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autonomy</title> <meta name="description" content="Search results for: work autonomy"> <meta name="keywords" content="work autonomy"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="work autonomy"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 13990</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: work autonomy</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13990</span> Applying Sliding Autonomy for a Human-Robot Team on USARSim</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fang%20Tang">Fang Tang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacob%20Longazo"> Jacob Longazo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes a sliding autonomy approach for coordinating a team of robots to assist the human operator to accomplish tasks while adapting to new or unexpected situations by requesting help from the human operator. While sliding autonomy has been well studied in the context of controlling a single robot. Much work needs to be done to apply sliding autonomy to a multi-robot team, especially human-robot team. Our approach aims at a hierarchical sliding control structure, with components that support human-robot collaboration. We validated our approach in the USARSim simulation and demonstrated that the human-robot team's overall performance can be improved under the sliding autonomy control. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sliding%20autonomy" title="sliding autonomy">sliding autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-robot%20team" title=" multi-robot team"> multi-robot team</a>, <a href="https://publications.waset.org/abstracts/search?q=human-robot%20collaboration" title=" human-robot collaboration"> human-robot collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=USARSim" title=" USARSim"> USARSim</a> </p> <a href="https://publications.waset.org/abstracts/27177/applying-sliding-autonomy-for-a-human-robot-team-on-usarsim" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27177.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">545</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13989</span> Who Am I at Work: Work Identity Formation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20Belle-Hallsworth">Carol Belle-Hallsworth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human interaction at work evolves over time and, with it, work identity. The social identity is built upon the development of its underpinning and preceding stages. Work identity can be viewed in the same way and will shift based on changes in the work environment and challenges to the work identity (threats to the four stages). This paper provides an analysis of how the stages of trust, autonomy, industry and initiative are related to the employee identity at work. Describing how they are related to each other and the development of identity. It has become common to notice changes in employee behavior during and after major operational changes in an organization. Previous studies suggest that there are emotional triggers that result in the new behaviors displayed. This study seeks to test a theoretical model by testing the relationship between the first four Erikson stages as constructs. A randomized sample of participants undertook a self-administered survey to capture information on trust, autonomy, initiative, and industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=work%20identity" title="work identity">work identity</a>, <a href="https://publications.waset.org/abstracts/search?q=change%20management" title=" change management"> change management</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20management" title=" organizational management"> organizational management</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20implementation" title=" technology implementation"> technology implementation</a> </p> <a href="https://publications.waset.org/abstracts/180165/who-am-i-at-work-work-identity-formation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180165.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">306</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13988</span> Did Nature of Job Matters - Impact of Perceived Job Autonomy on Turnover Intention in Sales and Marketing Managers: Moderating Effect of Procedural and Distributive Justice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Babar%20Shahzad">Muhammad Babar Shahzad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of our study is to investigate the relationship between perceived job autonomy and turnover intention in sales & marketing staff. Perceived job autonomy is considered one of most studied dimension of Job Characteristic Model. But still there is a confusion in scholars about predictive role of perceived job autonomy in turnover intention. In line of more complex research on this relation, we investigated the relationship between perceived job autonomy and turnover intention. Did nature of job have any impact on this relationship. On the call of different authors we take interactive effect of perceived job autonomy and procedural justice on turnover intention. Predictive role of distributive justice to employee outcomes is not deniable. But predictive role of distributive justice will be prone in different contextual influences. Interactive role of distributive justice and perceived job autonomy is also not tested before. We collected date from 279 marketing and sales managers working in financial institution, FMCG industries, Pharamesutical Industry & Bank. Strong and direct negative relation was found in perceived job autonomy, distributive justice & procedural justice on turnover intention. Distributive and procedural justice is also amplifying the negative relationship of perceived job autonomy and turnover intention. Limitation and future direction for research is also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perceived%20job%20autonomy" title="perceived job autonomy">perceived job autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=turnover%20intention" title=" turnover intention"> turnover intention</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20justice" title=" procedural justice"> procedural justice</a>, <a href="https://publications.waset.org/abstracts/search?q=distributive%20job" title=" distributive job"> distributive job</a> </p> <a href="https://publications.waset.org/abstracts/26402/did-nature-of-job-matters-impact-of-perceived-job-autonomy-on-turnover-intention-in-sales-and-marketing-managers-moderating-effect-of-procedural-and-distributive-justice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26402.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">511</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13987</span> The Autonomy Use of Preparatory School Students to Learn English Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mi%CC%87hri%CC%87ban%20M%C3%BCge%20Aras">Mi̇hri̇ban Müge Aras</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aims to investigate the learner autonomy usage of prep school students. This research focuses on the prep school students' autonomy habits according to their self-regulated studies, age and duration of learning English. The research also analyzes whether prep school students have strong autonomy to learn the English language or depend on teachers and English classes only. The participants of the study consisted of 32 prep school students. The "Likert- type of questionnaire " was adopted by the researcher from the survey of Dede (2017). The scale was a one-dimensional 4-Likert type, which has the options of 1=never, 2= sometimes, 3=often, and 4=always. There are 19 questions in the questionnaire to understand the autonomy of students when they try to learn English. Descriptive statistics and OneANOVA were used to analyze the data. The results of the study showed that there is no significant correlation between their ages and their duration of learning English according to their autonomy studies for English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learner%20autonomy" title="learner autonomy">learner autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning" title=" self-regulated learning"> self-regulated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=independent%20learning" title=" independent learning"> independent learning</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learning" title=" English language learning"> English language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=prep%20school%20students" title=" prep school students"> prep school students</a> </p> <a href="https://publications.waset.org/abstracts/167211/the-autonomy-use-of-preparatory-school-students-to-learn-english-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167211.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">242</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13986</span> Impact of Job Crafting on Work Engagement and Well-Being among Indian Working Professionals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arjita%20Jhingran">Arjita Jhingran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pandemic was a turning point for flexible employment. In today’s market, employees prefer companies that provide the autonomy to change their work environment and are flexible. Post pandemic employees have become accustomed to modifying, re-designing, and re-aligning their work environment, task, and the way they interact with co-workers based on their preferences after working from home for a long time. In this scenario, the concept of job crafting has come to the forefront, and research on the subject has expanded, particularly during COVID-19. Managers who provide opportunities to craft the job are driving enhanced engagement and well-being. The current study will aim to examine the impact of job crafting on work engagement and psychological well-being among 385 working professionals, ranging in the age group of 21- 39 years. (M age=30 years). The study will also draw comparisons between freelancers and full-time employees, as freelancers have been considered to have more autonomy over their job. A comparison-based among MNC or startups will be studied; as for the majority of startups, autonomy is a primary motivator. Moreover, a difference based on the level of experience will also be observed, which will add to the body of knowledge. The data will be collected through Job Crafting Questionnaire, Utrecht Work Engagement Scale, and Psychological Well-Being Scale. To infer the findings, correlation analysis will be used to study the relationship among variables, and a Three way ANOVA will be used to draw comparisons. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=job%20crafting" title="job crafting">job crafting</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20engagement" title=" work engagement"> work engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=freelancers" title=" freelancers"> freelancers</a>, <a href="https://publications.waset.org/abstracts/search?q=start-ups" title=" start-ups"> start-ups</a> </p> <a href="https://publications.waset.org/abstracts/151934/impact-of-job-crafting-on-work-engagement-and-well-being-among-indian-working-professionals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151934.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13985</span> EFL Teacher Cognition and Learner Autonomy: An Exploratory Study into Algerian Teachers’ Understanding of Learner Autonomy </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Linda%20Ghout">Linda Ghout</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main aim of the present case study was to explore EFL teachers’ understanding of learner autonomy. Thus, it sought to uncover how teachers at the de Department of English, University of Béjaia, Algeria view the process of language learning, their learners’ roles, their own roles and their practices to promote learner autonomy. For data collection, firstly, a questionnaire was designed and administered to all the teachers in the department. Secondly, interviews were conducted with some volunteers for the sake of clarifying emerging issues and digging deeper into some of the teachers’ answers to the questionnaire. The analysis revealed interesting data pertaining to the teachers’ cognition and its effects on their teaching practices. With regard to their views of language learning, it seems that the participants hold discrete views which are in opposition with the principles of learner autonomy. The teachers seemed to have a limited knowledge of the characteristics of autonomous learners and autonomy- based methodology. When it comes to teachers’ practices to promote autonomy in their classes, the majority reported that the most effective way is to ask students to search for information on their own. However, in defining their roles in the EFL learning process, most of the respondents claimed that teachers should play the role of facilitators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20autonomy" title=" learner autonomy"> learner autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20process" title=" learning process"> learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20cognition" title=" teacher cognition"> teacher cognition</a> </p> <a href="https://publications.waset.org/abstracts/38581/efl-teacher-cognition-and-learner-autonomy-an-exploratory-study-into-algerian-teachers-understanding-of-learner-autonomy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">389</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13984</span> Human Dignity as a Source and Limitation of Personal Autonomy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jan%20Podkowik">Jan Podkowik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article discusses issues of mutual relationships of human dignity and personal autonomy. According to constitutions of many countries and international human rights law, human dignity is a fundamental and inviolable value. It is the source of all freedoms and rights, including personal autonomy. Human dignity, as an inherent, inalienable and non-gradable value comprising an attribute of all people, justifies freedom of action according to one's will and following one's vision of good life. On the other hand, human dignity imposes immanent restrictions to personal autonomy regarding decisions on commercialization of the one’s body, etc. It points to the paradox of dignity – the source of freedom and conditions (basic) of its limitations. The paper shows the theoretical concept of human dignity as an objective value among legal systems, determining the boundaries of legal protection of personal autonomy. It is not, therefore, the relevant perception of human dignity and freedom as opposite values. Reference point has been made the normative provisions of the Polish Constitution and the European Convention on Human Rights and Fundamental Freedoms as well as judgments of constitutional courts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=constitution" title=" constitution"> constitution</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20dignity" title=" human dignity"> human dignity</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights"> human rights</a> </p> <a href="https://publications.waset.org/abstracts/76031/human-dignity-as-a-source-and-limitation-of-personal-autonomy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76031.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13983</span> The Impact of Job Meaningfulness on the Relationships between Job Autonomy, Supportive Organizational Climate, and Job Satisfaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sashank%20Nyapati">Sashank Nyapati</a>, <a href="https://publications.waset.org/abstracts/search?q=Laura%20Lorente-Prieto"> Laura Lorente-Prieto</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Peiro"> Maria Peiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The general objective of this study is to analyse the mediating role of meaningfulness in the relationships between job autonomy and job satisfaction and supportive organizational climate and job satisfaction. Theories such as the Job Characteristics Model, Conservation of Resources theory, as well as the Job Demands-Resources theory were used as theoretical framework. Data was obtained from the 5th European Working Conditions Survey (EWCS), and sample was composed of 1005 and 1000 workers from Spain and Portugal respectively. The analysis was conducted using the SOBEL Macro for SPSS (A multiple regression mediation model) developed by Preacher and Hayes in 2003. Results indicated that Meaningfulness partially mediates both the Job Autonomy-Job Satisfaction as well as the Supportive Organizational Climate-Job Satisfaction relationships. However, the percentages are large enough to draw substantial conclusions, especially that Job Meaningfulness plays an essential – if indirect – role in the amount of Satisfaction that one experiences at work. Some theoretical and practical implications are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=meaningfulness" title="meaningfulness">meaningfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20autonomy" title=" job autonomy"> job autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=supportive%20organizational%20climate" title=" supportive organizational climate"> supportive organizational climate</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/29199/the-impact-of-job-meaningfulness-on-the-relationships-between-job-autonomy-supportive-organizational-climate-and-job-satisfaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29199.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">536</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13982</span> Self-Reliant and Auto-Directed Learning: Modes, Elements, Fields and Scopes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Habibollah%20Mashhady">Habibollah Mashhady</a>, <a href="https://publications.waset.org/abstracts/search?q=Behruz%20Lotfi"> Behruz Lotfi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Doosti"> Mohammad Doosti</a>, <a href="https://publications.waset.org/abstracts/search?q=Moslem%20Fatollahi"> Moslem Fatollahi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> An exploration of the related literature reveals that all instruction methods aim at training autonomous learners. After the turn of second language pedagogy toward learner-oriented strategies, learners’ needs were more focused. Yet; the historical, social and political aspects of learning were still neglected. The present study investigates the notion of autonomous learning and explains its various facets from a pedagogical point of view. Furthermore; different elements, fields and scopes of autonomous learning will be explored. After exploring different aspects of autonomy, it is postulated that liberatory autonomy is highlighted since it not only covers social autonomy but also reveals learners’ capabilities and human potentials. It is also recommended that learners consider different elements of autonomy such as motivation, knowledge, confidence, and skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20pedagogy" title="critical pedagogy">critical pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20autonomy" title=" social autonomy"> social autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20learning" title=" academic learning"> academic learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20notions" title=" cultural notions"> cultural notions</a> </p> <a href="https://publications.waset.org/abstracts/19093/self-reliant-and-auto-directed-learning-modes-elements-fields-and-scopes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19093.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">461</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13981</span> School Autonomy in the United Kingdom: A Correlational Study Applied to English Principals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pablo%20Javier%20Ortega-Rodriguez">Pablo Javier Ortega-Rodriguez</a>, <a href="https://publications.waset.org/abstracts/search?q=Francisco%20Jose%20Pozuelos-Estrada"> Francisco Jose Pozuelos-Estrada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, there has been a renewed interest in school autonomy in the United Kingdom and its impact on students' outcomes. English principals have a pivotal role in decision-making. The aim of this paper is to explore the correlation between the type of school (public or private) and the considerable responsibilities of English principals which participated in PISA 2015. The final sample consisted of 419 principals. Descriptive data (percentages and means) were generated for the variables related to professional autonomy. Pearson's chi-square test was used to determine if there is an association between the type of school and principals' responsibilities for relevant tasks. Statistical analysis was performed using SPSS software, version 22. Findings suggest a significant correlation between the type of school and principals' responsibility for firing teachers and formulating the school budget. This study confirms that the type of school is not associated with principals' responsibility for choosing which textbooks are used at school. The present study establishes a quantitative framework for defining four models of professional autonomy and some proposals to improve school autonomy in the United Kingdom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title="decision making">decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=principals" title=" principals"> principals</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20autonomy" title=" professional autonomy"> professional autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20autonomy" title=" school autonomy"> school autonomy</a> </p> <a href="https://publications.waset.org/abstracts/99907/school-autonomy-in-the-united-kingdom-a-correlational-study-applied-to-english-principals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99907.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">796</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13980</span> Subsidiary Entrepreneurial Orientation, Trust in Headquarters and Performance: The Mediating Role of Autonomy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhang%20Qingzhong">Zhang Qingzhong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Though there exists an increasing number of research studies on the headquarters-subsidiary relationship, and within this context, there is a focus on subsidiaries' contributory role to multinational corporations (MNC), subsidiary autonomy, and the conditions under which autonomy exerts an effect on subsidiary performance still constitute a subject of debate in the literature. The objective of this research is to study the MNC subsidiary autonomy and performance relationship and the effect of subsidiary entrepreneurial orientation and trust on subsidiary autonomy in the China environment, a phenomenon that has not yet been studied. The research addresses the following three questions: (i) Is subsidiary autonomy associated with MNC subsidiary performance in the China environment? (ii) How do subsidiary entrepreneurship and its trust in headquarters affect the level of subsidiary autonomy and its relationship with subsidiary performance? (iii) Does subsidiary autonomy have a mediating effect on subsidiary performance with subsidiary’s entrepreneurship and trust in headquarters? In the present study, we have reviewed literature and conducted semi-structured interviews with multinational corporation (MNC) subsidiary senior executives in China. Building on our insights from the interviews and taking perspectives from four theories, namely the resource-based view (RBV), resource dependency theory, integration-responsiveness framework, and social exchange theory, as well as the extant articles on subsidiary autonomy, entrepreneurial orientation, trust, and subsidiary performance, we have developed a model and have explored the direct and mediating effects of subsidiary autonomy on subsidiary performance within the framework of the MNC. To test the model, we collected and analyzed data based on cross-industry two waves of an online survey from 102 subsidiaries of MNCs in China. We used structural equation modeling to test measurement, direct effect model, and conceptual framework with hypotheses. Our findings confirm that (a) subsidiary autonomy is positively related to subsidiary performance; (b) subsidiary entrepreneurial orientation is positively related to subsidiary autonomy; (c) subsidiary’s trust in headquarters has a positive effect on subsidiary autonomy; (d) subsidiary autonomy mediates the relationship between entrepreneurial orientation and subsidiary performance; (e) subsidiary autonomy mediates the relationship between trust and subsidiary performance. Our study highlights the important role of subsidiary autonomy in leveraging the resource of subsidiary entrepreneurial orientation and its trust relationship with headquarters to achieve high performance. We discuss the theoretical and managerial implications of the findings and propose directions for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=subsidiary%20entrepreneurial%20orientation" title="subsidiary entrepreneurial orientation">subsidiary entrepreneurial orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=trust" title=" trust"> trust</a>, <a href="https://publications.waset.org/abstracts/search?q=subsidiary%20autonomy" title=" subsidiary autonomy"> subsidiary autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=subsidiary%20performance" title=" subsidiary performance"> subsidiary performance</a> </p> <a href="https://publications.waset.org/abstracts/141146/subsidiary-entrepreneurial-orientation-trust-in-headquarters-and-performance-the-mediating-role-of-autonomy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141146.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">186</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13979</span> Autonomy not Automation: Using Metacognitive Skills in ESL/EFL Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marina%20Paula%20Carreira%20Rolim">Marina Paula Carreira Rolim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to have ELLs take responsibility for their own learning, it is important that they develop skills to work their studies strategically. The less they rely on the instructor as the content provider, the more they become active learners and have a higher sense of self-regulation and confidence in the learning process. This e-poster proposes a new teacher-student relationship that encourages learners to reflect, think critically, and act upon their realities. It also suggests the implementation of different autonomy-supportive teaching tools, such as portfolios, written journals, problem-solving activities, and strategy-based discussions in class. These teaching tools enable ELLs to develop awareness of learning strategies, learning styles, study plans, and available learning resources as means to foster their creative power of learning outside of classroom. In the role of a learning advisor, the teacher is no longer the content provider but a facilitator that introduces skills such as ‘elaborating’, ‘planning’, ‘monitoring’, and ‘evaluating’. The teacher acts as an educator and promotes the use of lifelong metacognitive skills to develop learner autonomy in the ESL/EFL context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20skills" title=" metacognitive skills"> metacognitive skills</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title=" learning strategies"> learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a> </p> <a href="https://publications.waset.org/abstracts/44048/autonomy-not-automation-using-metacognitive-skills-in-eslefl-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44048.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">368</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13978</span> A Theoretical Framework of Patient Autonomy in a High-Tech Care Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catharina%20Lindberg">Catharina Lindberg</a>, <a href="https://publications.waset.org/abstracts/search?q=Cecilia%20Fagerstrom"> Cecilia Fagerstrom</a>, <a href="https://publications.waset.org/abstracts/search?q=Ania%20Willman"> Ania Willman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Patients in high-tech care environments are usually dependent on both formal/informal caregivers and technology, highlighting their vulnerability and challenging their autonomy. Autonomy presumes that a person has education, experience, self-discipline and decision-making capacity. Reference to autonomy in relation to patients in high-tech care environments could, therefore, be considered paradoxical, as in most cases these persons have impaired physical and/or metacognitive capacity. Therefore, to understand the prerequisites for patients to experience autonomy in high-tech care environments and to support them, there is a need to enhance knowledge and understanding of the concept of patient autonomy in this care context. The development of concepts and theories in a practice discipline such as nursing helps to improve both nursing care and nursing education. Theoretical development is important when clarifying a discipline, hence, a theoretical framework could be of use to nurses in high-tech care environments to support and defend the patient’s autonomy. A meta-synthesis was performed with the intention to be interpretative and not aggregative in nature. An amalgamation was made of the results from three previous studies, carried out by members of the same research group, focusing on the phenomenon of patient autonomy from a patient perspective within a caring context. Three basic approaches to theory development: derivation, synthesis, and analysis provided an operational structure that permitted the researchers to move back and forth between these approaches during their work in developing a theoretical framework. The results from the synthesis delineated that patient autonomy in a high-tech care context is: To be in control though trust, co-determination, and transition in everyday life. The theoretical framework contains several components creating the prerequisites for patient autonomy. Assumptions and propositional statements that guide theory development was also outlined, as were guiding principles for use in day-to-day nursing care. Four strategies used by patients to remain or obtain patient autonomy in high-tech care environments were revealed: the strategy of control, the strategy of partnership, the strategy of trust, and the strategy of transition. This study suggests an extended knowledge base founded on theoretical reasoning about patient autonomy, providing an understanding of the strategies used by patients to achieve autonomy in the role of patient, in high-tech care environments. When possessing knowledge about the patient perspective of autonomy, the nurse/carer can avoid adopting a paternalistic or maternalistic approach. Instead, the patient can be considered to be a partner in care, allowing care to be provided that supports him/her in remaining/becoming an autonomous person in the role of patient. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=caring" title=" caring"> caring</a>, <a href="https://publications.waset.org/abstracts/search?q=concept%20development" title=" concept development"> concept development</a>, <a href="https://publications.waset.org/abstracts/search?q=high-tech%20care" title=" high-tech care"> high-tech care</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20development" title=" theory development"> theory development</a> </p> <a href="https://publications.waset.org/abstracts/92291/a-theoretical-framework-of-patient-autonomy-in-a-high-tech-care-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92291.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">207</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13977</span> The Interrelationship between Formal and Informal Institutions and Its Impacts on the Autonomy of Public Service Delivery Units: The Case of Vietnam </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Minh%20Thi%20Hai%20Vo">Minh Thi Hai Vo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article draws on in-depth interviews with state employees at public hospitals and universities in its institutional analysis of the autonomy practices of public service delivery units in Vietnam. Unlike many empirical and theoretical studies that view formal and informal institutions as complements or substitutes, this article finds no evidence of complementary or substitutive relationships. Instead, the article finds that formal institutions accommodate informal ones and that informal institutions tend to compete and interfere, with the existing and ineffective formal institutions. The result of such conflicting relationship is that the actual autonomy of public service delivery units is, in most cases, perceived to be greater than the formal autonomy they are given. In the condition of poor regulation, the informal autonomy may result in unethical practices including rent-seeking and corruption. The implication of the study finding is policy-makers need to redesign and reorganize the autonomisation of public service delivery units to make informal institutions support and reinforce formal ones in a complementary manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20institutions" title=" formal institutions"> formal institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20institutions" title=" informal institutions"> informal institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20service%20delivery%20units" title=" public service delivery units"> public service delivery units</a>, <a href="https://publications.waset.org/abstracts/search?q=Vietnam" title=" Vietnam"> Vietnam</a> </p> <a href="https://publications.waset.org/abstracts/89830/the-interrelationship-between-formal-and-informal-institutions-and-its-impacts-on-the-autonomy-of-public-service-delivery-units-the-case-of-vietnam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89830.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">205</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13976</span> Factors Impacting Training and Adult Education Providers’ Business Performance: The Singapore Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zan%20Chen">Zan Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Kwok"> D. Kwok </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The SkillsFuture Singapore’s mission to develop a responsive and forward-looking Training and Adult Education (TAE) and workforce development system is undergirded by how successful TAE providers are in their business performance and strategies that strengthen their operational efficiency and processes. Therefore, understanding the factors that drive the business performance of TAE providers is critical to the success of SkillsFuture Singapore’s initiatives. This study aims to investigate how business strategy, work autonomy, work intensity and professional development support impact the business performance of private TAE providers. Specifically, the three research questions are: (1) Are there significant relationships between the above-mentioned four factors and TAE providers’ business performance?; (2) Are there significant differences on the four factors between low and high TAE providers’ business performance groups?; and (3) To what extent and in what manner do the four factors predict TAE providers’ business performance? This was part of the first national study on organizations and professionals working in the Training and Adult Education (TAE) sector. Data from 265 private TAE providers where respondents were Chief Executive Officers representatives from the Senior Management were analyzed. The results showed that business strategy (the extent that the organization leads the way in terms of developing new products and services; uses up-to-date learning technologies; customizes its products and services to the client’s needs), work autonomy (the extent that the staff personally have an influence on how hard they work; deciding what tasks they are to do; deciding how they are to do the tasks, and deciding the quality standards to which they work) and professional development support (both monetary and non-monetary support and incentives) had positive and significant relationships with business performance. However, no significant relationship is found between work intensity and business performance. A business strategy, work autonomy and professional development support were significantly higher in the high business performance group compared to the low-performance group among the TAE providers. Results of hierarchical regression analyses controlling for the size of the TAE providers showed significant impacts of business strategy, work autonomy and professional development support on TAE providers’ business performance. Overall, the model accounted for 27% of the variance in TAE providers’ business performance. This study provides policymakers with insights into improving existing policies, designing new initiatives and implementing targeting interventions to support TAE providers. The findings also have implications on how the TAE providers could better formulate their organizational strategies and business models. Finally, limitations of study, along with directions for future research will be discussed in the paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20education" title="adult education">adult education</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20performance" title=" business performance"> business performance</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20strategy" title=" business strategy"> business strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20autonomy" title=" work autonomy"> work autonomy</a> </p> <a href="https://publications.waset.org/abstracts/138792/factors-impacting-training-and-adult-education-providers-business-performance-the-singapore-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138792.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">208</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13975</span> Motherhood Managerial in Health Services: Need Eustress Internalization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Retty%20Ratnawati">Retty Ratnawati</a>, <a href="https://publications.waset.org/abstracts/search?q=Santi%20Sri%20Wulandari"> Santi Sri Wulandari</a>, <a href="https://publications.waset.org/abstracts/search?q=Tulus%20Sabrina"> Tulus Sabrina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Feminine and masculine gender role stress could occur in some work situation. Being manager in health services that is known to be more women’ role in Indonesia, has expected to have feminine stereotype role. In the communities, this has been done in the program kesejahteraan keluarga (welfare family program) since the 1970s, for example through family planning program. The aim of the study was to explore the experience of being a motherhood managerial in health services. Our auto ethnographic study has revealed that motherhood managerial, even though running by a woman, could have some stress conditions whether she has realized or has not. The challenge would occur when the manager did not realize that she needed the eustress. The autonomy concept for a woman to be a manager could be a complex cycle that needs open communication continually and understanding the four elements surround her life. In conclusion, there is a demand to have the eustress when the manager does not realize that she has to be an autonomy person. However, it does not need eustress when the manager understands about how to deal with the complex cycle of being autonomy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motherhood%20managerial" title="motherhood managerial">motherhood managerial</a>, <a href="https://publications.waset.org/abstracts/search?q=eustress" title=" eustress"> eustress</a>, <a href="https://publications.waset.org/abstracts/search?q=feminine%20gender%20role%20stress" title=" feminine gender role stress"> feminine gender role stress</a>, <a href="https://publications.waset.org/abstracts/search?q=masculine%20gender%20role%20stress" title=" masculine gender role stress"> masculine gender role stress</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomy%20concept%20in%20women" title=" autonomy concept in women"> autonomy concept in women</a> </p> <a href="https://publications.waset.org/abstracts/58081/motherhood-managerial-in-health-services-need-eustress-internalization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58081.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">274</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13974</span> Bangladeshi English Teachers’ Understanding of Teacher Autonomy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rubaiyat%20Jahan">Rubaiyat Jahan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports some findings of a study on the issues related to teacher autonomy in the Bangladeshi school contexts, and data of this research was collected from fourteen practicing English teachers of Bangladesh through semi structured interviews. The theoretical underpinning of teacher autonomy, on an apparent note, focuses on the behavioral aspects of teacher autonomy hence emphasizing mostly on the teachers’ capacity for self-directed acts of teaching and self-directed acts of professional development. Yet, a contemporary literature survey of teacher autonomy seems to be concerned more on the political interpretations of teacher autonomy. Thus, autonomous teachers are expected to generate their personal theories of teaching from their practices. The idea of personal theories of practice upholds the view that along with the teaching, teachers need to engage themselves in various classroom based research with a view to theorising from their practices. The findings of this research indicate enormous evidence of behavioral aspects of teacher autonomy. As the data of this research suggests, the participant teachers’ understanding of classroom situations, their reflections on the situational realities and opting for classroom decisions on the basis of those realizations are some good examples of teacher autonomy. Also, a few teachers’ stated teaching practices seem to reflect, though in a subtle way, their effort of outlining context embedded personal theories of teaching. This paper has got one significant pedagogical implication for the teacher education. Any teacher education must promote the conditions and capabilities for the present and prospective teachers for the role of theorisers in addition to develop their professional, procedural, and personal knowledge base. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personal%20theories%20of%20practice" title="personal theories of practice">personal theories of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20acts%20of%20professional%20development" title=" self-directed acts of professional development"> self-directed acts of professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20acts%20of%20teaching" title=" self-directed acts of teaching"> self-directed acts of teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20autonomy" title=" teacher autonomy"> teacher autonomy</a> </p> <a href="https://publications.waset.org/abstracts/70857/bangladeshi-english-teachers-understanding-of-teacher-autonomy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70857.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13973</span> Autonomy and Other Variables Related to the Expression of Love among Saudi Couples</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reshaa%20Alruwaili">Reshaa Alruwaili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The primary aim of this study was to examine the hypothesis presented by Self Determination theory which suggests that autonomy impacts positively the expression of love. Other hypotheses were also examined which suggest that other variables explain the expression of love, including: dyadic adjustment (dyadic consensus, dyadic satisfaction and dyadic cohesion), couple satisfaction, age, gender, the length of marriage, number of children and attachment styles. The participants were Saudi couples, which provided the opportunity to consider the influence of Saudi culture on the expression of love. A questionnaire was employed to obtain measures of all the relevant variables, including a measure of expression of love that was built from 27 items, constituting verbal, physical and caring features, and a measure of autonomy based on three features: authorship, interest-taking and susceptibility. Data were collected from both members of 34 Saudi couples. Descriptive analysis of both expression of love and autonomy was conducted. Correlation and regression were used to assess the relationships between expression of love and autonomy and other variables. Results indicated that Saudi couples who most often express their love tend to be more than somewhat autonomous. Not much difference was found between husbands and wives in expressing love, although wives were slightly more autonomous than husbands. Expression of love was enhanced by the autonomy of the participants to a greater extent when dyadic satisfaction was controlled, since the latter was negatively correlated with autonomy and had no effect on the expression of love. Basic psychological needs, dyadic consensus and dismissive-avoidant attachment improve the expression of love, while it is decreased by the number of children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=determination%20theory" title=" determination theory"> determination theory</a>, <a href="https://publications.waset.org/abstracts/search?q=expression%20of%20love" title=" expression of love"> expression of love</a>, <a href="https://publications.waset.org/abstracts/search?q=dyadic%20adjustment" title=" dyadic adjustment "> dyadic adjustment </a> </p> <a href="https://publications.waset.org/abstracts/73995/autonomy-and-other-variables-related-to-the-expression-of-love-among-saudi-couples" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73995.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">232</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13972</span> Accuracy of Autonomy Navigation of Unmanned Aircraft Systems through Imagery</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sidney%20A.%20Lima">Sidney A. Lima</a>, <a href="https://publications.waset.org/abstracts/search?q=Hermann%20J.%20H.%20Kux"> Hermann J. H. Kux</a>, <a href="https://publications.waset.org/abstracts/search?q=Elcio%20H.%20Shiguemori"> Elcio H. Shiguemori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Unmanned Aircraft Systems (UAS) usually navigate through the Global Navigation Satellite System (GNSS) associated with an Inertial Navigation System (INS). However, GNSS can have its accuracy degraded at any time or even turn off the signal of GNSS. In addition, there is the possibility of malicious interferences, known as jamming. Therefore, the image navigation system can solve the autonomy problem, because if the GNSS is disabled or degraded, the image navigation system would continue to provide coordinate information for the INS, allowing the autonomy of the system. This work aims to evaluate the accuracy of the positioning though photogrammetry concepts. The methodology uses orthophotos and Digital Surface Models (DSM) as a reference to represent the object space and photograph obtained during the flight to represent the image space. For the calculation of the coordinates of the perspective center and camera attitudes, it is necessary to know the coordinates of homologous points in the object space (orthophoto coordinates and DSM altitude) and image space (column and line of the photograph). So if it is possible to automatically identify in real time the homologous points the coordinates and attitudes can be calculated whit their respective accuracies. With the methodology applied in this work, it is possible to verify maximum errors in the order of 0.5 m in the positioning and 0.6º in the attitude of the camera, so the navigation through the image can reach values equal to or higher than the GNSS receivers without differential correction. Therefore, navigating through the image is a good alternative to enable autonomous navigation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=navigation" title=" navigation"> navigation</a>, <a href="https://publications.waset.org/abstracts/search?q=security" title=" security"> security</a>, <a href="https://publications.waset.org/abstracts/search?q=photogrammetry" title=" photogrammetry"> photogrammetry</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20sensing" title=" remote sensing"> remote sensing</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20resection" title=" spatial resection"> spatial resection</a>, <a href="https://publications.waset.org/abstracts/search?q=UAS" title=" UAS"> UAS</a> </p> <a href="https://publications.waset.org/abstracts/91629/accuracy-of-autonomy-navigation-of-unmanned-aircraft-systems-through-imagery" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91629.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13971</span> Building Academic Success and Resilience in Social Work Students: An Application of Self-Determination Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Louise%20Bunce">Louise Bunce</a>, <a href="https://publications.waset.org/abstracts/search?q=Jill%20Childs"> Jill Childs</a>, <a href="https://publications.waset.org/abstracts/search?q=Adam%20J.%20Lonsdale"> Adam J. Lonsdale</a>, <a href="https://publications.waset.org/abstracts/search?q=Naomi%20King"> Naomi King</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A major concern for the Social Work profession concerns the frequency of burn-out and high turnover of staff. The characteristic of resilience has been identified as playing a crucial role in social workers’ ability to have a satisfying and successful career. Thus a critical role for social work education is to develop resilience in social work students. We currently need to know more about how to train resilient social workers who will also increase the academic standing of the profession. The specific aim of this research was to quantify characteristics that may contribute towards resilience and academic success among student social workers in order to mitigate against the problems of burn-out and low academic standing. These three characteristics were competence (effectiveness at mastering the environment), autonomy (sense of control and free will), and relatedness (interacting and connecting with others), as specified in Self-Determination Theory (SDT). When these three needs are satisfied, we experience higher degrees of motivation to succeed and wellbeing. Thus when these three needs are met in social work students, they have the potential to raise academic standards and promote wellbeing characteristics that contribute to the development of resilience. The current study tested the hypothesis that higher levels of autonomy, competence, and relatedness, as defined by SDT, will predict levels of academic success and resilience in social work students. Two hundred and ten social work students studying at a number of universities completed well-established questionnaires to assess autonomy, competence, and relatedness, level of academic performance and resilience (The Brief Resilience Scale). In this scale, students rated their agreement with items e.g., ‘I bounce back quickly after hard times’ and ‘I usually come through difficult times with little struggle’. After controlling for various factors, including age, gender, ethnicity, and course (undergraduate or postgraduate) preliminary analysis revealed that the components of SDT provided useful predictive value for academic success and resilience. In particular, autonomy and competence provided a useful predictor of academic success while relatedness was a particularly useful predictor of resilience. This study demonstrated that SDT provides a valuable framework for helping to understand what predicts academic success and resilience among social work students. This is relevant because the psychological needs for autonomy, competence and relatedness can be affected by external social and cultural pressures, thus they can be improved by the right type of supportive teaching practices and educational environments. These findings contribute to the growing evidence-base to help build an academic and resilient social worker student body and workforce. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=self-determination%20theory" title=" self-determination theory"> self-determination theory</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20social%20workers" title=" student social workers"> student social workers</a> </p> <a href="https://publications.waset.org/abstracts/65123/building-academic-success-and-resilience-in-social-work-students-an-application-of-self-determination-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65123.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13970</span> University Lecturers' Attitudes towards Learner Autonomy in the EFL Context in Vietnam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nhung%20T.%20Bui">Nhung T. Bui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Part of the dilemma facing educational reforms in Vietnam as in other Asian contexts is how to encourage more independence in students’ learning approaches. Since 2005, the Ministry of Education and Training of Vietnam has included the students’ ability to learn independently in its national education objectives. While learner autonomy has been viewed as a goal in the teaching and learning English as a foreign language (EFL) and there has been a considerable literature on strategies to stimulate autonomy in learners, teachers’ voices have rarely been heard. Given that teachers play a central role in helping their students to be more autonomous, especially in an inherent Confucian heritage culture like Vietnam, their attitudes towards learner autonomy should be investigated before any practical implementations could be undertaken. This paper reports significant findings of a survey questionnaire with 262 lecturers of English from 5 universities in Hanoi, Vietnam giving opinions regarding the practices and prospects of learner autonomy in their classrooms. The study reveals that lecturers perceive they should be more responsible than their students in all class-related activities; they most appreciate their students’ ability to learn cooperatively and that they consider stimulating students’ interest as the most important teaching strategy to promote learner autonomy. Lecturers, then, are strongly suggested to gradually ‘empower’ their students through the application of out-of-classroom activities; of learning activities which requires collaboration and team spirit; and of activities which could boost students’ interest in learning English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20foreign%20language" title="English as a foreign language">English as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20autonomy" title=" learner autonomy"> learner autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=Vietnam" title=" Vietnam"> Vietnam</a> </p> <a href="https://publications.waset.org/abstracts/43936/university-lecturers-attitudes-towards-learner-autonomy-in-the-efl-context-in-vietnam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43936.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">267</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13969</span> Sociocultural Barriers to the Development of Autonomous Foreign Language Learning: Some Teaching Strategies to Overcome Such Challenges in a Mexican Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zaideth%20Zobeida%20Ponce%20Alonso">Zaideth Zobeida Ponce Alonso</a>, <a href="https://publications.waset.org/abstracts/search?q=Laura%20Emilia%20Fierro%20Lopez"> Laura Emilia Fierro Lopez</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20del%20Rocio%20Dominguez%20Gaona"> Maria del Rocio Dominguez Gaona</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study is part of the Master in Modern Languages at the Universidad Autónoma de Baja California, and it aims to analyze how the sociocultural background might influence the development of learner autonomy in foreign language education in order to propose some strategies to overcome such challenges. Given the lack of research on the sociocultural barriers in learner autonomy in a Mexican context and the need to hear teachers’ voices about this issue, qualitative data was obtained from semi-structured interviews with six language teachers on their perspectives on learner autonomy, its application to the language classroom, and their experiences with Mexican and foreign learners/contexts in order to find out differences regarding learner autonomy. The results suggest three main sociocultural characteristics: preference for an authority figure, tendency towards collectivism, and low tolerance of ambiguity. Finally, nine strategies were proposed in order to help language teachers to deal with such sociocultural characteristics when fostering learner autonomy in the border city of Mexicali, where this study was carried out. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learner%20autonomy" title="learner autonomy">learner autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=Mexican%20context" title=" Mexican context"> Mexican context</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20influence" title=" sociocultural influence"> sociocultural influence</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20perspectives" title=" teachers' perspectives"> teachers' perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/128292/sociocultural-barriers-to-the-development-of-autonomous-foreign-language-learning-some-teaching-strategies-to-overcome-such-challenges-in-a-mexican-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128292.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13968</span> A Concept Analysis of Control over Nursing Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oznur%20Ispir">Oznur Ispir</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Duygulu"> S. Duygulu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Health institutions are the places where fast and efficient decisions are required and mistakes and uncertainties are not tolerated due to the urgency of the services provided within the body of these institutions. Thus, in those institutions where patient care services are targeted to be provided quality and safety, the nurses attending the decisions, creating the solutions for problems, taking initiative and bearing the responsibility of results in brief having the control over practices are needed. Control over nursing practices is defined as affecting the employment and work environment at the unit level of the institution, perceived freedom for organizing and evaluating nursing practices, the ability to make independent decisions about patient care and accountability for the results of such decisions. This study scrutinizes the concept of control over nursing practices (organizational autonomy), which is frequently confused with other concepts (autonomy) in the literature, by reviewing the literature and making suggestions to improve nurses’ control over nursing practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=control%20over%20nursing%20practice" title="control over nursing practice">control over nursing practice</a>, <a href="https://publications.waset.org/abstracts/search?q=nurse" title=" nurse"> nurse</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20autonomy" title=" organizational autonomy"> organizational autonomy</a> </p> <a href="https://publications.waset.org/abstracts/66243/a-concept-analysis-of-control-over-nursing-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66243.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13967</span> Autonomy in Healthcare Organisations: A Comparative Case Study of Middle Managers in England and Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Zahmatkesh">Maryam Zahmatkesh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Middle managers form a significant occupational category in organisations. They undertake a vital role, as they sit between the operational and strategic roles. Traditionally they were acting as diplomat administrators, and were only in power to meet the demands of professionals. Following the introduction of internal market, in line with the principles of New Public Management, middle managers have been considered as change agents. More recently, in the debates of middle managers, there is emphasis on entrepreneurialism and enacting strategic role. It was assumed that granting autonomy to the local organisations and the inception of semi-autonomous hospitals (Foundation Trusts in England and Board of Trustees in Iran) would give managers more autonomy to act proactively and innovatively. This thesis explores the hospital middle managers’ perception of and responses to public management reforms (in particular, hospital autonomy) in England and Iran. In order to meet the aims of the thesis, research was undertaken within the interpretative paradigm, in line with social constructivism. Data were collected from interviews with forty-five middle managers, observational fieldwork and documentary analysis across four teaching university hospitals in England and Iran. The findings show the different ways middle managers’ autonomy is constrained in the two countries. In England, middle managers have financial and human recourses, but their autonomy is constrained by government policy and targets. In Iran, middle managers are less constrained by government policy and targets, but they do not have financial and human resources to exercise autonomy. Unbalanced autonomy causes tension and frustration for middle managers. According to neo-institutional theory, organisations are deeply embedded within social, political, economic and normative settings that exert isomorphic and internal population-level pressures to conform to existing and established modes of operation. Health systems which are seeking to devolve autonomy to middle managers must appreciate the multidimensional nature of the autonomy, as well as the wider environment that organisations are embedded, if they are about to improve the performance of managers and their organisations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare%20organisations" title=" healthcare organisations"> healthcare organisations</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20managers" title=" middle managers"> middle managers</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20public%20management" title=" new public management"> new public management</a> </p> <a href="https://publications.waset.org/abstracts/53964/autonomy-in-healthcare-organisations-a-comparative-case-study-of-middle-managers-in-england-and-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53964.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13966</span> The Relationships between Autonomy-Based Insula Activity and Learning: A Functional Magnetic Resonance Imaging Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Woogul%20Lee">Woogul Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Johnmarshall%20Reeve"> Johnmarshall Reeve</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learners’ perceived autonomy predicts learners’ interest, engagement, and learning. To understand these processes, we conducted an fMRI experiment. In this experiment, participants saw the national flag and were asked to rate how much they freely wanted to learn about that particular national flag. The participants then learned the characteristics of the national flag. Results showed that (1) the degree of participants’ perceived autonomy was positively correlated with the degree of insula activity, (2) participants’ early-trial insula activity predicted corresponding late-trial dorsolateral prefrontal cortex activity, and (3) the degree of dorsolateral prefrontal cortex activity was positively correlated with the degree of participants’ learning about the characteristics of the national flag. Results suggest that learners’ perceived autonomy predicts learning through the mediation of insula activity associated with intrinsic satisfaction and 'pure self' processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=insular%20cortex" title="insular cortex">insular cortex</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomy" title=" autonomy"> autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-determination" title=" self-determination"> self-determination</a>, <a href="https://publications.waset.org/abstracts/search?q=dorsolateral%20prefrontal%20cortex" title=" dorsolateral prefrontal cortex"> dorsolateral prefrontal cortex</a> </p> <a href="https://publications.waset.org/abstracts/73516/the-relationships-between-autonomy-based-insula-activity-and-learning-a-functional-magnetic-resonance-imaging-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73516.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">204</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13965</span> The Use of Active Methodologies as a Means to Promote Autonomy and Motivation in English as a Foreign Language High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danielle%20%20Guerra">Danielle Guerra</a>, <a href="https://publications.waset.org/abstracts/search?q=Marden%20Silva"> Marden Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of active methodologies in the teaching of English has been widely encouraged recently, due to its potential to create propitious conditions for the learners to develop autonomy and studying skills that tend to keep them motivated throughout the learning process. The constant use of technology by the students makes it possible to implement strategies such as blended learning, which blends regular classes with online instruction and practice. (Horn and Staker, 2015) For that reason, the aim of this study was to implement the blended approach in a High School second-grade English class in Brazil, in order to analyze the impacts of this methodology on the students' autonomy. The teacher's role was that of a mediator, being responsible for selecting the best resources for students to study with, and also for helping them with questions when necessary. The results show that taking learner characteristics and learning experiences into account and allowing the students to follow their learning paths at their own pace was crucial to promoting engagement that led to the desired outcomes. In conclusion, the research shows that blended learning is a helpful strategy to foster autonomy and promote motivation in EFL students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20methodologies" title="active methodologies">active methodologies</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomy" title=" autonomy"> autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/139589/the-use-of-active-methodologies-as-a-means-to-promote-autonomy-and-motivation-in-english-as-a-foreign-language-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139589.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">210</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13964</span> Enhancing Nursing Teams' Learning: The Role of Team Accountability and Team Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarit%20Rashkovits">Sarit Rashkovits</a>, <a href="https://publications.waset.org/abstracts/search?q=Anat%20Drach-%20Zahavy"> Anat Drach- Zahavy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research considers the unresolved question regarding the link between nursing team accountability and team learning and the resulted team performance in nursing teams. Empirical findings reveal disappointing evidence regarding improvement in healthcare safety and quality. Therefore, there is a need in advancing managerial knowledge regarding the factors that enhance constant healthcare teams' proactive improvement efforts, meaning team learning. We first aim to identify the organizational resources that are needed for team learning in nursing teams; second, to test the moderating role of nursing teams' learning resources in the team accountability-team learning link; and third, to test the moderated mediation model suggesting that nursing teams' accountability affects team performance by enhancing team learning when relevant resources are available to the team. We point on the intervening role of three team learning resources, namely time availability, team autonomy and performance data on the relation between team accountability and team learning and test the proposed moderated mediation model on 44 nursing teams (462 nurses and 44 nursing managers). The results showed that, as was expected, there was a positive significant link between team accountability and team learning and the subsequent team performance when time availability and team autonomy were high rather than low. Nevertheless, the positive team accountability- team learning link was significant when team performance feedback was low rather than high. Accordingly, there was a positive mediated effect of team accountability on team performance via team learning when either time availability or team autonomy were high and the availability of team performance data was low. Nevertheless, this mediated effect was negative when time availability and team autonomy were low and the availability of team performance data was high. We conclude that nurturing team accountability is not enough for achieving nursing teams' learning and the subsequent improved team performance. Rather there is need to provide nursing teams with adequate time, autonomy, and be cautious with performance feedback, as the latter may motivate nursing teams to repeat routine work strategies rather than explore improved ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing%20teams%27%20accountability" title="nursing teams' accountability">nursing teams' accountability</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20teams%27%20learning" title=" nursing teams' learning"> nursing teams' learning</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20feedback" title=" performance feedback"> performance feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=teams%27%20autonomy" title=" teams' autonomy "> teams' autonomy </a> </p> <a href="https://publications.waset.org/abstracts/49816/enhancing-nursing-teams-learning-the-role-of-team-accountability-and-team-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49816.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13963</span> “A Watched Pot Never Boils.” Exploring the Impact of Job Autonomy on Organizational Commitment among New Employees: A Comprehensive Study of How Empowerment and Independence Influence Workplace Loyalty and Engagement in Early Career Stages</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Atnafu%20Ashenef%20Wondim">Atnafu Ashenef Wondim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today’s highly competitive business environment, employees are considered a source of competitive advantage. Researchers have looked into job autonomy's effect on organizational commitment and declared superior organizational performance strongly depends on the effort and commitment of employees. The purpose of this study was to explore the relationship between job autonomy and organizational commitment from newcomer’s point of view. The mediation role of employee engagement (physical, emotional, and cognitive) was also examined in the case of Ethiopian Commercial Banks. An exploratory survey research design with mixed-method approach that included partial least squares structural equation modeling and Fuzzy-Set Qualitative Comparative Analysis technique were using to address the sample size of 348 new employees. In-depth interviews with purposive and convenientsampling techniques are conducted with new employees (n=43). The results confirmed that job autonomy had positive, significant direct effects on physical engagement, emotional engagement, and cognitive engagement (path coeffs. = 0.874, 0.931, and 0.893).The results showed thatthe employee engagement driver, physical engagement, had a positive significant influence on affective commitment (path coeff. = 0.187) and normative commitment (path coeff. = 0.512) but no significant effect on continuance commitment. Employee engagement partially mediates the relationship between job autonomy and organizational commitment, which means supporting the indirect effects of job autonomy on affective, continuance, and normative commitment through physical engagement. The findings of this study add new perspectives by positioning it within a complex organizational African setting and by expanding the job autonomy and organizational commitment literature, which will benefit future research. Much of the literature on job autonomy and organizational commitment has been conducted within a well-established organizational business context in Western developed countries.The findings lead to fresh information on job autonomy and organizational commitment implementation enablers that can assist in the formulation of a better policy/strategy to efficiently adopt job autonomy and organizational commitment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employee%20engagement" title="employee engagement">employee engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20autonomy" title=" job autonomy"> job autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20commitment" title=" organizational commitment"> organizational commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20exchange%20theory" title=" social exchange theory"> social exchange theory</a> </p> <a href="https://publications.waset.org/abstracts/190075/a-watched-pot-never-boils-exploring-the-impact-of-job-autonomy-on-organizational-commitment-among-new-employees-a-comprehensive-study-of-how-empowerment-and-independence-influence-workplace-loyalty-and-engagement-in-early-career-stages" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190075.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">30</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13962</span> Understanding Team Member Autonomy and Team Collaboration: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ay%C5%9Fen%20Bakio%C4%9Flu">Ayşen Bakioğlu</a>, <a href="https://publications.waset.org/abstracts/search?q=G%C3%B6k%C3%A7en%20Seyra%20%C3%87ak%C4%B1r"> Gökçen Seyra Çakır</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore how research assistants who work in project teams experience team member autonomy and how they reconcile team member autonomy with team collaboration. The study utilizes snowball sampling. 20 research assistants who work the faculties of education in Marmara University and Yıldız Technical University have been interviewed. The analysis of data involves a content analysis MAXQDAPlus 11 which is a qualitative data analysis software is used as the data analysis tool. According to the findings of this study, emerging themes include team norm formation, team coordination management, the role of individual tasks in team collaboration, leadership distribution. According to the findings, interviewees experience team norm formation process in terms of processes, which pertain to task fulfillment, and processes, which pertain to the regulation of team dynamics. Team norm formation process instills a sense of responsibility amongst individual team members. Apart from that, the interviewees’ responses indicate that the realization of the obligation to work in a team contributes to the team norm formation process. The participants indicate that individual expectations are taken into consideration during the coordination of the team. The supervisor of the project team also has a crucial role in maintaining team collaboration. Coordination problems arise when an individual team member does not relate his/her academic field with the research topic of the project team. The findings indicate that the leadership distribution in the project teams involves two leadership processes: leadership distribution which is based on the processes that focus on individual team members and leadership distribution which is based on the processes that focus on team interaction. Apart from that, individual tasks serve as a facilitator of collaboration amongst team members. Interviewees also indicate that individual tasks also facilitate the expression of individuality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project%20teams%20in%20higher%20education" title="project teams in higher education">project teams in higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20assistant%20teams" title=" research assistant teams"> research assistant teams</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20collaboration" title=" team collaboration"> team collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20member%20autonomy" title=" team member autonomy"> team member autonomy</a> </p> <a href="https://publications.waset.org/abstracts/38430/understanding-team-member-autonomy-and-team-collaboration-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38430.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">362</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13961</span> Autonomy Supportive Coaching to Achieve Health Literacy </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Knisel">E. Knisel</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Rupprich"> H. Rupprich</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Heissel"> A. Heissel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Health Literacy is defined as the degree to which people have the capacity to obtain and understand information to make health decisions. Illustrated are three levels of health literacy: (1) Functional literacy refers to the transmission of information about e. g. physical activity and nutrition; (2) interactive literacy implies the development of personal and social skills to adopt health-related behaviour and (3) critical health literacy indicates advanced cognitive skills connected with personal empowerment to critically analyse health information, to define self-determined goals and taking action in various situations accordingly. The achievement of the third level refers to self-determination and autonomy which should be outcomes of exercise programs for overweight children as health-related behaviour change will occur and persist if it is autonomously motivated. Method: We adopted a quasi-experimental design with group (autonomy supportive coaching, control) and session (pre-test, intervention, post-test, and follow-up-test). Overweight and obese children and adolescents at the age of 8-14 years (N=40) received a 6-month (20 sessions) exercise program with autonomy supportive coaching implemented by the coaches and sandwiched between pre-test and post-test. All participants (N=92) completed the German version of the Basic Needs Satisfaction Scale Sport and Exercise. Additionally, we assessed the engagement in the exercise program by the MVPA (Moderate-to-Vigorous Physical Activity) and by the adherence and drop-out-rate. Results: Participants in the intervention group perceived their autonomy as moderate in the post-test and the follow-up-test. However, the psychological intervention failed to develop a high autonomy, as both groups show moderate perceived autonomy from the pre-test to the post-test. Participants in the intervention group were higher engaged in MVPA in the exercise program and they attend the program more regularly. Discussion: Young overweight and obese children and adolescents can acquire autonomy using autonomy supporting coaching. However, research identifying the extent they achieve critical health literacy is required to implement an autonomy-supportive coaching style into exercise programs for this target group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy%20support" title="autonomy support">autonomy support</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching" title=" coaching"> coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20literacy" title=" health literacy"> health literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20promotion" title=" health promotion"> health promotion</a> </p> <a href="https://publications.waset.org/abstracts/25546/autonomy-supportive-coaching-to-achieve-health-literacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25546.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span 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