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Literatura académica sobre el tema "Accréditation et évaluation"
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Artículos de revistas sobre el tema "Accréditation et évaluation"
Senesse, P., N. Augeix, H. Mathieu-Daudé, C. Janiszewski, M. Latournerie, L. Vercambre, E. Assenat, R. Sicard y J. Dubois. "P026 Dénutrition, évaluation Compaqh, accréditation et T2A : un cocktail détonant !" Nutrition Clinique et Métabolisme 21 (noviembre de 2007): 59. http://dx.doi.org/10.1016/s0985-0562(07)78828-3.
Texto completoMichel, Philippe. "Évaluation des pratiques professionnelles et accréditation des établissements de soins : évolutions et interrogations". Gastroentérologie Clinique et Biologique 28, n.º 12 (diciembre de 2004): 1229–30. http://dx.doi.org/10.1016/s0399-8320(04)95214-1.
Texto completoGrace, Andre P. y Leona M. English. "Undergraduate Adult Education in the Contemporary Neoliberal University". Alberta Journal of Educational Research 64, n.º 2 (22 de junio de 2018): 188–93. http://dx.doi.org/10.55016/ojs/ajer.v64i2.56463.
Texto completoReynet, Philippe y Alain Gintrac. "Conception et évaluation d’un dispositif d’assurance qualité dans l’enseignement supérieur en gestion". Management & Sciences Sociales N° 34, n.º 1 (1 de enero de 2023): 103–21. http://dx.doi.org/10.3917/mss.034.0103.
Texto completoREPOSEUR, Patrick. "Évaluation de la compétence des laboratoires - Accréditation et alternatives". Qualité au laboratoire, agosto de 2015. http://dx.doi.org/10.51257/a-v1-sl1610.
Texto completoTesis sobre el tema "Accréditation et évaluation"
Maes, Blandine. "Représentations professionnelles et accréditation : entre recherche de sens et contrôle". Toulouse 2, 2003. http://www.theses.fr/2003TOU20083.
Texto completoToday, no passing through for health institutions development without quality. This concept appeared in the course of time in the health context with a legislation, norms more accurate and restricting, in ordre to comply with requirements of regulations stated by the various hospitals related reforms, especially the one of 1996 which obliges any health institution to proceed with an accreditation approach implementation. The objective of this work is to identify the representations of accreditation with its own principles (quality, quality approach) to different professional groups in health institutions (private, public, semi-public). The statistics analysis of 89 interviews and 175 questionnaires, enable us to comprehend the conmmitments nature on accreditation in function of the context of various health institutions, of social positions, of values and cultures of the groups they belong to. This idea means for somme professionals regulation's action, a technocratic procedure of control, for others, a process, a research of sense, a fundamental step in the continuing search to improve the quality of medical care
Medrano, Obeso Iris. "Syndrome de burn-out et engagement dans le personnel académique des universités publiques et niveaux de communication productive au Mexique et en France". Electronic Thesis or Diss., Chambéry, 2024. http://www.theses.fr/2024CHAMA026.
Texto completoChapter I: Research Justification Public universities serve students and contribute to social and technical progress. However, teaching staff in public universities in Mexico and France face an increase in Burnout Syndrome and a decrease in engagement. This research explores how organizational culture influences Burnout Syndrome and engagement among teaching staff in public universities in Mexico and France. Chapter II: State of the Art Since the 1970s, neoliberal policies have transformed the global economic model and higher education. Universities have adopted entrepreneurial management models, prompting teachers to meet strict performance criteria, increasing pressure and stress. Chapter III: Historical and Socio-Economic Factors In Mexico, CONAEVA and COPAES have structured a quality assurance system for education. In France, the Savary Law of 1984 redefined university missions, influencing governance and the role of teacher-researchers. Chapter IV: Theoretical Framework The academic field, according to Bourdieu, is a space of positions and practices where power and resources are contested. The habitus of academics, influenced by their trajectories and inherited capital, predisposes them to accept or challenge power structures. Chapter V : Burnout and Engagement Burnout Syndrome is characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment at work. Positive psychology describes engagement as an opposite state, characterized by dynamism and devotion. Chapter VI: Systems Theory and Organizational Communication Systems theory helps understand the complex dynamics of academic institutions and their organizational culture, influencing behaviors and interactions within universities. Chapter VII: Methodological DesignThe research adopts a mixed-method approach, combining quantitative and qualitative methods. Questionnaires and interviews were conducted with academic staff from several public universities in Mexico and France. Chapter VIII: Results and Analysis The results show that organizational culture significantly influences burnout and engagement. In Mexico, a competitive culture contributes to increased burnout, while in France, a better work-life balance mitigates this effect. Chapter IX: Conclusions and Recommendations The organizational culture of public universities plays a crucial role in the well-being and engagement of teachers. Targeted strategies can improve the academic work environment, reducing burnout and increasing engagement. Policies must be adapted to the specific cultural and structural contexts of each university to be effective and promote sustainable academic development. Chapter X: Application Project A Strategic Communication Planning model in Public Organizations is proposed, aiming to increase engagement and reduce Burnout Syndrome in the academic context. This model will improve productive communication by aligning with the principles of Dr. Abraham Nosnik Ostrowiak and using visual methods and hypermedia content
Chaniol, Jacques. "Les accréditations internationales des écoles de management françaises : déterminations et enjeux en termes de communication et de changement : étude du cas de l'ESCEM". Paris 8, 2012. http://www.theses.fr/2012PA083861.
Texto completoGiven its historical background the case of ESCEM school of management presents a good basis for analysis of the role played by the accreditation process in the higher education business school sector in France. We believe that there is a potential mismatch between the original philosophy behind the process as it was first conceived and the use to which it is actually put in reality. For example, could it be that the original driver of quality held out by the accreditation agencies has effectively been supplanted and used instead by business schools as a marketing and communication tool. Before examining this hypothesis in the light of a the neo-institutional theory of business organization and the theory of the strategic actor, we take a look at the past 15 years and demonstrate how business schools have used the accreditation system with particular reference to two agencies involved -AACSB and EQUIS. We then go on to present a description of the qualitative method employed in our research and offer ESCEM as a case study. Finally we make practical management suggestions based around the following 3 hypotheses discussed in the body of our work about international accreditation systems, namely that they are: - Providers of structure for business schools - Agents of standardization in business schools - More of a marketing and communication tool than a system of evaluation. Our aim is to come up with suggestions which can be used in practice and to encourage those involved in the delivery of top quality education, to engage in a constant process of reflection upon the many issues involved. These range from consideration of factors which may act as catalysts or accelerators for change, those which put a brake on change and hamper it and the effect of risk. We provide examples of success and offer tactical measures which can be deployed as well as strategic approaches which might be useful for any establishment which has already embarked on the accreditation process or is about to do so
Martono, Nanang. "La politique d'assurance de la qualité au lycée en Indonésie : le système d’accréditation, la perception du public, et la compétition". Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2062.
Texto completoThis study describes the implementation of high school quality assurance system in the reform era in Indonesia; interpretation of government, schools, and societes about school quality; and school quality assurance policy implications.In general, there are some national education policies to improve the quality of education in Indonesia. First, the government established "BSNP" (bureau of national educational standards) to develop national education standards. Second, the government organized a national examination (called Ujian Nasional or UN). UN is a system of educational assessment at the national level. Third, the government provides "BOS" (School Operation Support) for all schools. This is a financial aid for each school. Fourth, the government provides "teaching certification". This program is a certification process for teachers and lecturers. Fifth, the government has changed the paradigm of learning. Previously the process of learning was "teacher centered learning". After that, the government transformed this model into "student centered learning". Sixth, the government increased the national education budget amounted to 20% of national income. Seventh, the implementation of MBS (Manajemen Berbasis Sekolah) or school-based management. MBS is a management system that provides broad autonomy to schools to manage resources according to the needs of the school.This study shows different opinions about the quality of the school. The government saw the quality of the school of the success of the eight schools meet educational standards. According to school principals and teachers, the government should review the efforts to improve the quality of school because each school has different conditions. Input conditions are the factors that influence these differences. These include socio-economic capabilities of students, student intelligence, and so forth. Geographical factors of schools also determine the success of the school to meet those standards.Students and parents have a practical idea. They see the quality of schools with indicators that ca: the school facilities, the number of applicants, school achievement, the quality of graduates, the quality of teachers, and other factors. They do not see the status of accreditation. School is a practical consideration for parents. They chose a school close to home to save on transport costs.This study also shows that competition emerges between schools due to the difference of schools ability and pragmatic view of society. Sociologically, the difference of schools’ quality has caused competition among schools in Indonesia. Public schools have to compete with private schools, as well as with other public schools. School choice policies have motivated parents to choose the desired schools freely
Bouteraa, Fatiha. "Comportements stratégiques et changements institutionnels lors du processus initial d'accréditation internationale AACSB (2003) : le cas d'une Business School universitaire française : l'EM Strasbourg". Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAB009.
Texto completoThis research aims to understand: 1) the mechanisms of diffusion, adoption and institutionalization of international accreditations, 2) the strategic behaviors adopted to respond to the initial AACSB accreditation process, 3) the strategic and organizational responses to the conflictual demands originated by the 21 AACSB 2003 standards and 4) the changes occurred in order to ensure the organizations’ alignment to the 21 AACSB 2003 standards and to the required process.Based on a neo-institutional perspective, we used two conceptual frameworks about strategic responses and institutional change. In order to comply with our objectives, we have conducted a 15-year longitudinal case study both retrospectively and in real time within the only French business school operating inside a university. The principal result of the research is the identification of a 6th new strategic response for Oliver’s (1991) framework as well as three tactics to be adopted in the initial AACSB accreditation process
Vilaine, Laurent. "Concilier les normes et standards imposés par les accréditations nationales et internationales avec une culture d'innovation et de prise de risques portée par les collaborateurs : une étude du leadership transformationnel dans les Business Schools françaises". Electronic Thesis or Diss., Bourgogne Franche-Comté, 2024. http://www.theses.fr/2024UBFCG002.
Texto completoBoth managers and the employees they lead are subject to multiple demands, which reflect the economic requirements to which companies are subject. (Huet, Husson & Anor, 2014). In the higher education sector that interests us, and in particular that of business schools, economic criteria such as profitability, return on investment and market share at regional, national and international level are playing an increasingly important role, as they have in other sectors of the economy, but more recently. Academic excellence (and therefore the academic reputation of the institution) is no longer the main differentiating criterion for survival and sustainability. In an increasingly competitive environment, profitability, return on investment and international appeal are becoming essential. Initiative and adaptation to a constantly changing market are becoming imperative for survival.At the same time, business schools are the subject of a wide range of national and international rankings, in which their position is largely the same,Our hypothesis is therefore that leadership is subject to contradictory injunctions vis-à-vis its employees. He or she must encourage initiative, inventiveness and differentiation, and must therefore encourage leadership that fosters intellectual stimulation (Bass, 1985; Avolio and Bass, 1995). However, obtaining accreditation, which imposes a high degree of normativity, could lead some managers to adopt a rather directive, even authoritarian, leadership style, generating passivity and even resistance.In this context, our problem is as follows: how can leadership in French Business Schools reconcile, on the one hand, the normativity and standardisation imposed by national and international accreditations and, on the other hand, the initiative and capacity for proposal of staff, aimed at transformation and innovation, which are essential for competitive differentiation.Our concept of leadership is based on that of Mc Gregor (1978), for whom leadership occurs when decision-makers "mobilise institutional, political, psychological and other resources" in order to motivate and satisfy followers within a general framework of pursuing common interests, satisfying and optimising the general interest and particular interests.In a literature review, we therefore examined all the theories on leadership, of which there are many (personalist, behaviourist, contingency, emotional intelligence, spiritual leadership, transactional theories, etc.). At the end of this work, we decided to focus on transformational leadership.Transformational leadership takes employees to higher levels of motivation linked to the general interest (Bass, 1985; Bass and Avolio, 1990) and promotes intrinsic motivation (linked to the personal satisfaction that can be found in carrying out an activity).We have developed hypotheses based on the theory's sub-components (idealised influence, inspirational motivation, individualised consideration, intellectual stimulation) to which we have added two components that are not linked to the theory but are related: autonomy and the voice of employees.Our 6 hypotheses, the confirmation or denial of which will enable us to respond to our problem, were written according to the same structure: a literature review of the concept mentioned, the potential link between the concept and innovation, and the statement of the hypothesis
Lussier, Sacha. "Les enseignants-chercheurs en gestion à l'épreuve des nouvelles injonctions institutionnelles en matière d'évaluation : une étude France-Québec". Phd thesis, Université Paris Dauphine - Paris IX, 2014. http://tel.archives-ouvertes.fr/tel-01023648.
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