In the variation of English for Occupational Purposes, ESP is usually considered to be culture-free. This thesis investigates, as an example, a vocational ESP program in Saudi Arabia to establish, first, what cultural values might be present in the course materials, and second, how the ESP programme relates to the school system in which workers have been educated. The study proposes that there is a cultural content even in what appears to be a culture-free ESP program, and that this cultural content is expected to provide the non-native target population learners with values and thinking abilities that are different from those that are in the receiving environment. The study shows how an ESP program can have a Western cultural perspective that provides Western values and thinking abilities and general / basic education. The thesis consists of six chapters and a general introduction. The Introduction discusses the significance of ESP, the general view that it is 'culture-free', and the importance of analysing an example ESP program to see if this is the case. Chapter One presents an account of ESP, its definition, nature, development, and key issues in the field of its syllabus design and significance in its various fields, with focus on the significance of ESP having a common core component. Chapter Two presents an account of the literature on the concepts of socialisation and culture, its definition, nature, relation with language, learning, and significance in foreign language teaching (FLT), English language teaching (ELT), and specifically in ESP. Chapter Three introduces Saudi Arabia, with a brief account of its socio- cultural aspects, religion, educational system, and the significance of English language teaching in it. It also has a section about the Arabian American Oil Company (Aramco) which represents the environment of Western cultural learning in the ESP program, namely Vocational English Language Training (VELT).

The cultural dimension of English for specific purposes

The primary purpose of this study was to test the theory of experiential learning by measuring to what extent work experience predicts the work ethic characteristics of students in baccalaureate nursing programs at three regional universities in Texas, including Midwestern State University in Wichita Falls, Tarleton State University in Stephenville, and West Texas A&M University in Canyon. Work experience is the amount full-time or part-time on-the-job experience. Work ethic attributes are referred to as considerate, ambitious, dependable, and cooperative. Results generated in this study failed to reject the null hypotheses, which means that work experience, does not provide evidence of the ability to predict the development of work ethic characteristics in baccalaureate nursing students who participated in this research study. Knowledge generated in this study provided alternative directions for future research with respect to the relationship between work experiences and work ethic characteristics in nursing students. Such research may be useful to nursing educators and trainers in the design and delivery phases of the educational process for nurses.

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A study of the relationship between work experience and occupational work ethic characteristics of baccalaureate nursing students.

Despite the enormous amount of research to expand our knowledge of the work ethic and characteristics of employees desired by their employers, little effort has been taken to document any correlations between personal characteristics of middle school-age youth and the dimensions of the work ethic construct. The purpose of this investigation was to explore related research concerning correlates to juvenile behavior and utilize that body of knowledge to determine whether factors correlated to juvenile disorder are also correlated to poor work ethic. A quantitative co-relational study was conducted using a sample of middle-grade students from two South Georgia school districts. Descriptive statistics, regression analysis, and structural equation modeling were utilized in the data analysis. The data were collected using a survey composed of demographic information and commercially available surveys, and the data were correlated to scores from a work ethic inventory. Analysis indicated that no predictor variable had a strong enough relationship to work ethic to be utilized as a single indicator. All models were significant and of practical importance at the .05 level, but none reached the desired level of precision for predictability (o/Sy < 0.30). Multiple regression equations constructed for all variables against total work ethic, dependability, initiative, interpersonal skills, and teacher response to student work ethic resulted in R values of 0.499, 0.347, 0.503, 0.447, and 0.443 respectively. Again, all models were significant and of practical importance, yet no model reached the desired precision for predictability. A structural equation model was developed from student responses with no cases deleted using FIML method of accounting for missing data, 345 cases, and 11 measured variables. The final model achieved an R value of 0.41, had acceptable indices for RMSEA, AGFI, NFI, and CFI and was significant for the z statistic < 2.0.

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Relationship Between Selected Personal Characteristics of Middle School-Age Youth and Occupational Work Ethic

A comparison of work ethic descriptors among technical college advisory committee members, instructors, and students

The question of what affective skills are needed for the job or occupation are continually raised by K-20 educators, but little research has focused on a quantitative measure of this seemingly nebulous competency. This chapter focuses specifically on these competencies and how they relate to occupations and more importantly the genesis of these measures. This is a literatureand research-based rendition of the work ethic as it pertains to a person’s occupation and his or her own perception of work ethic. This information can be used for curriculum development, management, team building, or cooperative analysis of the workforce. The factor analysis performed for this study reveals four factors: actively caring, work resilience, organizational commitment, and work resistance.

Clifton P. Campbell

Papers

Work Attitudes of Teachers and Practitioners in Health Occupations.

Dilemmas and Solutions for Saudi Arabia's Vocational Training System.

Work Attitudes of Health Occupations and Other Trades and Industries Teachers.