Die vorliegende Forschungsarbeit untersuchte den Einsatz didaktischer Methoden, das Interaktionsverhalten von Dozierenden und Studierenden sowie die Wirksamkeit pädagogisch-psychologischer Beratungen von Lehrenden an deutschen Hochschulen. Dabei handelte es sich um eine experimentelle Studie mit Messung der Lehrqualität durch Fragebögen, videobasierte Verhaltensanalysen und studentischen Veranstaltungsbesuch. Die Vorlesung ist nach Kerres und Pressler (2013) die effizienteste Lehrform. Sie ist ökonomisch und wird einem hohen Andrang von Studierenden gerecht. Die Vorlesung nimmt im Durchschnitt 50% der angebotenen Lehrveranstaltungen in Bachelorstudiengängen ein (Kerres & Schmidt, 2011). Diese werden wiederholt aufgrund der passiven Rolle des Studierenden sowie der einseitigen Kommunikationsform kritisiert (Apel, 1999; Schams, 2005) und verzeichnen rückläufige Besuchszahlen (Ramm, Multrus, Bargel, & Schmidt, 2014). Daher untersuchte diese Forschungsarbeit ausschließlich das Lehrveranstaltungsformat der Vorlesung. Das übergeordnete Ziel stellte die Bereitstellung detaillierter fachspezifischer und fachübergreifender Implikationen zur Verbesserung der Lehrqualität in Vorlesungen an deutschen Universitäten und Fachhochschulen dar. Dazu wurden vier verschiedene Studien durchgeführt. Studie 1 untersuchte die An- und Abwesenheit in Vorlesungen von N=1841 Studierenden. Deutschlandweit nahmen Studierende von k=42 Universitäts- und Fachhochschulstandorten teil. Die Ergebnisse zeigen, dass Studierende Vorlesungen signifikant seltener besuchten und diese weniger zeitintensiv vorbereiteten als Seminare oder Übungen. Je höher die intrinsische Motivation, die Leistungsmotivation sowie die Lebenszufriedenheit der Studierenden war, desto höher war die Anwesenheit in Vorlesungen. Die Studierenden, welche häufiger die Vorlesungen besuchten, wiesen aktuell bessere Noten auf. Zudem zeigte sich, dass je konzentrierter das Anwesenheitsverhalten war, desto besser war die Bewertung der Lehrqualität und desto mehr positive Merkmale äußerten Studierende an der Lehrveranstaltungsform Vorlesung. Die intensive Nutzung digitaler Medien durch Studierende war mit hoher Ablenkung während der Vorlesung verbunden. In der Selbsteinschätzung zeigte sich allerdings, dass Studierende durch die Nutzung des Handys am häufigsten abgelenkt waren und am wenigsten konzentriert arbeiteten. Insgesamt wünschten sich 65% der Befragten eine unterhaltsame Vorlesung. Die Studierenden wünschten sich, dass Vorlesungen besser organisiert und interaktiver gestaltet werden. Die langweilige Gestaltung der Vorlesungen wurde als Hauptgrund für Absentismus angeführt. Studie 2 untersuchte den Einsatz didaktischer Methoden zur Vermittlung von Wissen und Kompetenzen. Insgesamt nahmen N=983 Dozierende an der Untersuchung teil. Die Ergebnisse zeigten, dass den Dozierenden mehr als die Hälfte der 50 präsentierten Methoden bekannt waren. Die didaktischen Methoden Skript, Fragen stellen, Tafelbild, Zusammenfassen, Semesterplan, Ausblick und Überblick, Semesterapparat sowie Vortrag und Erklären durch Dozierende waren über 90% aller befragten Dozierenden bekannt. Dozierende der Fakultät für Geistes- und Sozialwissenschaften kannten mehr didaktische Methoden als Dozierende anderer Fakultäten. Am wenigsten didaktische Methoden kannten Dozierende aus der Fakultät für Mathematik und Naturwissenschaft. Insgesamt wurden von den Dozierenden lediglich 32% der bekannten didaktischen Methoden häufig angewendet. Dozierende mit steigender Anzahl an Lehrjahren und gehaltenen Vorlesungen kannten weniger didaktische Methoden und verwendeten diese seltener. Dozierende mit einer höheren Anzahl an hochschuldidaktischen Weiterbildungen kannten hingegen mehr didaktische Methoden. Des Weiteren zeigte sich, dass Dozierende mit einem lernorientierten Lehransatz mehr didaktische Methoden kannten und diese in ihren Vorlesungen signifikant häufiger anwendeten als inhaltsorientierte Dozierende. Darüber hinaus war diesen Dozierenden die Ausbildung überfachlicher Kompetenzen wichtiger als den inhaltorientierten Dozierenden. Die wichtigsten Kompetenzen über alle Fachbereiche hinweg waren Lernbereitschaft, Problemlösefähigkeit, Durchhaltevermögen, Eigenständigkeit sowie Zeitmanagement und Organisationsfähigkeit. Darüber hinaus sprachen sich mehr als die Hälfte aller Dozierenden dafür aus, dass Vorlesungen Studierende unterhalten müssen. Dabei befürworteten Dozierende eine unterhaltsame Vorlesung besonders, um das Interesse, die Motivation und die Aufmerksamkeit sowie die Freude am Lernen, den Lernerfolg, das Verständnis, die Mitarbeit sowie die Diskussionsbereitschaft zu fördern. Eine gute Vorlesung kennzeichnete aus Sicht der Dozierenden dabei insbesondere die Kompetenz der Lehrperson, ein anspruchsvoller Inhalt, eine gute Struktur, die Anregung zur Auseinandersetzung und dem selbständigen Mit- und Durchdenken. Studie 3 prüfte anschließend die Wirksamkeit verschiedener Varianten pädagogisch-psychologischer Beratungsansätze im Vergleich zu einem Feedback über die Lehrveranstaltungsbeurteilung ohne Beratung. Die gesamte Stichprobe beinhaltete Daten aus k=45 Lehrveranstaltungen von N=44 Dozierenden. Dabei lehrten die Dozierenden an elf verschiedenen Universitäts- und Fachhochschulstandorten. Die Veranstaltungsgröße der untersuchten Vorlesungen variierte zwischen N=10 und N=124 Studierenden. Insgesamt nahmen N=3100 Studierende teil. Die Lehrqualität wurde mittels Heidelberger Inventar zur Lehrveranstaltungsevaluation II (HILVE II; Rindermann, 2009) erfasst (Selbstratings, Ratings studentischer Teilnehmer und Teilnehmerinnen sowie videobasierte Fremdratings). Für die Einschätzung der Lehrqualität durch externe Dozierende nahmen darüber hinaus N=119 Fremdurteiler von k=37 verschiedenen Universitäten oder Fachhochschulen an der Untersuchung teil und gaben k=465 Ratings anhand eines Fragebogens zur Lehrevaluation ab. Die Frage nach der Wirksamkeit der durchgeführten hochschuldidaktischen Beratung muss im Rahmen der vorliegenden Studie mit „Nein“ beantwortet werden. Die Analysen zeigten keine signifikanten Effekte bezogen auf die Verbesserung der Lehrevaluation im Vergleich zu einer Kontrollgruppe. Darüber hinaus war die Beratung inklusive der Nutzung sozio-kognitiver Konflikte einer rein klassischen Beratung in ihrer Wirksamkeit entgegen den Erwartungen unterlegen. Die Ergebnisse zeigten weiter, dass der Wissens- bzw. Kompetenzzuwachs während einer Vorlesungsveranstaltung höher war, wenn die Lehrqualität durch die teilnehmenden Studierenden höher eingeschätzt wurde. Sowohl zum ersten Messzeitpunkt als auch zum zweiten Messzeitpunkt fanden sich bessere Lehrevaluationsergebnisse für Dozierende, welche den lernorientierten Lehransatz verfolgten. Diese Dozierenden fragten häufiger Inhalte ab, schauten das Publikum häufiger direkt an, hörten häufiger aktiv zu und reagierten häufiger mit positivem Feedback auf Studierende, welche sich in Vorlesungen häufiger zu Wort meldeten. Studie 4 untersuchte abschließend das Verhalten von N=38 Dozierenden (Datenpool Studie 3) und N=272 Studierenden und deren Interaktion. Es bestätigte sich, dass Studierende Vorlesungen, bei denen sie sich aktiver einbringen können, beispielsweise im aktiven Zuhören, im Mitschreiben von Gedanken, im Nutzen von Arbeitsmaterial oder im Stellen inhaltlich kritischer Fragen, insgesamt besser bewerteten. Die Ergebnisse zeigten weiter, dass eine häufige Verwendung beziehungsfördernder Verhaltensweisen mit aktivem Verhalten der Studierenden einherging. Jedoch zeigten sich Zusammenhänge einmal zum aktiven und einmal zum nicht aktiven Verhalten. Darüber hinaus konnten keine signifikanten Korrelationen gefunden werden. / The aim of the present research was to investigate the use of didactic methods, the interaction behavior of lecturers and students as well as the effectiveness of pedagogical and psychological counseling of lecturers at German universities. It was an experimental study with measurement of teaching quality with the help of questionnaires, video-based analysis of behavior and student attendance. Lectures are the most efficient and well-known type of teaching (Kerres & Pressler, 2013). They are economical and meet the high demand of students. Lectures occupy almost 50% of all offered courses in Bachelor´s degree (Kerres & Schmidt, 2011). Lectures are repeatedly criticized because of the passive role of the students as well as the unilateral form of communication (Apel, 1999, Schams, 2005). Furthermore student’s attendance is decreasing (Ramm, Multrus, Bargel, & Schmidt, 2014). Therefore the present study gathered only information about Lectures. The overall aim of the present study was to identify subject-specific and interdisciplinary implications for improving the quality of teaching in lectures at German universities. Four different studies were carried out for this purpose. Study 1 investigated the attendance and absence of students in lectures. The data from N=1841 students at k=42 German universities were collected. Students attended lectures significantly less frequently than seminars and tutorials and invested less time in preparation. Furthermore, a higher intrinsic motivation, achievement motivation and higher life satisfaction was associated with a higher attendance rate. Students, who attend lectures more often, had better grades at the present time. The higher the rate of attendance was, the better was the evaluation of the didactic quality. The intensive use of digital media by students was associated with high distraction during the lectures. Mainly responsible for this was the use of mobile phones. Overall, 65% of the participants voted for entertaining lectures. Lectures should be better organized and more interactive. The boring style of the lectures was the main reason for absenteeism. The aim of study 2 was to identify the main didactic methods which are currently used at German universities, their relationship to different departments and subjects and their dependence on general teaching orientations (student vs. content oriented). Finally, it was researched whether they are connected to social and personal competencies students should develop or expand from the point of view of their lecturers. Data from N = 983 instructors (professors and assistant professors) were collected. The instructors were aware of more than half of the 50 presented didactic methods. The methods script, asking questions, panel painting, synopsis, semester plan, outlook and overview, semester apparatus as well as lecture and explanation by lecturers were known to more than 90% of all participants. The results show differences in the use of didactic methods between departments and subjects. For example, instructors from the department of Humanities and Social Science knew more didactic methods than instructors of other departments. Instructors from the department of Mathematics and Natural Science knew fewest methods. Overall only 32% of the known didactic methods were frequently used by the participants. Instructors with higher teaching experience knew less didactic methods and used them less frequently. Instructors with higher amount of further education in the past knew more didactic methods. General teaching orientations and the number of used didactic method were related: Instructors with a learning oriented teaching approach knew and used more and different didactic methods than instructors with a content oriented approach. Furthermore, instructors with a learning oriented teaching approach were more interested in the education of interdisciplinary competences. The most important intended social and personal skills for instructors were willingness to learn, solving problems, power of endurance, independence as well as time management and organization skills. Following the results of study 1, the instructors also voted for entertaining lectures to promote the interest, motivation and attention of students as well as the enjoyment of learning, understanding and willingness for participation to the discussions. From the perspective of instructors, good lectures were characterized in particular by the competence of instructors, demanding content, good structure and the suggestion for discussions and independent thinking by students. Study 3 investigated the effectiveness of different variants of pedagogical and psychological counseling of instructors compared to an evaluation without counseling. The data from N=45 lectures of N=44 instructors at k=11 German universities were collected. The size of the lectures varied between N=10 and N=124 students. Overall, N=3100 students participated. In the study, the instructors themselves, their students as well as external instructors evaluate lectures – the external instructors by means of video recorded lecture sequences. The data from N=119 external instructors from k=37 different universities were collected. All external instructors together submitted k=465 external ratings. Teaching quality was assessed by means of the Heidelberg Inventory for Evaluation of Teaching (HILVE II). The question of the effectiveness of the didactic counseling has to be answered with 'no'. Analyzes showed no significant effects on the improvement of teaching quality compared to a control group. In addition, the counseling including the use of socio-cognitive conflicts was inferior in effectiveness to a classic counseling. The better the evaluation of didactic quality was, the higher was the increasing knowledge by the students. Furthermore, instructors with a learning oriented teaching approach achieved better evaluation results. These instructors frequently asked for content, frequently directly view to the audience and responded more often with positive feedback to students who frequently interacted. Finally, Study 4 investigated the behavior of N=38 instructors (data pool study 3) and N=272 students as well as their interaction. Students achieved lectures much better, in which they can contribute more actively, for example in active listening, in writing down thoughts, in the use of work material or asking critical questions in terms of the content. Furthermore, the use of relationship promoting behaviors were related to a more active behavior of students in lectures. However, this relation was also found for non-active behavior. In addition, no significant correlations could be found.

Problematisk skolfrånvaro är ett omfattande problem som kan få sociala, emotionella och kunskapsmässiga konsekvenser för barn och ungdomar. Forskning visar att multimodala interventioner är effektiva i att öka skolnärvaro, vilka programstrategier inom interventionerna som fungerar i vilka kontexter saknas däremot kunskap om. En realistisk översikt genomfördes därför i syfte att undersöka vilka orsaker till problematisk skolfrånvaro som går att identifiera i tidigare forskning. Vidare var syftet att öka förståelsen för multimodala interventioner genom att specificera vilka programstrategier som leder till ökad skolnärvaro inom vilka kontexter. Efter en systematisk sökprocess inkluderades totalt 124 vetenskapliga artiklar. Resultatet av den realistiska analysen visade att trygghet, attityd, känsloreglering, social kompetens, motivation, föräldraförmåga, föräldrars föreställningar, kommunikation, tillit, familjedynamik, relationen mellan elev och lärare, skolklimat, skolorganisering, normativa föreställningar samt jämlikhet kan generera skolfrånvaro i särskilda kontexter. Inom de multimodala interventionerna identifierades åtta programstrategier som visat sig öka skolnärvaro i vissa kontexter. Mest empiriskt underlag förelåg för de strategier som arbetade med föräldra-förmågan och kommunikationen i elevens omgivning. Resultatet analyserades med hjälp av behavioristisk teori om operant betingning och systemteori. Översiktens slutsatser kan öka förståelsen för orsaker till skolfrånvaro och vägleda yrkesverksamma i vilka programstrategier som bör implementeras under vilka omständigheter. / Problematic school absenteeism is a comprehensive problem associated with social, emotional and cognitive consequences for children and adolescents. Research shows that multimodal interventions are effective in increasing attendance. However, there is a need to refine the contexts in which multimodal interventions are effective. Therefore, a realistic review was carried out in order to identify the causes underlying problematic school absenteeism in previous research. Furthermore, the purpose was to increase the understanding of multimodal interventions by specifying which program strategies lead to increased school attendance in which contexts. Following a systematic search process, a total of 124 articles were included. The results showed that security, attitude, emotion regulation, social skills, motivation, parent self-efficacy, parental beliefs, communication, trust, family dynamics, student-teacher relationship, school climate, school organization, normative ideas and equality can generate school absenteeism in specific contexts. Eight program strategies that generated attendance in different contexts were identified within the multimodal interventions. Most empirical support were found for the strategies related to parent self-efficacy and communication. The result was analyzed using behavioral and systems theory. The conclusions can advance the understanding of causes to absenteeism and guide professionals regarding which program strategies should be implemented under which circumstances.

Problematic school absenteeism is receiving an increasing amount of public attention in today's Sweden due to the impact it has on young people's health and their families. A relatively new profession, School Social Worker (SSW), constitutes a role in the intersection between schools, families, and the social services. The aim of this study is to examine SSWs experiences and how organizational conditions affect their work. The data was collected through nine semi- structured interviews and a thematic analysis was made based on the interviews using organizational theory and domain-conflict theory. Our findings are based on two main themes: The school social workers conditions and approaches and The social services in the pedagogical sphere. The results show that the SSW has a lot of freedom to shape their own professional role. The results also indicate that SSWs had different structures, goals and guidelines depending on the workplace. A common theme was preventive work, with the majority focusing on attendance-related issues. The results suggest a potential change in SSWs tasks if they fail to communicate clear boundaries with other professionals. The assignment's intent and adherence vary, especially regarding the issues SSWs are expected to address, such as handling twice the specified absenteeism rate.

I denna studie undersöks yrkesverksamma inom skola och socialtjänst perspektiv på problematisk skolfrånvaro ifrån yrkesverksamma inom skola och socialtjänst. Studien är en kvalitativ semistrukturerad intervjustudie där nio intervjuer genomförts och inkluderade tio deltagare. Intervjumaterialet har analyserats utifrån ekologisk systemteori och symbolisk interaktionism. Resultatet från studien visade på att problematisk skolfrånvaro ansågs uppstå av flera olika anledningar och att det inte är eleven som enbart är problemet utan att det är också samhället som brister när problematisk skolfrånvaro uppstår. Problematisk skolfrånvaro beskrivs som ett samlingsbegrepp för att elever inte är i skolan av olika anledningar eller inte hänger med i studierna. De insatser som studiens deltagare uppfattade vara mest effektiva mot problematisk skolfrånvaro var att kartlägga barnets situation, skapa en relation till barnet vårdnadshavare för att kunna ge rätt stöd och att personal gör sällskap med barnet till skolan. / This study explores problematic school absence through the perspectives of professionals from schools and social services. It is a qualitative semi-structured interview study involving nine interviews with ten participants. The interview material was analyzed through ecological systems theory and symbolic interactionism. The study indicates that problematic school absence is attributed to a variety of reasons and that the problem lies not solely with the pupils but also with society when problematic school absence occurs. Problematic school absence is described as an umbrella term for pupils not being in school for various reasons or not keeping up with their studies. The interventions perceived as most effective by the professionals interviewed were to map the child's situation, build a relationship with the child to provide the right support, and for staff to accompany the child to school.

All companies have strategic assets comprising financial capital, physical capital, human capital and organisational capital which, when effectively utilised, contribute to the competitive advantage necessary to survive in a globalised economy. The manifestation of adverse factors in a company will impact detrimentally on the performance of these strategic assets. Since the 1980s, one factor has become prominent in the management of a company’s human capital, namely sexual harassment. Sexual harassment constitutes behaviour of a sexual nature that leads to, and perpetuates, a working environment in which it becomes unpleasant to work, and if allowed to go unchecked, will lead to the underperformance of the company’s human capital. Besides the cost of litigation associated with sexual harassment, companies are confronted with the more troubling and subtle costs arising out of the psychological and physiological harm to both victims and co-workers. The psychological and physiological effects manifest themselves in symptoms such as depression, frustration, decreased self-esteem and fatigue which, in turn, lead to decreased productivity and increased absenteeism. Accordingly, in an effort to gain the competitive advantage to survive in a globalised economy, companies must manage the phenomenon of sexual harassment in the workplace. The existing theoretical principles relating to the management of sexual harassment in the workplace have been analysed in depth and a model developed to satisfy this need. This model was subsequently used to determine to what extent sexual harassment management is taking place within companies affiliated to the Steel and Engineering Industries Federation of South Africa (SEIFSA). Various informative findings resulted from the investigation, amongst which were the lack of a proper sexual harassment policy within companies, the lack of proper training of employees regarding the occurrence of this phenomenon in the workplace, and the absence of proper formal/informal complaints procedures. It thus became evident that the management of sexual harassment in these companies – despite the Government’s Code of Good Practice on the Handling of Sexual Harassment Cases – had not been fully established and that there is a need for guidelines in this regard. / Business Management / D. Comm. (Business Management)

The primary purpose of the study was to investigate the factors that cause most Lesotho secondary schools to perform poorly in the Cambridge Overseas School Certificate examinations. The findings of the study show that the problems that contribute to the ineffectiveness of most secondary schools are multiple and interrelated. These problems can be identified at the macro or policy-making level at the Ministry of Education, and at the micro or the individual school level. At macro level, there appears to be a lack of adequate capacity among the senior management staff to perform the management and governance functions effectively, so that substantive improvement could be realised in the day-to-day operations, and academic results of schools. An upshot of this is that the professional support that the Ministry of Education provides to secondary schools is inadequate. Furthermore, despite the deepening poverty in Lesotho, the state does not provide textbooks to learners in secondary schools. Consequently, many learners do not have all the textbooks, and this affects their learning negatively. At micro level, the problems that contribute to the ineffectiveness of most secondary schools include teacher tardiness, teacher absenteeism and a lack of learner determination. It is contended that these factors indicate that the management of the school principals is weak. Moreover, because of poverty, many parents fail to pay school fees for their children on time. As a result, many learners are frequently sent back home by the principals to fetch money, and this reduces their academic learning time. The study also revealed that prior academic achievement of learners in primary schools is, to a large extent, a major predictor of their achievement in secondary schools. In this regard, the highly effective schools, which have selective admission policies and accept mainly Form A applicants, tend to consistently outperform the average and less effective schools, which have open admission policies. In order to improve the academic performance of secondary schools, it is recommended that the Ministry of Education officials, principals, teachers and learners should work more diligently and refocus their efforts on the core business of schools, namely, teaching and learning. / Teacher Education / D. Ed. (Education Management)

The aim of this study was to identify the health needs and problems of black employees within the Germiston City Health Department in order to indicate a possible relationship between such needs and problems and a high rate of absenteeism. Although the findings could relate to all employees, this study was limited to black employees only. Data was collected by means of observation, perusal of health records and personal interviews with personnel as well as with the selected sample. The results of the study highlighted the specific health needs and problems of employees as well as factors which could influence their health status and which could contribute to the problem of absenteeism. The main factors identified included interalia poor working conditions and unsatisfactory methods of solving employees problems. Relevant recommendations were made ;· to address the problem of absenteeism in the Germiston City Health Department / Health Studies / M.A. (Nursing Science)

The specific aim of this research study was to identify, explore, describe and interpret the factors related to school refusal of black adolescents. An overview of literature was used to arrive at a broader appreciation of issues pertaining to school refusal phenomenon and also to black adolescents. Ten subjects participated in this study. Data were gathered qualitatively using ethnographic interviews. The following factors were found to be contributory to the problem of school refusal: School refusers who stay with grandparents instead of staying with biological parents; fear of something specific at school; lack of insight into the refusal problem; lover plays a role in refusal behaviour; protective parents; poor social relationships; fathers that play a marginal role in the family; parents' worldview; emotional problems and weak or no attempts to stop behaviour. The emphasis was on the understanding of the refusal phenomenon rather than on cause and effect. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)

Health related absenteeism was identified as a problem in the schools in the Molopo region, needing a multi-disciplinary approach which included the parents. A conceptual framework on absenteeism was used as a guideline for the descriptive research design. Using a convenience sampling technique 426 absentees, 22 teachers and 2 school nurses filled in three separate questionnaires in ten schools selected to determine the extent of absenteeism due to health related and other problems, the control measures taken and the awareness of school personnel. Health problems were identified as the main reasons for absenteeism. Inadequate communication between the schools and parents as well as lack of guidelines on the control of absenteeism, were other problems identified. Recommendations made related to the provision of school health services that promote the health status of the pupils based on Primary Health Care principles, parental involvement in school health matters and the formulation of policies aimed at controlling absenteeism in schools. / Health Sciences / M.A. (Nursing Science)

La présente étude s’attache à l’absentéisme long pour raison de santé chez les personnels hospitaliers non médicaux. Deux types de congé non ordinaire sont visés : les C.L.M. et C.L.D. Ceux-Ci constituent en effet un enjeu de gestion par les désorganisations et les coûts, principalement cachés, qu’ils suscitent. Ces derniers représentent également un enjeu de santé sociale (voire publique), en raison de la morbidité qu’ils expriment.Afin de les caractériser et de les mesurer, ce travail s’inspire de l’approche socioéconomique des organisations (I.S.E.O.R., Lyon). On s’efforce notamment de procéder à un diagnostic pluriel (social, organisationnel et financier). L’ambition est triple. Il s’agit 1) de faire prendre conscience de l’ampleur des préjudices (effet miroir pour la direction) ; 2) de contribuer au développement d’un référentiel théorique et pratique (évaluation élargie des absences) ; 3) d’encourager la promotion d’un présentéisme-Qualité (préconisations de type R.H.). Les diverses investigations se font sur trois hôpitaux régionaux publics (Auvergne) de taille volontairement différente (C.H.U., C.H. et H.L.). Les résultats laissent à chaque fois apparaître des profils, des fonctionnements, des dépenses et des vécus assez alarmants. Ils témoignent d’une défaillance au niveau des ressources humaines (organisationnelle et managériale). Ces retours négatifs attestent par ailleurs d’une possibilité d’extension de l’analyse de type socio-Économique (application aux interruptions prolongées en structures de soins). Ils autorisent enfin à dégager quelques pistes d’intervention, tantôt transversales(proximité dans les procédures), tantôt spécifiques (particularités de la structure). / The present study focuses on the long absenteeism for health reason at non medicalhospital staff. Two types of non ordinary sick leave are aimed : the C.L.M. and C.L.D. (rulingson salary insurance). Those indeed constitute a challenge of management by thedisorganizations and the costs, mainly hidden, which they cause. They represent also a stakein social health, because of the morbidity they express.In order to characterize and measure them, this work takes as a starting point theorganizations socio-Economic approach (I.S.E.O.R., Lyon). We particularly try to carry out aplural diagnosis (social, organizational and financial). The ambition is threefold. It acts 1) tomake become aware of the scale of the damages (mirror effect for the direction); 2) tocontribute to the development of a theoretical and practical reference frame (widenedevaluation of the absences); 3) to contribute to the promotion of good and really presenteeim(human resources recommendations).The various investigations are done on three publicregional hospitals of voluntarily different size (C.H.U., C.H., H.L. – in the center of France).Each time the results let appear alarming profiles, operations, spending and lived. They giveevidence to a failure in organisational and managerial human resources. These negativereturns also attest an extension possibility of the socio-Economics’ analysis (to the extendedsickness absences in structures of care). They finally allows to identify some tracks ofintervention, sometimes transverse (proximity in the procedures), sometimes specific(peculiarities of the structure).