Gender disparities are still prevalent universally, and are often expressly and tacitly condoned, even in highly developed societies. In South Africa, women make up 52% of the population yet, only 44% of working South Africans are women (BWASA, 2012). However, recent trends show that a significant enough number of women do make it to all levels of positions in organisations, and that women generally have a great desire to lead. Conversely, very few women think or believe that their organisations provide them with the necessary and adequate support, in order to be able do so. Thus, in spite of the active efforts and commitments made by many South African organisations to influence women’s career advancement, it is still unfortunately not clear if the initiatives and programmes that are implemented are a core strategic imperative, or whether they are merely part of a peripheral agenda. As a result, this study takes a contingency approach to examine whether the career advancement of women is indeed a core strategic initiative, or whether it is peripheral in South African organisations. The good news is that some organisations are excelling in their commitment to empowering female roles and role-models in the workplace, and this study aims to understand why these organisations are doing exceptionally well, and why others are lagging behind. A qualitative method, which is exploratory in nature, was adopted to collect and analyse the data for this study. Fifteen individuals, who constitute a sample, were interviewed; and the scope was limited to the Chief Executive Officers (CEOs), Human Resource executives or any other executives responsible for diversity in the respective organisation. The main findings in this research were as follows: Firstly, the agenda that is most likely to be framing women’s career advancement in the organisations is one that is underscored by moral or ethical imperatives, and this is done in order to attempt to ensure that all forms of inequalities that existed are eradicated, so as to respond to the social pressure for ethical and moral transparency. Secondly, the organisations do understand the critical issues of women’s career advancement, but they fail to recognize the significant rewards of real women empowerment. Thirdly, some organisations seem to be doing exceptionally well, while others are sadly lagging behind. Finally, most organisations do not have clear measurement and monitoring frameworks to track their progress and impact in women career advancement initiatives. / Dissertation (MBA)--University of Pretoria, 2014. / lmgibs2015 / Gordon Institute of Business Science (GIBS) / MBA / Unrestricted

Samverkansuppdraget och fritidshemmets kompletterande uppdrag är två skilda uppdrag under en gemensam skoldag, där samarbetet är huvudfokus. Syftet med studien är att utveckla kunskap om samverkansuppdraget och fritidshemmets kompletterande uppdrag ur ett grund- och fritidslärarperspektiv inom skolans organisatoriska verksamhet. För att kunna svara på syftet ställdes frågan: “Vilken förståelse har grund- och fritidslärare av samverkansuppdraget och fritidshemmets kompletterande uppdrag”. Utifrån frågeställningen utformades en enkätundersökning med kvantitativ och kvalitativ metod i bearbetning och analys av svaren. Enkäten publicerades online. Därefter mejlades den till yrkesverksamma fritids- och grundskollärare i två kommuner i Mellansverige. Med hjälp av medlemsregister från den fackliga organisationen Lärarförbundet i respektive kommun blev det totala antalet informanter för studien 34. Utifrån policy enactment teorin och professionsteorin har informanternas förståelse synliggjorts gällande yrkesgruppernas relation och samband, samt deras yrkesprofession i relation till läroplansuppdragen i verksamheterna. Utifrån det kvantitativa resultatet synliggörs att informanterna anser att fritidslärare samverkar i högre grad mellan verksamheterna till skillnad från grundskollärarna. Ytterligare visar resultatet att yrkesgruppernas inblick i respektive verksamhet är mer jämbördig till skillnad från informanternas ställningstaganden om verksamheternas samverkan. I det kvalitativa resultatet lyfts vikten av att delta i varandras verksamheter då det skapar möjligheter för samverkan under den gemensamma skoldagen. Dessutom visas att informanterna uppfattar varandras verksamheter utifrån de olika praktiska och teoretiska arbetssätt de tillämpar. Slutligen lyfts ett eftersträvansvärt helhetsperspektiv som gynnar elevernas lärande och utveckling utifrån läroplansuppdragen. Slutsatsen visar att yrkesgrupperna inte alltid arbetar utifrån läroplanens mål om samverkansuppdraget och fritidshemmets kompletterande uppdrag, däremot kan det innebära att de har förståelse för vikten av det.

En un siècle environ, la Faculté de médecine de l’Université Libre de Bruxelles a été l’acteur et le témoin d’une triple transition :passage d’un enseignement essentiellement fondé sur la transmission de « manières de faire » à une pédagogie nourrie par les laboratoires de recherche ;disparition d’une pratique médicale portée par les conceptions humorales et émergence d’une médecine spécialisée rompue à la recherche clinique et à la méthode expérimentale ;transformation, enfin, d’un espace investi par un corps académique autodidacte ou formé à l’expérience des champs de bataille à un groupe d’élite répondant à des critères de qualité à l’échelle internationale. Cette thèse constitue une tentative d’explorer ce chemin, d’en suivre les bifurcations soudaines comme les lignes de continuité le plus souvent invisibles. / Doctorat en Histoire, histoire de l'art et archéologie / info:eu-repo/semantics/nonPublished

El libro constituye una guía didáctica para quienes se encuentren en la búsqueda de una carrera profesional. Los consejos, metodologías y ejercicios presentes en la publicación son de suma utilidad para que el lector pueda conocer sus competencias y habilidades que mejor puedan adecuarse a una carrera profesional y después a un determinado campo laboral. También se explican las demandas de los diversos centros laborales y cuál es el tipo de profesional especialista o generalista que requieren en la actualidad. / This book is a teaching guide for those who are in search of a professional career. The advice, methodology and exercises in this book are of much use, so the readers identify the competencies and skills they have and that better adjust to a professional career and later to a certain field of work. The demands of the different workplaces and the type of specialized or general professional required today are also explained.

This thesis looks into what it can be like to work as a conservation officer at a planning and building office in a Swedish municipality. Through five interviews with different conservation officers I have researched their perception of their role as conservation officers and their personal experiences of theirevery day professional work. The thesis topic has its starting point in my understanding that there has been a shift in the role of the conservation officer during the last couple of decades towards a more explicit partaking in urban physical planning. Much because it is seen as a more powerful tool and place to be in for more effective preservation and maintenance of built cultural heritage. In order to relate the outcomes of my interviews I have laid out a context made out of theories on rational as well as communicative planning; how the professional role is created, sustained and developed and organizational culture and value-analysis of built cultural heritage. The interviews lead up to a discussion where I reflect on the importance for such professionals to have communicative skills of listening, learning, negotiating, and be able to communicate your own interest in a pedagogical manner. The interviews also show that there can be seen to exist some differences in the roles of the more traditional free-standing conservation officer working at the museum and the more integrated conservation officer working in the planning and building office. The organizational structures at the museum and the planning and building office are different and the organizations have different goals (one stands for preservation, the other for development). This means that the conservation officer at the planning and building office need to use a different kind of strategy in order to achieve their goals. They are involved in planning projects for a longer period of time which means that they have the possibility to influence the planning processes more than once. It also means that they need to learn how to pick their fights and realize when to take step back. They also need to be prepared to negotiate and compromise with other interests in the planning processes. The organizational culture at the working place is important for how efficiently the work is carried out. As a professional it is important to feel that your task has support from your colleagues and that there are possibilities to influence the processes going on at the working place. The interviews also show that there are difficulties in making good valueassessments of cultural heritage and that such ground material is often difficult to understand for people working outside of the cultural heritage sector. One aspect is that it might be difficult to include all types of values, and that the conservation officer is the only one partaking in the process which can lead to values lost and that the process does not include a range of voices. Another aspect is that the ground material lack a sense of practicality in that there is no explaining what is actually possible to do with the cultural heritage sites. Other parties in the planning processes need suggestions on how the built cultural heritage can be developed, not only on how it should be preserved.

Organizational performance in the healthcare field is of great interest for many stakeholders. Efficient use of resources and delivery of high quality of care should be relevant to any taxpayer hoping to live healthily and grow old in Sweden. Simultaneously, the working conditions for the employees need to be sustainable if the impending lack of 170 000 workers in the healthcare sector by the year of 2030 is to be mitigated (Statistiska centralbyrån, 2012). The scope of this study is to examine how the quality management systems applied to ensure and improve the aforementioned objectives are perceived by the individual employees. Specifically, practitioners in the nursing professions are enquired about the design principles of enabling control as described by Adler and Borys (1996). The study has utilized a quantitative methodology and an online survey to collect personal perceptions and experiences from 400 individuals in the nursing professions on this topic. Major findings are that the majority of the respondents state that they perceive three out of four of the design principles of an enabling system to be present in the quality management system at their workplace. In addition, there is a strong association between the perception of the enabling characteristics flexibility and repair and general job satisfaction. Further studies with larger samples would increase the statistical power of these correlations. In addition, a large proportion of the respondents perceive that the quality management processes is negatively affected by financial constraints. Only a minority of the respondents perceive the workload constituted by tasks connected to quality management as reasonable.

Traditional models for public health professional education tend to be didactic, with brief, discrete practica appended. National reports of both practitioners and academicians have called for more competency-driven, interdisciplinary-focused, community-based, service-oriented, and experientially-guided learning for students across the curriculum. East Tennessee State University began its own curricular revisioning in health professions education nearly 2 decades ago with a grant from the W.K. Kellogg Foundation, emphasizing competencies development through community-based learning in community-academic partnerships. This article describes 3 examples that grew from that initiative. In the first example, students in multiple classes delivered a longitudinal community-based employee wellness intervention for a rural county school district. BS public health students conducted needs assessments and prepared health education materials; MPH students conducted health assessments and worked with school wellness councils to deliver client-centered interventions; DrPH students supervised the project and provided feedback to the schools using participatory methods. In the second example, MPH students in a social-behavioral foundations course used experiential learning to investigate the region's elevated cancer mortality ranking. Following meetings with multiple community groups, students employed theoretical constructs to frame regional beliefs about cancer and presented findings to community leaders. One outcome was a 5-year community-based participatory research study of cancer in rural Appalachia. In the third example, MPH students in a health-consulting course assessed local African Americans' awareness of the university's health and education programs and perceptions of their community health issues. Students learned consultation methods by assisting at multiple regional African American community meetings to discover issues and interest that resulted in the organization of a regional African American health coalition, multiple community health interventions, and the region's first health disparities summit. Lessons learned are presented which identify key elements of success and factors that influence adoption of community-based teaching and learning in public health.

Objective: A collaborative campus-community partnership program provided the framework for an intervention to reduce motor vehicle accident fatalities along a rural Appalachian highway. Students from public health, nursing and medicine worked with community members to identify the problem and plan the strategy to address it. Methods: An inquiry-based learning model proved to be an appropriate approach to engage student teams with community leaders in identifying and resolving health needs. Inquiry-based strategies place students in guided learning situations where their investigations lead to working solutions. The inquiry-based model matched the curricular objectives of the Community Partnership Program (CPP) more closely than the classroom oriented problem-based learning approach. Implementation: In the spring of 1994, students, along with citizens and officials of a rural Appalachian county, initiated a community-based prevention project focused on reducing deaths from motor vehicle accidents employing the principles of an inquiry-based learning model. Discussion: This project effectively demonstrates the role that students can play in mobilizing diverse elements of the community to address identified health and safety concerns. It provides an illustration that a longitudinal, community-based, service-learning approach to health professions education is beneficial to both student learners and communities. Conclusions: Through the use of inquiry-based learning methods, students gained real life experience in applied principles of health statistics, epidemiology, community organization, health risk communication, health education planning and program implementation. Outcomes of the project included a measurable reduction in automobile-related fatalities and the initiation by the state department of transportation of a series of investigations expected to pave the way for physical improvements to the roadway.

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My thesis examines patients’ and caregivers’ perspectives on educating healthcare providers(HCPs). Specifically, it examined two research questions: 1) What do patients think about their involvement in the education of HCPs? and 2) What roles do patients want to have in the education of HCPs? It is important for educational leaders and HCPs to understand answers to these questions, from patients’ own perspectives, to make effective changes in current and future health professions education and ultimately, the delivery of patient-centred care. I conducted semi-structured interviews with 27 patients and caregivers for this study. Through conventional content analysis, I identified five themes for what patients think about their involvement in the education of HCPs. Namely, patient involvement in the education of HCPs: (1) is challenging because of power-differentials between themselves and HCPs; (2) requires patient training; (3) needs to start early in HCPs’ education process; (4) can improve patient-HCP partnerships; and (5) requires compensation for patients. I also identified three roles that patients want to have in the education of HCPs. Specifically, they want to: (1) teach HCPs about patients’ expectations, experiences, and perspectives through case studies, storytelling, and research; (2) provide direct feedback to HCPs; and (3) advise on curricula development and admission boards for HCPs. My research adds to the limited research on patients’ and caregivers’ perspectives on their involvement in the education of HCPs, identifies barriers to patient involvement, and provides a foundation that HCPs and educational leaders can use to improve patients’ active involvement in the education of HCPs. Further, it highlights that patients’ voices are important to the education of HCPs. It also illuminates my own perspectives on patient involvement in the education of HCPs, which I share as part of my positionality as a researcher who conducted this study.