subject:(new professionals)

Louisiana State University

1. Clegorne, Nicholas Anthony. The lived experience of discovery of purpose in student affairs among emerging professionals.

Degree: PhD, Education, 2012, Louisiana State University

URL: etd-07032012-151159 ; https://digitalcommons.lsu.edu/gradschool_dissertations/512

► Clegorne, Nicholas Anthony, B.M. University of Florida, 2002, M.M. University of Florida, 2004 Doctor of Philosophy Major: Educational Leadership and Research The Lived Experience of… (more)

▼ Clegorne, Nicholas Anthony, B.M. University of Florida, 2002, M.M. University of Florida, 2004 Doctor of Philosophy Major: Educational Leadership and Research The Lived Experience of Discovery of Purpose in Student Affairs among Emerging Professionals Dissertation directed by Associate Professor Roland Mitchell Pages in dissertation, 146. Words in abstract, 297. ABSTRACT Some researchers estimate that as many as three out of five new professionals will leave the field of student affairs within the first five years. Furthermore low job satisfaction has been cited heavily among new professionals in student affairs. The alarming recognition that so many young professionals are unhappy and that more than half of the field’s new professionals will leave very early in their careers has prompted a number of examinations regarding the education, training, induction and supervision of new professionals in the field of student affairs. However, such examinations focus primarily on environmental influences external to the new professional. Studies in similar fields have suggested low job satisfaction and high attrition rates are connected to a lack of articulated purpose in a given field. This study sought to examine the discovery of purpose as one possible intrinsic contributor to job satisfaction and retention among new professionals. A qualitative study was conducted to illuminate the stories of eight emerging professionals (first-year graduate students in higher education administration through third-year new professionals in student affairs). The research design utilized phenomenological and narrative lenses and engaged self-authorship and transition theory as theoretical frames in order to explore the lived experience of discovery of purpose among young student affairs practitioners. Significant statements suggest that participant journeys were marked by repeated transition. Furthermore, data suggests that the ability to identify a resolute, self-authored, and impactful purpose highly coincided with a commitment to remain in the field. Additionally, emerging professionals who were self-motivated to join the field said they were more likely to remain in the field. In an effort to increase persistence in the field of student affairs, a number of suggestions have been made with the intent to improve graduate preparation programs, induction processes, training designs, and supervision strategies.

Subjects/Keywords: Attrition; New Professionals; Education; Higher; Personnel; Student; College

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APA (6^th Edition):

Clegorne, N. A. (2012). The lived experience of discovery of purpose in student affairs among emerging professionals. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07032012-151159 ; https://digitalcommons.lsu.edu/gradschool_dissertations/512

Chicago Manual of Style (16^th Edition):

Clegorne, Nicholas Anthony. “The lived experience of discovery of purpose in student affairs among emerging professionals.” 2012. Doctoral Dissertation, Louisiana State University. Accessed January 26, 2021. etd-07032012-151159 ; https://digitalcommons.lsu.edu/gradschool_dissertations/512.

MLA Handbook (7^th Edition):

Clegorne, Nicholas Anthony. “The lived experience of discovery of purpose in student affairs among emerging professionals.” 2012. Web. 26 Jan 2021.

Vancouver:

Clegorne NA. The lived experience of discovery of purpose in student affairs among emerging professionals. [Internet] [Doctoral dissertation]. Louisiana State University; 2012. [cited 2021 Jan 26]. Available from: etd-07032012-151159 ; https://digitalcommons.lsu.edu/gradschool_dissertations/512.

Council of Science Editors:

Clegorne NA. The lived experience of discovery of purpose in student affairs among emerging professionals. [Doctoral Dissertation]. Louisiana State University; 2012. Available from: etd-07032012-151159 ; https://digitalcommons.lsu.edu/gradschool_dissertations/512

Virginia Tech

2. Frank, Tara Elizabeth. Why Do They Leave? The Departure of Student Affairs Professionals.

Degree: PhD, Educational Leadership and Policy Studies, 2013, Virginia Tech

URL: http://hdl.handle.net/10919/19306

► Departure among student affairs administrators in higher education has been an issue for decades (Evans, 1988; Lorden, 1998; Tull, 2006). Rates of departure from student… (more)

▼ Departure among student affairs administrators in higher education has been an issue for decades (Evans, 1988; Lorden, 1998; Tull, 2006). Rates of departure from student affairs within the first five years of experience are estimated at 50% to 60% (Holmes, Verrier, & Chisholm, 1983; Lorden, 1998; Tull, 2006). However, there is very little research that examines the reasons that student affairs professionals leave the field. I conducted a qualitative study, using purposeful sampling, to determine what factors were most salient in new student affairs professionalsd́eparture. The conceptual framework was a modified version of Daly and Dee\'s (2006) model that described how psychological, structural, and environmental variables affect intent to stay with an organization. Participants included 24 former student affairs professionals who earned a master\'s degree in student affairs administration or a related field between 2004 and 2010 and who left the field between 2009 and 2011. Data were analyzed using a constant comparative method. Findings suggest that new professionals depart student affairs for both Institutional and Individual reasons. Institutionally, professionals want to believe they are valued and supported, particularly by those in management positions. They want stable and supportive supervisors. They also seek stable organizational environments. Many feel they work too many hours for too little money and find few opportunities to advance. Individually, professionals seek a personal connection to their institution and job and leave the profession if those expectations are unmet. Additionally, some professionals find it difficult to obtain work/life balance. When they are left feeling unfulfilled in their jobs, they seek satisfaction outside of the field, pursuing other positions that more fully meet their wants and needs more. Future research could explore whether the rate of new student affairs professional departure is unusual when compared to other professions (e.g., teachers, social workers, nurses) or whether it is endemic to the student affairs profession. Advisors/Committee Members: Hirt, Joan B. (committeechair), Arminio, Jan L. (committee member), Janosik, Steven M. (committee member), Burge, Penny L. (committee member).

Subjects/Keywords: departure; student affairs; new student affairs professionals; turnover

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APA (6^th Edition):

Frank, T. E. (2013). Why Do They Leave? The Departure of Student Affairs Professionals. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/19306

Chicago Manual of Style (16^th Edition):

Frank, Tara Elizabeth. “Why Do They Leave? The Departure of Student Affairs Professionals.” 2013. Doctoral Dissertation, Virginia Tech. Accessed January 26, 2021. http://hdl.handle.net/10919/19306.

MLA Handbook (7^th Edition):

Frank, Tara Elizabeth. “Why Do They Leave? The Departure of Student Affairs Professionals.” 2013. Web. 26 Jan 2021.

Vancouver:

Frank TE. Why Do They Leave? The Departure of Student Affairs Professionals. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10919/19306.

Council of Science Editors:

Frank TE. Why Do They Leave? The Departure of Student Affairs Professionals. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/19306

University of Georgia

3. Davis, Tiffany Juanita. Developing new professionals.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/28710

► The changing higher education landscape has brought increasing concern about student safety, mental illness, rising college costs, and growing expectations from diverse student populations (Kuk,… (more)

▼ The changing higher education landscape has brought increasing concern about student safety, mental illness, rising college costs, and growing expectations from diverse student populations (Kuk, Banning, & Amey, 2011). These shifts require well-prepared professionals able to meet these demands effectively and efficiently. New professionals in student affairs are usually the front-line staff members responsible for providing programs, services, and initiatives to comply with student expectations and institutional priorities in these areas (Davis Barham & Winston, 2006). New professionals consistently report dissatisfaction or disappointment with their supervisory experiences and their entrance into positions and institutions. This dissatisfaction often contributes to the high attrition rate from the field, currently estimated to be 20-40% within the first six years (Tull, Hirt, & Saunders, 2009). The literature identifies supervision as a key to socializing and retaining new professionals in the student affairs field. The purpose of this study was to explore how supervisors in student affairs narrate their experiences of supervising new professionals in positions at colleges and universities. Through analyzing the narratives of supervisors, the goal of the study was to better understand the experiences and circumstances that supervisors believe shape the way they work with and socialize new professionals to their positions and to the profession. People live and make meaning of their experiences through the telling and retelling of stories. Utilizing narrative inquiry methodology, data were obtained through in-depth, phenomenological interviews of 13 supervisors of new professionals and were analyzed using narrative analysis and thematic methods. Three conceptual metaphors of supervision – mentoring, shepherding, and teaching – were interpreted from participants’ stories recounting their experiences of supervising new professionals. In addition, a visual model was developed to illustrate the relationships between this study’s three key thematic findings related to the context, evaluation, and strategies of supervision. Implications for master’s-level graduate preparation programs and practice and recommendations for future research are discussed.

Subjects/Keywords: Narrative; New Professionals; Supervision; Socialization; Higher Education; Student Affairs; Conceptual Metaphors

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APA (6^th Edition):

Davis, T. J. (2014). Developing new professionals. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28710

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Davis, Tiffany Juanita. “Developing new professionals.” 2014. Thesis, University of Georgia. Accessed January 26, 2021. http://hdl.handle.net/10724/28710.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Davis, Tiffany Juanita. “Developing new professionals.” 2014. Web. 26 Jan 2021.

Vancouver:

Davis TJ. Developing new professionals. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10724/28710.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Davis TJ. Developing new professionals. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28710

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Oklahoma State University

4. Naifeh, Zeak Thomas. Keeping the Engine Running: Perceptions of Wellness and Attrition Intentions in New Student Affairs Professionals.

Degree: Educational Leadership and Policy Studies, 2019, Oklahoma State University

URL: http://hdl.handle.net/11244/321563

► Although the career paths and experiences of new student affairs professionals differ from individual to individual, results of data analysis revealed a common theme: Wellness… (more)

Subjects/Keywords: attrition; holistic wellness; new professionals; student affairs; wellness

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APA (6^th Edition):

Naifeh, Z. T. (2019). Keeping the Engine Running: Perceptions of Wellness and Attrition Intentions in New Student Affairs Professionals. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/321563

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Naifeh, Zeak Thomas. “Keeping the Engine Running: Perceptions of Wellness and Attrition Intentions in New Student Affairs Professionals.” 2019. Thesis, Oklahoma State University. Accessed January 26, 2021. http://hdl.handle.net/11244/321563.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Naifeh, Zeak Thomas. “Keeping the Engine Running: Perceptions of Wellness and Attrition Intentions in New Student Affairs Professionals.” 2019. Web. 26 Jan 2021.

Vancouver:

Naifeh ZT. Keeping the Engine Running: Perceptions of Wellness and Attrition Intentions in New Student Affairs Professionals. [Internet] [Thesis]. Oklahoma State University; 2019. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/11244/321563.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Naifeh ZT. Keeping the Engine Running: Perceptions of Wellness and Attrition Intentions in New Student Affairs Professionals. [Thesis]. Oklahoma State University; 2019. Available from: http://hdl.handle.net/11244/321563

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Florida

5. Schneider, Jennifer Smith. Self-Perceived Competence of New Student Affairs Professionals.

Degree: 2014, University of South Florida

URL: https://scholarcommons.usf.edu/etd/5392

► This study was designed to determine the extent to which new student affairs professionals feel competent for the work and to identify the experiences that… (more)

Subjects/Keywords: competence; higher education; new professionals; professional competencies; student affairs; Education; Higher Education

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APA (6^th Edition):

Schneider, J. S. (2014). Self-Perceived Competence of New Student Affairs Professionals. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5392

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Schneider, Jennifer Smith. “Self-Perceived Competence of New Student Affairs Professionals.” 2014. Thesis, University of South Florida. Accessed January 26, 2021. https://scholarcommons.usf.edu/etd/5392.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Schneider, Jennifer Smith. “Self-Perceived Competence of New Student Affairs Professionals.” 2014. Web. 26 Jan 2021.

Vancouver:

Schneider JS. Self-Perceived Competence of New Student Affairs Professionals. [Internet] [Thesis]. University of South Florida; 2014. [cited 2021 Jan 26]. Available from: https://scholarcommons.usf.edu/etd/5392.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schneider JS. Self-Perceived Competence of New Student Affairs Professionals. [Thesis]. University of South Florida; 2014. Available from: https://scholarcommons.usf.edu/etd/5392

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Iowa State University

6. Holmes, Aja Chand. Experiences of supervision skill development among new professionals in student affairs.

Degree: 2014, Iowa State University

URL: https://lib.dr.iastate.edu/etd/13939

► Being ready to supervise is an important entry-level skill for student affairs professionals. This study was conducted to ascertain the level of education student affairs… (more)

Subjects/Keywords: Entry- Level Professionals; New Professional; Student Affairs Professionals; Supervision; Supervision Competency; Supervision Skills; Business Administration, Management, and Operations; Higher Education Administration; Management Sciences and Quantitative Methods

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Holmes, A. C. (2014). Experiences of supervision skill development among new professionals in student affairs. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/13939

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Holmes, Aja Chand. “Experiences of supervision skill development among new professionals in student affairs.” 2014. Thesis, Iowa State University. Accessed January 26, 2021. https://lib.dr.iastate.edu/etd/13939.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Holmes, Aja Chand. “Experiences of supervision skill development among new professionals in student affairs.” 2014. Web. 26 Jan 2021.

Vancouver:

Holmes AC. Experiences of supervision skill development among new professionals in student affairs. [Internet] [Thesis]. Iowa State University; 2014. [cited 2021 Jan 26]. Available from: https://lib.dr.iastate.edu/etd/13939.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Holmes AC. Experiences of supervision skill development among new professionals in student affairs. [Thesis]. Iowa State University; 2014. Available from: https://lib.dr.iastate.edu/etd/13939

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Otago

7. Foster, Mandie Jane. Family centred care in the paediatric critical care setting: Child, parent and staff perspectives .

Degree: 2013, University of Otago

URL: http://hdl.handle.net/10523/4304

► Introduction: Family centred care (FCC) is described as a philosophy of care however the definition, practice, reported benefits and deficits of FCC continue to be… (more)

▼ Introduction: Family centred care (FCC) is described as a philosophy of care however the definition, practice, reported benefits and deficits of FCC continue to be critiqued. The aim of this study was to explore staff and parents’ perception of FCC, parental needs and spirituality and the hospitalised child’s (5-15years old) needs within a paediatric high dependency unit (PHDU). Methods: A cross-sectional mixed methods design. Parents and staff completed the needs of parents questionnaire (NPQ), intrinsic spirituality scale (ISS) and 5 open ended questions. The children had an interview and drew a picture of a person in the hospital (CD:H). The interviews and long answer questions were transcribed verbatim and subjected to inductive thematic analysis. The NPQ, ISS and CDH scores underwent statistical analyses. Results: One hundred and four parents, 88 staff and 26 school-aged children participated. The themes generated from the parents long answer questions were treatment, family, relationships, religion and meanings. Significant statistical differences between the staff and parents’ NPQ responses were evident in 70 needs statements and 5 category mean scores. The mean ISS score for staff was higher (5.11, SD 3.0) than the parents (4.63, SD 3.17). The themes generated from the children’s interviews were relationships, support, play therapy and hospital. The child’s CD:H mean score was low (74.52, SD 28.55). Two parent, child and staff paediatric critical models of care were generated from the synthesized data. The models reflect the child’s, parents’ and staff’s experiences from admission through to transfer were influenced by the variables individual demographics, treatment, facilities, needs, coping strategies used, suffering or growth responses and health outcome. Conclusion: The staff, parent’s and child’s perception of FCC, needs and spirituality often differed but remained interwoven and were influenced by time, environment, health, person and relationships. Both similarities and differences were noted to earlier studies and further testing of psychometric tools, conceptual models and theory development is required to advance the state of the science for FCC within paediatric critical care. Advisors/Committee Members: Whitehead, Lisa (advisor).

Subjects/Keywords: Family centred care; Paediatrics; Families; Healthcare Professionals; Parents' Needs; Children's Needs; Hospitalised Care; Critical Care; New Zealand

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APA (6^th Edition):

Foster, M. J. (2013). Family centred care in the paediatric critical care setting: Child, parent and staff perspectives . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/4304

Chicago Manual of Style (16^th Edition):

Foster, Mandie Jane. “Family centred care in the paediatric critical care setting: Child, parent and staff perspectives .” 2013. Doctoral Dissertation, University of Otago. Accessed January 26, 2021. http://hdl.handle.net/10523/4304.

MLA Handbook (7^th Edition):

Foster, Mandie Jane. “Family centred care in the paediatric critical care setting: Child, parent and staff perspectives .” 2013. Web. 26 Jan 2021.

Vancouver:

Foster MJ. Family centred care in the paediatric critical care setting: Child, parent and staff perspectives . [Internet] [Doctoral dissertation]. University of Otago; 2013. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10523/4304.

Council of Science Editors:

Foster MJ. Family centred care in the paediatric critical care setting: Child, parent and staff perspectives . [Doctoral Dissertation]. University of Otago; 2013. Available from: http://hdl.handle.net/10523/4304

8. Kashish, Fatima. ICT skills and attitudes of library professionals of jamia millia islamia, new delhi;.

Degree: Library and Information Science, 2012, Aligarh Muslim University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/49880

Abstract not available newline newline

Bibliography p.172-182, Appendix given

Advisors/Committee Members: K Q Zaidi, S Mustafa.

Subjects/Keywords: ICT Skills; Library Professionals; Jamia Millia Islamia; New Delhi

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APA (6^th Edition):

Kashish, F. (2012). ICT skills and attitudes of library professionals of jamia millia islamia, new delhi;. (Thesis). Aligarh Muslim University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/49880

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kashish, Fatima. “ICT skills and attitudes of library professionals of jamia millia islamia, new delhi;.” 2012. Thesis, Aligarh Muslim University. Accessed January 26, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/49880.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kashish, Fatima. “ICT skills and attitudes of library professionals of jamia millia islamia, new delhi;.” 2012. Web. 26 Jan 2021.

Vancouver:

Kashish F. ICT skills and attitudes of library professionals of jamia millia islamia, new delhi;. [Internet] [Thesis]. Aligarh Muslim University; 2012. [cited 2021 Jan 26]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/49880.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kashish F. ICT skills and attitudes of library professionals of jamia millia islamia, new delhi;. [Thesis]. Aligarh Muslim University; 2012. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/49880

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Pires, Inês Matoso. A mobilidade dos jovens profissionais no contexto da globalização : uma investigação sobre o caso de jovens portugueses.

Degree: 2014, RCAAP

URL: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/13769

►

A mobilidade dos jovens profissionais é um fenómeno que tem vindo a aumentar substancialmente nos últimos anos. O aumento deste fenómeno compõe um novo padrão… (more)

▼

A mobilidade dos jovens profissionais é um fenómeno que tem vindo a aumentar substancialmente nos últimos anos. O aumento deste fenómeno compõe um novo padrão migratório que se distingue pelo facto de serem, sobretudo, os jovens qualificados que saem dos seus países de origem em busca de novas oportunidades de emprego. Apesar deste fenómeno já estar a ser medido quantitativamente por algumas entidades, pretendo com esta tese entender de que forma é que este fenómeno ocorre. A mobilidade de pessoas e, neste caso concreto, de jovens tem vindo a ser facilitado uma vez que vivemos numa sociedade cada vez mais volúvel e com fronteiras cada vez mais líquidas. Num contexto cada vez mais marcado pela Globalização e pelas novas tecnologias de informação e comunicação este estudo vai compreender de que forma é que este fenómeno se manifesta. É também objectivo deste estudo perceber como se comportam os principais intervenientes deste fenómeno do ponto de vista cultural, isto é, de que forma é que estes jovens, que se movimentam entre vários países, se ambientam ao novo país e nova cultura. Outro ponto de reflexão desta dissertação é compreender quais são as principais motivações que levam os jovens profissionais a saírem do seu país. Num período de crise é natural que a emigração aumente, mas poderão existir outras motivações para além da primeira que conduzam a uma emigração jovem e qualificada. Para a elaboração deste estudo foram realizadas entrevistas a jovens que estejam dentro de condições previamente pensadas, ou seja, jovens qualificados que tenham deixado Portugal e estejam noutro país a trabalhar ou a estudar.

Young Professional’s mobility is a global phenomenon that has been increasing substantially over the last few years. This phenomenon composes a new migratory pattern, which reflects mainly the departure of qualified young population from their home countries in search of new job opportunities. Although this phenomenon has already been quantitatively measured by some entities, the main objective of this dissertation is to understand the basis and the reasons that lead to the development of this new form of migration. People’s mobility, specifically young professionals, is becoming more common since the society is ever more voluble and its frontiers more liquid. In a social and economic context strongly defined by globalization and new information and communications’ technologies, this study intends to comprehend in which way this phenomenon is represented. It is also my intent to understand, from a cultural point of view, the behavior of the main actors of this phenomenon, that is, in which way these young professionals are moving between different countries and consequently adapting to those countries and their culture. Moreover, another reflection point of this dissertation focus on the comprehension of the main motives that lead young professionals to leave their home countries. In current years, marked strongly by a global economic crisis, it is natural to see an increase in emigration; however, this…

Advisors/Committee Members: Ilharco, Fernando.

Subjects/Keywords: Mobilidade; Jovens Profissionais; Globalização; Novas Tecnologias; Cultura; Motivação; Mobility; Young Professionals; Globalization; New Technologies; Culture; Motivation; Domínio/Área Científica::Humanidades

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APA (6^th Edition):

Pires, I. M. (2014). A mobilidade dos jovens profissionais no contexto da globalização : uma investigação sobre o caso de jovens portugueses. (Thesis). RCAAP. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/13769

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pires, Inês Matoso. “A mobilidade dos jovens profissionais no contexto da globalização : uma investigação sobre o caso de jovens portugueses.” 2014. Thesis, RCAAP. Accessed January 26, 2021. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/13769.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pires, Inês Matoso. “A mobilidade dos jovens profissionais no contexto da globalização : uma investigação sobre o caso de jovens portugueses.” 2014. Web. 26 Jan 2021.

Vancouver:

Pires IM. A mobilidade dos jovens profissionais no contexto da globalização : uma investigação sobre o caso de jovens portugueses. [Internet] [Thesis]. RCAAP; 2014. [cited 2021 Jan 26]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/13769.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pires IM. A mobilidade dos jovens profissionais no contexto da globalização : uma investigação sobre o caso de jovens portugueses. [Thesis]. RCAAP; 2014. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/13769

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

10. Liebenberg, Janet Adri. A framework for relevant software development education / Janet Adri Liebenberg .

Degree: 2015, North-West University

URL: http://hdl.handle.net/10394/15362

► It is widely acknowledged that there is a shortage of software developers with the right skills and knowledge. In respect of their university education, students… (more)

▼ It is widely acknowledged that there is a shortage of software developers with the right skills and knowledge. In respect of their university education, students want to take courses and carry out projects that clearly relate to their lives and their goals. The software development industry on the other hand, expects students to be educated in courses and projects, which are relevant for their professional career and equip them to be well-prepared for the workplace. In the middle, between the students and the industry, is the university that is expected to meet the needs of the students on the one side and the software industry on the other side. The unique contribution of this research is the development of a framework for relevant software development education by addressing the question: How can universities ensure that software development education provides knowledge and skill sets that are relevant to both the software development industry and software development students? The literature study investigates the software development class, focusing on the students and the educators. Furthermore, a review of the software development workplace is done with attention to the software developers and their employers. The problems and challenges facing three role players in software development education, namely the students, the university and the industry are investigated. Lastly, the role of the university in relevant software development education is considered with a specific focus on curricula. In the empirical study a questionnaire was developed to investigate the relevance of software development education from the perspective of the students. The questionnaire enquired about students’ interests in each of a list of software development topics and further questions relating to students’ views and needs for a relevant education are presented. The questionnaire was completed by 297 software development students and it was found that although a gap exists between students' needs and software development education, students’ education does have a predominantly social relevance and also a moderate personal and professional relevance. A second questionnaire was developed to investigate the relevance of software development education as it pertains to the software industry. The questionnaire enquired about the perceptions of professional software developers regarding what topics they learned from their formal education and the importance of these topics to their actual work. The questionnaire was completed by 214 software development professionals and again it was found that there is a gap between the industry’s needs and software development education. Questions related to the industry’s needs, as well as an open-ended question at the end of the questionnaire offered rich insights into the industry’s view of its new graduates and the problems and challenges surrounding software development education. The quantitative data, as well as the qualitative data offered solutions to these…

Subjects/Keywords: Software development education; Software development students; Software industry; Software professionals; New recruits; Computing curricula; University; Relevance

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APA (6^th Edition):

Liebenberg, J. A. (2015). A framework for relevant software development education / Janet Adri Liebenberg . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15362

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Liebenberg, Janet Adri. “A framework for relevant software development education / Janet Adri Liebenberg .” 2015. Thesis, North-West University. Accessed January 26, 2021. http://hdl.handle.net/10394/15362.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Liebenberg, Janet Adri. “A framework for relevant software development education / Janet Adri Liebenberg .” 2015. Web. 26 Jan 2021.

Vancouver:

Liebenberg JA. A framework for relevant software development education / Janet Adri Liebenberg . [Internet] [Thesis]. North-West University; 2015. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10394/15362.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Liebenberg JA. A framework for relevant software development education / Janet Adri Liebenberg . [Thesis]. North-West University; 2015. Available from: http://hdl.handle.net/10394/15362

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas Tech University

11. Fouts, Shawn M. Baxter Magolda's theory of self-authorship development as a decision making model for new student affairs professionals.

Degree: Higher Education, 2005, Texas Tech University

URL: http://hdl.handle.net/2346/15411

► Accepting one's first professional position in student affairs brings with it many questions, concerns, and emotions. Those questions, concerns, and emotions revolve around issues of… (more)

▼ Accepting one's first professional position in student affairs brings with it many questions, concerns, and emotions. Those questions, concerns, and emotions revolve around issues of personal competence, personal achievement, new relationships with new co-workers, and personal job satisfaction according to Barr (1985). Each new professional will undoubtedly encounter a wide array of problems, concerns, and victories during their transition into a full-time student affairs position, ebbing and flowing between joy and frustration, with a fair amount of time spent in feelings of anxiety (Barr, 1985). During this time professionals start to wonder if they are administrators or educators, service delivery personnel or program sponsors, academic support providers or co-curricular developers. Encountering new experiences helps to shape who we are and will become as student affairs professionals. Kirby (1984, p. 28) says that this time becomes a "time for developing a high tolerance for ambiguity" and the attitude of the new professional needs to be "one of adaptability and flexibility" (Moore, 1984, p. 69). Baxter Magolda (2001) identifies this time as a time of self-authorship development. Barr (1985) suggests that this process of development involves obtaining and using needed information to perform one's job, establish expectations for performance, putting what was learned in the classroom into practice, finding one's place in the new culture, establishing positive relationships with students and co-workers, and continuing to grow as a professional. Self-authorship makes us better professionals and more effective in our dealings with others as we begin to understand our own personal traits and characteristics. This dissertation will examine the concept of self-authorship development (Baxter Magolda, 2001) in the life of a new student affairs professional transitioning from full-time student in a doctoral program to full-time professional. Self-authorship more fully defined is a theory of psychosocial development that involves four distinct phases that an individual transitions through: (a) following external formulas, (b) the crossroads, (c) becoming the author of one's own life, and (d) internal foundations (Baxter Magolda, 2001). This study will also explore the possibility of Baxter Magolda's theory of self-authorship development being used as a decision making model. Advisors/Committee Members: Murray, John P. (Committee Chair), Duemer, Lee S. (committee member), Simpson, Douglas J. (committee member).

Subjects/Keywords: New professionals; Self-authorship; Magolda, Baxter; Student affairs

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APA (6^th Edition):

Fouts, S. M. (2005). Baxter Magolda's theory of self-authorship development as a decision making model for new student affairs professionals. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/15411

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fouts, Shawn M. “Baxter Magolda's theory of self-authorship development as a decision making model for new student affairs professionals.” 2005. Thesis, Texas Tech University. Accessed January 26, 2021. http://hdl.handle.net/2346/15411.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fouts, Shawn M. “Baxter Magolda's theory of self-authorship development as a decision making model for new student affairs professionals.” 2005. Web. 26 Jan 2021.

Vancouver:

Fouts SM. Baxter Magolda's theory of self-authorship development as a decision making model for new student affairs professionals. [Internet] [Thesis]. Texas Tech University; 2005. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/2346/15411.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fouts SM. Baxter Magolda's theory of self-authorship development as a decision making model for new student affairs professionals. [Thesis]. Texas Tech University; 2005. Available from: http://hdl.handle.net/2346/15411

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Ndiaye, Chloé. L'avenir des professions libérales en commun : The perspectives of evolution of highly qualified independent professionals working in groups and partnerships.

Degree: Docteur es, Droit privé et Sciences Criminelles, 2017, Montpellier

URL: http://www.theses.fr/2017MONTD019

►

Les professions libérales sont définies par la loi du 22 mars 2012 et sont caractérisées par leur degré de qualification, leur indépendance et leur grande… (more)

▼

Les professions libérales sont définies par la loi du 22 mars 2012 et sont caractérisées par leur degré de qualification, leur indépendance et leur grande ancienneté pour certaines comme les médecins ou les avocats. En effet, leurs racines peuvent remonter jusqu' à l'Antiquité gréco-romaine et de ce fait, elles sont profondément ancrées dans nos sociétés occidentales.Les professions libérales ont surmonté les grandes crises des siècles passés tout en conservant les règles et traditions qui leurs sont intrinsèques comme l'indépendance ou le respect de règles déontologiques. Néanmoins, ces professions se sont peu à peu rapprochées des modèles classiques du monde des affaires en s'assimilant elles-mêmes à des entrepreneurs et en se regroupant pour exercer. Actuellement, elles font face à de nouveaux changements initiés par la volonté des institutions de l'Union européenne de les rendre plus compétitives et de les soumettre aux règles du droit de la concurrence. La récente et difficile adoption de la loi dite "Macron" en est la parfaite illustration. Ainsi, l'étude de leurs origines et de leur développement permet, d'une part, de comprendre les raisons de l'existence de structures d'exercice qui leurs sont propres et d’autre part, de se questionner sur leur nature, la préservation de leurs caractéristiques et les potentielles limites à l'évolution de leurs modes d'exercice en commun.

Independent professions, which are called in french « professions libérales », are a certain type of professionals highly qualified such as lawyers or medical doctors, for instance.Their common roots are deeply attached to the long history of occidental societies starting from the Greek and Roman Antiquity.They faced and overcame several crisis during their evolution but they managed to preserve their main features such as independence or specific codes of ethics.Indeed, step by step, they started to merge with the common classic business structures and adapt their specificities to the modern economy.Nowadays, they still have to adapt themselves to new major economic stakes including those coming from the European Union requirements of becoming more competitive and follow the rules of competition law.On the one hand, studying the origins of those professions and the way they built themselves, allow us to understand why they needed their own structures and ways of working together. On the other hand, this approach leads us to the following question: Are the independent high qualified professions, or liberal professions, doomed to reach limits in their evolution toward modernity because of their own nature?In France, it seems like they are, and will be, undergoing changes for years to come and maybe their legal definition will also have to evolve with them.

Advisors/Committee Members: Terrier, Emmanuel (thesis director), Mouly, Clémence (thesis director).

Subjects/Keywords: Avenir; Exercice en commun; Contraintes économiques modernes; Highly qualified independent professionals; Perspectives of evolution; Working in groups and partnerships; Independent; Competition and new economic stakes

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APA (6^th Edition):

Ndiaye, C. (2017). L'avenir des professions libérales en commun : The perspectives of evolution of highly qualified independent professionals working in groups and partnerships. (Doctoral Dissertation). Montpellier. Retrieved from http://www.theses.fr/2017MONTD019

Chicago Manual of Style (16^th Edition):

Ndiaye, Chloé. “L'avenir des professions libérales en commun : The perspectives of evolution of highly qualified independent professionals working in groups and partnerships.” 2017. Doctoral Dissertation, Montpellier. Accessed January 26, 2021. http://www.theses.fr/2017MONTD019.

MLA Handbook (7^th Edition):

Ndiaye, Chloé. “L'avenir des professions libérales en commun : The perspectives of evolution of highly qualified independent professionals working in groups and partnerships.” 2017. Web. 26 Jan 2021.

Vancouver:

Ndiaye C. L'avenir des professions libérales en commun : The perspectives of evolution of highly qualified independent professionals working in groups and partnerships. [Internet] [Doctoral dissertation]. Montpellier; 2017. [cited 2021 Jan 26]. Available from: http://www.theses.fr/2017MONTD019.

Council of Science Editors:

Ndiaye C. L'avenir des professions libérales en commun : The perspectives of evolution of highly qualified independent professionals working in groups and partnerships. [Doctoral Dissertation]. Montpellier; 2017. Available from: http://www.theses.fr/2017MONTD019

University of Gothenburg / Göteborgs Universitet

13. Tyskbo, Daniel. A Hybrid Operating Room in the Making - Coordinating the lntroduction and Use of New Technology.

Degree: 2020, University of Gothenburg / Göteborgs Universitet

URL: http://hdl.handle.net/2077/64108

► New technologies are often introduced hoping to achieve cost reductions, efficiency improvements, and product/service quality increases. Early researchers have often focused on these hopes and… (more)

▼ New technologies are often introduced hoping to achieve cost reductions, efficiency improvements, and product/service quality increases. Early researchers have often focused on these hopes and how existing organizational design and function are shaped. However, recent researchers have started to explore why it is that when many of the currently emerging technologies are employed in practice, they can also bring unintended consequences to the workplace, even having the potential to fundamentally change how work is organized and coordinated. Making these new technologies work in practice thus presents a major challenge. These dynamics are especially prevalent, and important to study, in the healthcare context, traditionally organized functionally, i.e. around discipline-based specialization, but which is now largely being reorganized around multidisciplinary departments and teams. One important part of this reorganization is technological advancements, which have often been treated as if fulfilling promises to achieve increased and improved healthcare delivery, as long as these technologies are better and more expensive. However, as technologies are frequently not just integrated into existing and traditional practices or ways of working, but can also potentially challenge or disrupt work practices and coordination, more is required than simply having excellent properties built into these technologies, or individual brilliance or heroism, to make them doable in practice. This study further builds on and explores these insights and dynamics by adopting a longitudinal field-study, between 2015 and 2019, of both the introduction and use of an iMRI Hybrid OR, a novel technology used in neurosurgery and enabling the combining of intraoperative high-resolution MRI images taken during surgical procedures, which was impossible before. As this new technology accommodates the traditionally-separated healthcare practices of neurosurgery and MRI, new configurations of technological tools and healthcare professionals need to be aligned and integrated. Thus, the following question was asked: How is the introduction and use of technology coordinated during conditions of merging two previously-separated healthcare practices? This study found that making the new technology doable was not about greater skills, superior resources, or top-management support, but about the copious amounts of time and energy that the healthcare professionals involved spent on aligning various interdependencies, i.e. coordinating. The study shows how the introduction and use of technology was coordinated through the reconfiguration of the social setting and the physical space, which brought and required a new kind of coordinating, i.e. coordinating as an overlapping professional domain, where an in-depth common understanding and a spatial awareness proved important. In demonstrating this, the study makes a number of contributions; to the literature on coordination, to the literature on professional work and the introduction of technology, and to…

Subjects/Keywords: coordination; professions; healthcare professionals; new technology; introduction and use; social setting; physical space; coordinating as an overlapping professional domain; in-depth common understanding; spatial awareness

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APA (6^th Edition):

Tyskbo, D. (2020). A Hybrid Operating Room in the Making - Coordinating the lntroduction and Use of New Technology. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/64108

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tyskbo, Daniel. “A Hybrid Operating Room in the Making - Coordinating the lntroduction and Use of New Technology.” 2020. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed January 26, 2021. http://hdl.handle.net/2077/64108.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tyskbo, Daniel. “A Hybrid Operating Room in the Making - Coordinating the lntroduction and Use of New Technology.” 2020. Web. 26 Jan 2021.

Vancouver:

Tyskbo D. A Hybrid Operating Room in the Making - Coordinating the lntroduction and Use of New Technology. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2020. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/2077/64108.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tyskbo D. A Hybrid Operating Room in the Making - Coordinating the lntroduction and Use of New Technology. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2020. Available from: http://hdl.handle.net/2077/64108

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Massey University

14. Jones, Rebekah. New Zealand's food system is unsustainable : a survey of the divergent attitudes of agriculture, environment and health sector professionals towards eating guidelines.

Degree: MS, Nutrition and Dietetics, 2019, Massey University

URL: http://hdl.handle.net/10179/15440

► Background: The United Nation’s (UN) Sustainable Development Goals (SDG) address the adverse health and environmental changes associated with changes in the food and nutrition system.… (more)

▼ Background: The United Nation’s (UN) Sustainable Development Goals (SDG) address the adverse health and environmental changes associated with changes in the food and nutrition system. In one of its many sustainable development initiatives, the Food and Agriculture Organisation of the UN (FAO) has called for sustainable diets, which align with SDG 2, Zero Hunger, and SDG 12, Sustainable Consumption and Production. The inclusion of sustainability characteristics in New Zealand’s (NZ) eating and activity guidelines (EAGs) would contribute to directly addressing the SDGs and lead to achieving sustainable diets. This study aimed to evaluate the agreement among sectoral professionals of including sustainability characteristics within the guidelines. Methods: Professionals within the agriculture, environment and health sectors were invited to complete an online survey to establish agreement with sustainability characteristics. Opinion and attitude questions were completed using a 5-item Likert scale. One-way ANOVA analyses were conducted to compare the level of agreement with the inclusion of sustainability statements of the three professional sector groups. A one-way ANCOVA analysis was undertaken to detect a difference in means of the sectoral levels of agreement whilst controlling for covariates. Post-hoc tests were used to determine where the significant differences in opinion lay between the sector groups. Results: Overall, 298 (65% female) respondents completed the survey from the agriculture (37%), environment (22%) and health (41%) sectors. Two-thirds (66%) of respondents were over 35 years and 90% had a tertiary education. Two-thirds (63%) of respondents disagreed with the statement that NZ’s current food system is sustainable; sector respondents from health (77%) and environment (78%) had greater disagreement than agriculture (35%) (P = 0.00). Overall, 77% of respondents agreed that sustainability characteristics should be included in guidelines; with greater agreement from health (90%) and environment (84%) versus agriculture (58%) (P = 0.00). Five sustainability characteristics received unanimously high levels of agreement (> 90%) for inclusion: dietary diversity (97%), sustainable seafood (90.8%), to limit processed foods (90.7%), reduced food waste (95.3%) and sustainable lifestyle behaviours (97.2%). Agreement for eight sustainability characteristics was higher for health and environment versus agricultural sector (P < 0.05). There was relatively lower level of agreement from all three sectors, particularly environmental (68.7%), to consume recommended serves of dairy products. Only 38.5% of all respondents agreed with the inclusion of “organic food produce”. Respondents who agreed with the inclusion of sustainability characteristics were more likely to be familiar with the EAGs and to agree NZs current food system is unsustainable. Conclusion: Professionals from the agriculture, environment and health sectors of New Zealand largely support the inclusion of sustainability…

Subjects/Keywords: Nutrition policy; New Zealand; Diet; Food supply; Environmental aspects; Farmers; Attitudes; Environmentalists; Medical personnel; Sustainability; food-based dietary guidelines; agriculture; environment; health; professionals

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Jones, R. (2019). New Zealand's food system is unsustainable : a survey of the divergent attitudes of agriculture, environment and health sector professionals towards eating guidelines. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/15440

Chicago Manual of Style (16^th Edition):

Jones, Rebekah. “New Zealand's food system is unsustainable : a survey of the divergent attitudes of agriculture, environment and health sector professionals towards eating guidelines.” 2019. Masters Thesis, Massey University. Accessed January 26, 2021. http://hdl.handle.net/10179/15440.

MLA Handbook (7^th Edition):

Jones, Rebekah. “New Zealand's food system is unsustainable : a survey of the divergent attitudes of agriculture, environment and health sector professionals towards eating guidelines.” 2019. Web. 26 Jan 2021.

Vancouver:

Jones R. New Zealand's food system is unsustainable : a survey of the divergent attitudes of agriculture, environment and health sector professionals towards eating guidelines. [Internet] [Masters thesis]. Massey University; 2019. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10179/15440.

Council of Science Editors:

Jones R. New Zealand's food system is unsustainable : a survey of the divergent attitudes of agriculture, environment and health sector professionals towards eating guidelines. [Masters Thesis]. Massey University; 2019. Available from: http://hdl.handle.net/10179/15440

University of Georgia

15. Frye, Brandon Arris. Supervision skills acquisition.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/25799

► During February 2009, with the endorsement of the Association of College and University Housing Officers-International (ACUHO-I), a sample of new professionals completed the Student Affairs… (more)

Subjects/Keywords: Student Affairs; Supervision; Supervision Skills; Skill Development; New Professionals; Student Affairs Graduate Preparation Programs; Learning Skills; Master's Students; Graduate Students; Classroom Instruction; Supervised Practice Experiences; Self-taug

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APA (6^th Edition):

Frye, B. A. (2014). Supervision skills acquisition. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25799

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Frye, Brandon Arris. “Supervision skills acquisition.” 2014. Thesis, University of Georgia. Accessed January 26, 2021. http://hdl.handle.net/10724/25799.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Frye, Brandon Arris. “Supervision skills acquisition.” 2014. Web. 26 Jan 2021.

Vancouver:

Frye BA. Supervision skills acquisition. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10724/25799.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Frye BA. Supervision skills acquisition. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25799

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Unitec New Zealand

16. Marshall, Steven. From industry professional to academic leader : identity migration in New Zealand polytechnics.

Degree: 2015, Unitec New Zealand

URL: http://hdl.handle.net/10652/3255

► Academic staff in New Zealand polytechnics are mostly industry professionals who have been recruited directly into higher education with little or no background in academia.… (more)

▼ Academic staff in New Zealand polytechnics are mostly industry professionals who have been recruited directly into higher education with little or no background in academia. They have effectively immigrated to a new profession and often struggle to adapt to the culture of their new working environment. Academic immigrant leaders, who share strong identity bonds derived from their shared work histories with their staff, are positioned in the centre of relationships between themselves, their olleagues, and the organisations in which they are employed. Their identity is a complex hybrid amalgam of industry professional, academic and academic leader. The study examined theories of identity focusing on how individuals construct and adapt their identities in changing circumstances. Acculturation to new working environments was explored using an ‘immigrant’ metaphor. Prior studies have examined professional and academic identities of teachers, however, few have explored relationships between academic leaders and staff who share non-academic professional identities. This research employed an interpretive lens, within a constructivist paradigm to examine the personal experiences of sixteen academic leaders who identified as academic immigrants. Individual and group interviews illuminated personal experiences of embracing an academic identity, becoming an academic leader and sharing a professional identity with colleagues. Findings demonstrated that academic immigrants do not identify with traditional notions of academic identity, rather they frame their understanding of being an academic through the filter of their previous professional identity. They are deeply socialised in their professional identity and their loyalty lies with their discipline, rather than with the institution. This enables them to operate in discipline ‘silos’ which link strongly to professional values and practices and which can provide validation for behaviours that result in disconnection and tension with the institution. Academic immigrant leaders, who share these strong identity bonds with their staff, can contribute to this siloed behaviour by acting as ‘gatekeepers’ and choosing to prioritise their staff and discipline over the needs of the institution. Academic immigrant staff are attracted to polytechnics because of the applied and practice based learning, rather than ‘hard core’ academic processes. Institutions need to recognise the differences between their ‘old’ and ‘new’ profession and plan induction and socialisation processes that will support complex identity transition. Academic immigrant leaders are well placed to mitigate the identity-divide because they are in the middle of relationships between the institution and their staff with whom they hold a strong values bond based on their shared professional identity. Advisors/Committee Members: Unitec Institute of Technology.

Subjects/Keywords: polytechnics; New Zealand; organisational identity; identity construction; academic identity; industry professionals; academic immigrant leaders; academic leaders; organisational culture; organisational effectiveness; 130304 Educational Administration, Management and Leadership

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APA (6^th Edition):

Marshall, S. (2015). From industry professional to academic leader : identity migration in New Zealand polytechnics. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/3255

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Marshall, Steven. “From industry professional to academic leader : identity migration in New Zealand polytechnics.” 2015. Thesis, Unitec New Zealand. Accessed January 26, 2021. http://hdl.handle.net/10652/3255.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Marshall, Steven. “From industry professional to academic leader : identity migration in New Zealand polytechnics.” 2015. Web. 26 Jan 2021.

Vancouver:

Marshall S. From industry professional to academic leader : identity migration in New Zealand polytechnics. [Internet] [Thesis]. Unitec New Zealand; 2015. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10652/3255.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Marshall S. From industry professional to academic leader : identity migration in New Zealand polytechnics. [Thesis]. Unitec New Zealand; 2015. Available from: http://hdl.handle.net/10652/3255

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Texas – Austin

17. Liebing, Hans-Martin. Transforming European cinema : transnational filmmaking in the era of global conglomerate Hollywood.

Degree: PhD, Radio-Television-Film, 2012, University of Texas – Austin

URL: http://hdl.handle.net/2152/47179

► The film industries in Europe have undergone a series of fundamental structural and strategic changes during the 1980s, 1990s and 2000s. This study looks at… (more)

▼ The film industries in Europe have undergone a series of fundamental structural and strategic changes during the 1980s, 1990s and 2000s. This study looks at the nature of some of these changes, focusing on the Big Five film producing countries in Europe: the U.K., France, West Germany and the reunified Germany, Italy and Spain. It examines how the transformation of the U.S. film industry from “The New Hollywood” of the 1960s and 1970s into “Conglomerate Hollywood” in the 1980s, and into “Global Conglomerate Hollywood” in the 1990s affected the Big Five film industries in Europe. In this context, the question is raised: How have these changes influenced European development strategies and practices, leading to the creation of an increasing number of transnational motion pictures originating in, and produced in collaboration with, these film industries. The study finds that conglomeration and globalization trends within the U.S. entertainment industry have gone hand in hand with the changes observable in the Big Five European film industries in the 1980s, 1990s and 2000s. These changes include, but are not limited to, an altered definition of talent and the creative process, as well as notions of authorship, in European cinema. They also encompass an increased emphasis on an often neglected phase of film production: the development process, which is typically comprised of the conception of an idea or the acquisition of an existing fiction or non-fiction property to adapt, the research of potential markets and audiences, the writing and rewriting of a script, the casting of a movie’s lead characters, and the raising of production financing. To examine the nature and extent of the perceived changes, the study relies primarily on academic literature on the U.S. and European film industries; European and U.S. trade publications; as well as observations from several years of attending the Berlinale Co-Production Market and the European Film Market (both part of the Berlin International Film Festival) and the Marché du Film (part of the Cannes Film Festival). It also draws from a number of oral histories of industry professionals from both continents conducted by the author. Advisors/Committee Members: Schatz, Thomas, 1948- (advisor), Moeller, Hans-Bernhard (committee member), Ramírez Berg, Charles (committee member), Straubhaar, Joseph D (committee member), Suber, Howard (committee member).

Subjects/Keywords: Entertainment industry; Europe; European cinema; Transnational filmmaking; Global conglomerate Hollywood; Film industry; European film; Industry changes; New Hollywood; Entertainment globalization; Entertainment conglomeration; U.S. entertainment industry; Film development; Film industry professionals

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APA (6^th Edition):

Liebing, H. (2012). Transforming European cinema : transnational filmmaking in the era of global conglomerate Hollywood. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/47179

Chicago Manual of Style (16^th Edition):

Liebing, Hans-Martin. “Transforming European cinema : transnational filmmaking in the era of global conglomerate Hollywood.” 2012. Doctoral Dissertation, University of Texas – Austin. Accessed January 26, 2021. http://hdl.handle.net/2152/47179.

MLA Handbook (7^th Edition):

Liebing, Hans-Martin. “Transforming European cinema : transnational filmmaking in the era of global conglomerate Hollywood.” 2012. Web. 26 Jan 2021.

Vancouver:

Liebing H. Transforming European cinema : transnational filmmaking in the era of global conglomerate Hollywood. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2012. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/2152/47179.

Council of Science Editors:

Liebing H. Transforming European cinema : transnational filmmaking in the era of global conglomerate Hollywood. [Doctoral Dissertation]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/47179

18. Okuma, Elizabeth Marie DeMuesy. Transitioning from student to professional: the lived experiences of new professionals in student affairs.

Degree: PhD, Education, 2016, Colorado State University

URL: http://hdl.handle.net/10217/173347

► New student-affairs professionals participated in a 6-month, qualitative, phenomenological study. The purpose of this study was to use the constructs of Schlossberg’s Transition theory to… (more)

Subjects/Keywords: human resources; Schlossberg; transition; new professionals; higher education; student affairs

…11 New Professionals in Student Affairs… …12 Competencies for New Professionals in Student Affairs… …14 Graduate Programs and New Professionals… …122 Working With New Professionals… …success and satisfaction of new professionals is not only essential to maintaining vibrancy in…

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APA (6^th Edition):

Okuma, E. M. D. (2016). Transitioning from student to professional: the lived experiences of new professionals in student affairs. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/173347

Chicago Manual of Style (16^th Edition):

Okuma, Elizabeth Marie DeMuesy. “Transitioning from student to professional: the lived experiences of new professionals in student affairs.” 2016. Doctoral Dissertation, Colorado State University. Accessed January 26, 2021. http://hdl.handle.net/10217/173347.

MLA Handbook (7^th Edition):

Okuma, Elizabeth Marie DeMuesy. “Transitioning from student to professional: the lived experiences of new professionals in student affairs.” 2016. Web. 26 Jan 2021.

Vancouver:

Okuma EMD. Transitioning from student to professional: the lived experiences of new professionals in student affairs. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10217/173347.

Council of Science Editors:

Okuma EMD. Transitioning from student to professional: the lived experiences of new professionals in student affairs. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/173347

University of Otago

19. Taylor, Yulia. One Size Does Not Fit All: Longitudinal Research into Immigrant Professionals' Perceived Lived Experience of Cross-Cultural Adjustment: A Comparative Study of Three Ethnic Groups in the New Zealand Context .

Degree: University of Otago

URL: http://hdl.handle.net/10523/9349

► Despite their perceived significance for national economies (based on various countries' immigration policies), the adjustment of immigrant professionals to their host culture – with an… (more)

▼ Despite their perceived significance for national economies (based on various countries' immigration policies), the adjustment of immigrant professionals to their host culture – with an eye to understanding their own, dynamic, perspective – has not been examined in depth. In particular, how do immigrant professionals from different ethnic groups differently experience adjustment, over time, within a single host country? To address the gap, this qualitative study builds on an Interpretative Phenomenological Analysis (IPA) of sequential (phased) in-depth interviews to investigate the lived experiences of similar groups of participants (immigrant professionals) in a similar life situation (within one national context), focusing on their adjustment overall and their work adjustment specifically. By examining longitudinally the personal narratives of three strategically selected sets of recently arrived professionals from the British Isles, China, and the former Soviet Union who are employed in New Zealand, this study overcomes several past limitations affecting research into cross-cultural adjustment to conclude that although there are similarities, attention to differences is also warranted as these impact the perceived degree of adjustment. Data was gathered through three in-depth semi-structured interviews, six months apart, supplemented by five surveys, three months apart, with each of 30 immigrant professionals. In total, 90 interviews and 145 surveys were collected (4 participants failed to complete all of their surveys). This approach provided both current and retrospective observations, as perceived by the participants over the course of an entire year. Analyses highlighted differences in adjustment processes and factors as perceived by the participating ethnic groups during the period in which they were still undergoing adjustment, following changes in their understanding, perception, and attitude towards their host culture. Although the study finds that the same sets of enablers and constraints affect all three groups, each had specific categories and factors that influence them the most. The main category of enablers for work adjustment for all three groups featured competence in terms of using their own skills and having positive achievements. The contributions of this research include ascertaining enablers and constraints that influence cross-cultural adjustment of immigrant professionals, with emphasis on work adjustment, highlighting differences across groups and over time during the first four years since arrival in the host country. Changes in their attitudes towards their new life and new work were linked to factors describing their degree of adjustment, life and work satisfaction, and friendship with locals and people from their own national communities during the year-long period of data collection. In terms of practical implications, this research demonstrates that one size cannot fit all, and even groups of people exhibiting similar cultural characteristics are still influenced by a variety of… Advisors/Committee Members: Everett, André Michael (advisor).

Subjects/Keywords: "immigrant professionals"; cross-cultural adjustment; work adjustment; work values; Interpretative Phenomenological Analysis; New Zealand; U-Curve of Adjustment; migrants; double hermeneutic

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APA (6^th Edition):

Taylor, Y. (n.d.). One Size Does Not Fit All: Longitudinal Research into Immigrant Professionals' Perceived Lived Experience of Cross-Cultural Adjustment: A Comparative Study of Three Ethnic Groups in the New Zealand Context . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/9349

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16^th Edition):

Taylor, Yulia. “One Size Does Not Fit All: Longitudinal Research into Immigrant Professionals' Perceived Lived Experience of Cross-Cultural Adjustment: A Comparative Study of Three Ethnic Groups in the New Zealand Context .” Doctoral Dissertation, University of Otago. Accessed January 26, 2021. http://hdl.handle.net/10523/9349.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7^th Edition):

Taylor, Yulia. “One Size Does Not Fit All: Longitudinal Research into Immigrant Professionals' Perceived Lived Experience of Cross-Cultural Adjustment: A Comparative Study of Three Ethnic Groups in the New Zealand Context .” Web. 26 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Taylor Y. One Size Does Not Fit All: Longitudinal Research into Immigrant Professionals' Perceived Lived Experience of Cross-Cultural Adjustment: A Comparative Study of Three Ethnic Groups in the New Zealand Context . [Internet] [Doctoral dissertation]. University of Otago; [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10523/9349.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

Taylor Y. One Size Does Not Fit All: Longitudinal Research into Immigrant Professionals' Perceived Lived Experience of Cross-Cultural Adjustment: A Comparative Study of Three Ethnic Groups in the New Zealand Context . [Doctoral Dissertation]. University of Otago; Available from: http://hdl.handle.net/10523/9349

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Bowling Green State University

20. Kegolis, Jeffrey L. New Professionals' Perspectives of Supervision in Student Affairs.

Degree: PhD, Higher Education Administration, 2009, Bowling Green State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1236973557

► The importance of effective supervision to increase productivity in the administration of student affairs motivated this dissertation. This study was designed to assess the… (more)

Subjects/Keywords: Higher Education; leadership; management; supervision; new professionals; student affairs; college student personnel; student affairs administration

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APA (6^th Edition):

Kegolis, J. L. (2009). New Professionals' Perspectives of Supervision in Student Affairs. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1236973557

Chicago Manual of Style (16^th Edition):

Kegolis, Jeffrey L. “New Professionals' Perspectives of Supervision in Student Affairs.” 2009. Doctoral Dissertation, Bowling Green State University. Accessed January 26, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1236973557.

MLA Handbook (7^th Edition):

Kegolis, Jeffrey L. “New Professionals' Perspectives of Supervision in Student Affairs.” 2009. Web. 26 Jan 2021.

Vancouver:

Kegolis JL. New Professionals' Perspectives of Supervision in Student Affairs. [Internet] [Doctoral dissertation]. Bowling Green State University; 2009. [cited 2021 Jan 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1236973557.

Council of Science Editors:

Kegolis JL. New Professionals' Perspectives of Supervision in Student Affairs. [Doctoral Dissertation]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1236973557

Victoria University of Wellington

21. Haggarty, Carmel Elizabeth Anne. Critical Case Study: Supporting the New Graduate Nurse Entering Specialist Psychiatric Mental Health Nursing Practice.

Degree: 2000, Victoria University of Wellington

URL: http://hdl.handle.net/10063/49

► This critical case study was undertaken for the purposes of illuminating information relating to new graduate nurses’ experiences in their first clinical placement, in order… (more)

Subjects/Keywords: Professional support; New professionals; Practice programme; Mental health; New graduate; Reflective practice; Practice development; Critical case study; Co-constructed meanings; Discussion groups; Joint identification of themes

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APA (6^th Edition):

Haggarty, C. E. A. (2000). Critical Case Study: Supporting the New Graduate Nurse Entering Specialist Psychiatric Mental Health Nursing Practice. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/49

Chicago Manual of Style (16^th Edition):

Haggarty, Carmel Elizabeth Anne. “Critical Case Study: Supporting the New Graduate Nurse Entering Specialist Psychiatric Mental Health Nursing Practice.” 2000. Masters Thesis, Victoria University of Wellington. Accessed January 26, 2021. http://hdl.handle.net/10063/49.

MLA Handbook (7^th Edition):

Haggarty, Carmel Elizabeth Anne. “Critical Case Study: Supporting the New Graduate Nurse Entering Specialist Psychiatric Mental Health Nursing Practice.” 2000. Web. 26 Jan 2021.

Vancouver:

Haggarty CEA. Critical Case Study: Supporting the New Graduate Nurse Entering Specialist Psychiatric Mental Health Nursing Practice. [Internet] [Masters thesis]. Victoria University of Wellington; 2000. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10063/49.

Council of Science Editors:

Haggarty CEA. Critical Case Study: Supporting the New Graduate Nurse Entering Specialist Psychiatric Mental Health Nursing Practice. [Masters Thesis]. Victoria University of Wellington; 2000. Available from: http://hdl.handle.net/10063/49

University of Otago

22. Ashby, Jordan Paige. Awareness and Knowledge of Low Energy Availability, the Female Athlete Triad and Relative Energy Deficiency in Sport amongst New Zealand Healthcare Professionals .

Degree: University of Otago

URL: http://hdl.handle.net/10523/9109

► Background: Low Energy Availability (LEA) is a term used to describe the insufficient energy available for normal physiological processes due to exercise energy expenditure not… (more)

▼ Background: Low Energy Availability (LEA) is a term used to describe the insufficient energy available for normal physiological processes due to exercise energy expenditure not being appropriately replaced. LEA is the underlying cause for both the Female Athlete Triad (Triad) and Relative Energy Deficiency in Sport (RED-s), and is becoming increasingly recognised in literature as being harmful to the health and overall performance of female athletes. Despite this, international research suggests that healthcare professionals are largely unaware and lack understanding of these terms. The knowledge and understanding of LEA, RED-s and the Triad among New Zealand (NZ) healthcare professionals is unknown. Objective: The primary objective of this study was to investigate the knowledge and awareness of LEA, RED-s and the Triad amongst NZ healthcare professionals. Design: A 99 item, expert reviewed, and pre-tested, online questionnaire designed to assess the awareness and knowledge of the nutritional needs of female athletes was used to investigate the knowledge and awareness of LEA, RED-s and the Triad amongst healthcare professionals in NZ. Dietitians, physiotherapists, nutritionists, physicians, and personal trainers from across NZ were recruited via personal communications, social media, and posters. Additionally, the contact details of healthcare clinics were obtained from online directories where emails containing study information and a link to the questionnaire were sent. Results: Of the 95 healthcare professionals that completed this questionnaire 55%, 23% and 21% were aware of the Triad, LEA and RED-s respectively. Of those aware of the Triad 65% had good knowledge and were able to correctly identify all three components. Additionally, of those healthcare professionals aware of LEA and RED-s 41% and 60% respectively were considered to have a good understanding of these terms. However, 46% of healthcare professionals who were aware of LEA were unable to distinguish the difference between LEA and negative energy balance. Meanwhile, greater than 80% of respondents correctly answered the knowledge questions assessing disordered eating (DE), menstruation, bone mineral density (BMD) and the health and performance consequences associated with LEA/inadequate energy intake. Conclusion: Overall NZ healthcare professionals are generally unaware of the terms LEA, the Triad and RED-s. Despite this, NZ healthcare professionals have good knowledge about DE, menstruation, BMD, and the health and performance consequences associated with LEA/inadequate energy intake. However, knowledge gaps still exist regarding the signs and symptoms of LEA, peak BMD, LEA definition, and the association between menstruation and bone health. Increased awareness and educational strategies addressing these knowledge gaps is required for the recognition and treatment of LEA, RED-s and the Triad. Advisors/Committee Members: Black, Katherine (advisor).

Subjects/Keywords: Low Energy Availability; Female Athlete Triad; Relative Energy Deficiency in Sport; Knowledge; Awareness; Healthcare Professionals; New Zealand; Amenorrhea; Bone Mineral Density; Disordered Eating

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APA (6^th Edition):

Ashby, J. P. (n.d.). Awareness and Knowledge of Low Energy Availability, the Female Athlete Triad and Relative Energy Deficiency in Sport amongst New Zealand Healthcare Professionals . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/9109

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16^th Edition):

Ashby, Jordan Paige. “Awareness and Knowledge of Low Energy Availability, the Female Athlete Triad and Relative Energy Deficiency in Sport amongst New Zealand Healthcare Professionals .” Masters Thesis, University of Otago. Accessed January 26, 2021. http://hdl.handle.net/10523/9109.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7^th Edition):

Ashby, Jordan Paige. “Awareness and Knowledge of Low Energy Availability, the Female Athlete Triad and Relative Energy Deficiency in Sport amongst New Zealand Healthcare Professionals .” Web. 26 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Ashby JP. Awareness and Knowledge of Low Energy Availability, the Female Athlete Triad and Relative Energy Deficiency in Sport amongst New Zealand Healthcare Professionals . [Internet] [Masters thesis]. University of Otago; [cited 2021 Jan 26]. Available from: http://hdl.handle.net/10523/9109.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

Ashby JP. Awareness and Knowledge of Low Energy Availability, the Female Athlete Triad and Relative Energy Deficiency in Sport amongst New Zealand Healthcare Professionals . [Masters Thesis]. University of Otago; Available from: http://hdl.handle.net/10523/9109

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Texas Tech University

23. Livingston, Kat. New media communication in education.

Degree: 2012, Texas Tech University

URL: http://hdl.handle.net/2346/46916

► Research and teaching are the crossroads at which higher education exists. Great scholar-researchers in the field understand that new media communication in education is a… (more)

▼ Research and teaching are the crossroads at which higher education exists. Great scholar-researchers in the field understand that new media communication in education is a very fluid area of study, rich with opportunities to glean context and insight in every interaction. This project evaluates the learning processes and experiences that took place in my pursuit of a Master of Science in the interdisciplinary studies of new media communication in education. The research included in this portfolio is a reflection of my growth and development as a professional scholar. The content provides an assessment of the academic work I completed, and a means for self-examination and exploration. The papers within this portfolio draw attention to research and literature related to different elements within the realm of Mass Communications, Educational Instructional Technology, Technical Communication and Rhetoric, and Educational Psychology. The content, research, and subject matter seek to explore various concepts and challenges within these four areas of study. Additionally, this research provides a bridge of understanding in regards to the role of new media communication in education, and analyzes the relationship and connectedness of new media and instructional learning. In the study and exploration of these areas of interest, I was able to gain great focus on a research agenda that concentrates on generating research pertaining to the psychological effects of new media on teachers and students, and how these areas work together to better pedagogy and instruction in education. In analyzing the various issues surrounding Mass Communications, Educational Instructional Technology, Technical Communication and Rhetoric, and Educational Psychology, I was able to develop a greater understanding of the world and a foundation upon which my interest in higher education is built. Advisors/Committee Members: Bichard, Shannon (Committee Chair), Baake, Ken (committee member), Stoker, Kevin (committee member).

Subjects/Keywords: Branding; Health communication; Healthcare professionals; Sustainability; Organizational commitment; Reinforcement; Communication; Training; Education; Higher education; Integration; New media; Learning; Instruction; Technical communication; Mass communications; Educational instructional technology; Educational psychology; Rhetoric; Scientific writing; Classification; Instructional writing; SharePoint manual; Marxism; Marxist theory; Educational philosophy; Knowledge socialism; Knowledge capitalism; Socialism; Capitalism; Marxist education; Academic socialism; Socialisation; Economy; Politics of knowledge; Democracy

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APA (6^th Edition):

Livingston, K. (2012). New media communication in education. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/46916

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Livingston, Kat. “New media communication in education.” 2012. Thesis, Texas Tech University. Accessed January 26, 2021. http://hdl.handle.net/2346/46916.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Livingston, Kat. “New media communication in education.” 2012. Web. 26 Jan 2021.

Vancouver:

Livingston K. New media communication in education. [Internet] [Thesis]. Texas Tech University; 2012. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/2346/46916.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Livingston K. New media communication in education. [Thesis]. Texas Tech University; 2012. Available from: http://hdl.handle.net/2346/46916

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Lombardi, Kara M. Understanding Anticipatory Socialization for New Student Affairs Professionals.

Degree: PhD, Higher Education (Education), 2013, Ohio University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1362687043

► The purpose of this study was to examine the anticipatory socialization experiences of new student affairs professionals. The focus was to gain a deeper understanding… (more)

Subjects/Keywords: Educational Leadership; Higher Education Administration; Higher Education; anticipatory socialization; student affairs; new professionals; job search; cohort membership

…14 Anticipatory Socialization for New Professionals… …benefit from a deeper understanding of how new professionals perceive and respond to their… …for socializing new professionals in student affairs (Strayhorn, 2009b). Exploring… …how these socialization tactics are perceived by new professionals will develop a deeper… …Socialization for New Professionals New professionals are “likely to experience higher levels of role…

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APA (6^th Edition):

Lombardi, K. M. (2013). Understanding Anticipatory Socialization for New Student Affairs Professionals. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1362687043

Chicago Manual of Style (16^th Edition):

Lombardi, Kara M. “Understanding Anticipatory Socialization for New Student Affairs Professionals.” 2013. Doctoral Dissertation, Ohio University. Accessed January 26, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1362687043.

MLA Handbook (7^th Edition):

Lombardi, Kara M. “Understanding Anticipatory Socialization for New Student Affairs Professionals.” 2013. Web. 26 Jan 2021.

Vancouver:

Lombardi KM. Understanding Anticipatory Socialization for New Student Affairs Professionals. [Internet] [Doctoral dissertation]. Ohio University; 2013. [cited 2021 Jan 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1362687043.

Council of Science Editors:

Lombardi KM. Understanding Anticipatory Socialization for New Student Affairs Professionals. [Doctoral Dissertation]. Ohio University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1362687043

University of Melbourne

25. Zuluaga, Beatrice Harrison. Impact of multiple sclerosis on committed caring relationships: the experience of twelve spousal carepartners dealing with this "uninvited guest".

Degree: 2008, University of Melbourne

URL: http://hdl.handle.net/11343/35324

► This research study explores the perceived impact of multiple sclerosis on “carepartners” in committed caring relationships as the spousal roles change over time. Both quantitative… (more)

▼ This research study explores the perceived impact of multiple sclerosis on “carepartners” in committed caring relationships as the spousal roles change over time. Both quantitative and qualitative methods were used in this study of persons with MS and their spousal carers residing in Australia during ten months of recruitment. Varied recruitment methods were used including the internet. 263 expressions of interest were received, and 203 survey packets were returned with usable data (77%). The demographic instrument and 4 scales measuring mood, reciprocity, life satisfaction and functional wellness were subjected to descriptive statistical analysis. Results from the quantitative phase of the study supported many international epidemiological findings related to gender, age of onset, difficulty in obtaining a diagnosis in the light of vague early symptoms of MS, and high levels of depression in the study sample. The preliminary analysis suggested that these data should be analysed further in dyadic terms (a person with MS and their identified carer). Further inferential statistical analysis examined the data sub-set of ‘pairs only’ which helped to inform formation of a pool of couples in caring relationships from which was selected a sub-sample of 12 spousal dyads residing in Victoria for interview in the second phase of the study. Emerging themes from narrative analysis (n=24 persons) revealed pressing concerns, personal strengths and coping strategies of interviewees. Two themes of special interest relating to (1) differing perceptions by ‘carepartners’ of the importance of cognitive changes to the dyadic relationship, and (2) expectations of health professionals are explored. Most respondents agreed that their expectations left much to be desired, suggesting that improvements could be made in the area of health care delivery to persons with MS, their carers and their families. There are implications for the development of a multidisciplinary, ongoing assessment, educational and support program for these persons. Further research is needed to define and expand the proposed role of a specialized key contact person to be a valuable ‘advocate’ in the delivery of timely health care resources throughout the disease trajectory.

Subjects/Keywords: multiple sclerosis; psychosocial aspects; concept of carepartnership; reciprocity and caring relationships; empathy and support of healthcare professionals as perceived by carepartners in MS; development of new facilitating role for people with MS; PwMS; review of healthcare model

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APA (6^th Edition):

Zuluaga, B. H. (2008). Impact of multiple sclerosis on committed caring relationships: the experience of twelve spousal carepartners dealing with this "uninvited guest". (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/35324

Chicago Manual of Style (16^th Edition):

Zuluaga, Beatrice Harrison. “Impact of multiple sclerosis on committed caring relationships: the experience of twelve spousal carepartners dealing with this "uninvited guest".” 2008. Doctoral Dissertation, University of Melbourne. Accessed January 26, 2021. http://hdl.handle.net/11343/35324.

MLA Handbook (7^th Edition):

Zuluaga, Beatrice Harrison. “Impact of multiple sclerosis on committed caring relationships: the experience of twelve spousal carepartners dealing with this "uninvited guest".” 2008. Web. 26 Jan 2021.

Vancouver:

Zuluaga BH. Impact of multiple sclerosis on committed caring relationships: the experience of twelve spousal carepartners dealing with this "uninvited guest". [Internet] [Doctoral dissertation]. University of Melbourne; 2008. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/11343/35324.

Council of Science Editors:

Zuluaga BH. Impact of multiple sclerosis on committed caring relationships: the experience of twelve spousal carepartners dealing with this "uninvited guest". [Doctoral Dissertation]. University of Melbourne; 2008. Available from: http://hdl.handle.net/11343/35324

University of Toronto

26. Wang, Lurong. Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada.

Degree: 2011, University of Toronto

URL: http://hdl.handle.net/1807/27608

►

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.… (more)

▼

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.

PhD

Advisors/Committee Members: Heller, Monica, Adult Education and Counselling Psychology.

Subjects/Keywords: immigration, Chinese immigrant professionals in Canada, trajectories; the trans-contextual phenomenon of literacy, literacy as social practice, literacy as strategy; settlement, adaptation, and socialization; socioeconomic mobility and upward mobility; situated learning and literacy practice; globalization, immigration, and commodification; literacy, multiculturalism, multilingualism; multimodal uses of language and literacy; social domains and discursive discourses; language and literacy in the workplace; English proficiency and divisions of family obligations; LINC/ESL programs, post-secondary education, community colleges; critical ethnography, ethnography of literacy; discourse analysis; immigration policies, literacy policies, China's English education policies; language ideologies, the web of ideological practices; consequences of literacy; literacy and social political participation; literacy, positioning, power relations; literacy, community of practice, social relationships; social reproduction and categorization; New Economy Orders, globalized new economy; language and literacy in the job market; language problem and deficit assumptions on immigrants' language and literacy; linguistic and racial discriminiation, forms of discrimiation; deskilling, symbolic domination, social economic stereotype; immigrants' language and literacy proficiency levels, economic performance, economic returns; immigrants' social and linguistic identity (re)construction; legitimate access to rescources, recognition, and participation; dilemma, marginalization, contradiction, tension; reading and writing; literacy and orality; social network, employment opportunities, job advancement; literacy artifacts; home, school, job market, workplace; field, forms of capital, individual and institutional habitus; language learning, instructions, classroom activities, curriculum; gatekeeping process, social selection; language proficiency, educational credentials, socioeconomic mobility; 0516; 0282; 0275; 0727; 0535; 0340; 0747; 0628; 0326; 0745

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APA (6^th Edition):

Wang, L. (2011). Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/27608

Chicago Manual of Style (16^th Edition):

Wang, Lurong. “Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada.” 2011. Doctoral Dissertation, University of Toronto. Accessed January 26, 2021. http://hdl.handle.net/1807/27608.

MLA Handbook (7^th Edition):

Wang, Lurong. “Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada.” 2011. Web. 26 Jan 2021.

Vancouver:

Wang L. Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2021 Jan 26]. Available from: http://hdl.handle.net/1807/27608.

Council of Science Editors:

Wang L. Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27608

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Open Access Theses and Dissertations