This thesis is based on a case study of faculty collaboration and community in a postsecondary education setting. Drawing on what educational theorists and practitioners have learned in their research on faculty collaboration, development, and professional community building, the study investigated specific aspects of collaborative processes that can help create strong professional educational communities. The study focused on 6 full-time faculty members at a postsecondary college in Ontario. As participant observer in this study, I worked in an environment that enabled me to interact both individually and collectively with faculty members through a program accreditation process, particularly in completing an accreditation self-study. Using transcripts and field notes from semi-structured interviews, observations, and my own reflections, I analyzed faculty interactions and perceptions of the self-study process. The thesis recounts the past history of the program as told by the faculty participants, outlines the nature of the program accreditation, and presents faculty perceptions of their role and identity within the faculty community. The thesis outlines the changes that occurred among the faculty and the factors that appeared to contribute most profoundly to those changes. It suggests specific ways in which leaders within the world of postsecondary education can foster a culture of faculty engagement and trust geared toward facilitating curricular and educational change. It also identifies factors and resources needed to attract, retain, and empower faculty to work together to ensure sustainable program quality and, ultimately, student success. Besides the need for strong leadership to promote and guide change, and structural factors rooted in and responsive to faculty experience, the study points to the critical role that relational factors play in fostering a collaborative culture. The thesis concludes with specific suggestions arising from the study regarding: institutional policy and practice, how to facilitate professional growth among faculty in postsecondary environments, and avenues for further research on collaboration and faculty community.

This thesis is based on a case study of faculty collaboration and community in a postsecondary education setting. Drawing on what educational theorists and practitioners have learned in their research on faculty collaboration, development, and professional community building, the study investigated specific aspects of collaborative processes that can help create strong professional educational communities. The study focused on 6 full-time faculty members at a postsecondary college in Ontario. As participant observer in this study, I worked in an environment that enabled me to interact both individually and collectively with faculty members through a program accreditation process, particularly in completing an accreditation self-study. Using transcripts and field notes from semi-structured interviews, observations, and my own reflections, I analyzed faculty interactions and perceptions of the self-study process. The thesis recounts the past history of the program as told by the faculty participants, outlines the nature of the program accreditation, and presents faculty perceptions of their role and identity within the faculty community. The thesis outlines the changes that occurred among the faculty and the factors that appeared to contribute most profoundly to those changes. It suggests specific ways in which leaders within the world of postsecondary education can foster a culture of faculty engagement and trust geared toward facilitating curricular and educational change. It also identifies factors and resources needed to attract, retain, and empower faculty to work together to ensure sustainable program quality and, ultimately, student success. Besides the need for strong leadership to promote and guide change, and structural factors rooted in and responsive to faculty experience, the study points to the critical role that relational factors play in fostering a collaborative culture. The thesis concludes with specific suggestions arising from the study regarding: institutional policy and practice, how to facilitate professional growth among faculty in postsecondary environments, and avenues for further research on collaboration and faculty community.

The purpose of this study was to investigate how Teachers¡¦ Drama Workshop established by elementary school teachers, and the systematic and consistent seminars helped increase teachers¡¦ specialty in drama teaching. The feedback to the workshop would be later examined to pass down plans and to develop suitable creative drama curriculum for elementary school. The research outcomes could serve as future reference to drama teaching in performing art. The focus of this study was on how the members in a teachers¡¦ specialized group cooperated, shared and interacted, and on the effectiveness of promoting specialty. This author used action research for investigation, starting from meeting the needs of the subjects involved, holding conversations, finding and solving problems. The conclusions were as follows. 1.Difficulties in promoting performing art curriculum in elementary school included the shortage of teachers, the ineffectiveness of seminars and teachers¡¦ lack of specialized knowledge. 2.The key to improve performing art curriculum and teaching was a systematic teacher training program. 3.Teachers¡¦ specialized groups helped teachers promoting the specialty, and shared and enriched their knowledge. 4.The feedback program helped teachers solving problems, and learned by teaching. 5.Teachers paid more attention on teaching goals when teaching drama. 6.As curricular designs differed in advantages, different designs should be well combined to make good use of all the advantages. 7.Creative drama curriculum in elementary school should include body exploring, sound and facial expression, puppets and masks, improvisation, storytelling, storytelling theater, drama appreciation, drama creation, exhibition and show. 8.There should be more than eight creative drama lessons in a semester and twenty lessons in a school year. 9.The content of creative drama teaching should be altered in proportion as the cognitive development of students changed. To succeed was to inspire students and cultivate their abilities year by year. 10.Designing and developing the Creative drama teaching lessons should experenced some stages, from brewing/preparation, development, integration to realization. During the process, some steps were also crucial, such as analyzing, discussing, designing, practicing, examining and correcting. The researcher offered the following suggestions. 1.The most important mission so far was teacher training. 2.Teachers should join more related seminars to increase their specialized knowledge in creative drama. 3.Creative drama curriculum should be promoted in elementary school to encourage open and multi learning and to help students develop fine personalities. 4.Curriculum should be put into practice step by step, and students¡¦ changes would thus be clearly traced. 5.Teachers should be encouraged to establish specialty groups of performing art, to form unions for strategy exchange so as to share and enrich their knowledge. This author also offered five points to ponder, hoping these research outcomes would be helpful reference for upgrading performing art teaching and enriching students¡¦ learning experience.

This thesis proposes a knowledge management technique, called knowledge map management system, which consists of three components: knowledge navigation, knowledge seeking, and learning history advisory. The knowledge navigation function helps knowledge seekers to understand the knowledge structure. Similarly, the knowledge-seeking component helps knowledge seekers to retrieve knowledge with its structure. The learning adviser generalizes the knowledge access pattern in problem solving history and advises knowledge in the problem solving process. In this study, we prototype the knowledge map management system to facilitate knowledge sharing activities. In order to keep the knowledge map up to date, we also propose the incremental approach to maintaining knowledge structure with the addition of knowledge artifacts. The knowledge map creation and maintenance functions are evaluated using documents collected from SCTNet and master thesis repository at National Central Library, and result in encouraging results.

Dans un monde économique caractérisé par la complexification des technologies associée à la mondialisation des marchés, les connaissances techniques et la capacité d’innovation sont des sources primordiales d'avantage compétitif et de différenciation. Ces enjeux sont souvent associés à une figure particulière au sein des organisations : celle de l’expert. En effet, c’est souvent sur ces acteurs que repose la responsabilité de fournir des prestations technologiques de haut niveau et d’être force de proposition pour des solutions innovantes. L'important est alors de les reconnaître et de leur offrir des conditions propices au développement de l’expertise et de l’innovation afin notamment de les retenir sur des temps longs au sein de l’entreprise. Face à ces enjeux le modèle de la double échelle s’est depuis longtemps répandu dans les entreprises technologiques et industrielles, proposant une trajectoire alternative (parcours technique) à celle du management. Néanmoins, cette solution, tout en étant un modèle de référence dans la gestion des experts, n’a pas souvent apporté la satisfaction recherchée, ni pour les personnes en charge de sa mise en place, ni pour les personnes ciblées. En partant de ce paradoxe de la double échelle et en se basant sur les résultats d'une recherche-intervention au sein d’une entreprise technologique, cette thèse a permis de proposer une nouvelle problématisation de la gestion des experts en entreprise, qui ne se limite pas à la reconnaissance des experts déjà présents, mais intègre également les enjeux d’anticipation des besoins futurs en expertise et la création des nouveaux domaines. Elle propose ainsi un cadre d’analyse qui intègre trois volets d’action : la reconnaissance des experts, le renouvellement de l’expertise et la création de nouvelles expertises. Chaque axe d’action a été instrumenté par la proposition d’un outil ou d’un dispositif gestionnaire, expérimenté et validé sur le terrain de thèse. / In a business world characterized by increasing complexity of technologies associated with the globalization of markets, technical knowledge and innovation become crucial assets and primary condition for developing competitive advantage. These issues are often associated with a particular figure within organizations: that of the expert. Indeed, these people are usually considered as a source of technological excellence and innovative solutions. It becomes thus crucial, in order to retain these key people, to value their expertise and to propose adequate conditions for the development of their knowledge and their innovation potential. As a response to this challenge, the dual ladder model was developed and has been soon recognized as a primary solution for the management of experts in the technological and industrial companies. This model proposes an alternative career path (technical ladder) to that of traditional managerial path. However, this solution, while a reference model in the management of experts, has not often brought satisfaction neither for those in charge of its implementation, nor for targeted individuals. Inspired by this paradox of the dual ladder model and building on the results of a longitudinal intervention-research, this thesis proposes a new problematization of the issue of expert’ management in organisations. We argue that not only the recognition policies for current experts should be taken into consideration, but also the issues of anticipation of future needs in expertise as well as the creation of new expertise areas. This thesis thus proposes an analytical framework that incorporates three lines of action: recognition policies for experts, strategic renewal of expertise and creation of new expertise domains. Each line is supported by the associated management tool, which was tested and validated in our fieldwork.

No description available.

本研究旨在探討校長分享式領導、教師專業社群對組織信任的影響。研究方法為文獻分析與問卷調查法。研究對象為臺北縣高中職、國中及國小教師，共發出797份問卷，有效問卷計680份，可用率達85.32%。問卷回收後分別以因素分析、信度分析、描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關、多元逐步迴歸分析及階層迴歸分析等統計方法進行研究。根據研究結果與分析後歸納之結論如下： 一、臺北縣縣立高中職、國中及國小教師對校長分享式領導、教師專業社群及組織信任的知覺程度整體而言屬中上程度，其整體表現已有一定水準。 二、不同背景因素的教師知覺校長分享式領導、教師專業社群及組織信任整體及各層面的程度有差異。 三、校長分享式領導、教師專業社群與組織信任之間存在正相關。 四、校長分享式領導、教師專業社群對組織信任有顯得的聯合預測力，其中以「內部合作」的預測力最高。 五、教師專業社群在校長分享式領導對組織信任的影響上有正向調節之作用。 最後，本研究依據研究結果分別提出以下建議： 一、對教育行政主管機關的建議 （一）提倡校長分享式領導的理念，促進教師專業社群的發展，以增進學校信任。 （二）強化師資職前教育與在職進修的「教師專業發展」課程規劃。 （三）建立「師徒制」的教學輔導教師制度，提升教師專業成長，增加組織信任。 （四）明訂學校行政人員平時表現獎勵基準，培育學校行政人才。 二、對學校校長的建議 （一）鼓勵教師、家長及學生瞭解並參與校務，促進教學、行政與社區團隊合作。 （二）推動「師傅教師」的制度，營造教學專業團隊，增進教師專業發展及同儕信任。 （三）適時調整及運用行政處室人力，重視內部成員間的組織信任。 三、對學校教師的建議 （一）主動參與各項重要會議並表達意見，發揮教師領導的專業精神。 （二）主動協助學校行政工作，發展教師領導知能，增加學校信任。 （三）積極投入教師專業社群，從反省對話及教學觀摩增加教學專業及同儕信任。 四、對未來研究的建議 分別就研究對象、研究方法、研究變項及研究工具等方面，對未來的研究提出建議。

Cette thèse a pour objet les liens sociaux entre les travailleurs du secteur de l’intelligence artificielle (IA) à Montréal, métropole qui connaît depuis les années 2010 un engouement social, économique, politique et médiatique pour ce secteur peu touché par la crise et par l’instabilité en emploi. Les travailleurs de l’IA occupent des emplois aux savoirs et aux savoir-faire hétérogènes et collaborent directement et indirectement pour construire collectivement les passerelles entre la science et la technologie. Au croisement de la sociologie des professions et de la sociologie du lien social, cette recherche interroge les caractéristiques des liens entre ces travailleurs mais aussi l’organisation symbolique dans laquelle ils sont intégrés. Elle mobilise le concept de communauté professionnelle pour désigner d’une part les travailleurs de l’IA dans leur ensemble, et d’autre part, ce pouvoir moral qui unit leurs intérêts individuels autant qu’il les dépasse. En étudiant leurs modes d’intégration, d’engagement dans l’activité, de reconnaissance et de protection, il ressort que l’intérêt partagé pour l’intelligence artificielle et la satisfaction de participer à « l’essor » de son secteur d’activité caractérisent significativement les liens qui les unissent. La popularité politique et économique du label « IA » renforce le prestige des travailleurs, qui doivent en retour continuer de renforcer sa légitimité dans l’espace social. Construites sur une approche mixte, les analyses révèlent en effet que ces liens entrainent des formes de dépendance et des rapports de pouvoir symbolique entre les professionnels et les travailleurs de métier qui composent la communauté professionnelle de l’IA. / This dissertation investigates the social bonds between workers in the artificial intelligence (AI) industry in Montreal. Through the 2010s, this city has manifested a growing social, economic, political and media interest for this sector still rather sheltered from the crisis and job instability. AI workers occupy jobs requiring a variety of knowledge and skills and collaborate both directly and indirectly to build collectively the bridges between science and technology. At the intersection of the sociology of professions and Durkheim’s sociology of the social bond, this dissertation examines the ties that characterize these workers relationships but also the symbolic structure in which they are integrated. I use the concept of professional community to designate, on the one hand, AI workers as a whole, and on the other hand, this moral force that unites their individual interests as much as it transcends them. Through an analysis of their modes of integration, commitment to the activity, recognition, and protection, I argue that the bonds that unite the AI workers are characterized by a shared interest in artificial intelligence and the satisfaction of participating in the AI “boom”. The political and economical popularity of the “AI” label reinforces the prestige of the workers, who in return must continue to strengthen the legitimacy of the sector in the public sphere. Built on a mixed approach, the analyses presented in this dissertation show that these bonds lead to dependencies and symbolic power relationships between the professionals and the workers in the AI professional community.

No description available.

В условиях существенного сокращения финансирования образования возникает задача сохранения потенциала преподавательского корпуса вузов. Автор, рассматривая профессиональную деятельность преподавателей российских вузов, выявляет инновационный потенциал как личностную готовность представителей преподавательской общности к потенциальной возможности использования внутренних ресурсов. В работе полноценно представлена визуализация структуры инновационного потенциала преподавателей вузов. / In case of a substantial reduction of funding for education arises the problem of maintaining the capacity of the academic staff. The author considers the professional activity of the academic staff and identifies innovative potential as personal readiness of the academic community to the potential use of internal resources. Innovative potential of the academic staff is visualized through its structure.