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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
11

Predictors of knowledge creation performance. A quantitative qualitative comparative study of European doctorandi

Capó Artigues, Aina Maria 16 June 2009 (has links)
Aquesta tesi forma part d'un projecte destinat a predir el rendiment acadèmic dels estudiants de doctorat portat a terme per l'INSOC (International Network on Social Capital and Performance). El grup de recerca INSOC està format per les universitats de Girona (Espanya), Ljubljana (Eslovènia), Giessen (Alemanya) i Ghent (Bèlgica). El primer objectiu d'aquesta tesi és desenvolupar anàlisis quantitatius comparatius sobre el rendiment acadèmic dels estudiants de doctorat entre Espanya, Eslovènia i Alemanya a partir dels resultats individuals del rendiment acadèmic obtinguts de cada una de les universitats. La naturalesa internacional del grup de recerca implica la recerca comparativa. Vam utilitzar variables personal, actitudinals i de xarxa per predir el rendiment. El segon objectiu d'aquesta tesi és entendre de manera qualitativa perquè les variables de xarxa no ajuden quantitativament a predir el rendiment a la universitat de Girona (Espanya). En el capítol 1, definim conceptes relacionats amb el rendiment i donam un llistat de cada una de les variables independents (variables de xarxa, personals i actitudinals), resumint la lliteratura. Finalment, explicam com s'organitzen els estudis de doctorat a cada un dels diferents països. A partir d'aquestes definicions teòriques, en els pròxims capítols, primer presentarem els qüestionaris utilitzats a Espanya, Eslovènia i Alemanya per mesurar aquests diferents tipus de variables. Després, compararem les variables que són relevants per predir el rendiment dels estudiants de doctorat a cada país. Després d'això, fixarem diferents models de regressió per predir el rendiment entre països. En tots aquests models les variables de xarxa fallen a predir el rendiment a la Universitat de Girona. Finalment, utilitzem estudis qualitatius per entendre aquests resultats inesperats. En el capítol 2, expliquem com hem dissenyat i conduït els qüestionaris en els diferents països amb l'objectiu d'explicar el rendiment dels estudiants de doctorat obtinguts a Espanya, Eslovènia i Alemanya. En el capítol 3, cream indicadors comparables però apareixen problemes de comparabilitat en preguntes particulars a Espanya, Eslovènia i Alemanya. En aquest capítol expliquem com utilitzem les variables dels tres països per crear indicadors comparables. Aquest pas és molt important perquè el principal objectiu del grup de recerca INSOC és comparar el rendiment dels estudiants de doctorat entre els diferents països. En el capítol 4 comparem models de regressió obtinguts de predir el rendiment dels estudiants de doctorat a les universitats de Girona (Espanya) i Eslovènia. Les variables són característiques dels grups de recerca dels estudiants de doctorat enteses com una xarxa social egocèntrica, característiques personals i actitudinals dels estudiants de doctorat i algunes carecterístiques dels directors. Vam trobar que les variables de xarxa egocèntriques no predien el rendiment a la Universitat de Girona. En el capítol 5, comparem dades eslovenes, espanyoles i alemnayes, seguint la metodologia del capítol 4. Concluïm que el cas alemany és molt diferent. El poder predictiu de les variables de xarxa no millora. En el capítol 6 el grup de recerca dels estudiants de doctorat és entès com una xarxa duocèntrica (Coromina et al., 2008), amb l'objectiu d'obtendre informació de la relació mútua entre els estudiants i els seus directors i els contactes d'ambdós amb els altres de la xarxa. La inclusió de la xarxa duocèntrica no millora el poder predictiu del model de regressió utilitzant les variales egocèntriques de xarxa. El capítol 7 pretèn entendre perquè les variables de xarxa no predeixen el rendiment a la Universitat de Girona. Utilitzem el mètode mixte, esperant que l'estudi qualitatiu pugui cobrir les raons de perquè la qualitat de la xarxa falla en la qualitat del treball dels estudiants. Per recollir dades per l'estudi qualitatiu utilitzem entrevistes en profunditat. / This thesis belongs to a wider project designed to predict PhD students' academic performance carried out by the INSOC (International Network on Social Capital and Performance). The INSOC research group is composed by the universities of Girona (Spain), Ljubljana (Slovenia), Giessen (Germany) and Ghent (Belgium). The first aim of this thesis is to develop quantitative comparative analyses about the PhD students' academic performance across Spain, Slovenia and Germany from the individual academic performance results obtained in each university member. The international nature of the research group implies that we strongly emphasize comparative research. We use together background variables, attitudinal variables and social network variables for predicting performance. The second aim of this thesis is to qualitatively understand why network variables fail to quantitatively predict performance in the University of Girona (Spain). Thus, this thesis fit into the multimethod tradition. In Chapter 1, we define concepts related with performance and we give a list of each of the independent variables (social network, background and attitudinal variables) with a literature summary. Finally, we explain how PhD studies are organaized in the different countries. Drawing from these theoretical explanations, in the next chapters we first present the questionnaires used in Spain, Slovenia and Germany to measure these different types of variables. Then, we compare the variables which are relevant in order to predict PhD student performance in each country. After that, we fit alternative regression models to predict performance across countries. In all these models network variables fail to predict performance in the University of Girona. Finally, we use a qualitative study to understand this unexpected result. In Chapter 2, we explain how we designed and conducted a survey in the different countries with the aim of explaining the PhD students' performance obtained in Spain, Slovenia and Germany. In Chapter 3, we create comparable indicators wherever some comparability problems arose with particular questions in Spain, Slovenia and Germany. In this chapter we explain how we used all three countries' variables in order to create comparable indicators. This step is very important because the main goal of the INSOC research group is to compare the PhD student's performance between the different countries. In Chapter 4 we compare regression models obtained to predict PhD students' academic performance in the universities of Girona (Spain) and Slovenia. Explanatory variables are characteristics of PhD student's research group understood as an egocentered social network, background and attitudinal characteristics of the PhD students and some characteristics of the supervisors. We find that egocentered network variables do not predict performance in the University of Girona. In Chapter 5 we compare the Slovenian, Spanish and German data, following the methodology used in Chapter 4. We conclude that the German case is very different. Predictive power of network variables does not improve. In Chapter 6 the PhD student's research group is understood as a duocentered social network (Coromina et al., 2008), in order to obtain information regarding the mutual relationship between PhD students and their supervisor and the ties of both to their alters in the network. The inclusion of duocentered network variables does not improve the predictive power of the regression model using egocentered network variables. Chapter 7 attempts to understand why networks fail to predict performance in the University of Girona. Using the mixed method approach, we expect that a qualitative study can uncover the reasons why the quality of the networks fails to translate into the quality of the students' work. For data collection in the qualitative research we used in-depth interviews.
12

Transférabilité des savoirs et des compétences dans la formation et la mobilité professionnelle des éducateurs spécialisés dans l’espace européen. Étude comparative entre l’Italie et la France / Transferability of knowledge and skills in the training and professional mobility of educators specializing in the European area. Comparative study between Italy and France / La trasferibilità delle conoscenze et delle competenze nella formazione e la mobilità professionale degli educatori nello spazio europeo. Studio comparativo tra Italia e Francia

Romano, Luciano 27 October 2017 (has links)
Cette recherche s’inscrit dans le cadre plus large d’une cotutelle de thèse en Sciences de l’Éducation entre les Universités de Nice et de Turin. Nous sommes partis du constat que l’organisation de l’éducation spécialisée en Europe est loin d’être homogène. Ainsi, en Italie, contrairement à la France, la formation en travail social est confiée aux universités. Depuis l’inscription de la formation française dans le cadre européen en 1989, la réorganisation des contenus de formation et la mise en conformité avec le reste de l’Europe a provoqué une révision profonde du modèle pédagogique de référence et de la conception même de la profession. À partir de cette étude comparative, notre thèse étudie l’impact de ce nouveau modèle de transmission et de reconnaissance des savoirs sur la professionnalisation des travailleurs sociaux, afin d’envisager comment le cadre européen agit à travers ses deux postulats : la transférabilité des savoirs et des compétences professionnelles. En partant d’un secteur spécifique comme celui de l’éducation spécialisée, notre thèse explore le double aspect de la formation – transférabilité des savoirs- et de la professionnalisation – transférabilité des compétences –afin de vérifier s’il est judicieux de parler d’une véritable "Europe des métiers du social". / This research is incorporated within the wider framework of a thesis in Educational Studies which was co-tutored by the University of Nice in France and the University of Turin in Italy. We started by observing that the organisation of specialised education in Europe is far from being homogeneous. Consequently, Social Work Education in Italy is entrusted to Universities, yet not in France. Since French education was incorporated within the European Framework in 1989, the re-organisation of the educational content and its compliance with the rest of Europe has led to a deep reviewing of both the pedagogical model of reference and the conception of the profession itself. Moving from this comparative study, our thesis analyses the impact of this new model of transmission and recognition of knowledge on the professionalization of social workers in order to understand how the European framework acts through the two following postulates : the transferability of knowledge and the transferability of professional expertises. Starting from the specific field of specialised education, our study explores the double aspect of education – knowledge transferability – and professionalization – expertises transferability – in order to verify whether it is wise to talk about a common “European approach to social work”. / Questa tesi in Scienze dell’Educazione ha visto la luce nell’ambito di una co-tutela tra l'Università di Nizza e l’Università di Torino. La premessa è che la professione dell’educatore in Europa è tutt’altro che omogenea. In Italia, sin dagli anni Novanta, la formazione degli educatori è affidata alle università e conserva una base disciplinare. In Francia, invece, essa é delegata alle scuole regionali ed é declinata in competenze. Inoltre, nel 2010 é stata attuata una profonda revisione del modello pedagogico in nome dell’adesione alle norme che regolano lo Spazio Europeo dell'Istruzione Superiore (SEIS). In questo quadro si colloca il nuovo modello di trasmissione e di riconoscimento dei saperi proposto dall’Europa, basato su due postulati : la trasferibilità delle conoscenze e delle competenze professionali. Partendo da un settore specifico come quello dell’educazione professionale, la ricerca si è proposta di esplorare il doppio aspetto della comparazione dei sistemi di formazione – trasferibilità delle conoscenze – e professionali – trasferibilità delle competenze – al fine di verificare se è possibile parlare di una "Europa dei mestieri del sociale".

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