Dissertations / Theses on the topic 'Socialisation process'

This study analyses the process that an IT refurbishing organisation used to socialise 15 IT graduates to the norms of the working world. In addition, 5 IT industry and 2 governmental agency interviews were used, and 60 online job advertisements were analysed to develop a System Dynamic model. The main motivation for this study was to develop a system dynamics model of the graduate socialisation process, in an attempt to understand the cause and effect of practical exposure, to bridge the IT skill-expectations gap. The main source of data for the model was from a-priori coding and content analysis of job adverts, online blogs and reports created by the students, supported by a review of the existing literature. System dynamics modelling and simulation uses computer generated software to test the behaviour of real world cross discipline problems over time (Sterman 2000). System dynamic studies have been conducted in project management, education, engineering, geography, sustainable fuel development and agriculture, etcetera. System dynamics is a flexible approach, as it uses both qualitative and quantitative data to model and address a problem situation, gathering data from intellectual and observation experiences, as well as written and verbal databases. This research advises on the successful integration of IT graduates into industry by identifying the relevant casual relationships. It recognises that graduates are genuinely interested in a career in IT, despite initial difficulties of adapting to a new career. The study was further strengthened by showing that organisational and governmental requirements vary and that they occasionally recruit based on these varying requirements. Primary and secondary data was combined to model a casual loop diagram as well as a stock and flow diagram, which could benefit curriculum advisors in academia, professors, human resource managers in industry and most importantly recently graduated IT graduates.
Magister Commercii - MCom

This thesis aims to examine and analyse the department head's perspective on the onboarding process, as well as the new employees' experience of the onboarding process at a well- established Swedish grocery store. A semi-structured interview, as well as semi-structured focus group interviews were completed in order to gain an understanding of the onboarding process within the organisation. An analysis of the result presents an understanding of the complexities of the onboarding process that the organisation undergoes in comparison to three well- established models on the subject. The models were also used to form the focus group questions and also helped in determining seven themes to be analysed. The organisation garners a complex onboarding process that encompasses both formal and informal processes that aid the newcomer’s assimilation into the organisation. Despite this, there are areas for improvement. Furthermore, despite a functioning onboarding process, different agents have different understandings of when the onboarding process starts.

Background: Following the MPharm degree, the pre-registration training year is a critical time where the values, attitudes and behaviours of qualified pharmacists are inculcated. Given the paucity of research, a programme of work was undertaken to explore the process of professional socialisation and development of professionalism in trainees during the pre-registration year. Method: The programme of work, the first of its kind in pharmacy, explored the process of professional socialisation and development of professionalism in trainees prospectively during the 2011/12 pre-registration year. A purposive sample of 20 pre-registration trainee-tutor pairs - 14 from community and 6 from hospital pharmacy – were recruited across North West England. Semi-structured interviews and behavioural professionalism questionnaires were used longitudinally in four rounds of data collection during the training year and with newly qualified pharmacists (NQPs; formerly trainees). A cross-sectional survey was administered to 1706 trainees towards the end of the training year to examine areas explored in the longitudinal study, including behavioural professionalism, supervision and ‘patient mattering’. Interviews were analysed thematically using template and framework analyses, and the critical incident technique. Quantitative data was analysed using descriptive and multivariate analyses. Results: Findings demonstrated that many of trainees’ attitudes and values appeared to be fostered during their upbringing and were further shaped by the MPharm degree, laying out professional expectations for pharmacists. At the beginning of training, sector differences were apparent with more formalised inductions in place in hospital than community pharmacies, particularly independents. Previous pharmacy work experience, which all 20 trainees had undertaken during MPharm studies, facilitated the transition into training. Early on in the year, as trainees familiarised themselves with the organisation and working processes they were often supported by pharmacy technicians and other support staff and trainees worked effectively and in a professional manner with them throughout training. The application of clinical knowledge acquired from the MPharm degree was challenging, as recognised by trainees and tutors. With continued practice experience and increased responsibility and patient contact, abilities in applying clinical knowledge and communicating with patients improved, as did trainees’ confidence. Longitudinal ratings of behavioural professionalism increased significantly during training, as assessed by trainees and their tutors, and this was confirmed in the analysis of a representative sample of 347 trainees that were surveyed (response rate = 24.2%). Survey findings showed how elements of behavioural professionalism such as communication skills were more prone to development compared to, for example, appearance and interpersonal skills. Perceptions of supervision received during the training year were generally positive. The pre-registration tutor was a key source of support, as well as role model, throughout the year, particularly in community pharmacy. Hospital tutors had a more distant relationship with their trainees and relied on other pharmacists to supervise their trainees. Tutors were often considered to have the largest impact on the development of professionalism in trainees, particularly in community. When considering aspects of their supervision, hospital trainees rated their tutors significantly higher than those in community in ‘articulation’ and ‘exploration’, relating to asking trainees for rationale of actions and encouraging them to pursue learning goals, respectively. Differences between training sites, such as the pharmacy services being delivered and patient mix, were found as were trainees’ beliefs that they mattered to patients: community trainees believed they mattered more (e.g. were more helpful) to their patients than hospital trainees. Conclusions: The multiple methods employed in this programme of work revealed experiences trainees faced and contributing factors associated with their professional socialisation and development of professionalism. The findings led to recommendations for pharmacy education and training including: integrating university-based and work-based learning more closely, ensuring consistency in training experiences in different settings and sectors, improving training and support for staff involved in training and setting explicit standards relating to elements of professionalism. These are considered in the context of anticipated changes to the MPharm into a more integrated 5-year degree programme.

For those who teach in higher education and draw on vocational rather than academic backgrounds, the processes of socialisation are complex, extended and highly conditioned by their ‘past’ professions. These professions are seen to provide both ‘resources’ and ‘dissonances’ in the transitions that constitute their progress towards becoming a teacher. Whilst a great deal has been written of these processes in older universities with high concentrations of academic staff whose careers are largely confined to higher education itself, relatively little is known of parallel processes in newer institutions that are highly connected to specific kinds of workplace. This study addresses the way in which the current literature has under-represented the experiences and perspectives of ‘late entrants’ to teaching in higher education who come to work in a university from a profession that is ‘outside’ of higher education itself. The study uses a case study approach based on a series of semistructured interviews to reveal and analyse the processes of socialisation for ten participants undertaking a programme of teacher training (PGCAP). It describes a certain kind of ‘insider’ research where closeness and rapport exist alongside asymmetries of power and forms of ‘guilty knowledge’. Narrative methods are used to analyse and represent the data from differing perspectives to reveal a range of engagements, commitments and experience. These are seen to shape the socialisation process through key ‘turning points’ promoting movement towards a teacher identity. The study draws on theoretical perspectives based on the work of Bernstein (2000) and Bandura (1997) in order to analyse core processes both situationally and from an individual perspective. The research raises key questions about the learning environments created for participants on this teacher training course and the wider discourses that influence such provision. It also challenges a growing assumption that the attempts by the state to control and improve teaching in higher education are incorporated into individual teaching practice.

Introduction Understanding the way in which Inusic is chosen and used by adolescents to express identity is explored in this thesis. Given the increasing diversity of familial structures, the social backdrop and environment in which teenagers are raised is also considered to be salient. The record industry continues to consider 'youth' as a homogenous target audience, differentiating only between male and females and grouping theln by age (15-24 years). This does not account for the rise in early teenage consUlnption nor does it facilitate an understanding of Inusic use and consumption. This study explores the 'journey' of adolescence and the role of music, family and friends in this process. 36 teenagers were recruited to ascertain the views and experiences of adolescents and the role Inusic plays in identity expression. Methodology Initial interviews were held with 12 teenagers ranging in age frOln 12-to-17 years. Follow-up, longitudinal interviews were then conducted six months to a year later with the satne respondents. Ten of these respondents were then 'recruited' to become 'experts' and interviewed a close friend, a member of their friendship group and one of their parents. The in-depth interviews conducted by the author explored the role of Inusic in identity expression considering if and how this role would change over tilne. This was to understand the influence of friends and the role of fatnily Inembers in identity fonnation during this period of socialisation. A more ethnographic approach was then en1ployed as 10 teenagers became 'researchers', designing their own interviews and independently conducting and recording their 'own' research. This gave credibility and validity to the initial research findings and provided a dilnension to the research that the author would be unable to obtain on his own Inerit. Findings Although there were issues on which the adolescents agreed unanilnously, many expressions of identity through Inusic and associated semiotic cOlnlnunication were viewed differently by males and females and those raised in a variety of fatnily environments. The findings also illustrated that the use of and dependence on music varied between teenagers raised in intact, blended and single parent fatnilies and that this was relevant for understanding music consUlnption as well as providing a foundation for Inore targeted communication approaches. The teenage experts who conducted their 'own' research also 'interpreted' their own data which contributed to an understanding of the difference between the 'close friend' and Inelnber of a friendship group. Contribution Using the infonnation from this research, key characteristics associated with -adolescent Inusic consumption provided a basis for profiling teenage music conSUlners. These segments included adolescents who were' extreme' or 'chameleon' like in their behaviour ancithose who were more' experiential '. By exploring identity expression, Inusic consUlnption and the social context in which the adolescents were raised, this research has implications for the way in which research is conducted by, for and with adolescents and for the music industry and their approach to understanding the teenage market and the future consumption of music itself

La vitalité du secteur jeunesse de l'édition est un indice, parmi d'autres, de la place importante qu'occupent encore aujourd'hui les livres dans le quotidien des enfants. Si le contenu des albums a été étudié par quelques sociologues français, la manière dont les jeunes « lecteurs » reçoivent les normes et les représentations transmises par la littérature de jeunesse n'a en revanche fait l'objet que de bien peu d'investigations sociologiques. A travers l'analyse de la manière dont les enfants comprennent et (ré)interprètent le contenu textuel et iconographique des livres, cette thèse entend non seulement mettre en lumière ce qui se joue dans l'acte de réception, mais également apporter des éléments contribuant à une meilleure compréhension du processus de socialisation. Nous centrons pour cela notre regard sur l'« alimentation », observatoire emblématique de l'ensemble des modalités de ce processus ainsi que de ses nombreuses différenciations. Par la mise en place, sur le terrain, d'un protocole expérimental permettant d'approcher le point de vue d'enfants âgés de 5 à 8 ans (et issus de milieux sociaux contrastés), cette thèse permet ainsi d'appréhender la manière dont s'agencent - de façon toujours particulière - les messages délivrés par différentes instances socialisatrices (famille, médias, école), et dont se construisent d'éventuelles appartenances à un genre et/ou à un milieu social. La capacité d'action (agency) des très jeunes enfants est de cette façon, ici, mise en jeu
Among other signs, the vitality of the children's book publishing field bears testimony to the important place books still occupy today in children's everyday lives. However, despite the fact that some French sociologists have already studied the content of children's books, the way young "readers" receive the norms and representations conveyed by this literature has been the object of very little sociological investigation. In the present thesis I analyze the way children understand and (re)interpret the textual and iconographic content of children's books, with a view to both shedding light on what is really at stake in the act of reception, and also bringing elements that might contribute to better understanding the process of socialization. I focus on "food," as it is an iconic observation tool for the entirety of this process's modalities and its many differentiations. An experimental protocol implemented on the field has allowed me to approach the point of view of 5- to 8-year-old children coming from various social backgrounds, and thus to study the way the messages conveyed by the various agents of socialization (such as family, mass media, and school) are organized, as well as the construction of potential belongings to a gender and/or social group. In this regard, the agency of very young children is also addressed

The purpose of this study is to illustrate and analyze what the socializing process of the Finn­ ish woman looks like ant to discuss what contributes to the feeling of inclusion, or the feeling of exclusion. The questions asked in the study aim to classify what influenced the decision to move to Sweden. Furthermore they aim to describe what the life in Sweden has been like and what the socialization process for the Finnish woman  looks like. Finally I will study what kind of impact the change of life has had for the feeling of inclusion and for social identity.   Initially the Finnish immigration to Sweden, through time, is described and then earlier stud­ ies relation to this study is accounted for. Then the role of social pedagogy in this study is presented. My theoretical concepts are Giddens theory regarding socialization and socializa­ tions processes and Jenkins theory regarding identity and identity processes. I have prepared the concepts by breaking them down to their core with the purpose to analyze how the con­ cepts coincide and interact. My means of approach to the area is then accounted for in the method chapter. I have chosen a narrative method and have studies stories of five women , about what their lives in Finland was like, what affected the decision to move to Sweden and what has their lives been like in Sweden. By using a self made process chart for analyze I have charted different themes from the stories I collected in Finnish. These themes have then been connected to my theoretical concepts and earlier studies related to this one. The primary reason for the women to move to Sweden was work. Also search for adventure, the dream of welfare and the duty to follow their husbands is mentioned as reasons. Mostly the life in Sweden is perceived as good and only a few have negative experiences, which usu­ ally is due to the own attitude regarding the move. The women have experiences of socializa­ tion in the areas of work, housing, language and communication and association with others. Changes in the identity of the women, have appeared due to changes in context and values or when they have been positively acknowledged by others and finally in situations when the acknowledgment has defaulted, after which an identity crises occurs, which culminates in a changes identity.

Notre présence de 1990 à 2010 en qualité d’éducateur spécialisé sur Beaubreuil, quartier de la ville de Limoges, Haute-Vienne, nous a permis d’accompagner, d’observer et de prendre part pendant plus de vingt années aux processus migratoires vietnamiens. Durant tout ce temps nous avons pu constater d’un point de vue psychologique que les ruptures consécutives à l’exil, puis au choc culturel né du contact avec la société d’accueil, ont fait surgir chez les individus des problématiques complexes, notamment identitaires. Dans l’exil, pour faire face aux risques psychosociaux provoqués par l’instabilité de leur structure psychique et de leur système culturel, les vietnamiens ont investi l’espace public et l’espace privé proposés par la culture d’accueil. Ces démarches, multiples, leur ont permis dans le réaménagement de ces espaces, de retrouver, de recréer, les éléments perçus par eux comme fondamentaux de leur culture d’origine, nécessaires et indispensables au travail de rééquilibrage psychique. En France, l’injonction culturelle vietnamienne d’élaboration d’autels religieux au sein de leurs habitations a conduit les personnes à réinterpréter, au sein de dynamiques subjectives, la question des différentes composantes de leur identité, personnelle et sociale, culturelle et religieuse. Les interactions entre l’injonction de la culture d’origine et l’espace proposé par la culture d’accueil ont conduit les sujets à engager des transformations, des modifications dans l’élaboration de leurs autels religieux. En ce sens ces élaborations rendent compte et constituent des analyseurs particulièrement pertinents des processus d’interculturation
Our presence from 1990 to 2010 as a social worker in Beaubreuil, district of the city of Limoges, Haute-Vienne, allowed us to support, observe and take part for over twenty years in the Vietnamese migration processes. All this time, we noted from a psychological perspective, that ruptures, resulting from the exile, then from the culture shock, were born by contacts with the host society, have given rise to individuals, complex problems including identity ones. In exile, to face the psychosocial risks caused by the instability of their psychic structure and their cultural system, the Vietnamese have invested public and private areas offered by the host culture. These approaches, multiple, allowed them in the redevelopment of these areas, to find, to recreate the elements perceived by them as fundamental in their native culture, necessary and essential to their work of psychic restructuring. In France, the cultural injunction of religious altars development in the private sphere has led them to reinterpret in a subjective way the question of the different components of their identity personal and social, cultural and religious The interactions between the native culture injunction and the space proposed by the host culture has engaged transformations, changes in the elaboration of religious altars. In that way, they are reflecting and are forming analyzers, particularly relevant to us, the intercultural exchange process

Partant du constat d’une diversification des comportements des personnes incarcérées, ce travail de thèse se propose de modéliser les processus de socialisation se déployant au sein de la configuration carcérale. En effet, au regard des vies qu’ils ont vécues, les prisonniers adoptent des postures et des pratiques inédites. Mais, en réalité, l’ampleur des effets empiriquement observables de ces dynamiques contredit l’espoir de pouvoir décrire ces dernières en abordant de front le phénomène de la diversification. Comment les prisonniers sont-ils socialement amenés à adopter les pratiques qu’ils adoptent ? Embrassant une démarche indistinctement diachronique et indicielle, l’analyse se dote d’un outil sociologique à même de révéler les mouvements agitant la vie des gens en prison : Le recours au religieux
Based on the premise of a diversification in inmates’ behaviors, this thesis proposes to model socializing processes within a carceral configuration. Indeed, considering the lives they lived, inmates adopt unprecedentedpostures and practices. But, in reality, the extent of empirically observable effects of those dynamics contradicts the hope of being able to describe those latter in addressing the diversification phenomenon head-on. How are prisoners socially brought to adopt the practices they embrace ? Using an approach both diachronic and semiological, this analysis provides itself with a sociological tool able to reveal the motions agitating peoples’ lives in prison: the fallback on religion

The word that disappeared - A scientific essay on the child-rearing responsibilities and practical professional knowledge of preschool educators This scientific essay examines how child-rearing tasks of the preschool educator relates to their practical knowledge from a hermeneutical perspective considered in the light of Hannah Arendt's concept of responsibility. The study consists of six subject narratives and an ethno-logical field study carried out at two preschools. Participatory observations and interviews were used as a method. Explored here is how professional responsibility, regulated in the preschool's governing documents, balances out against interpersonal responsibility in an activity where children spend most of their wakening hours and where attention is given to various factors such as the need for freedom, organisation and security. Examined too is how rules, companion education, self-regulation, leadership, adult authority and the application of governing documents weigh up against the concepts of children's' participation, influence and power. The concept of rearing in preschool is a controversial one: This may be due perhaps to connotations of rigid rules and nagging adults, but also that activities of the last decade have developed towards more school-based learning. Preschool teaching contains so much more however. In the daily workings of the enterprise security is established, while children are also learning to deal with materials and environments, learning to take on their own responsibility—exercising independence on a gradual basis. Alongside free play and creative activities, rearing therefore forms a vital element of children's non-cognitive learning that even affects interaction and communication. A concept that has been a part of the preschool world for over a century rearing has now been removed from the preschool curriculum.  Results demonstrate that the task of child-rearing is an element presupposed in a teachers’ practical knowledge. Based on a complex number of variables, children’s best interests are constantly considered. An unspoken gap sometimes arises between the professional’s responsibility and the interpersonal responsibility that they require to bridge the gap. This becomes particularly evident when children require the response of adults with whom they feel secure. In this manner child-rearing activities, previously seen as solely the parents concern, now also fall upon the educator, even if this remains unsaid. It is therefore assumed that the work of child-rearing will remain in preschools even if the word itself disappears. Responsibility, content and praxis, in the question of child-rearing therefore needs to be discussed and highlighted together with parenting to maintain a socially sustainable future.
I denna vetenskapliga essä undersöks hur förskolepedagogers fostransansvar yttrar sig i förhållande till deras praktiska yrkeskunnande ur ett hermeneutiskt perspektiv och i förhållande till Hannah Arendts ansvarsbegrepp. Studien består av sex egenupplevda berättelser och en etnologisk fältstudie utförd på två förskolor där deltagande observationer och intervjuer använts som metod. Här utforskas hur det professionella ansvaret, som regleras i förskolans styrdokument, balanseras mot ett mer mellanmänskligt ansvar i en verksamhet där de flesta barn vistas större delen av sin vakna tid och där hänsyn ska tas till olika faktorer som behov av frihet, organisation och säkerhet. Därför undersöks också hur regler, kamrat-fostran, självreglering, ledarskap, vuxenauktoritet och tillämpning av styrdokument avvägs mot begrepp som barns delaktighet, inflytande och makt. Fostransbegreppet är omstritt i förskolan. Det kan bero på att det förknippas med stelbenta regler och tjatiga vuxna, men det kan även spela en roll att verksamheten utvecklats i riktning mot ett mer skolämnesbaserat lärande under de senaste tio åren. Undervisningen i förskolan är dock så mycket mer. I grund-verksamhetens dagliga rutiner etableras trygghet samtidigt som barnen lär sig att hantera material och miljöer liksom att ta ansvar för sig själva och stegvis utöva självständighet. Tillsammans med fri lek och skapande aktiviteter utgör därför fostran en viktig del av barns icke-kognitiva lärande som även berör samspel och kommunikation. Ett begrepp som varit en del av förskolans värld i över hundra år och som nu stryks ur förskolans läroplan.   Resultatet visar att fostransuppdraget existerar som en förgivettagen del av pedagogernas praktiska kunskap. Utifrån en mängd komplexa variabler görs ständiga överväganden för barnens bästa. Ibland uppstår även ett outtalat tomrum mellan yrkesansvaret och det mellanmänskliga ansvaret som de behöver överbrygga. Något som blir särskilt tydligt när barn kräver gensvar av vuxna som de känner sig trygga med. Fostranshandlingar som tidigare sågs som föräldrarnas ensak blir på så vis också pedagogernas även om det förblir outtalat. Man kan därför anta att arbetet med fostran kommer att leva kvar i förskolan även om själva ordet försvinner. Ansvar, innehåll och praktiskt handlande i fostransfrågan behöver därför diskuteras och lyftas fram tillsammans med föräldrasamverkan för en socialt hållbar framtid.

La recherche presentee ici est une contribution a la connaissance sociologique du groupe professionnel des instituteurs francais. Dans la tradition de la sociologie de l'education critique, on a considere que les dispositifs de formation - en interaction avec d'autres proces de socialisation- ne "pilotent" que partiellement le processus de socialisation professionnelle identitaire. L'investigation sur l'etat reel de la formation des instituteurs, puis sur leurs attentes en formation continue (dans une periode ou le champ de la formation continue a pu etre traite comme un espace d'emergence de nouveaux traits de professionnalite) a ete encadree par deux autres volets de recherche empirique. Le premier emprunte a la fois a la tradition de la sociologie des trajectoires et a la tradition geographique de l'etude des pratiques de l'espace dans la construction des identites : qu'en est-il de "l'enracinement", ou au contraire de la "mobilite", consideres comme facteurs du proces de socialisation identitaire ? qu'en est-il du rapport au local et au regional comme reference de la culture legitime de la profession ? le second se situe dans le courant d'etude des interactions sociales au sein des situations professionnelles : quel est le poids de l'identite sociale des populations d'eleves sur le choix des postes, puis sur les "manieres de faire" des instituteurs (dans les differents types d'ecoles de quartiers populaires, en particulier). La demarche est monographique, en ce que le travail porte sur l'ensemble de la population des instituteurs d'un departement, celui du calvados (n=4105). La methodologie est de l'ordre des "approches conjointes" : d'une part une "analyse secondaire" de donnees quantitatives descriptives ; d'autre part des donnees qui font sens et qui proviennent d'un travail de connaissance de terrain in situ, et d'un travail sur des sources indiquant la perception de leur monde par les instituteurs (une serie d'entretiens et quelques monographies autobiographiques individuelles)
The present research is a contribution to the sociological knowledge of french teachers as a professional group in the 80s, a period of ruptures. In the line of the critical sociology of education, it was considered that training schemes - interacting with other socialization processes - only partially account for the professional identity socialization process. Therefore, the first part of our empirical research investigates into actual training conditions and teachers' expectations about further training - this field being considered as space for new professional characteristics to emerge. The two other parts deal with aspects of some socialization processes outside training. One is indebted to the sociology of individual routes and the geographical tradition of the study of space use for identity construction. It raises the question of settling vs. Mobility in the identity socialization process and of the local and the regional as references for legitimate teacher culture. The second part, in the line of studies of social interactions within professional situations, brings into question the impact of the pupils'social identity regarding teachers' choice of appointments, and teachers'ways and means, particulary in relation with the various types of school in workingclass areas. This research is based on the total teacher population of calvados (n=4105). The methodology uses "joint approaches" ; on the one hand, secondary analysis of descriptive quantitative data and on the other hand, "significant data" coming from in situ fieldwork (participant observation) and from work on sources in which teachers express how they view their professional world (interviews and monographies)

Cette recherche doctorale a pour objectif d'étudier le rôle des entreprises dans la réussite duprocessus d'entrée organisationnelle des nouveaux embauchés (évaluée au regard d'indicateurstels que le bien-être, la socialisation organisationnelle, l'intention de rester dans l'entreprise,etc.).Trois études ont été réalisées à partir d'une méthodologie qualitative (étude 1) et quantitative(étude 1, 2 et 3). Les principaux résultats obtenus dans la première étude (N1 = 21 recruteurset N2 = 77 nouveaux embauchés) mettent l'accent sur l'importance d'apporter des informationsclaires durant le recrutement et permettent de dégager les pratiques d'intégration et leursstratégies de mise en oeuvre les plus efficaces (eg. visites des sites de l'entreprise informelle,formations collectives, etc.). L'étude 2 consistait à identifier, à partir d'une revue de lalittérature, les composants de la qualité de vie au travail et d'en proposer uneopérationnalisation. Ainsi, une démarche de validation a été réalisée auprès de 277 salariés.L'étude 3 avait pour objectif de mettre à l'épreuve plusieurs modèles multifactoriels prédisantl'intention de rester dans l'entreprise (N = 359). Les résultats nous permettent de confirmer lerôle déterminant des entreprises dans la réussite de l'entrée organisationnelle à travers lespratiques de recrutement et d'intégration et la qualité de vie au travail.La conclusion générale de cette étude nous amène à : 1) proposer un modèle théoriqueexplicatif et multifactoriel de la réussite de l'entrée organisationnelle qui conviendrait de testerdans des recherches futures et 2) envisager des perspectives appliquées concernant laformation des recruteurs et des acteurs de l'entreprise (à leurs différents niveauxhiérarchiques) sur les éléments fondamentaux relatifs à l'entrée organisationnelle desnouveaux embauchés
This doctoral research was aimed at examining the role of companies in the success ofnewcomers' entry process into the organization (estimated through indicators such as wellbeing,organizational socialization, intent to stay in the company, etc.).Three studies were realized using a qualitative (study 1) and quantitative methodology (study1, 2 and 3). The main results of study 1 (N1 = 21 recruiters and N2 = 77 newcomers) revealedthe importance to provide clear information during the recruitment and shed in lightintegration practices and their most efficient strategies of implementation (eg. informal visitsof the sites'company, collective trainings, etc.). Study 2 was aimed at identifying, based on aliterature review, the components of the quality of work life and proposing anoperationalisation. Thus, a validation was realized on 277 employees. Study 3 was aimed totest several multifactorial models predicting the intention to stay in the company (N = 359).The results confirmed the role of companies in the success of newcomers' entry process intothe organization through the recruitment and integration practices and the quality of work life.In conclusion, this research led to 1) propose an explanatory and multifactorial theoreticalmodel of the success of organizational entry which could be tested in future researches and 2)consider applied perspectives in recruiters and companies actors (various hierarchical levels)training on fundamental elements of newcomers' organizational entry

Dans l’objectif de rendre intelligible les caractéristiques des parcours scolaires des enfants d’origine maghrébine en France, nous avons mené une étude qualitative et microsociologique dans des milieux défavorisés de l’Île de France. Notre intérêt a porté sur l’appréhension et le démêlage des éléments et des facteurs qui rendent possible ces parcours. Pour ce faire, nous avons opté pour une méthode biographique qui nous a permis de montrer que le profil et le parcours scolaires des jeunes rencontrés résultent d’un processus globale interactif et constructif dont plusieurs éléments, phénomènes et évènements interdépendants s’interfèrent et s’influencent. Ainsi, nos investigations montrent la primordialité de la dimension singulière et individuelle de chaque expérience scolaire. En revanche, la formation et la transformation d’un parcours scolaire ne se limitent ni à cette singularité ni à des conditions générales de vie et de scolarité des enfants d’immigrés maghrébins, mais sont le résultat de l’interaction continue de l’ensemble de ces éléments. Par ailleurs, les configurations et les histoires familiales demeurent un composant substantiel de ces éléments. Enfin, nous avons décelé, chez une importante partie de nos enquêtés et leurs familles, une forte volonté de réussite scolaire, comme seul moyen de leur ascension social
The purpose of this paper is to give an intelligible account about the schooling characteristics of children living in France and coming from North Africa. We carried out a qualitative and micro-sociological study in underprivileged area of Région Ile de France. We devoted our interest on the apprehension and the disantanglement of the elements and factors making these schoolings possible. In order to achieve this, we opted for a biographical method that permits us to prove that the qualifications and the schoolings of the young people we have met result from a global interactive and constructive process of which several elements, phenomena and interdependent events interfere and influence one another. Thus, our investigations show how essential each school experience is in its uniqueness and its individuality. On the other hand, the formation and transformation of a schooling go beyond this singularity, the general living conditions and schooling of the children born to North African immigrants, but are the result of the continious interaction of all these elements. In addition, the types of families and their histories remain a substantial component of these elements. Finally, we identified among those surveyed and their families a strong will to succeed at school, this being the only way to go up the social ladder

Organisation socialisation is the process by which an individual acquires the attitudes, behaviour, and knowledge she or he needs to participate as an organisation member (Van Maanen & Schein, 1979). During socialisation, organisations seek to mould new employees to fit its needs and employees attempt to define acceptable work roles for themselves within the organisation (Fisher, 1986). Several scholars believe that an important way in which socialisation occurs is through social interactions between newcomers and „insiders‟ or more experienced members of their organisation (Feldman, 1981; Louis, 1990; Reichers, 1987). Relationships might be important, but little is known about the types of relationship patterns that are most conducive to effective socialisation (Morrison, 2002). This research will view the socialisation process from the perspective of social network structure and examine the effect of the relationships on socialisation outcomes.

Thesis (M.A.)(Mathematics Education) -- University of Limpopo, 2010.
Culture has become a household name in research circles mainly due to different interpretations that people come up with. How one defines it is relative to the discipline from which one is reasoning from. My engagement with literature in trying to define culture was limited to what happens in the mathematics classroom. What comes out as the operating definition in this study is that culture evolves. Classroom is about learning. As with culture, there are different interpretations of what it means. In this study my discussions on this issue were limited to those that use constructivism as a referent to learning. However, there are still a lot of debates within constructivism in terms of what it means to learn. My discussions were then confined to what it means to learn from a sociocultural perspective. From this perspective learning is accounted for on social and cultural processes. In contrast from a constructivist perspective the individual’s cognitive processes and the classroom culture are reflexively related. The evolving classroom culture does not exist apart from the teacher’s and students’ attempt to coordinate their individual activities (Cobb and Yackel, 1998). Initially the study was aimed at collaborating with an intermediate mathematics teacher in creating a constructivist classroom learning environment. However, the nature of data I had was such that I developed interest in what constitute enculturation process. I had moved between my classroom experiences and experiences with literature to establish what constitute enculturation process. The following constructs emerged as attributes of what enculturation process for both classroom and mathematics culture entails: language, learning, and negotiation of meaning.
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Domestic workers in South Africa have historically endured a great deal of inequalities, as a direct result of their role as woman within the traditional patriarchal family structure and as a result of their socialisation process. This dissertation sets out to understand the socialisation process that young girls undergo within a traditional African family that leads them to domestic employment. The aim is to conduct a sociological analysis of domestic workers. This study seeks to understand the impact of the socialisation process on the African female in society.
Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2006.

Les professions ont acquis une importance considérable à travers les sociétés modernes. Lors de la modernisation du Code des professions au Québec, les membres de l’Ordre des psychologues du Québec (OPQ) ont eu à se positionner sur les enjeux entourant les développements de leur profession. Ce mémoire analyse le lien entre la structure relationnelle constitutive de la socialisation effectuée par ce groupe professionnel. Ceci, au moment de la redéfinition du cadre législatif en matière de psychothérapie. Des analyses de réseaux sur onze temps, de deux types de capital social, permettent de saisir les corollaires des structures relationnelles sur la socialisation de l’Ordre professionnel. Puis, les discours écrits sur la modernisation dans leur revue professionnelle sont résumés dans un narratif permettant l’analyse des stratégies de leur socialisation. Bien que contingent, la forme de la structure relationnelle stabilise la socialisation des membres. La structure relationnelle amène le capital social collectif à densifier le réseau des relations internes du groupe et permet l’essor, par l’intermédiarité des membres ayant du capital social individuel, d’une culture réseau. Ces membres, bien positionnés dans l’ordre, conduisent la socialisation de l’ensemble du groupe durant les enjeux rencontrés. Le narratif corrobore la concordance des stratégies de socialisation des membres de l’OPQ aux objectifs des principes de l’Office des professions du Québec. Puisque névralgique, bien que contingent, la structure relationnelle de la socialisation participe de la différenciation de degré entre le modèle professionnel et les autres types de métiers.
The professions have acquired considerable influence in modern societies. During the process to modernize the professional system in Québec, members of the Ordre des psychologues du Québec (OPQ) were required to position themselves concerning the developments in their profession. This brief presents an analysis of the OPQ's relational process of socialization with regard to a particular societal issue, in this case, the redefinition of the legislative framework concerning psychotherapy. Network analyses, during an eleven-year period, of two types of social capital to identify corollaries of the structural relationships of socialization. In addition, the written discourse on modernization in the Order's professional journal was summarized in a narrative that serves as the basis for analyzing the rationality of socialization strategies of these professionals. Though contingent, the relational process stabilizes members' socialization process. The relational structure enables the collective social capital to increase the density of the group's internal relations network and, through the intermediate agency of certain members' individual social capital, facilitates the development of a network culture. These members, who hold key positions within the Order, lead the group's socialization process when it is confronted with various issues. Both critical and contingent in nature, the relational process of socialization is one basis of differentiation between the professional model and other types of occupations.

Physical education programs have been charged with the responsibility of developing our children's bodies through sports and exercise. In addition, we expect adult-supervised, structured play to expose our children to fundamental concepts of modern life: competition, co-operation, rules, values, structure and hierarchy. If this is so, then physical education is an important socializing mechanism; yet somehow society does not expect this to be its explicit goal. This paper investigates the value of physical education in the socialization of children, how it has served and failed societies in the past, and how it may serve and fail them in the future. An historical survey of various societies' athletic programs details their socializing effects in the past. Discussions on the social consequences of our current programs are evidenced by field observation; we study the dynamics of athletic peer groups, observe the initiation of novices and examine the effect of professional sports heroes. An examination of the theoretical principles behind the observations allows the reader to appreciate the impact on the developing child of the social dynamics of formalized play. We come to understand that much of the skill and knowledge acquired during such activity are vitally social; from the social perspective, we cannot discount the implications of improperly directed formal play. Furthermore, we cannot ignore the tremendous positive socializing potential of our children's physical education.

Celem rozprawy było określenie na ile doktryna Kościoła katolickiego i jego przepowiadania kaznodziejskiego określają eschatologiczną wiarę Polaków. Ta ostatnia była już diagnozowana przez socjologów, dlatego postawiono kolejne pytanie - czy zidentyfikowane cechy wiary Polaków w rzeczy ostateczne są zbieżne z cechami, które znamionują naukę Kościoła, a przede wszystkim z tymi, które charakteryzują jego działalność homiletyczną. W przeprowadzonych badaniach wiara w rzeczy ostateczne była traktowana jako forma świadomości społecznej,a jej związek z doktryną Kościoła i kaznodziejskim przepowiadaniem był analizowany z perspektywy socjalizacji poznawczej. Wykorzystano analizę zawartości jako metodę badawczą i przeanalizowano 3446 kazań. The sociological research shows Poles faith looses its orthodox character. The disertation sets out to find the question of why Poles belive in this particular way. The disertation concentrate on homilies which are source of socialisation. This research was conducted using the content analysis method. The empirical material were 3446 homilies. The research used theory of socialisation and social conscious.

Problematyka unijnego procesu decyzyjnego ma kluczowe znaczenie w studiach europejskich, zarówno w aspekcie ogólnym jak i w odniesieniu do poszczególnych instytucji. W tym drugim przypadku szczególną wagę ma wyjaśnienie przebiegu procesu decyzyjnego w Radzie Unii Europejskiej, najważniejszej instytucji decyzyjnej Unii. Perspektywa konstruktywistyczna zwraca uwagę na socjalizację – proces przyswajania przez jednostki norm i reguł obowiązujących w danej społeczności, w tym przypadku międzynarodowej instytucji. Dotyczyć ma ona reprezentantów państw spotykających się w różnych warstwach Rady, a dotychczasowy dorobek w tej dziedzinie pozwala zakładać, że faktycznie proces ten zachodzi. Otwartą kwestią pozostaje wyjaśnienie jego efektów, w tym tego, jak socjalizacja wpływa na proces podejmowania decyzji oraz poprzez jakie mechanizmy. Zasadniczym celem pracy jest zbadanie przydatności konstruktywizmu, zgodnie z tezą, że pozwala on lepiej zrozumieć i wyjaśnić niektóre istotne cechy podejmowania decyzji w Radzie Unii Europejskiej ponieważ uwzględnia czynniki, których inne perspektywy nie uwzględniają. Aby wykazać słuszność przyjęcia perspektywy konstruktywistycznej należy zatem wyszczególnić te cechy oraz uzasadnić na czym polega wartość dodana konstruktywizmu w ich przypadku. W niniejszej pracy za element wyróżniający perspektywę konstruktywistyczną uznano socjalizację, a za szczególnie ważny wyznacznik specyfiki Rady jej wielowarstwową i podzieloną na tematyczne sektory strukturę. Hipoteza, która uwzględnia te założenia, brzmi: konstruktywizm pozwala lepiej niż inne perspektywy zrozumieć i wyjaśnić niektóre cechy podejmowania decyzji w Radzie Unii Europejskiej, ponieważ uwzględnia wpływ socjalizacji na przebieg i rezultaty tego procesu. Wpływ ten wyrażają mechanizmy przyczynowe, którym sprzyja specyficzna, wielowarstwowa i sektorowa struktura Rady. Kluczową metodą wykorzystaną w celu weryfikacji hipotezy jest śledzenie procesu (process tracing). Metoda ta skupia się na poszukiwaniu dynamicznie ujętych mechanizmów przyczynowych. Należy podkreślić, że metoda process tracing jest stosunkowo nowym narzędziem w naukach politycznych, a w polskiej politologii trudno znaleźć przykłady jej zastosowania.
The issue of the EU decision-making process is crucial for European studies, both in general terms and in relation to individual institutions. In the latter case, it is particularly important to explain the decision-making process in the Council of the European Union, one of the most important institutions of the Union. Constructivism draws attention to socialisation – a process of inducting actors into the norms and rules of a given community, in this case an international institution. It applies to member states’ representatives meeting in different layers of the Council, and the current state of the research justifies the assumption that this process actually occurs. What remains to be explained are the precise effects of the process, including the mechanisms through which it might influence the decision-making process. The main purpose of the thesis is to explore the usefulness of constructivism, evaluating the claim that this approach allows to better understand and explain some of the important features of decision-making in the Council of the European Union inasmuch as it takes into account the factors which other perspectives do not include. To demonstrate the validity of the adoption of the constructivist perspective it is therefore necessary to specify these features and show what is the added value of their constructivist explanation. Socialisation is considered to be the most distinctive factor of constructivist approach here, while the multi-layered structure, further divided into sectors, is seen as a defining quality of the institutional environment of the Council. The hypothesis which takes these assumptions into account is: some features of the decision-making in the Council of the European Union are better understood and explained by constructivism than competing perspectives, because this approach considers the influence of socialisation on the course and results of this process. This influence can be translated into causal mechanisms fostered by the specific, multi-layered and sectorial structure of the Council. Process tracing is the crucial method used in order to verify this hypothesis. The method focuses on tracing dynamic causal mechanisms. It should be noted that process tracing is a relatively new tool in political science and it is difficult to find examples of its use in Polish literature.

This master's thesis named The influence of communication channels on decision making of first-time voters shown on the elections to the Chamber of Deputies of the Parliament of the Czech Republic in 2017 focuses on the influence and use of the consumption of communication channels on the decision making of first-time voters. This thesis also portrays the phenomenon of contemporary opinion leaders, such as YouTubers, bloggers, and other Internet celebrities. The theoretical section of the thesis describes the organization of elections to the Chamber of Deputies of the Parliament of the Czech Republic, defines the first-time voter in terms of psychological and sociological, discusses the impact of socialization within family, school, and media, presents the concept of political efficacy, and describes the electoral participation of adolescents. In addition, this thesis focuses on current trends in the consumption of communication channels by young people and opinion leaders. This section draws upon particular international studies and other relevant literature. The analytical section presents the methodology of the research, defines the research sample and its selection, and describes the results of the research. The established hypotheses are based on the results of international studies and for...