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The destination of Pacific Island health professional graduates from a New Zealand university  [cached]
Nair Shiva M,Mishra Prabal R,Norris Pauline T,Paul Charlotte
Human Resources for Health , 2012, DOI: 10.1186/1478-4491-10-24
Abstract: Background There is a shortage of health professionals in Pacific Island states and territories, and a need in New Zealand for Pacific health professionals to serve Pacific communities. Methods A cross-sectional postal survey was conducted to investigate retention of Pacific graduates. All graduates of Pacific ethnicity or nationality from the University of Otago in the years 1994 to 2004 in medicine, dentistry, pharmacy, physiotherapy and medical laboratory science were included. Results The response rate was 59% (75 out of 128). Only 7% of respondents were working in the Pacific Islands (12% of non-residents and 4% of New Zealand residents), though the proportion in the whole cohort could be up to 20%. One third intended to work in Pacific communities in New Zealand or the Pacific Islands in the future. Factors that would favour such an intention were an adequate income, job availability, and good working conditions. Conclusions Retention of graduates in the Pacific Islands is poor and measures to improve retention are needed.
Application of Groupthink to Generation Y Decision Making Processes within a Professional Services Context in New Zealand  [cached]
David Hogg
International Journal of Business and Management , 2013, DOI: 10.5539/ijbm.v8n8p69
Abstract: Many organisations are adjusting to the presence of Generation Y and their values. Industries that have large annual intakes of employees, like Professional Services, find this adjustment particularly challenging. Generation Y challenges workplace rules and norms, this article seeks to understand the decision making process used by Generation Y to form expectations and perceptions in relation to workplace rules and norms. Understanding this process will help organisations to better educate and influence Generation Y regarding their career choices and conduct within the workplace. This article will focus on applying the Groupthink theory to explain the decision making process used by Generation Y to form expectations and perceptions in relation to workplace rules and norms. In the conclusion an adjusted Groupthink Model that applies specifically to this context is presented. Lessons for organisations that may want to have greater influence over the decision making process used by Generation Y are also presented.
Between Equity and Empathy: Social Professions and the New Accountability
Banks, Sarah
Social Work and Society , 2007,
Abstract: This article explores the practical and ethical implications of the ‘new accountability’ (working to procedures, targets and standards) based on interviews with British social professionals. Although similar tendencies are present in other European countries, in Britain the rule-bound nature of social work is more intense. Practitioners who regard the ‘new accountability’ positively justify their views with reference to utilitarian and rights-based arguments relating to the promotion of good outcomes, the achievement of equity, respecting the consumer rights of service users and the rights of other stakeholders to information and value for money. Those practitioners who view the new accountability requirements negatively seem to speak in a different ‘moral voice’, which can be linked to more personal and situated approaches to ethics, stressing the importance of particular relationships in context, trust, sensitivity and a sense of ‘vocation’. Both ‘voices’ are part of professional practice, but the new accountability stresses the former at the expense of the latter. For social work to play the critical role identified by Walter Lorenz, maintaining a creative balance between equity and empathy will be important.
Accountability Requirements and Professional Development in the US Adult Basic and Literacy Education System  [cached]
CRISTINE SMITH
Literacy and Numeracy Studies , 2009,
Abstract: Even before the 2001 enactment of the No Child Left Behind legislation, the education bill that holds schools in the US accountable for student achievement, ‘adult education [had] become part and parcel of the new federal trend to encourage the setting of national education goals and standards and holding programs accountable for demonstrating achievements’ (Sticht 1998). Now, almost ten years after enacting the Workforce Investment Act (1998), the legislation that required states to report how adult students were making progress towards educational and work goals, the field is just beginning to take stock of whether accountability has helped or hurt our adult education system. In the US school system (kindergarten to 12th grade for children five to 18), several researchers have investigated the effect of stronger accountability requirements on professional development systems. Berry et al. (2003), in a study of 250 teachers and principals in schools across six Southeastern US states found that results were mixed: Although high-stakes accountability systems help focus professional development efforts on the curricular needs of students, little evidence exists to support the claim that such systems help teachers change their practice to enhance student learning...A tendency exists…to narrow the focus of professional development activities to tested subjects or provide general support that is disconnected from curricular needs. (Association for Supervision and Curriculum Development 2004:3)
The Deprofessionalisation Thesis, Accountability and Professional Character
Clark, Chris
Social Work and Society , 2005,
Abstract: It is said that the deprofessionalisation of social work and other welfare occupations reduces workers' professional discretion and autonomy, and thus their capacity to act in the best interests of their client. Without necessarily regarding the deprofessionalisation thesis as conclusive, this paper will ask how the state's control of the role and task of social workers impacts on their role-implicated obligations as professionals. If workers are reduced (as claimed) to the status of mere functionaries in systems they neither approve of nor control, does this exonerate them from bad outcomes or service failures? How should we view the dramatic increase in formal regulation now seen in the UK - as professionalisation or deprofessionalisation? The paper will argue that whatever the drift of policy, workers remain in some measure personally accountable. Service failures imply faults of practical reason that are partly attributable to the moral and intellectual character of professionals as individuals. It is therefore up to professionals, and their organisations, to attend to the improvement of professional character.
New Zealand: beyond the quota
Rowan Saker
Forced Migration Review , 2010,
Abstract: The New Zealand government accepts refugees with disabilities and has established structures and partnerships to facilitate their participation in society.
New Public Management Approach and Accountability
Mahboubeh Fatemi,Mohammad Reza Behmanesh
International Journal of Management, Economics and Social Sciences (IJMESS) , 2012,
Abstract: A new paradigm for public management, called “New Public Management”, has emerged since 1980s that is formed to confront the present problems. This model is originated from the fusion of economic theories and private sector management techniques. The most important particulars of this model are decreasing government size, the decentralization of management authority, the emphasis on efficiency, effectiveness and economy. This paper examines how New Public Management (NPM) impacts on fulfilling different aspects of accountability in the public sector. In the Traditional Approach of Accountability, politicians and civil servants are liable to elected authorities but in this approach, they should be liable to people. Therefore, in NPM there is a shift of accountability from the political to the managerial sphere and from input and processes to output and outcomes. The results show under this approach, operational and managerial accountability fulfill political and financial aspects of accountability.
Bibliography: Australian and New Zealand art historiography  [PDF]
Benjamin Thomas
Journal of Art Historiography , 2011,
Abstract: A bibliography of Australian and New Zealand art historiography
Foreign advertisements for doctors in the SAMJ 2006 - 2010
YM Dambisya, MH Mamabolo
South African Medical Journal , 2012,
Abstract: Background. There is much concern about the migration of health professionals from developing countries, and the contribution of active recruitment to the phenomenon. One active recruitment strategy is advertisements in professional journals and other media. Objective. To establish the trends in foreign advertisements for doctors placed in the South African Medical Journal (SAMJ) from January 2006 to December 2010. Methods. A retrospective review was conducted of 60 issues of the SAMJ published in the preview years. Printed journals were scanned for foreign advertisements. The findings were compared with a review of 2000 - 2004 in the same journal. Results. There were 1 176 foreign advertisements placed in the SAMJ in the review period, reducing from 355 in 2006 to 121 in 2010. The countries placing the most advertisements were Australia (n=428, 36.4%), Canada (n=286, 24.3%), New Zealand (n=191, 16.2%) and the UK (n=108, 9.2%). Compared with the earlier findings, there was a reduction in advertisements for the top countries, excepting Australia. The top 4 countries remained the same for the 2 review periods, but the order changed, with Australia superseding the UK. Conclusion. The number of foreign advertisements placed in the SAMJ declined over the period under review, and there was a change in ranking of the top 4 advertising countries. These findings are discussed from the perspective of global human resources for health initiatives.
Constructing English in New Zealand: A report on a decade of reform.
Locke, T.
L1 Educational Studies in Language and Literature , 2007,
Abstract: In 1991, the newly elected National Government of New Zealand set in train a major reform of the New Zealand national curriculum and, a little later, a major reform of the New Zealand qualifications system. These reforms have had a major impact on the construction of English as a subject in New Zealand secondary schools, and the work and professional identity of teachers. This article uses as a basis for analysis a framework which posits four paradigms for subject English and proceeds to examine the current national English curriculum in New Zealand for its underlying discourses. In specific terms, it explores questions of partition and progression, and terminology. In respect of progression, it argues that the current curriculum has imposed a flawed model on teachers and students, in part because of its commitment to the assignment of decontextualised outcomes statements (‘achievement objects’) to staged levels of student development (levels). It also argues that much of the terminology used by the document has had a negative impact on metalinguistic classroom practice. Finally, while it views the national English curriculum as a discursively mixed bag, it notes an absence of critical discourses and a tendency, in recent qualifications reforms, to construct English teachers as technicians and the subject as skills-based.
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