During the past ten years the changing sociopolitical context in South Africa challenged mental health services to re-position themselves in order to stay relevant to specific contextual demands. The field of psychology has also been introduced to the application of postmodern principles in counselling and training practices internationally and nationally, which promised exciting alternative avenues for many practitioners and clients. In reading the literature on the possible opportunities of applying postmodern principles to psychological and educational practices, it became clear that the relationship between counsellors/clients and trainers/students can be a collaborative co-construction of knowledge production. Existing literature on current training practices however reflects a fragmented picture, in which the orientation, content and pedagogy are not consistently aligned with an epistemology and practice. Postmodern literature on the notion of “identity/self” as the narration of a multilevelled construct is used to conceptualise training contexts as contexts that provide students with certain narratives with which they can construct their counsellor identities. The aim of the research is to story the construction of counsellor identity through the application of narrative therapy within a learning model. Text production was imbedded in a referential research context which is defined as a context of the following relational positionings: narrative counsellor, trainer, researcher, students and participants. The contribution of this context towards the construction of counsellor identity is explored through engaging in and narrative analysis of written conversations, journals and visual projects of students who engaged in a training context. Through the narrative analysis process, temporal dimension story grids were developed for the written conversations and training journals and the visual projects were analysed according to denotational and higher signification inventories. Narratives that were co-created in the training context include that of uncertainty, self-awareness, growth, change, hope and respect for individual life narratives, which also contributed to the process of the construction of counsellor identity. These are all familiar narratives that exist in the South African context as we live in a country that is in a continuous process of change and where certainty is an elusive concept. On the basis of the narrative themes that emerged, guidelines were developed for creating training contexts that could facilitate the construction of a counsellor identity that is of relevance within the changing South African context. These guidelines include a repositioning in the trainer/student relationship; using externalising language practices to facilitate the co-construction of knowledge through a critical engagement with the learning material and a conceptualisation of evaluation as a process based activity rather than an outcome based activity. / Thesis (PhD (Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

Diese Dissertation befasst sich mit räumlichen Wahrnehmungen und Diskursen, mit denen man den Raum und seine Bestandteile behandelte. Die Eroberung Sibiriens im 17. Jahrhundert bewirkte einen tiefgreifenden Wandel in den russischen Vorstellungen über die weit entfernte Peripherie sowie deren Ressourcen. Die neuen Denkweisen kristallisierten sich in einer diskursiven Formation heraus, die Macht über Raum und Rohstoffe Sibiriens symbolisierte und organisierte. Dieser „Berg-Diskurs“ trug moderne Züge, denn er bedurfte sich neuer Formen der Kontrolle über die Raumsproduktion. Diese Einstellung wurde allmählich zu einer erstaunlich überlebensfähigen räumlichen Ideologie und zum festen Bestandteil des russischen Bodenschätzediskurses der Zukunft. Die Rolle der Wissensproduzenten wechselte zwischen den zentralen und regionalen Institutionen und Netzwerken. Der „Altai“, der den kaiserlichen Bergbau-Bezirk und die Gebirgslandschaft umfasste, wurde auf Grund seines Rohstoffreichtums von Repräsentanten des russischen Staates als Region erfunden. Die Dissertation stellt die imaginären und realen Geographien des Altai in drei unterschiedlichen Dimensionen dar. Dabei geht es um den Wandel der Repräsentationen von geographischen Räumen und der Berglandschaften in Russland insgesamt (Makroebene), die Mehrschichtigkeit des russischen Diskurses über Bergregionen und Gebirgslandschaften (Mesoebene) und den Altai als facettenreiches Konzept einer komplexen imperialen geographischen Imagination (Mikroebene). Die Beschreibung des Altai faßte in sich zahlreiche inkohärente Bilder verschiedener sozialer Gruppen. Der Ort wurde durch mentale Geographien erfolgreich instrumentalisiert, z.B. „die Goldenen Gebirge“ und „die sibirische Schweiz“. Diese Bilder machten die Region sichtbar, sowohl für nationalistisch gesinnte Gruppen als auch die breiteren Bervölkerungsschichten. / This dissertation focuses on the production of imperial space with a particular emphasis on the role of power discourses concerning mineral resources. By relying on published materials, it aims to establish a new conceptual framework for the examining of cultural patterns and practices of imagining of space and mineral wealth. For that purpose, it introduces a concept of the ”Berg-Discourse” that expands our understanding of the Russian engagement with geographical space. It begins by exploring Russian exposure to the mountains and mineral resources of Siberia in terms of the spatial knowledge production. It then examines how Russian imperial strategies and aspirations were embedded in the making of the Altai, a vast mining territory in West Siberia that once formed a private domain of the Russian rulers. The dissertation argues that the making of the Altai was in many ways part of the same imperial impulse towards mineral exploitation. It explores the ways in which the Altai was imagined through its enormous mineral endowment; how the imagined place became real; and how this real place became imagined from various vantage points. As the study shows, the region acquired multiple mental representations, enjoying a near mythological presence across imperial culture. Finally, the dissertation concludes by showing how this landscape was incorporated into imperial and national myths in the course of production and consumption of spatial knowledge about the remote location.

This study explores what factors Kenyan journalists perceive influence their assessment of progress in the country and in what ways they believe their world-views impact their reporting. The study also assesses the journalists' awareness and knowledge of national progress achieved in development indicators. The study took an exploratory approach and used a mixed research method design. Nine semi-structured in-depth interviews with Kenyan journalists were complemented with a multi-choice web-survey. The survey was circulated using the snow-ball principle and after an eight-week period, 74 survey responses were collected and analyzed. The study reveals that knowledge, newsroom experience and the negative bias of news are all factors that journalists report influence their perceptions, although many of the journalists did not believe their perceptions affect their reporting. The study also found that the journalists overestimated their actual factual knowledge of progress and underestimated the actual progress achieved in the country. On average, the journalists picked the right answer in about a third of the fact-based questions, which were related to the country's performance in development indicators. Considering that journalism plays a vital function in society, the research suggests cross-sector discussions and further studies should be carried out on potential knowledge gaps and possible cognitive biases of journalists.

This thesis proposes to enlighten several channels that favor the emergence and the outcome of creative ideas and innovation in general amongst private firms, with a particular focus on European companies. The first chapter introduces the motivations related to this research, defines the research objectives and questions addressed by the dissertation and concludes with the outline and the contributions of the thesis. <p><p>The second chapter analyzes the financing constraints on R&D investments. The central question in this chapter is whether financing constraints can explain a part of the acknowledged R&D gap between Europe and the US. In order to address this question, a dataset is constructed on the basis of a compilation of R&D scoreboards. The findings of this chapter are based on a sensitivity analysis of R&D to cash flow using estimates of dynamic R&D equations. The relationship between the financing constraints on R&D and the age of the companies is analyzed in an additional set of results with parametric as well as non parametric estimations. European firms appear to be affected by financing constraints in the 2000s while this is not the case for the US companies. The age seems to affect negatively the R&D sensitivity for EU and US leading innovators, with higher sensitivities for old and low-tech EU firms than their US counterparts.<p><p>The third chapter is dedicated to the measuring of the knowledge production of R&D expenditures when they are disaggregated into the following components: intramural versus extramural expenditures, research versus development expenditures, product-oriented versus process-oriented, human capital versus investments. The sources of funding and the types of subcontractors are also considered. The main question of this chapter is whether the heterogeneity of R&D affects the technology performance of the companies, as measured by patent applications. A cross-sectional Belgian R&D survey conducted over 2004-2005 is used for the purpose of the analysis. Given the high dependency of the Belgian innovation system towards the foreign MNEs, a matching process was performed between Belgian R&D and patents related to Belgian inventors in order to capture the patents filed outside Belgium but related to inventions created by firms located in Belgium (i.e. subsidiaries of foreign groups). Estimates of the elasticity of the quantity of patents with respect to the components of R&D are provided. <p><p>The main question of the fourth chapter is whether the diversification strategies of the economic activities of the R&D leaders in Europe affect, positively or negatively, the performance of their R&D activities. An original approach is proposed on the basis of the analysis of the subsidiaries of EU MNEs. The sample consists of large R&D firms that represent about 80% of total European R&D. In general, the results indicate a positive impact from globalization on firms’ R&D productivity, especially in the US, while a negative impact for industrial diversification is found. <p><p>The main question of the fifth chapter is whether the R&D activities that are conducted outside Europe still benefit to European growth. If so, how does the regional location of R&D centers matter in the production process of EU MNEs? The analysis is conducted on the basis of a unique sample of 637 European R&D leaders with information that is consolidated with respect to about 8000 worldwide patenting subsidiaries. The assessment of R&D internationalization is proxied by the regional repartition of the inventors of each firm. The empirical findings suggest that R&D located in Europe yields significant economic results, but a reallocation of R&D located in Europe instead of outside Europe seems to be correlated with lower R&D performances in high-tech sectors, but not in lower-tech industries. Conversely, a larger share of R&D located in the US seems to improve the economic performance of R&D activities within high-tech EU MNEs while the effect is negative for lower-tech companies. Nevertheless, the economic performance of R&D centers in Europe and US is jointly positive and significant for both regions.<p><p>The sixth chapter concludes the dissertation by reviewing the main findings of the previous chapters. Policy implications are summarized and the limitations of the thesis are addressed. Finally, extensions of the scope of the analysis and ideas for future research are suggested. / Doctorat en Sciences économiques et de gestion / info:eu-repo/semantics/nonPublished

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This study investigates two central research problems. These are: What are the healing practices of Aeta women? What are the implications of the healing practices of Aeta women in the academic discourse? This inquiry is important for the following reasons: (a) it focuses a reconsidered gaze and empirical lens on the healing practices of Aeta women healers as well as the lessons, insights and perspectives which may have been previously missed; (b) my research attempts not to be 'neutral' but instead be an exercise in participatory action research and as such hopefully brings a new space of decolonization by documenting Aeta women healers’ contributions in the political and academic arena; and (c) it is an original contribution to postcolonial, anti-colonial and Indigenous feminist theories particularly through its demonstration the utility of these theories in understanding the health of Indigenous peoples and global health. There are 12 Aeta women healers who participated in the Talking Circle. This study is significant in grounding both the theory and the methodology while comparatively evaluating claims calibrated against the benchmark of the actual narratives of Aeta women healers. These evaluations subsequently categorized my findings into three themes: namely, identity, agency and representation. This work is also important in illustrating the Indigenous communities’ commonalities on resistance, accommodation, evolution and devolution of social institutions and leadership through empirical example. The work also sheds light on how the members of our Circle and their communities’ experiences with outsider intrusion and imposed changes intentionally structured to dominate them as Indigenous people altered our participants and their communities. Though the reactions of the Aeta were and are unique in this adaptive process they join a growing comparative scholarly discussion on how contexts for colonization were the same or different. This thesis therefore joins a growing comparative educational literature on the contextual variations among global experiences with colonization. This is important since Indigenous Peoples' experiences are almost always portrayed as unique or “exotic”. I can now understand through comparison that many of the processes from military to pedagogical impositions bore striking similarities across various colonial, geographical and cultural locations.

En réadaptation en déficience physique, les intervenantes psychosociales utilisent plusieurs types de savoirs, mais la relation entre ceux-ci est peu étudiée. Ce projet regarde quelle place ces intervenantes accordent à différents types de savoirs dans leurs pratiques. Nous distinguons savoirs théoriques, produits scientifiquement, savoirs pratiques, produits par l’action et l’expérience, et savoirs existentiels, englobant croyances et valeurs. Les données recueillies qualitativement par huit entrevues semi-dirigées auprès d’intervenantes psychosociales en réadaptation ont été codifiées et analysées horizontalement et verticalement. Ceci démontre que tous les savoirs ont une place dans l’intervention et qu’ils devraient être égaux et complémentaires. Ils remplissent des fonctions influençant divers aspects de l’intervention ou s’adressant à différents acteurs, à différents moments de l’intervention. Ce projet a permis de construire des savoirs pratiques et des savoirs théoriques qui ont des retombées sur la pratique et la recherche, mais laissent plusieurs points en suspens à reprendre ultérieurement. / Social workers practicing in the physical rehabilitation field work with different types of knowledge, but only a few studies looked into the relationship between them. The present research project aims at understanding the place these social workers allow different types of knowledge in their practice. We distinguish theoretical knowledge, produced scientifically, practice knowledge, built from action and experience, and existential knowledge, like beliefs and values. The information collected qualitatively from eight semi-directed interviews with these social workers was codified and analyzed horizontally and vertically. This demonstrates that all types of knowledge have a place in practice and are equal and complementary. They fulfill different functions either addressed to specific actors, and moments in intervention, or to many of them at once. This project produced both practical and theoretical knowledge that have an impact on practice and research, but that leave some unresolved questions to get back to in the future.

Ce travail est une étude du processus de production de connaissances réalisée avec le Programme international pour le suivi des acquis des élèves (PISA) tel que l'effectue la Direction de l'Éducation de l'OCDE. On trouve, au centre de ce travail, les mécanismes et stratégies de l'objectivation de l'enquête PISA et de la légitimation de l'OCDE dans le rôle de coordinateur et producteur de connaissances mais aussi, les pratiques et stratégies de traitement, analyse, interprétation et communication des données de la Direction de l'Éducation. Acteur autonome, la Direction de l'Éducation de l'OCDE qui dirige, interprète et diffuse les résultats PISA de manière spécifique n'a guerre fait l'objet de recherches scientifiques. Cependant, de par sa portée globale, le taux élevé de produits PISA et leur usage répandu dans les sciences, la politique et les médias, l'OCDE est un acteur important qui influence l'interprétation et l'usage des données et des résultats PISA. Par l'examen de l'action et de l'argumentation de la Direction de l'Éducation avec PISA, ce travail veut contribuer à expliquer l'influence globale de l'OCDE sur les politiques en éducation internationales. Ce travail se fonde sur une approche ethnographique. Il se base sur les connaissances et expériences que la chercheuse a obtenu par une participation observante dans la Direction de l'Éducation de l'OCDE ainsi que sur les connaissances obtenues avec des entretiens d'experts du personnel de la Direction de l'Éducation. En outre, avec l'analyse de documents des publications PISA, les spécificités du processus de production de connaissances de l'OCDE sont étudiées. Les résultats de ce travail montrent une production de connaissances croissante, à partir des données PISA, au Secrétariat de l'OCDE entre 2001 et 2014, qui s'accompagne d'un nombre croissant de publications et de matériaux, des nouvelles formes d'analyse de données ainsi qu'une communication des résultats en direction d'un public croissant, afin d'augmenter l'influence politique, pratique et sociale de l'enquête et de ses résultats. L'exigence de la Direction de l'Éducation d'augmenter son attractivité auprès des politiques, des pratiques éducatives et de la société au sens large, est en partie en contradiction avec l'exigence d'une rigueur scientifique des résultats et conclusions de l'enquête PISA. En resumé, les résultats de ce travail plaident pour une politisation croissante de la production des connaissances avec PISA dans la Direction de l'Éducation depuis la première publication des résultats en 2001. / This study examines the process of knowledge production through the OECD Directorate for Education's Programme of International Student Assessment. The focus is on the mechanisms and strategies of objectivisation of the study and legitimatisation of the OECD as co-ordinator and knowledge producer with PISA, as well as the practices and strategies of data treatment, analysis, interpretation and communication in the OECD Directorate for Education. The OECD Directorate for Education, as an independent actor with a specific thematic orientation, interpretation and diffusion of PISA results has hardly been the focus of scholarly research. Yet, due to its global outreach, its high output rate of PISA products and the widespread use of its products in science, politics and media, the OECD is an important actor in shaping the interpretation and use of PISA data and results. By studying the acting and reasoning of the OECD Directorate for Education with PISA, this study intends to make a contribution to the understanding of the global influence of the OECD in international education policies. This study uses an ethnographic approach. It draws on knowledge and experiences which the researcher has gained through “observing participation” (Soulé, 2007) in the OECD Directorate for Education as well as on knowledge obtained from expert interviews with OECD staff members. Features of the knowledge production of the OECD were also studied by doing document analysis of PISA publications. The findings of this study show an increasing knowledge production with PISA data in the OECD Secretariat between 2001 and 2014, visible in the growing number of publications and materials, but also in new forms of data analysis as well as in public oriented data communication with the aim of raising the relevance of the study and its results in politics, educational practice and society. The pretension of the OECD Directorate for Education to achieve the highest possible attention from society, media and politics is partly in contradiction with the claim for scientific rigour of the results and inferences. Overall, the findings of this thesis suggest a growing politicisation of the knowledge production with PISA in the OECD's Directorate for Education since the publication of first PISA results in 2001. / Die Forschungsarbeit untersucht den Prozess der Erkenntnisproduktion mit dem Programme of International Student Assessment (PISA), der sich innerhalb des OECD-Bildungsdirektorat vollzieht. Im Zentrum stehen Mechanismen und Strategien zur Objektivierung der Studie und zur Legitimierung der OECD als Koordinator von und Wissensproduzent mit PISA, sowie Praktiken und Strategien der Datenaufbereitung, -analyse, -interpretation und -kommunikation im OECD-Bildungsdirektorat. Das OECD-Bildungsdirektorat als eigenständig handelnder Akteur mit einer spezifischen inhaltlichen Ausrichtung, Interpretation und Verbreitung von PISA-Ergebnissen stand bisher kaum im Fokus der Forschung. Dabei ist die OECD aufgrund ihrer globalen Reichweite, ihrer hohen Output Rate an PISA Produkten und der weit verbreiteten Nutzung ihrer Produkte in Wissenschaft, Politik und Medien ein bedeutender Akteur, der die Öffentlichkeit hinsichtlich der Deutung und Nutzung von PISA-Daten und Erkenntnissen prägt. Durch die Untersuchung des Handelns und Räsonierens des OECD-Bildungsdirektorat mit PISA möchte diese Arbeit einen Beitrag dazu leisten, den weltweiten Einfluss der OECD auf die internationale Bildungspolitik zu erklären. Der Arbeit liegt ein ethnographischer Ansatz zu Grunde. Sie stützt sich auf Kenntnisse und Erfahrungen, die von der Forscherin im Rahmen einer beobachtenden Teilnahme im OECD-Bildungsdirektorat erworben wurden sowie auf Wissen, das mittels Experteninterviews mit Angestellten des OECD-Bildungsdirektorats gewonnen wurde. Zudem wurden mittels Dokumentenanalyse anhand von PISA-Publikationen Besonderheiten in der Erkenntnisproduktion der OECD untersucht. Ergebnisse dieser Arbeit zeigen eine wachsende Erkenntnisproduktion mit PISA-Daten im OECD Sekretariat im Zeitraum von 2001 bis 2014, sichtbar in einer zunehmenden Anzahl an Publikationen und Materialien, neuer Arten von Datenanalyse sowie einer zunehmend öffentlichkeitswirksamen Datenkommunikation um den politischen, bildungspraktischen und gesellschaftlichen Einfluss der Studie und ihrer Ergebnisse auszubauen. Der Anspruch des OECD-Bildungsdirektorats mit PISA möglichst hohe gesellschaftliche, mediale und politische Aufmerksamkeit auf sich zu ziehen steht zum Teil im Widerspruch mit dem Anspruch an die wissenschaftliche Güte der Ergebnisse und ihren Schlussfolgerungen. Insgesamt sprechen die Ergebnisse für eine zunehmende Politisierung der Erkenntnisproduktion mit PISA im OECD-Bildungsdirektorat seit Veröffentlichung der ersten Ergebnisse im Jahr 2001.

Made available in DSpace on 2016-04-04T18:36:17Z (GMT). No. of bitstreams: 1 Maria do Carmo.pdf: 764852 bytes, checksum: 968183313b0bdac5395f283ad9337362 (MD5) Previous issue date: 2006-08-02 / The present research, of exploratory nature, aims at verifying whether the Qualis base, once implemented, has led to the use of thejournals classified herein, especially the ones of A concept, published nationwide. For that aim, we have defined, as the object of study, Qualis journals in Psychology, and as the context, the Programa de P?s-Gradua??o em Psicologia da Pontif?cia Universidade Cat?lica de Campinas (Pontif?cia Universidade Cat?lica de Campinas Psychology Post-Graduation Program). The universe we have researched composed of a sample of thesis and dissertations claimed between 1997-2002 and a population of mastering and doctorate people enrolled in the Program. The methodological procedures employed herein are the citation analysis and questionnaire application. The analysis of results has shown that a maximum grade does not necessarily lead to effective use. Therefore, it is concluded that consensus (pair evaluation) on which the base is laid does not reflect on the consensus of the segments (professors and alumni) at the Pontif?cia Universidade Cat?lica de Campinas Psychology Post-Graduation Program, in the aforementioned period. The present investigation contributes to reflexion about the methodology used for qualifying journals as scientific assessment instrument for postgraduation programs, as well as it opens understanding possibilities to Qualis base from its use; that is necessarily integrated in the referencial knowledge set which is present in postgraduation formation / A presente pesquisa, de natureza explorat?ria, objetiva verificar se a base Qualis, uma vez implementada induziu o uso dos peri?dicos nela melhor classificados, especialmente peri?dicos de conceito A, de abrang?ncia Nacional. Para tal objetivo, definiu-se como objeto de estudo peri?dicos Qualis da ?rea de Psicologia e como contexto o Programa de P?s- Gradua??o em Psicologia da Pontif?cia Universidade Cat?lica de Campinas. O universo pesquisado constou de uma amostra de teses e disserta??es defendidas no per?odo 1997- 2002 e uma popula??o de mestrandos e doutorandos matriculados no referido Programa. Os procedimentos metodol?gicos empregados foram a t?cnica de an?lise de cita??o e aplica??o de question?rio. A an?lise dos resultados apontou que a atribui??o de conceito m?ximo n?o induz necessariamente o uso efetivo. Conclui-se a partir desse fato que o consenso (avalia??o pelos pares) que fundamenta a base n?o se reflete no consenso dos segmentos (docentes e discentes) do Programa de P?s-Gradua??o em Psicologia da Pontif?cia Universidade Cat?lica de Campinas, no per?odo assinalado. A presente investiga??o contribui para uma reflex?o sobre a metodologia utilizada para classifica??o de peri?dicos como instrumento de avalia??o cient?fica dos programas de p?s-gradua??o e abre possibilidades de entendimento da base Qualis a partir do seu uso, o que necessariamente a integra no conjunto referencial do conhecimento presente na forma??o em p?s-gradua??o