A qualitative descriptive approach was undertaken to explore the leadership experience of seven first line nurse managers working in the Cook Islands. For the purposes of this study first line nurse managers are those nurses working as a charge nurse in a hospital, nursing supervisors, chief public health nurse, and nurses working autonomously in the outer islands of the Cook Islands. Nurses in these roles are in key positions to influence the practice of others and set the standard of practice and culture of a unit. The participants were recruited if they were currently employed in any of these positions. The seven participants were all Cook Islands women who received their undergraduate nursing education in the Cook Islands. The purpose of the study was to describe their leadership experience, to raise an awareness of their role, and to make recommendations to support and improve the preparation of nurses for leadership roles in the Cook Islands. Through face-to-face interviews, the participants' stories were audio taped and transcribed verbatim. Six of the seven transcripts required translation from Cook Islands Maori to English and this was conducted by the researcher who is fluent in both languages. Content and thematic analysis of the data revealed a spiritual, emotive and intuitive theme in the participants' leadership experience. The findings of the study revealed the self confidence of these nurses to manage in this role despite being challenged by management issues and the lack of preparedness for the role. The supportive network established within their staff, their family and the people around them has provided the impetus to continue to 'serve' their people. The findings also revealed that these nurses recognised the need to continue to learn and develop themselves and their staff. The findings of this study have significance for nurses aspiring to be nurse leaders in the Cook Islands or other Pacific Islands and rural communities. A key stakeholder in this study is the Cook Islands Ministry of Health, as insights and awareness gained can contribute to an appropriate preparation and support programme for nurses working in its organisation.

A qualitative narrative approach is used in this study of hidden conflict among nurses and support staff in a hospital setting. Twenty nurses and support staff from a single hospital nursing unit participated in in-depth interviews and shared narratives about hidden conflict. These narratives were used as data in the analysis and were augmented by observations and participant observational data. Narrative, content and theme analyses were applied to the data. Bruner’s narrative theory was applied to a portion of the narratives as a methodology for narrative analysis. Content and theme analyses facilitated the differentiation and grouping of the communicative acts from the hidden conflict acts as found in the narrative and observational data. Results showed that nurses and support staff aligned themselves within the organizational hierarchy, and that much of the experienced hidden conflicts stemmed from issues of organizational positioning. Results also showed that narrative analysis was an effective way to understand the meaning behind the conflict experiences of nurses and support staff. Finally, results demonstrated key communicative forms and hidden conflict strategies used in carrying out hidden conflict acts. Collectively, these findings verify the vitality of hidden conflict’s presence in organizations that exists embedded in the organizational culture. This study further reaffirms the importance of front stage communications to decrease the negative affects of hidden organizational conflict.

Since independence in Namibia in 1990, schools have been required to transform themselves from hierarchical organisations with autocratic leadership to more democratic forms of leadership which allow greater participation in leadership by teachers. This shift assumes that effective leadership and management of schools can secure and sustain school improvement. Against this backdrop, the purpose of my study was to explore the enactment of teacher leadership in three public schools in the Eenhana circuit of the Ohangwena region in Namibia and to examine the factors that enhance or inhibit this enactment. My study, located in the Namibian schooling system, was a replication of a multi-case study project conducted in South Africa during 2008-2009 by 11 Master of Education students at the University of KwaZulu-Natal. My study was conducted within a qualitative interpretive paradigm and I adopted a case study of three Namibian schools with three teacher leaders per school as the unit of analysis. As in the original study, the instruments that I used to collect the data included a survey questionnaire, focus group interviews, individual interviews, selfreflective journals, observations and document analysis. All the educators, including the three teacher leaders at each of the three schools completed questionnaires following which the three teacher leaders at each school were interviewed using a semi-structured focus group interview method. The teacher leaders also provided information through journal writing. In addition, these teacher leaders were observed and I examined the school documents, such as minutes of meetings, to find out how they engaged in leadership roles in their institutions. Semi-structured individual interviews were also conducted with the principal and the secretary of each of the three selected schools to acquire contextual information about the schools. The Statistical Package of Social Sciences was used to analyse the quantitative data while qualitative data were analysed using thematic content analysis and, in particular, a model of teacher leadership (Grant, 2008). The findings of my study indicated that, although teacher leadership was a new concept to the majority of educators who took part in my study, teacher leadership was enacted at all the three schools. Teacher leadership was enacted differently at each of the three schools depending on the culture and structure of each school. At School A, teacher leadership was enacted successfully across the first three zones of the model within a dispersed distributed framing. At School B, teacher leadership was restricted to the first two zones, in the classroom and with other teachers and learners with little leadership distribution. At Schools C, teacher leadership was evident across all four zones of the model and classified as emergent with a dispersed distributed leadership framing. Barriers that prevented the development of teacher leadership in these schools were experienced as time, hierarchical structure, an autocratic principal and the exclusion of teachers in chairing of meetings. Factors that enhanced teacher leadership included collaborative and collegial cultures, teamwork, good communication, shared vision, collaborative decision-making, teachers-led initiatives and the involvement of learners in leadership roles. The dissertation concludes with recommendations for further research and practice in relation to the concepts of teacher leadership and distributed leadership in Namibia. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2011.

A qualitative descriptive approach was undertaken to explore the leadership experience of seven first line nurse managers working in the Cook Islands. For the purposes of this study first line nurse managers are those nurses working as a charge nurse in a hospital, nursing supervisors, chief public health nurse, and nurses working autonomously in the outer islands of the Cook Islands. Nurses in these roles are in key positions to influence the practice of others and set the standard of practice and culture of a unit. The participants were recruited if they were currently employed in any of these positions. The seven participants were all Cook Islands women who received their undergraduate nursing education in the Cook Islands. The purpose of the study was to describe their leadership experience, to raise an awareness of their role, and to make recommendations to support and improve the preparation of nurses for leadership roles in the Cook Islands. Through face-to-face interviews, the participants' stories were audio taped and transcribed verbatim. Six of the seven transcripts required translation from Cook Islands Maori to English and this was conducted by the researcher who is fluent in both languages. Content and thematic analysis of the data revealed a spiritual, emotive and intuitive theme in the participants' leadership experience. The findings of the study revealed the self confidence of these nurses to manage in this role despite being challenged by management issues and the lack of preparedness for the role. The supportive network established within their staff, their family and the people around them has provided the impetus to continue to 'serve' their people. The findings also revealed that these nurses recognised the need to continue to learn and develop themselves and their staff. The findings of this study have significance for nurses aspiring to be nurse leaders in the Cook Islands or other Pacific Islands and rural communities. A key stakeholder in this study is the Cook Islands Ministry of Health, as insights and awareness gained can contribute to an appropriate preparation and support programme for nurses working in its organisation.

In this doctoral study I conceptualise shared values in order to explore a management problem from my work place environment. I observe that business-to-business (B2B) relationships between project managers and self-employed consulting engineers terminate; project managers switching to other vendors and self-employed consulting engineers losing their contract. The findings from the doctoral study show major influence of the shared values in managing project based professional relationships. Specifically, the elements of B2B professional relationships “commitment” and “trust” embedded in relationship performance show managerial implications. Furthermore, the literature review revealed a lack of qualitative knowledge in the research domain of B2B relationships. Hence, the findings from the doctoral study fill this gap and contribute to the academic knowledge by providing practise based qualitative evidence. This doctoral study was conducted in two phases. In the first phase, building on previous research articles, six elements of B2B professional relationships were refined and tested through qualitative interviews in order to explore their relevance in the B2B professional relationship between the project managers and self-employed consulting engineers. As a result from the first phase, a conceptual model of shared values was developed. In the second phase, the conceptual model of the shared values developed from the first phase was explored and validated through the experience of the project managers and self-employed consulting engineers.

M.Ed. / The focus of the study is aimed at the personal and professional identity of the educator in the ever-changing milieu of specialised education. Since 1994, numerous changes have started to take place within the South African teaching profession, resulting in far-reaching implications for all educators. These changes include: the introduction and implementation of outcomes based education, a newly structured curriculum, modified assessment practices, the redefinition of the roles of educators and renewed educator appraisal systems. All of these impacted on educators in specialised schools. With the announcement of the Education White Paper 6: Special Needs Education – Building an Inclusive Education and Training System, the education system changed to one National Inclusive Education System, which would henceforth acknowledge the fundamental right of each person. The Medical Model, used in the past as relevant classification model for learners with special needs, was replaced with a bio-ecological system theory with several new support structures. Educators in special education, having to redefine their personal and professional identities, experienced a sense of insecurity and personal frustration. Erik Erikson‟s psycho-social theory was used as literary reference, in order to determine whether the shaping of identity was influenced by the transformation process. The relevant study was approached from a qualitative, phenomenological basis, to ensure that the life experiences of the individuals in specialised education can be understood and interpreted. Selected educators and managers with a long-term commitment to specialised teaching, and involved with in-practice teaching institutions, took part in the study. Their descriptions, interpretations and critical self-reflection were captured using structured interviews, participatory education and personal journals. Autobiographical narration was used as a form of story-telling, in order to verbalise the deepest thought processes and feelings of the participants. Four alternating identity dimensions that influenced the shaping of the personal and professional identities of specialised educators, were identified. It was established that the fundamental , developing and transformative identity dimensions alternatively function as integral dimensions, while still promoting a certain personal and professional educator identity within the unique context. The argument, however, has arisen that the optimal ecosocial identity dimension has not been achieved. Hope, competence – which includes an v active caring for a fixed community – and the proficient concern to lobby for the survival of a certain group, has not been accomplished. Due to the fact that the unique group of educators can no longer function optimally in the social community and framework, and as a result of a disturbed and changing support network within the specialised education milieu, it has in conclusion been established that the disintegration of relationship structures has impacted negatively on the optimal shaping of identity.

No description available.

In this doctoral study I conceptualise shared values in order to explore a management problem from my work place environment. I observe that business-to-business (B2B) relationships between project managers and self-employed consulting engineers terminate; project managers switching to other vendors and self-employed consulting engineers losing their contract. The findings from the doctoral study show major influence of the shared values in managing project based professional relationships. Specifically, the elements of B2B professional relationships “commitment” and “trust” embedded in relationship performance show managerial implications. Furthermore, the literature review revealed a lack of qualitative knowledge in the research domain of B2B relationships. Hence, the findings from the doctoral study fill this gap and contribute to the academic knowledge by providing practise based qualitative evidence.This doctoral study was conducted in two phases. In the first phase, building on previous research articles, six elements of B2B professional relationships were refined and tested through qualitative interviews in order to explore their relevance in the B2B professional relationship between the project managers and self-employed consulting engineers. As a result from the first phase, a conceptual model of shared values was developed. In the second phase, the conceptual model of the shared values developed from the first phase was explored and validated through the experience of the project managers and self-employed consulting engineers.

Based on the above findings, the researcher has the following suggestions: (1) The use of therapeutic settings and therapeutic relationships in working with clients should be strengthened in education and continuous professional training for Chinese psychotherapists, especially to those who do not have educational background in medical science. Simultaneously, it is important to enhance the reflectivity of Chinese psychotherapists on their work and life experience. (2) To emphasize the legitimacy of psychotherapy in China, we have to regulate the norms of the profession according to the professional Code. Further, the principle of "do no harm" should be given higher priority in psychotherapy, psychotherapist need to cope with the demands from reality using wisdom and reason, pay attention to the affective needs of clients and promote social justice. (3) In the development of psychotherapy in mainland China, special efforts should be made to preserve the positive elements in traditional Chinese culture for the helping professions, keeping a balance between technical rationality and humane concern. We should pay attention to the goals of enhancing individual development, respect for diversity and importance of equality in practice as well as utilize the Chinese tradition and culture in helping clients to develop compassion, having empathetic understanding on the needs of one another. The purpose of doing so is to develop a new culture valuing compassion and reason in relating to one another. / The major findings of this research are as follows. (1) The understanding on the role of the therapeutic settings by the therapists are different. In comparison, those with training in psychoanalysis tend to attach more importance on the role of therapeutic settings than those who do not have such training. (2) The mainland psychotherapists still emphasis the importance of affection in relating with clients, using special rather than standard treatment for particular clients, which may result from the "differential distance in interpersonal relationship" dominant in Chinese culture. (3) Professional ethics for communities of counseling practice is newly introduced into mainland China, and people are beginning to pay attention to its relevant ethics. Its development, however, is still in infancy stage. (4) The mainland Chinese psychotherapists emphasis more on building relationship with people than developing technical skills in psychotherapy. This may be related to the fact that Chinese culture attaches more importance to interpersonal relationships. / This research attempts to answer the following questions: (1) What are the understanding of mainland Chinese psychotherapists about the meaning of professional ethics and therapeutic relationships? (2) How do they establish therapeutic relationships with their clients? (3) Are there any patterns in their establishment of therapeutic relationships, and how they interpret these patterns? (4) In their views, what are the principles and main points in establishing a healthy therapeutic relationship? / This study has implications for the helping professions in mainland China that it reveals the experiences, feelings and cognition of some mainland Chinese psychotherapists in their embodied professional ethical norms and therapeutic relationships. It illustrates the characteristics of these psychotherapists in dealing with professional relationships in a country which still values relationships and human feelings. The study also examines the factors that have influenced these psychotherapists in the development of their characteristics, e.g. the country's history, modern cultural atmosphere, and the ordinary people's routine styles of interpersonal exchange in China. The findings of this study, as a preliminary exploration of the process of establishing ethical norms and principles in mainland China, would be helpful to the development of social work in mainland China. (Abstract shortened by UMI.) / This study is significant as it is the first qualitative inquiry of the therapeutic relationships between clients and psychotherapists in mainland China. It explores the the impact of Chinese cultural tradition and modern social development on the mentality of mainland Chinese psychotherapists. / Using social constructivism as the epistemological frame, ecological systems theory is chosen as the theoretical framework in conducting the study using qualitative research. In-depth interviews and on-site observations are the methods chosen to collect data. The main source of data comes from in-depth interviews with 15 psychotherapists in different institutes located in four cities in mainland China. Through careful analysis of the data, thick description is used to describe the data. And using thematic analysis for the interpretation of the findings. / 陳向一. / Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0332. / Thesis (doctoral)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (p. 277-300). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Chen Xiangyi.

Bibliography: leaves 277-285.