This thesis reports on my narratively-framed PhD study in which I explored doctoral supervision using a small cultures approach (Holliday, 1999); thus, I viewed the doctoral supervision in question as dynamic emerging small cultures developing within a wider set of shaping influences. Specifically, the study sought to understand the experiences of doctoral supervision as narrated to me by some recently completed doctoral students and experienced supervisors from a public university in Malaysia, namely the International Islamic University Malaysia (hereafter known as the IIUM). My motivation for this study originated in my professional curiosity - as set against the IIUM strategic ambitions regarding internationalisation of higher education and Islamisation of Knowledge - about the development of doctoral supervision at the IIUM where I have been a member of academic staff for more than ten years and where, upon the completion of my doctoral education, I will be assuming a supervisory role. As stimulated through face-to-face, one-to-one encounters, in English and/or Bahasa Malaysia, I generated narratives of supervisory experiences from six recent graduates and three experienced supervisors. These narratives were then restoried in English and analysed using holistic-content approach (Lieblich et al., 1998) to reveal the global impression and key themes of supervisory experiences of the individual participants. Findings from the narrative analysis were first interpreted through the small cultures lens (Holliday, 1999). From the interpretation, I proposed that the emerging small cultures of doctoral supervision are characterised by the following features: the students' learning process; the supervisory styles; the supervisory roles; the supervisory relationships; and the expectation of students and supervisors. I then interpreted the narrative findings using a host culture complex model (Holliday, 1994) and identified eight cultural influences that may shape the construction of the emerging small cultures of doctoral supervision, namely: the student culture; the supervisor culture; the host university culture; the postgraduate culture; the wider learning community culture; the national host culture; the internationalisation of higher education culture; and the Islamisation of Knowledge culture. My study makes a number of contributions. In terms of cultures of supervision, it provides a detailed exploration of the emergent aspects of supervision as it develops amid a wider complex of shaping influences, and these emergent aspects and shaping influences extend the current literature regarding supervision. There are implications in these insights for supervisors and their students but also for university managers. Conceptually, the extension of the small cultures approach and host culture complex heuristic, from internationally - oriented English language education to internationally - oriented doctoral supervision, demonstrates the usefulness of this approach for practitioners in their particular contexts of practice as informed by a deeper understanding of the complexities involved rather than relying on large culture a priori characterisation. Methodologically, my study also demonstrates the feasibility and value of coupling narrative (rather than ethnographic) methods to the small cultures approach. Whilst not focused directly on internationalisation of higher education and Islamisation of Knowledge, the study does add to debates in this area with regard to the shaping influences these interlinked strategic objectives may have on doctoral supervision. Finally, my study adds a Malaysian non-Western perspective to the often Western-oriented literature on doctoral supervision.

This study is a qualitative examination of the construction of identities of three novice English teachers at one university-level institute in Saudi Arabia. The study uses multiple theoretical frameworks to build a narrative describing construction of these identities: Goffman’s (1959; 1963; 1974) performing, frame analysis, and spoiled identity concepts, Anderson’s (1991) imagined community, Canagarajah’s (1996) “from bottom up” narrative style, Wenger’s (1998) three modes as a framework of the identity construction, and Pinar and Grumet’s (1976) currere. The purpose of this study is twofold: (a) to offer a rich description of how novice, nonnative English speakers (NNES), especially teachers, constructed their identities and their positions, both inside and outside the classroom, and how they negotiated their access to power and were perceived as legitimate bilingual English teachers, as it pertains to the NNES label, and (b) theoretical multiplicity establishes a novel methodological approach to use narrative as a research tool that can fully capture the complexity of novice teachers’ identities. These purposes are embedded in an action and movement to remove stigmas that NNES English Language teachers experience because of the NNES label given to them and their learners (Kamhi-Stein, 2016). This study adopted the interview autobiographical narrative approach, reflections, and observations inside and outside the classroom because of the many life stories that were shared as a window or frame into understanding the participants’ experiences as English Language teachers. The findings suggest that the dichotomy of the native and nonnative English speaker is power-driven and political, rather than linguistic power (Canagarajah, 1999; Phillipson, 1992). This study’s participants were able to strategically position themselves as legitimate speakers where they were able to show a part of their identity that was worthy of investment. Their investment did not fit the community of practice (CoP) expectations. They were able to build relationships with the CoP and they felt satisfied in their job positions.

This study focuses on the experiences of beginning teachers in the British Army’s training and education branch. The research sought to identity what influenced participants’ construing about teaching and learning, teacher identity, role, and trajectory during initial teacher education. By utilising Personal Construct Psychology (PCP) and Communities of Practice as analytical frameworks, the impact of influences on the construing of the research participants was identified. The research was underpinned by a constructivist and interpretive epistemology and utilised a collaborative, narrative-based case study approach. Interviews, Repertory Grids and Trajectory Targets were used to provide insight into the construing and experiences of the participants during their teacher education. The research was conducted by a former Army officer and data were collected from and analysed with five participants during their teacher education programme. Research data suggested that these beginning teachers were highly influenced by their previous experience as a student and this experience left strong personal biographies and images of teaching that appeared to be maintained throughout their early explorations of professional practice. The beginning teachers in this study appeared to rely heavily on these stable images and constructs during their early practice when classroom 'survival' was paramount and at this point attached little value to the pedagogical content of their teacher education programme. Data further suggested that it is only once these beginning teachers built a level of confidence, began to 'routinise' aspects of their practice, and had the opportunity to validate their initial images of teaching that they become more receptive to other influences such as their teacher education or their community of practice. This confirmed the findings of a number of other studies and, by utilising the theories that underpin PCP, a rationale for this situation was advanced. The implications of the research findings suggest that care must be taken to ensure that teacher education courses are designed to allow the opportunity for beginning teachers to critically analyse and validate their initial beliefs and constructs through the experience of practice before embarking on significant theoretical and practical pedagogical content. It is argued that this initial period of professional practice provides the opportunity for beginning teachers to develop the cognitive and emotive dissonance or 'anxiety' that appears to be required before they are willing to step away from the relative stability and safety of their personal biographies. Based on these research findings a '4-dimensional' pedagogical model (Do, Discover, Diversify, Deepen) is developed to underpin the design of practice-based teacher education programmes.

Studien tar utgangspunkt i et metodeutviklingsprosjekt ved et barnevernkontor i Oslo, kalt ”DuKanJo” – et forsøk på å anvende eksternaliserende samtaler som en form for empowermentstrategi allerede i undersøkelsesfasen i en barnevernsak. I alt fire familier ble invitert til å delta i såkalte ettersamtaler – en form for evaluering av et empowermentprosjekt – samtaler som også utgjorde de primære forskningsdata i studien. Studien bruker en narrativ tilnærming både som forskningsmetode og som metodisk tilnærming i ettersamtalene og kan derfor betraktes som både en evaluering av en empowermentsrategi og som et forskningsprosjekt. Hensikten med studien er å belyse om hvorvidt en narrativ metodikk i undersøkelsessaker kan bidra til å flytte fokuset i barnevernssaker fra problemorientering til ressursorientering. Studien søker også å svare på om det er mulig for barnevernet - med et så klart definert kontrollmandat -, å gjøre bruk av en ressursorientert tilnærming for å fremme familienes salutogene krefter og mestringsstrategier. Studien bekrefter at en slik tilnærming er mulig, men at det fortsatt finnes faglige og etiske dilemmaer knyttet til en slik tilnærming. / The study is a result of, and an ambition of, using a narrative approach as an empowerment strategy at a child protection office in Oslo. Externalising conversations is the main method in the strategy, in order to implement this kind of narrative orientation, at an early stage in the co-operation between the family and the social workers. Four families were invited to an interview, which also was designed as an evaluation dialog of the empowerment process, which they have been attending to during the project. The data from the interviews was then examined by a narrative research method. The main purpose of the study is to confirm that a salutogenic approach is a useful orientation for social workers in their attempt to invite families into a more formal partnership at an early stage in the investigation process. The study confirms the advantages of the orientation, but also that there still is some methodological and ethical dilemmas related to this orientation. / <p>ISBN 91-7997-142-3</p>

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I denna vetenskapliga essä har jag låtit mina tankar kring livsberättelser, möta författare,filosofer, psykologer och litteraturvetares, tankar om berättelsens makt i individens liv ochskapandet av identitet. Vilka berättelser väljer jag att berätta för andra och hur påverkar deberättelserna synen på mig själv? I denna essä, finns ett smakprov på hur jag i arbetet medindivider, använder mig av traditionella berättelser, som sagor, myter och legender, för attskapa en begriplig ram i en annars oordnad tillvaro. Jag uppmärksammar det faktum att flerasöker lösningar utanför sig själv, på det som tidigare sågs som ett ifrågasättande av livet. Jaghar tagit hjälp av forskning som har studerat förutsättningarna för mitt yrke och sett på mitteget lyssnade i samtal med hjälpsökande i en verksamhet där jag är starkt påverkad avmålstyrning. Hur påverkas mitt förhållningssätt till individen av de inre och yttre faktorerna imitt yrke som coach? Genom att bland annat utgå ifrån ett samtal med en ung kvinna har jagundersökt mitt förhållningssätt till det hon berättar för mig. / In this scientific essay I have let my thoughts on life stories, meet writers, philosophers, psychologists and literary scholars, on the story of power in the life of the individual and thecreation of identity. What stories do I tell others, and how do they affect the stories view ofmyself? In this essay, I give an example of my work with individuals, using traditional stories, as fairy tales, myths and legends, to create a meaningful framework in an otherwise disordered existence. I pay attention to the fact that many are seeking solutions outside themselves, on what previously was seen as a questioning of life. With the assistance of research which have studied the conditions of my own profession and seen from my ownlistening of conversations with individuals seeking aid in situations where I am strongly influenced by performance management. How is my approach to the subject of the internal and external factors in my profession as a coach? By including assumed a conversation with a young woman, I have examined my attitude to what she tells me.

Studien tar utgangspunkt i et metodeutviklingsprosjekt ved et barnevernkontor i Oslo, kalt ”DuKanJo” – et forsøk på å anvende eksternaliserende samtaler som en form for empowermentstrategi allerede i undersøkelsesfasen i en barnevernsak. I alt fire familier ble invitert til å delta i såkalte ettersamtaler – en form for evaluering av et empowermentprosjekt – samtaler som også utgjorde de primære forskningsdata i studien. Studien bruker en narrativ tilnærming både som forskningsmetode og som metodisk tilnærming i ettersamtalene og kan derfor betraktes som både en evaluering av en empowermentsrategi og som et forskningsprosjekt. Hensikten med studien er å belyse om hvorvidt en narrativ metodikk i undersøkelsessaker kan bidra til å flytte fokuset i barnevernssaker fra problemorientering til ressursorientering. Studien søker også å svare på om det er mulig for barnevernet - med et så klart definert kontrollmandat -, å gjøre bruk av en ressursorientert tilnærming for å fremme familienes salutogene krefter og mestringsstrategier. Studien bekrefter at en slik tilnærming er mulig, men at det fortsatt finnes faglige og etiske dilemmaer knyttet til en slik tilnærming. / The study is a result of, and an ambition of, using a narrative approach as an empowerment strategy at a child protection office in Oslo. Externalising conversations is the main method in the strategy, in order to implement this kind of narrative orientation, at an early stage in the co-operation between the family and the social workers. Four families were invited to an interview, which also was designed as an evaluation dialog of the empowerment process, which they have been attending to during the project. The data from the interviews was then examined by a narrative research method. The main purpose of the study is to confirm that a salutogenic approach is a useful orientation for social workers in their attempt to invite families into a more formal partnership at an early stage in the investigation process. The study confirms the advantages of the orientation, but also that there still is some methodological and ethical dilemmas related to this orientation. / <p>ISBN 91-7997-142-3</p>

There is an increasing demand for engineering talent from a growing and developing global population. Engineers are in demand because they have instigated technological developments that have contributed to the creation of our modern society. Talented engineers are needed to devise solutions for modern day technological challenges such as new sustainable energy resources, more efficient use of materials and the recovery of materials from waste. These professionals play a pivotal role in developing countries in particular. While there is a growing need for multi-talented engineers, the number of young engineers entering the market is decreasing. Moreover, many engineers are leaving the profession. Factors contributing to engineers leaving the technical environment include lack of adaptability skills, lack of continuing professional development opportunities, insufficient career paths, under-utilisation of engineers and under-qualified engineering staff (Du Toit & Roodt, 2009). Engineering graduates are generally well prepared with regards to engineering theory and fundamentals. However, due to the demands of engineering curricula, engineering students do not have much time to consider other factors that could influence their future lives and career direction (Millar, 2011). Engineering students often have an underdeveloped sense of personal knowledge and insight to enable them to commit to live certain decisions. According to Millar (2011) a career of purpose, fulfilment and financial success in engineering is gained by (1) knowing oneself and the fact that one is in charge of one’s life and future, (2) being aware that soft skills (communication skills, leadership skills, capacity to work in teams and to plan ahead) are needed to support technical skills, and (3) that every person is a salesman of him/herself and his or her product. The purpose of my study is to develop the sense of self of a young engineer to enable him to manage his future career path effectively and meaningfully. Research questions that will be explored are the essential aspects of a narrative approach, including what the sense of self of a young engineer entails and the possible influence of a narrative approach on the sense of self of a young engineer. A case study design is utilised. The focus will be on narrative techniques to develop the sense of self of a young engineering graduate in a new working environment. A multiple method approach will be implemented to collect and analyse data. Priority will be given to qualitative approaches (in other words, a QUALITATIVE-quantitative approach will be used). The following standardised questionnaires will be utilised: Myers-Briggs Type Inventory (MBTI) (Briggs and Briggs Myers, 1994), Self-Directed Search (SDS) (Gevers, Du Toit & Harilall, 1995), Emotional Quotient Inventory (EQ-i) (Bar-On, 2004), as well as the Career Adapt-Adaptabilities Inventory (CAAS) (Savickas & Porfeli, 2012). Qualitative methods that will be used are: Career-genogram, Collage, Career Interest Profile (CIP) (Maree, 2010), Life Chapters (Cochran, 1997), Career Construction Interview (CCI) (Hartung, 2011), informal interviews and reflective feedback notes. Inductive data analysis will be used to analyse and interpret the data. I hope to make recommendations that will enhance the sense of self of an engineering student who seeks the advice of a career counsellor. Ultimately, my aim is to contribute meaningfully to this client’s decision-making career, self-construction and life designing. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Educational Psychology / unrestricted

In this research process, my objectives were as follows; firstly, to explore the relationship between identity formation and poverty and secondly to explore the role of the church in combating the effects of poverty in the lives of those who live in poverty stricken communities. A Narrative approach was used to gather data from the community. I listened to the stories of those people who live in poverty. Seven movements were used as the methodology for this research (Muller 2005:81-86). As a practical theologian, I positioned myself within postfoundationalist theology. In this position I avoided foundation epistemology which seeks the absolute truth as well as anti or nonfoundational epistemology which promotes relativism. As I mentioned earlier postfoundationalist practical theology is always thinking in a specific context and can also go beyond that specific context into interdisciplinary thinking. Starting from a specific context into an interdisciplinary context, we found that the concept of poverty has been described as a discourse meaning that it went from poverty as a lack of resources into linguistic, poverty as lack of capabilities or poverty being political. By taking multidimension method to eradicate poverty one needs to apply a multidimensions approach. The stories from Nellmapius affirmed that poverty influences identity formation. The following effects were identified: low self-esteem, stress, depression, lack of self-acceptance and hopelessness. The church has the capacity as the biggest membership and with the most awareness organization in most communities that has the attention of many people. The church is able to preach hope for people in what seems to be hopelessness and encourage the poor to rise out of their poverty. It can facilitate the poor and the government to work together to change their lives. / Thesis (PhD)--University of Pretoria, 2010. / Practical Theology / unrestricted