Suchergebnisse

Zwei Jahre nach einer Erhebung zum Ersatzbedarf des wissenschaftlichen Personals an Pädagogischen Hochschulen und Universitäten im Fach Erziehungswissenschaft ist zur Identifikation von Entwicklungstrends eine weitere Befragung zu diesem Thema im Jahr 1987/88 durchgeführt worden. Erstmals wurden auch die Fachhochschulen mit pädagogischen Studiengängen erfaßt, so daß nunmehr ein Überblick über die gesamte Situation des wissenschaftlichen Nachwuchses im Fach Erziehungswissenschaft an den Hochschulen der Bundesrepublik Deutschland und Berlins (West) vorliegt. Die Resultate werden mit den Ergebnissen aus dem Jahr 1985 verglichen und erste Trends extrapoliert. An die Interpretation der Daten schließt sich ein Postulatekatalog für die Nachwuchspolitik im Fach Erziehungswissenschaft an. (DIPF/Orig.) ; Two years after a survey on the replacement requirements for academic staff in educational science had been conducted at colleges and at universities, a second survey on this issue was carried out in 1987/88, in order to identify trends of development. For the first time specialized institutions of higher education offering educational courses were included, so that there now exists a general account of the overall Situation of junior academic staff in this field at the universities of the Federal Republic of Germany and of West Berlin. The results of the second survey are compared with the findings of 1985 and first trends are extrapolated. The interpretation of data is followed by a catalogue of postulates concerning recruitment policies for the field of educational science. (DIPF/Orig.)

The article describes the characteristics and description of the peculiarities of functional competencies formation of junior staff of the State Border Guard Service of Ukraine (SBGSU) in the process of basic and advanced training during education at the Main Training Center of SBGSU staff. Relevant competencies include the basic competencies required for the all staff of junior border guards and the additional functional competencies required to perform the duties in each individual position. The future list of functional competencies includes their definition for each SBGSU position. As they form the basis for promotion, they must be interconnected in such a way that the assessment provides a vision of how well the border guarder will meet the competences in another equivalent or senior position.It can be argued that a competent approach in the training of SBGSU junior staff provides the necessary level of readiness to perform duties in the units of state border protection. Functional competencies are formed and improved throughout the professional life of a serviceman. The functional competencies formation of the SBGSU junior staff, occurs during a specific educational process at the Main Center of Personnel Training of the SBGSU in the process of studying the cycle of general and military-special educational disciplines, as well as during extracurricular time under the guidance of teachers and commanders in specific specialties. For the formation of functional competences of the SBGSU junior staff in the process of training in the specialties, it is important to determine the content of training in each discipline (in particular, in the cycle of military and special subjects), taking into account the description of these competencies, features of their formation and indicators to evaluate each border guarder within every such competence, based on principles of expediency, science and systematicity. ; У статті наведена характеристика та опис особливостей формування функціональних компетенцій молодшого персоналу Державної прикордонної служби України (ДПСУ) у процесі базової підготовки та підвищення кваліфікації в ході навчання у Головному центрі підготовки персоналу ДПСУ. Відповідні компетенції включають в себе базові компетенції, необхідні для усього масиву молодшого персоналу прикордонної служби та додаткові функціональні компетенції, які необхідні для виконання обов'язків на кожній окремій посаді. Майбутній перелік функціональних компетенцій містить їх визначення для кожної посади ДПСУ. Оскільки вони становлять основу для просування по службі, вони мають бути взаємопов'язаними таким чином, щоб оцінка забезпечувала бачення наскільки прикордонник буде відповідати компетенціям на іншій рівнозначній або на вищій посаді.

The article describes the characteristics and description of the peculiarities of functional competencies formation of junior staff of the State Border Guard Service of Ukraine (SBGSU) in the process of basic and advanced training during education at the Main Training Center of SBGSU staff. Relevant competencies include the basic competencies required for the all staff of junior border guards and the additional functional competencies required to perform the duties in each individual position. The future list of functional competencies includes their definition for each SBGSU position. As they form the basis for promotion, they must be interconnected in such a way that the assessment provides a vision of how well the border guarder will meet the competences in another equivalent or senior position. It can be argued that a competent approach in the training of SBGSU junior staff provides the necessary level of readiness to perform duties in the units of state border protection. Functional competencies are formed and improved throughout the professional life of a serviceman. The functional competencies formation of the SBGSU junior staff, occurs during a specific educational process at the Main Center of Personnel Training of the SBGSU in the process of studying the cycle of general and military-special educational disciplines, as well as during extracurricular time under the guidance of teachers and commanders in specific specialties. For the formation of functional competences of the SBGSU junior staff in the process of training in the specialties, it is important to determine the content of training in each discipline (in particular, in the cycle of military and special subjects), taking into account the description of these competencies, features of their formation and indicators to evaluate each border guarder within every such competence, based on principles of expediency, science and systematicity. Key words: competence, competencies, functional competencies, junior staff. ; У статті наведена характеристика та опис особливостей формування функціональних компетенцій молодшого персоналу Державної прикордонної служби України (ДПСУ) у процесі базової підготовки та підвищення кваліфікації в ході навчання у Головному центрі підготовки персоналу ДПСУ. Відповідні компетенції включають в себе базові компетенції, необхідні для усього масиву молодшого персоналу прикордонної служби та додаткові функціональні компетенції, які необхідні для виконання обов'язків на кожній окремій посаді. Майбутній перелік функціональних компетенцій містить їх визначення для кожної посади ДПСУ. Оскільки вони становлять основу для просування по службі, вони мають бути взаємопов'язаними таким чином, щоб оцінка забезпечувала бачення наскільки прикордонник буде відповідати компетенціям на іншій рівнозначній або на вищій посаді. Ключові слова: компетентність, компетенції, функціональні компетенції, молодший персонал.

Um die derzeitige Stellensituation und den zukünftigen Ersatzbedarf im Fach Erziehungswissenschaft detailliert zu erfassen, wurde eine Erhebung an allen Hochschulen und Pädagogischen Hochschulen der Bundesrepublik und West-Berlins durchgeführt. Es hegen nun erstmals relativ präzise Angaben über die Stellenstruktur, die Altersstruktur der Hochschullehrer sowie die Anzahl der Promotionen und Habilitationen vor. Es zeigte sich, daß auch bei optimistischen Annahmen von einer Verschlechterung der Berufschancen des wissenschaftlichen Nachwuchses ausgegangen werden muß: erst nach 1993 ist mit einer Entspannung der Situation zu rechnen. An die Darstellung der Untersuchungsergebnisse werden fachpolitische Erwägungen angeschlossen. (DIPF/Orig.)

The use of gloves when conducting invasive procedures and the reporting of needlestick injuries have been strongly encouraged. Despite this, neither practice appears to be universal. In order to determine the rates of glove usage and needlestick injury reporting, we conducted a survey of junior doctors in three hospitals in the UK. Of the 190 respondents, the majority rarely wore gloves for venesection, insertion of intravenous cannulas or arterial blood gas sampling. For more major procedures (insertion of central venous lines, insertion of thoracostomy tubes, suturing) gloves were invariably worn. Only 17.5% of needlestick injuries were reported. The rates of glove usage and needlestick injury reporting were lower than previous studies have demonstrated in North America. Surgeons suffered the most needlestick injuries and were the least likely to report them. The low reporting rate may have serious implications, particularly in view of the new Government guidelines on needlestick injuries which involve HIV-infected blood. By failing to use gloves and report needlestick injuries, junior doctors, in particular surgeons, are placing themselves and patients at increased risk of blood-borne transmissible diseases.

This prospective observational study assessed the impact of the changes in junior doctors' working hours and waiting-time initiatives on teaching and learning opportunities for junior doctors in acute medicine. An audit cycle of post-take ward rounds including all medical admissions to an urban teaching hospital was conducted. During two seven-day periods in July 2006 and 2008, 317 and 354 patients were admitted respectively. In the two-year interval a number of changes were implemented resulting in a significant increase in patients reviewed by a consultant within 24 hours of admission. Target waiting times were being met but there were many missed learning opportunities for junior staff. Senior doctors continue to perform the majority of post-take reviews in the absence of the doctors who had admitted the patient. Similar patterns are likely to be found in other hospitals attempting to balance training with government targets for waiting times and junior doctors' working hours.

The aim of this study was to gain an in-depth understanding of the personal and professional staff development needs of junior academic middle managers in a Faculty of Health and Social Care during a period of change. The research was undertaken in the North West of England in a post-1992 University, following a reorganisation of the Faculty of Health and Social Care and introduction of new roles. The study adopted an action research methodology and a co-operative inquiry method, which consisted of a co-operative inquiry group of junior academic middle managers who were also co-researchers. The nature of co-operative inquiry is for co -researchers to engage in repeated cycles of reflection and action that generate changes to their professional practice. The study was conducted over a period of one year and during this time multiple data collection methods were utilised to triangulate the evidence. The research findings identified that multiple identities caused conflict between professional and academic roles, negatively impacting on junior academic middle managers during periods of change. During transition, some participants reported difficulty in adapting to complex political reforms, which caused dissonance between their actual and perceived roles in the field. The junior academic middle managers reported that the safe and trusting environment of the co-operative inquiry group enhanced their confidence and enabled them to learn in action and acquire a reflexive approach when undertaking their roles in the newly structured organisation. The study contributes to the existing literature regarding role identity of professional academics in higher education and offers new insights into transition during complex organisational change.

The study investigated the factors influencing retention of academic staff at South African Higher Education Institutions (HEIs). The Job Embeddedness theory and Herzberg's theory on retention were used to explore the retention of employees with special focus on the challenges and strategies of enhancing retention. The study adopted desktop research to explore the retention of academic staff in HEIs. This study discussed the challenges and factors influencing staff retention in universities and Technical and Vocational Education and Training colleges (TVETs) in South Africa. The findings of the study revealed that the challenges that impede staff retention include a lack of capacity; massification of tertiary education; transformation of higher education; redressing historical imbalances; staff turnover; a lack of mentoring and coaching; and the impossibility to satisfy everyone's needs. The study identified strategies that can be adopted to enhance staff retention that focus on remuneration and compensation; professional development; workplace climate; appointments and promotions; institutional governance; institutional infrastructure and adaptation to change. Factors that contribute to effective staff retention were also identified as organisational culture; the rewards system; mentoring and development programmes; retention tracking, recruitment; selection; the life cycle of an employee; onboarding; performance management systems, career management, bureaucratic organisational structures; and effective support from Deans and Vice-Chancellors. Lastly, the study recommended the following on how HEIs can retain their academic staff: career advancement opportunities to boost morale and loyalty of the staff; mentoring and coaching provided to the junior staff by the senior staff; job satisfaction through the provision of remuneration and rewarding performance; and implementing sound performance management and appraisal systems. ; Thesis (MA) -- Faculty of Humanities, School of Governmental and Social Sciences, 2020

Based on HCT (human capital theory), employee learning and the culture associated with it in South Africa and globally have generally been researched from the perspective of the normative government or employer-initiated policies and programmes. Using Bernstein's (2000) theory of the pedagogic device, this paper suggests the existence of different domains of learning with respect to junior support staff at a South African university. The paper also borrows from critical realism to advocate an approach which asks questions pertaining to the influence of structure and agency on the form of the culture of employee learning in different domains with respect to the junior support staff members. The answers to these questions, the paper suggests, would help with a holistic characterisation of the culture of employee learning associated with this category of employees at the South African university.

Based on HCT (human capital theory), employee learning and the culture associated with it in South Africa and globally have generally been researched from the perspective of the normative government or employer-initiated policies and programmes. Using Bernstein's (2000) theory of the pedagogic device, this paper suggests the existence of different domains of learning with respect to junior support staff at a South African university. The paper also borrows from critical realism to advocate an approach which asks questions pertaining to the influence of structure and agency on the form of the culture of employee learning in different domains with respect to the junior support staff members. The answers to these questions, the paper suggests, would help with a holistic characterisation of the culture of employee learning associated with this category of employees at the South African university.