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11.
This paper sets out to explore how the resettlement of immigrant students in a host country and schooling context influenced the constitution, negotiation and representation of their identities. Data capture included a mix of semi-structured interviews, focus group interviews, observations and a researcher journal. Data were analyzed by means of the content analysis method. Findings were fivefold. First, the sociocultural context influenced the way immigrant students constructed their identities. Second, categorization was based on phenotypical features, accent, negative attitudes and stereotypical perceptions of immigrants by Swaziland society. Third negotiated identities were multiple in nature and rooted in their culture of origin. Fourth, self-determination was a strong trait of immigrants; reflected in their work ethic, in the resolution of culture conflicts, and in their drive to achieve linguistic competency. And fifth, psychosocial passing was consistent with second generation immigrants. New knowledge generated from this study revealed that African immigrants preferred to be clustered with Mozambican immigrants, as it provided solid ground from which they negotiated identities in Swaziland schools. Mozambican immigrants recruited other African immigrants into their cluster, which they referred to as the ‘Chico nation’. And, the culture of non-Christian immigrants was suppressed to promote Christian religious beliefs and values. 相似文献
12.
This study investigates the impact of service diversification on the rate and mode of firm growth in professional service firms (PSFs). Drawing on the extant PSF literature, we identify differing views regarding the growth impact of service diversification. Specifically, some scholars suggest that the external client benefits associated with service diversification should allow PSFs to expand revenues at a rapid pace and pursue less merger and acquisition activity, whereas others imply that increased diversification can cause internal challenges with respect to learning costs, coordination and innovation that can limit the rate of revenue growth and encourage more mergers and acquisitions. We test these competing views using longitudinal data on 137 accounting firms and cross-sectional data on 125 law firms and find that service diversification is negatively associated with the rate of firm revenue growth and positively associated with the use of mergers and acquisitions. 相似文献
13.
美国“新一代合作社”的发展及其对我国的启示 总被引:2,自引:0,他引:2
产生于20世纪九十年代的“新一代合作社”,是美国新型合作社组织形式之一,其利用发行交货权,为从事提高农产品附加值的生产经营活动筹集资金的方法;封闭运行,以协议明确合作社与社员间的权责、事项及约束各自行为的运作模式,对规范我国农民专业合作社的运行及突破发展瓶颈问题很有启示。 相似文献
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15.
Fran Wiles 《European Journal of Social Work》2017,20(3):349-360
ABSTRACTDeveloping professional identity is a key aim of social work education. This paper argues that the Professional Capabilities Framework (PCF) – a holistic, capability approach to student assessment used in England’s social work education programmes – is ideally placed to promote the development of students’ professional identities. The paper discusses two research studies, each of which was stimulated by significant policy changes in England’s social work profession. The author draws out the implications of both studies for supporting social work students to develop their professional identities. It is concluded that the PCF is valued by practice educators as an assessment and teaching tool, while acknowledging that its future is uncertain due to the lack of continuity impacting on England’s social work profession. This paper is equally of relevance for social work educators outside the UK who may be developing and evaluating their assessment approaches and also for those experiencing the impact of rapid policy changes in their own countries. 相似文献
16.
Linda Sweet Maryam Bazargan Lois McKellar Joanne Gray Amanda Henderson 《Women and birth : journal of the Australian College of Midwives》2018,31(1):59-68
Background
There is no current validated clinical assessment tool to measure the attainment of midwifery student competence in the midwifery practice setting. The lack of a valid assessment tool has led to a proliferation of tools and inconsistency in assessment of, and feedback on student learning.Objective
This research aimed to develop and validate a tool to assess competence of midwifery students in practice-based settings.Design
A mixed-methods approach was used and the study implemented in two phases. Phase one involved the development of the AMSAT tool with qualitative feedback from midwifery academics, midwife assessors of students, and midwifery students. In phase two the newly developed AMSAT tool was piloted across a range of midwifery practice settings and ANOVA was used to compare scores across year levels, with feedback being obtained from assessors.Findings
Analysis of 150 AMSAT forms indicate the AMSAT as: reliable (Cronbach alpha greater than 0.9); valid—data extraction loaded predominantly onto one factor; and sensitivity scores indicating level of proficiency increased across the three years. Feedback evaluation forms (n = 83) suggest acceptance of this tool for the purpose of both assessing and providing feedback on midwifery student’s practice performance and competence.Conclusion
The AMSAT is a valid, reliable and acceptable midwifery assessment tool enables consistent assessment of midwifery student competence. This assists benchmarking across midwifery education programs. 相似文献17.
Tania Fleming Debra K. Creedy Roianne West 《Women and birth : journal of the Australian College of Midwives》2017,30(3):245-252
Background
Cultural safety in higher education learning and teaching environments is paramount to positive educational outcomes for Aboriginal and/or Torres Strait Islander (hereafter called First Peoples) students. There is a lack of research evaluating the impact of continuing professional development on midwifery academics' awareness of cultural safety.Aim
To implement and evaluate a continuing professional development intervention to improve midwifery academics' awareness of cultural safety in supporting First Peoples midwifery students success.Methods
A pre-post intervention mixed methods design was used. Academics (n = 13) teaching into a Bachelor of Midwifery program agreed to participate. The intervention consisted of two workshops and five yarning circles across a semester. Data included the Awareness of Cultural Safety Scale, self-assessment on cultural safety and perceptions of racism, evaluation of the intervention, participants’ journal entries, and researcher’s reflections.Findings
Responses on the Awareness of Cultural Safety Scale revealed significant improvement in participants’ awareness of cultural safety. There was an upward trend in self-assessment ratings. Participants reported high levels of satisfaction with the intervention or workshops and yarning circles. Participants’ journal entries revealed themes willingness to participate and learn, confidence as well as anger and distress.Conclusion
Increased awareness of cultural safety can be transformative for midwifery academics. Workshops and yarning circles can support academics in moving beyond a ‘sense of paralysis’ and engage in challenging conversations to transform their learning and teaching and in turn foster a culturally safe learning and teaching environment for First Peoples midwifery students towards success. 相似文献18.
19.
Kathryn Farrow 《Social Work Education》2014,33(6):805-818
Course leaders have adopted a relatively cautious approach to involving service users and carers in Post-Qualifying (PQ) social work management education programmes in the UK, looking for opportunities in which it ‘makes sense’ for them to be included. Whilst there is, to a certain extent, the belief that involving service users and carers in PQ social work education is ‘a good thing’, it has proved challenging to implement. This research study sought to explore, through interviews with ‘experts’ in the field, why this process had proved so challenging. A term which emerged during the research was the importance of ‘meaningful involvement’. The research explored what ‘meaningful involvement’ might mean for managers, for academics and also for service users and carers; what it looks like and how might it take forward the understanding of and the preparation for PQ social work management education. 相似文献
20.
Helen Scholar Hugh McLaughlin Su McCaughan Allison Coleman 《Social Work Education》2014,33(8):998-1016
Drawing upon findings from a national evaluation of student social workers' experiences of ‘non-traditional’ placements with a national charity, this article considers what such placements can contribute to the development of an individual and collective sense of professional identity for social work. This is explored against the background of current developments in social work education in England, including changes to the requirements for practice placements and the introduction of ‘fast-track’ routes to qualification, preparing students for social work in statutory children's services. The article suggests that with the establishment of The College of Social Work and the development of the Professional Capabilities Framework, relevant to all social workers throughout their careers, the profession has an opportunity to promote a concept of social work in England beyond that required by statutory sector employers; and that practice learning in non-statutory and non-traditional settings has an important role to play in this. 相似文献