Suchergebnisse

International audience ; In a context of renewed plasticity of the dispositives of information and of democratization of digital practices and skills, teaching journalism needs to be reassessed in terms of enaction by focus- ing on the development of competencies through the experience and the practice of digital information environments. In this study, we aim to question the use of experiential logics in investigative journalism learning by analyzing two digital dispositives of information that integrate gamification : Pirate Fishing and #Hacked. We rely on the dispositive analysis to examine the interactivity framework staged through the disposition of the gameplay markers, within which modes and postures of appropriation of an expe- rience of investigation are configured likely to legitimize the performative engagement and the intrinsic motivation of the practitioner being placed in a situation similar to a real one. ; Dans un contexte de regain en plasticité des dispositifs d'information et de démocratisation des pratiques et des habiletés numériques, l'enseignement du journalisme doit être repensé en termes d'énaction en le focalisant sur l'acquisition de compétences par l'expérience et la pratique des environnements d'information numérique. Nous nous proposons dans cette étude de questionner le recours à des logiques expérientielles dans l'apprentissage du journalisme d'investigation en analysant deux dispositifs numériques d'information traversés par la gamification : Pirate Fishing et #Hacked. Nous prenons appui sur la méthode de l'analyse de dispositif pour examiner le cadre d'interactivité mis en scène à travers l'agencement des marqueurs de la jouabilité, au sein duquel sont configurés des modes et des postures d'appropriation d'une expérience d'investigation susceptible de légitimer l'engagement performatif et la motivation intrinsèque du pratiqueur dans une situation de fidélité au réel.

International audience ; In a context of renewed plasticity of the dispositives of information and of democratization of digital practices and skills, teaching journalism needs to be reassessed in terms of enaction by focus- ing on the development of competencies through the experience and the practice of digital information environments. In this study, we aim to question the use of experiential logics in investigative journalism learning by analyzing two digital dispositives of information that integrate gamification : Pirate Fishing and #Hacked. We rely on the dispositive analysis to examine the interactivity framework staged through the disposition of the gameplay markers, within which modes and postures of appropriation of an expe- rience of investigation are configured likely to legitimize the performative engagement and the intrinsic motivation of the practitioner being placed in a situation similar to a real one. ; Dans un contexte de regain en plasticité des dispositifs d'information et de démocratisation des pratiques et des habiletés numériques, l'enseignement du journalisme doit être repensé en termes d'énaction en le focalisant sur l'acquisition de compétences par l'expérience et la pratique des environnements d'information numérique. Nous nous proposons dans cette étude de questionner le recours à des logiques expérientielles dans l'apprentissage du journalisme d'investigation en analysant deux dispositifs numériques d'information traversés par la gamification : Pirate Fishing et #Hacked. Nous prenons appui sur la méthode de l'analyse de dispositif pour examiner le cadre d'interactivité mis en scène à travers l'agencement des marqueurs de la jouabilité, au sein duquel sont configurés des modes et des postures d'appropriation d'une expérience d'investigation susceptible de légitimer l'engagement performatif et la motivation intrinsèque du pratiqueur dans une situation de fidélité au réel.

The paradigm of knowledge society is increasing significantly in political, economic, and social fields. Understanding international volunteering through this lens enables to highlight the links between employability, citizenship and cognitive identity. Indeed, volunteering lies within a tension between a utilitarian vision through skill acquisition, a collective vision by contributing to common interest, and an individual conception linked to identity building. Studying international volunteering for solidarity from the point of view of its formative dimension and its potential impacts on young adults' career paths, contributes to a global reflection on the ends and means of learning in society. Based on career paths of former volunteers, this thesis looks at these experiences' repercussions: what does one learn during an international volunteering experience? What impact does this learning have on career paths' developments? How far are volunteering experiences instrumental in participants' relation to work? ; Alors que le paradigme de la société de la connaissance tend à investir de plus en plus les champs politiques, économiques et sociaux, appréhender le phénomène du volontariat solidaire international sous ce prisme permet de mettre en avant les relations entre employabilité, citoyenneté et identité cognitive. En effet, le volontariat s'inscrit dans une tension entre une vision utilitariste à travers l'acquisition de compétences, une vision collective à travers sa contribution à l'intérêt général, et une conception individuelle liée à la construction identitaire. Etudier le volontariat solidaire à l'international sous l'angle de sa dimension formative et de ses potentielles répercussions dans la suite des parcours professionnels de jeunes adultes participe donc, à notre sens, d'une réflexion plus globale sur les fins et les moyens des apprentissages dans notre société. C'est à partir des parcours professionnels d'anciens volontaires que nous nous sommes intéressées aux répercussions de ce type ...

The paradigm of knowledge society is increasing significantly in political, economic, and social fields. Understanding international volunteering through this lens enables to highlight the links between employability, citizenship and cognitive identity. Indeed, volunteering lies within a tension between a utilitarian vision through skill acquisition, a collective vision by contributing to common interest, and an individual conception linked to identity building. Studying international volunteering for solidarity from the point of view of its formative dimension and its potential impacts on young adults' career paths, contributes to a global reflection on the ends and means of learning in society. Based on career paths of former volunteers, this thesis looks at these experiences' repercussions: what does one learn during an international volunteering experience? What impact does this learning have on career paths' developments? How far are volunteering experiences instrumental in participants' relation to work? ; Alors que le paradigme de la société de la connaissance tend à investir de plus en plus les champs politiques, économiques et sociaux, appréhender le phénomène du volontariat solidaire international sous ce prisme permet de mettre en avant les relations entre employabilité, citoyenneté et identité cognitive. En effet, le volontariat s'inscrit dans une tension entre une vision utilitariste à travers l'acquisition de compétences, une vision collective à travers sa contribution à l'intérêt général, et une conception individuelle liée à la construction identitaire. Etudier le volontariat solidaire à l'international sous l'angle de sa dimension formative et de ses potentielles répercussions dans la suite des parcours professionnels de jeunes adultes participe donc, à notre sens, d'une réflexion plus globale sur les fins et les moyens des apprentissages dans notre société. C'est à partir des parcours professionnels d'anciens volontaires que nous nous sommes intéressées aux répercussions de ce type d'expériences : qu'apprend-on au cours d'expériences de volontariat solidaire à l'international ? Comment ces apprentissages influent-ils dans la suite des parcours professionnels ? Dans quelle mesure les expériences de volontariat jouent-elles un rôle dans le rapport au travail de celles et ceux qui les vivent ?

The paradigm of knowledge society is increasing significantly in political, economic, and social fields. Understanding international volunteering through this lens enables to highlight the links between employability, citizenship and cognitive identity. Indeed, volunteering lies within a tension between a utilitarian vision through skill acquisition, a collective vision by contributing to common interest, and an individual conception linked to identity building. Studying international volunteering for solidarity from the point of view of its formative dimension and its potential impacts on young adults' career paths, contributes to a global reflection on the ends and means of learning in society. Based on career paths of former volunteers, this thesis looks at these experiences' repercussions: what does one learn during an international volunteering experience? What impact does this learning have on career paths' developments? How far are volunteering experiences instrumental in participants' relation to work? ; Alors que le paradigme de la société de la connaissance tend à investir de plus en plus les champs politiques, économiques et sociaux, appréhender le phénomène du volontariat solidaire international sous ce prisme permet de mettre en avant les relations entre employabilité, citoyenneté et identité cognitive. En effet, le volontariat s'inscrit dans une tension entre une vision utilitariste à travers l'acquisition de compétences, une vision collective à travers sa contribution à l'intérêt général, et une conception individuelle liée à la construction identitaire. Etudier le volontariat solidaire à l'international sous l'angle de sa dimension formative et de ses potentielles répercussions dans la suite des parcours professionnels de jeunes adultes participe donc, à notre sens, d'une réflexion plus globale sur les fins et les moyens des apprentissages dans notre société. C'est à partir des parcours professionnels d'anciens volontaires que nous nous sommes intéressées aux répercussions de ce type d'expériences : qu'apprend-on au cours d'expériences de volontariat solidaire à l'international ? Comment ces apprentissages influent-ils dans la suite des parcours professionnels ? Dans quelle mesure les expériences de volontariat jouent-elles un rôle dans le rapport au travail de celles et ceux qui les vivent ?

The Role of Management Development in Public Service Modernisation.
The eighties saw the development of certain dominant models of management, where the emphasis was on tightening up control systems and forcing through cost reduction programmes. Public management for the 1990's needs to go beyond the mechanistic model of "management by direction" and develop "management by design" as the dominant learning model. Designing the circumstances under which personal initiative and talent can flourish to produce a high level of performance, is the challenge now facing public management. Taking personal responsibility for the performance of the organisation raises a number of problematic issues such as leadership, cultural change, legitimacy of the pro-active public manager, and the significance of experiential learning in transformational management development.

Comment l'expression « formation expérientielle » s'est-elle imposée dans le discours social français à partir des années 1970 ? Loin d'être la simple importation de son équivalent américain, experiential learning , elle n'est admise que progressivement, au prix de stratégies de reconnaissance de différents acteurs du milieu de la formation. Ils mobilisent des argumentaires et des rhétoriques spécifiques et lui procurent une reconnaissance académique. Le succès de la notion a bénéficié du concours indirect des milieux associatifs qui valorisent à la même époque l'expérience des plus démunis, l'expérience « vécue », « de l'action », etc. et concourent ainsi à donner à ce thème une légitimité politico-morale à laquelle la clôture dans le monde éducatif ne pourrait prétendre. En officialisant la formation expérientielle dans un dispositif de qualification, la VAE constitue l'aboutissement de ce parcours de reconnaissance.

International audience ; Les récits expérientiels échangés dans les collectifs de travail sont courants mais relativement peu étudiés dans la perspective de l'apprentissage. Cette étude vise à identifier les bénéfices pédagogiques de ces récits, échangés à travers la pratique anecdotale, pour la gestion des risques. L'étude a été réalisée dans une école de l'aviation de chasse française grâce au recueil en situation de récits expérientiels échangés entre instructeurs et élèves. Un entretien individuel était également mené avec chaque interlocuteur. Les résultats indiquent que la pratique anecdotale est un support pédagogique fiable à usages multiples. Elle transfère au récepteur des savoirs épisodiques utiles pour le développement de ses compétences dans la gestion de situations critiques futures et lui permet également de créer de nouveaux savoirs.

This dissertation gives the synopsis of a series of research projects realized since 2008 in higher education institutions (three grandes écoles and a university) for a center for R&D in vocational education and training belonging to the Paris Chamber of Commerce and Industry. It attempts to produce elements of renewal in answer to the crisis in management education due to ta political, economic and social context completely de-stabilized by a downturn for which bad governance and ruthless management are held responsible. The multi-referential scientific approach relies on two methods: systems analysis for decrypting the situation and the challenges managers have to face nowadays and clinical research for understanding processes of professional education and training in the course experiments we observed and evaluated. A training needs study in an industrial group (avionics and armament) and counselling in a big service company helped us understand the challenges modern managers have to face and to identify four emerging roles they have to perform and what caracterizes them. Research results: the concept of "transitional pedagogics" for fostering the lifelong elaboration of professionality in a come and go movement between the transmission of knowledge and active experiential learning; "empty habitable frameworks" for the development of transversal competencies and specially the spirit of initiative through mostly collective action learning; "epicycle-based action research" (EBAR) derived from existential action research (René Barbier, 1996) and designed for intersystemic development in complex projects. ; Thèse sur travaux résumant une série de recherches menées depuis 2008 dans trois grandes écoles et une université pour le compte d'un centre de recherche pédagogique fondé par la Chambre de Commerce et d'Industrie de Paris. Comment repenser la formation des managers dans un contexte politique, économique et social entré en crise depuis 2008, en partie sous la gouvernance de personnes issues des grandes ...

This dissertation gives the synopsis of a series of research projects realized since 2008 in higher education institutions (three grandes écoles and a university) for a center for R&D in vocational education and training belonging to the Paris Chamber of Commerce and Industry. It attempts to produce elements of renewal in answer to the crisis in management education due to ta political, economic and social context completely de-stabilized by a downturn for which bad governance and ruthless management are held responsible. The multi-referential scientific approach relies on two methods: systems analysis for decrypting the situation and the challenges managers have to face nowadays and clinical research for understanding processes of professional education and training in the course experiments we observed and evaluated. A training needs study in an industrial group (avionics and armament) and counselling in a big service company helped us understand the challenges modern managers have to face and to identify four emerging roles they have to perform and what caracterizes them. Research results: the concept of "transitional pedagogics" for fostering the lifelong elaboration of professionality in a come and go movement between the transmission of knowledge and active experiential learning; "empty habitable frameworks" for the development of transversal competencies and specially the spirit of initiative through mostly collective action learning; "epicycle-based action research" (EBAR) derived from existential action research (René Barbier, 1996) and designed for intersystemic development in complex projects. ; Thèse sur travaux résumant une série de recherches menées depuis 2008 dans trois grandes écoles et une université pour le compte d'un centre de recherche pédagogique fondé par la Chambre de Commerce et d'Industrie de Paris. Comment repenser la formation des managers dans un contexte politique, économique et social entré en crise depuis 2008, en partie sous la gouvernance de personnes issues des grandes ...

This dissertation gives the synopsis of a series of research projects realized since 2008 in higher education institutions (three grandes écoles and a university) for a center for R&D in vocational education and training belonging to the Paris Chamber of Commerce and Industry. It attempts to produce elements of renewal in answer to the crisis in management education due to ta political, economic and social context completely de-stabilized by a downturn for which bad governance and ruthless management are held responsible. The multi-referential scientific approach relies on two methods: systems analysis for decrypting the situation and the challenges managers have to face nowadays and clinical research for understanding processes of professional education and training in the course experiments we observed and evaluated. A training needs study in an industrial group (avionics and armament) and counselling in a big service company helped us understand the challenges modern managers have to face and to identify four emerging roles they have to perform and what caracterizes them. Research results: the concept of "transitional pedagogics" for fostering the lifelong elaboration of professionality in a come and go movement between the transmission of knowledge and active experiential learning; "empty habitable frameworks" for the development of transversal competencies and specially the spirit of initiative through mostly collective action learning; "epicycle-based action research" (EBAR) derived from existential action research (René Barbier, 1996) and designed for intersystemic development in complex projects. ; Thèse sur travaux résumant une série de recherches menées depuis 2008 dans trois grandes écoles et une université pour le compte d'un centre de recherche pédagogique fondé par la Chambre de Commerce et d'Industrie de Paris. Comment repenser la formation des managers dans un contexte politique, économique et social entré en crise depuis 2008, en partie sous la gouvernance de personnes issues des grandes ...

This dissertation gives the synopsis of a series of research projects realized since 2008 in higher education institutions (three grandes écoles and a university) for a center for R&D in vocational education and training belonging to the Paris Chamber of Commerce and Industry. It attempts to produce elements of renewal in answer to the crisis in management education due to ta political, economic and social context completely de-stabilized by a downturn for which bad governance and ruthless management are held responsible. The multi-referential scientific approach relies on two methods: systems analysis for decrypting the situation and the challenges managers have to face nowadays and clinical research for understanding processes of professional education and training in the course experiments we observed and evaluated. A training needs study in an industrial group (avionics and armament) and counselling in a big service company helped us understand the challenges modern managers have to face and to identify four emerging roles they have to perform and what caracterizes them. Research results: the concept of "transitional pedagogics" for fostering the lifelong elaboration of professionality in a come and go movement between the transmission of knowledge and active experiential learning; "empty habitable frameworks" for the development of transversal competencies and specially the spirit of initiative through mostly collective action learning; "epicycle-based action research" (EBAR) derived from existential action research (René Barbier, 1996) and designed for intersystemic development in complex projects. ; Thèse sur travaux résumant une série de recherches menées depuis 2008 dans trois grandes écoles et une université pour le compte d'un centre de recherche pédagogique fondé par la Chambre de Commerce et d'Industrie de Paris. Comment repenser la formation des managers dans un contexte politique, économique et social entré en crise depuis 2008, en partie sous la gouvernance de personnes issues des grandes ...

This dissertation gives the synopsis of a series of research projects realized since 2008 in higher education institutions (three grandes écoles and a university) for a center for R&D in vocational education and training belonging to the Paris Chamber of Commerce and Industry. It attempts to produce elements of renewal in answer to the crisis in management education due to ta political, economic and social context completely de-stabilized by a downturn for which bad governance and ruthless management are held responsible. The multi-referential scientific approach relies on two methods: systems analysis for decrypting the situation and the challenges managers have to face nowadays and clinical research for understanding processes of professional education and training in the course experiments we observed and evaluated. A training needs study in an industrial group (avionics and armament) and counselling in a big service company helped us understand the challenges modern managers have to face and to identify four emerging roles they have to perform and what caracterizes them. Research results: the concept of "transitional pedagogics" for fostering the lifelong elaboration of professionality in a come and go movement between the transmission of knowledge and active experiential learning; "empty habitable frameworks" for the development of transversal competencies and specially the spirit of initiative through mostly collective action learning; "epicycle-based action research" (EBAR) derived from existential action research (René Barbier, 1996) and designed for intersystemic development in complex projects. ; Thèse sur travaux résumant une série de recherches menées depuis 2008 dans trois grandes écoles et une université pour le compte d'un centre de recherche pédagogique fondé par la Chambre de Commerce et d'Industrie de Paris. Comment repenser la formation des managers dans un contexte politique, économique et social entré en crise depuis 2008, en partie sous la gouvernance de personnes issues des grandes ...

This dissertation gives the synopsis of a series of research projects realized since 2008 in higher education institutions (three grandes écoles and a university) for a center for R&D in vocational education and training belonging to the Paris Chamber of Commerce and Industry. It attempts to produce elements of renewal in answer to the crisis in management education due to ta political, economic and social context completely de-stabilized by a downturn for which bad governance and ruthless management are held responsible. The multi-referential scientific approach relies on two methods: systems analysis for decrypting the situation and the challenges managers have to face nowadays and clinical research for understanding processes of professional education and training in the course experiments we observed and evaluated. A training needs study in an industrial group (avionics and armament) and counselling in a big service company helped us understand the challenges modern managers have to face and to identify four emerging roles they have to perform and what caracterizes them. Research results: the concept of "transitional pedagogics" for fostering the lifelong elaboration of professionality in a come and go movement between the transmission of knowledge and active experiential learning; "empty habitable frameworks" for the development of transversal competencies and specially the spirit of initiative through mostly collective action learning; "epicycle-based action research" (EBAR) derived from existential action research (René Barbier, 1996) and designed for intersystemic development in complex projects. ; Thèse sur travaux résumant une série de recherches menées depuis 2008 dans trois grandes écoles et une université pour le compte d'un centre de recherche pédagogique fondé par la Chambre de Commerce et d'Industrie de Paris. Comment repenser la formation des managers dans un contexte politique, économique et social entré en crise depuis 2008, en partie sous la gouvernance de personnes issues des grandes ...

Current issues concerning the sustainable tourism in Cambodia based on the action of Local Tourism State Actors (LTSA) in terms of Resources and Competences, particularly defining the roles of the LTSA, are systematically explored in this research. The LTSA are the director of provincial or city tourism department who take a lead role in managing a localized tourism industry of the government. The central research question focuses on the "Strategy towards Sustainable Tourism in Cambodia, according to the perceptions of the LTSA". In investigating to this context, the qualitative methods were used to collect primary data through in-depth interviews (semi-structured) with all the 25 LTSA. The data was further analyzed through a content analysis with a usage of NVivo10, a computer based program for coding or categorizing. The findings indicate that there are five main local challenges to Cambodia's sustainable tourism: (1) Professional Tourism Skills and Qualifications, (2) Working Attitudes of Managers and Employees, (3) Tourism Law, Regulations, and Circulars, (4) Finances and Facilities, and (5) Public Tourism Awareness and Participation. These challenges can be broadly categorized as personal, institutional, and external problems; particularly related to the lack of financial resources, and especially human resources in regards to both quality and quantity of professional tourism officials. In order to effectively transcend sustainable tourism and local tourism management challenges, state actors play important roles. Firstly they have an internal managing role as a local manager, and secondly they have an external cooperating role which is closely defined as a local ambassador. Moreover, the state actor should strive for a third role: referred to as the personal advancing role. This is where the managers become a learner in order to improve personal skills and capacity based on experiential learning. Personal advancing roles can be further augmented through self-directed studies, workshops, seminars, training ...