocational interests and the work setting continuum.As a main effect, VPI-Investigative was a significant predictor of the work setting continuum. Higher VPI-Investigative scores were associated with the academic end of the continuum. SPI-Scientist and SPI-Practitioner were significant predictors of the continuum as well. Higher scores on SPI-Scientist were associated with the academic end of the continuum and higher SPIPractitioner scores were associated with the practice end of the work setting continuum. The teaching interest questionnaire (TIQ) was also a significant predictor of the continuum with higher teaching interests scores being associated with the academic end of the work setting continuum. / Department of Counseling Psychology and Guidance Services

This multicase study investigated the educational, employment, and career patterns and intentional change strategies of twelve adults, ages mid-20s through early 50s, who completed a nontraditional bachelor's degree. The purposes were to examine the employment and career patterns of graduates and assess if degree completion was part of an intentional change strategy. Research was guided by the assumptions and principles of naturalistic inquiry.Most participants graduated from high school in traditional pattern, did not attend college immediately, and were first generation college graduates. Before earning degree, participants worked in varied employment, with about half employed in labor and service industry jobs for majority of employment history. Three youngest participants were establishing careers.Three to five years after completing the degree, nine of twelve participants were in executive or management positions or professional specialty occupations. Three participants were in administrative support jobs. Increases in income ranged from 10% -220%. Participants reported degree helped, but was not necessarily primary reason for career change. Degree was necessary credential to enter graduate school or qualify for a promotion for some. Participants reported degree was part of larger intentional change process.Conclusions from study: 1) Review of literature showed recent emphasis on interactionist life span development models as important to understanding adult development. 2) Study demonstrated usefulness of a bachelor's degree in terms of employment up-grading. 3) Participants described increased empowerment and self-directedness in their lives. 4) Inclusion of specific static and dynamic variables selected from the Systems Matrix Model of Adult Learning was verified. 5) Three learner-career development patterns emerged from research. a) Career Pattern - Establishing a Professional Career; b) Career Pattern - Career Change/ Development with Intervening Circumstances; c) Personal Interest in Learning Pattern. Patterns appeared similiar to Houle's goal-oriented and learning-oriented categories.Further study recommended in the areas of transitions and careers using interactionist life span model to understand adult development. Additional research with refined version of the interview guide used would be useful to investigate the tentative learner-career typology developed from study. / Department of Educational Leadership

Western research dominates in areas of theories and models which describe organisational behaviours, human resource management and workplace participation. However the 21st century brings new challenges. Findings to-date suggest that attitudes and values are strongly culture specific therefore many facets now require re-thinking by human resource specialists and organisational behavioural theorists. For instance, the globalisation of the market economy has dramatically changed the contemporary business environment. As a direct consequence of the globalisation process, the nature of organisational structures and workforce diversity has also changed. Such changes may make the application of Western theories less relevant to explain behaviours and attitudes of contemporary employees around the world. Therefore, there is a need for expanding our cross-cultural understanding in order to provide practical knowledge to enhance people and business management so that organisations can remain successful nationally and internationally. Comparative cross-cultural studies are required to expand on Western theories and models. The present study acknowledged and regarded the importance of cross-cultural studies to date, and endeavoured to expand on the extant knowledge by providing specific information relating to two diverse countries. The aim of the research project is to examine two measurable areas of organisational behaviours namely leadership styles and managerial career aspirations of female and male managers in Malaysia and Australia to explore the similarities and differences between the groups. The study found differences within and between female and male managers in Malaysia and Australia in terms of leadership styles, perception of effectiveness, perceptions towards managerial career aspirations and perceived promotion opportunities during the quantitative and qualitative data collection stages. The study concludes by providing empirical evidence to refute the universality of Western theories and models in all cultures. The analysis of both quantitative and qualitative data revealed significant differences in terms of values, behaviours and attitudes of managers in the two diverse cultures which have important implications for work and employment. This suggests that Western theories and models of organisational behaviour and workplace participation are not universally applicable, appropriate or relevant in all cultural environments. Implications for theory and practice in the light of an enhanced cross-cultural understanding were recommended. / Doctor of Philosophy

This study attempts to validate the generalizability of Wang's five-component commitment model among 300 ICT professionals in Hong Kong. This was done by assessing the relationship between career development (one of the major antecedents of employee commitment) and employee commitment, and by determining the moderating role of the perceptions of career development opportunities within the organization. / Thesis (DBA(DoctorofBusinessAdministration))--University of South Australia, 2007.

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