Literatura académica sobre el tema "Approche qualitative longitudinale"
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Artículos de revistas sobre el tema "Approche qualitative longitudinale"
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Peillon, Sophie y Nadine Dubruc. "Le rôle de la culture et de la structure organisationnelles dans la servicisation : une étude longitudinale". Recherches en Sciences de Gestion N° 155, n.º 2 (19 de junio de 2023): 105–29. http://dx.doi.org/10.3917/resg.155.0105.
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Cet article s’intéresse au rôle que jouent la culture et la structure organisationnelles dans la servicisation des entreprises industrielles. Il mobilise une approche qualitative et analyse les caractéristiques de la culture et de la structure organisationnelles d’une ETI, dans laquelle la stratégie de service a amené un développement important des activités de service. Nous montrons notamment que le développement des activités de service par les entreprises industrielles ne suppose pas nécessairement qu’elles abandonnent leur culture orientée produit, ni qu’elles créent une structure dédiée aux services.
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Osorio Ruiz, Natalia Marcela. "L’intentionnalité des émotions dans l’analyse du discours radiophonique. Étude de cas d’une émission informative colombienne". SHS Web of Conferences 81 (2020): 01004. http://dx.doi.org/10.1051/shsconf/20208101004.
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Cet article vise à observer les manifestations émotionnelles qui émergent dans le discours radiophonique informatif d’une station colombienne, Caracol Radio et, plus particulièrement, de son émission matinale «6 AM Hoy por hoy». Dans une démarche ethnographique, cette recherche s'appuie sur un corpus où les enregistrements vidéo réalisés en studio donnent accès à des détails spécifiques du professionnalisme journalistique. Avec une approche d'étude qualitative et longitudinale, cette contribution vise à analyser le traitement des émotions dans deux extraits. Cette étude a été réalisée sous le prisme du « parcours émotionnel », tel que défini par Plantin, Traverso et Vosghanian [17], et la différence entre une émotion intentionnellement manifestée et une émotion intentionnellement cachée. Dans l'analyse effectuée, la multimodalité est prise en compte. En effet, l'aspect corporel des acteurs médiatiques ainsi que les changements phono-prosodiques sont considérés comme significatifs, car la visée pathémique est construite par la situation dans son ensemble.
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Dupuy, Claire, Ferdinand Teuber y Virginie Van Ingelgom. "Citizens’ experiences of a policy-ridden environment: A methodological contribution to feedback studies based on qualitative secondary analysis". Bulletin of Sociological Methodology/Bulletin de Méthodologie Sociologique 156, n.º 1 (octubre de 2022): 124–57. http://dx.doi.org/10.1177/07591063221132342.
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Les expériences des citoyen.nes dans un environnement saturé de politiques publiques. Une contribution méthodologique aux études sur les policy feedbacks depuis l'analyse secondaire de données qualitatives. Au cours des dix dernières années, les études sur les effets-retourdes politiques publiques sur les citoyen.nes (qu’on désigne par policy feedbacks) ont connu un regain d’intérêt. Analysant ces récents développements, plusieurs appels ont été lancés pour élargir ce courant de recherches au-delà des expériences que les citoyen.nes font d’une politique spécifique pour tenir compte, au contraire, de la multiplicité des expériences de politique publique qu'elles et ils ont au cours de leur vie quotidienne. Sur le plan méthodologique cependant, la reconnaissance de la multiplicité des expériences de politiques publiques des citoyen.nes en Europe de l'Ouest remet en question (i) les dispositifs empiriques de recherche et (ii) les inférences causales qui sont courantes dans cette littérature. Dans cet article, nous expliquons comment nous avons relevé ces deux défis en tirant parti des possibilités offertes par l’analyse secondaire qualitative. En réponse au premier défi, nous discutons notre approche, une analyse qualitative comparative et longitudinale de données secondaires sans sélection a priori des politiques publiques considérées. Nous présentons comment nous opérationnalisons dans ces données les expériences et les perceptions multiples des politiques publiques des citoyen.nes. En réponse au deuxième défi, nous construisons théoriquement un troisième mécanisme de feedback, qui est normatif et collectif. Nous discutons également de la manière dont nous étudions empiriquement les normes collectives liées aux expériences multiples de politique publique à partir de données individuelles.
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Fadiga, Maïmouna y Jean-Marie De Ketele. "6 - L’Efficacité externe et l’équité d’accomplissement des diplômés sénégalais de l’enseignement technique supérieur". Journal of Higher Education in Africa 4, n.º 1 (20 de diciembre de 2006): 87–123. http://dx.doi.org/10.57054/jhea.v4i1.1662.
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La présente recherche est une étude portant sur l’évaluation de l’efficacité externe et de l’équité d’accomplissement des diplômés sénégalais sortis de l’École Nor- male Supérieure d’Enseignement Technique et Professionnel (ENSETP) de 1981 à 1994. Malgré de nombreux dysfonctionnements notés au niveau des systèmes édu- catifs de la plupart des pays d’Afrique, l’enseignement technique et la formation professionnelle semblaient y constituer des voies de salut dans la dynamique de leur développement socio-économique. C’est à cet effet que l’ENSETP de Dakar a été mise sur pied dès octobre 1976 en vue d’assurer la formation des formateurs de l’enseignement technique et de la formation professionnelle. Toutefois, le contexte des programmes d’ajustement structurel (PAS) et de libéralisation est venu atténuer cet élan puisque les sortants de l’ENSETP (à l’instar de ceux de nombre d’écoles de formation) qui étaient embauchés dans la fonction publique ne le sont plus depuis 1995. L’objectif de cette étude vise donc, à travers une étude longitudinale et ré- trospective, à fournir une réflexion approfondie sur les relations de causalité entre les formations dispensées à l’ENSETP et leur influence sur l’environnement socio- économique du Sénégal. Il s’agit de voir si les formations dispensées à l’ENSETP (et par conséquent les diplômes qu’elles délivrent) permettent à leurs titulaires de tirer des bénéfices cognitifs, sociaux, professionnels, personnels de nature à in- fluencer le développement économique et social du pays. L’intérêt non moins important de ce travail est d’avoir consisté en une approche qualitative ; elle a ainsi permis de déceler des indicateurs qualitatifs permettant d’évaluer la qualité des ressources humaines et pouvant aider à une meilleure prise de décision.
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Tam, Maureen. "Retirement and learning: A longitudinal qualitative approach". Educational Gerontology 44, n.º 1 (11 de octubre de 2017): 54–63. http://dx.doi.org/10.1080/03601277.2017.1389486.
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Nevedal, Andrea L., Liat Ayalon y Sherylyn H. Briller. "A Qualitative Evidence Synthesis Review of Longitudinal Qualitative Research in Gerontology". Gerontologist 59, n.º 6 (5 de noviembre de 2018): e791-e801. http://dx.doi.org/10.1093/geront/gny134.
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Abstract Background and Objectives Gerontologists have long been interested in longitudinal qualitative research (LQR), yet ambiguity remains about best practices. The purpose of this review was to conduct a qualitative evidence synthesis to identify strengths and limitations in existing gerontological LQR. Research Design and Methods We searched for studies published in English before September 2017, using longitudinal qualitative methods and focusing on gerontology. We searched the following databases: PubMed and ProQuest. This was followed up by a snowball search to identify additional LQR articles that were not gerontologically focused but provided conceptual or methodological information to enhance gerontological LQR. Article titles and abstracts were reviewed, and selected articles were independently evaluated by all authors and summarized in a descriptive matrix based on design, analysis, and strengths and limitations. Results Our literature search resulted in 225 articles, which was then narrowed to 71 articles from 47 different journals based on our inclusion/exclusion criteria. LQR in gerontology varies considerably by study design and analysis approach. LQR design considerations involve number of time points and duration; rapport and retention; and consistent or different sampling, data collection, and measures. LQR analysis considerations involve synchronic and diachronic approaches, consistent or evolving coding, and individual- or group-level analysis. Gerontological LQR articles vary in the extent to which they address special aging considerations. Discussion and Implications This review indicates that there are areas where gerontological LQR can be strengthened going forward. We provide researchers with strategies to improve LQR rigor in our field and beyond.
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Bunting, Mette y Geir Moshuus. "Young peoples’ own stories about dropping out in Norway: An indirect qualitative approach". Acta Didactica Norge 11, n.º 2 (25 de agosto de 2017): 3. http://dx.doi.org/10.5617/adno.3182.
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Mye forskning om skoleavbrudd i videregående opplæring ser på risikofaktorer, som sosio-økonomisk bakgrunn, grunnskolepoeng og kjønn, og kan derfor sies å fokusere på individuelle og strukturelle faktorer. Artikkelen argumenterer for heller å se på skoleavbrudd som et samspill eller møte mellom individet og systemet, det individuelle og strukturelle. Forskningen baseres på data fra en longitudinell kvalitativ studie i sitt fjerde år. Informantene er ungdom i NAV-systemet som har sluttet på videregående skole, men som fortsatt har skolerett. Gjennom den indirekte metoden, en intervjumetode basert på etnografiske intervjuer, søkes det å legge til rette for at ungdommene kan fortelle sine historier med egne ord og på sin måte. Disse fortellingene belyser avbruddsprosessene, og beskriver opplevelser forut for avbruddet. Funnene viser at selv om ungdommene sier dette skjer på grunn av enkelthendelser, belyser fortellingene deres at dette er komplekse prosesser som ligger til grunn, gjerne år tilbake. Artikkelen konkluderer med at sosialt medierte prosesser også utenfor skole, må vektlegges for å kunne forstå skoleavbrudd.Nøkkelord: frafall, kvalitativ longitudinell studie, livshistorier, etnografisk intervju, ungdom, videregående skoleAbstractResearch on dropout from upper secondary school usually focuses on risk factors such as socioeconomic background, previous academic results and gender—that is, on individual and structural factors. The present article argues for a shift of focus, looking at dropping out as an interaction between the person and the system—between the individual and the structural. This research draws on interview data from a longitudinal qualitative study (now in its fourth year) of young people both in and out of school. The informants were young dropouts currently in the welfare system. Using the indirect method (developed from ethnographic interviews), the interviewer sought to establish an environment in which these young people could use their own words when sharing their stories. Those stories provide an insight into the processes and experiences prior to the event of dropping out. The findings show that although young people describe dropping out as a singular event, their stories indicate complex preceding processes, often from some years before. The article concludes that socially mediated interactions between the individual and the structural, both inside school and out of school, must be considered when seeking to understand why young people drop out.Keywords: dropout, qualitative longitudinal study, life stories, ethnographic interview, youth, upper secondary school
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Crossley, Émilie. "Temporality and biography in tourism: a qualitative longitudinal approach". Journal of Qualitative Research in Tourism 1, n.º 1 (1 de diciembre de 2020): 93–111. http://dx.doi.org/10.4337/jqrt.2020.01.05.
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Temporality is increasingly being recognised as an important dimension of tourist experience. Qualitative longitudinal research (QLR) is a methodology for investigating temporality and change that is rarely used in tourism studies. The approach moves away from reliance on data collected at one point in time and retrospective narratives. Instead, data are generated at multiple points in time, thus capturing experience in the present moment. I situate QLR alongside lifecourse and biographical research in order to show how it can extend existing qualitative enquiry into tourists’ subjective temporal experiences and biographical narratives. ‘Intensive’ and ‘extensive’ QLR designs are delineated and connected to potential applications in qualitative tourism research. Additionally, conceptual clarification is provided regarding use of the terms ‘longitudinal’ and ‘temporal’, which have frequently been a source of confusion. I conclude that QLR has significant potential to advance our understanding of tourist experience, motivation and transformation.
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Lim, Christopher Taekyu, Avia Tadmor, Daisuke Fujisawa, James John MacDonald, Emily R. Gallagher, Jennifer S. Temel, Joseph A. Greer y Elyse R. Park. "The practice of early palliative care: A qualitative study of patient-clinician encounters." Journal of Clinical Oncology 32, n.º 31_suppl (1 de noviembre de 2014): 2. http://dx.doi.org/10.1200/jco.2014.32.31_suppl.2.
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2 Background: Studies have shown that palliative care (PC) integrated early in the course of metastatic cancer, shortly after diagnosis, leads to improved patient outcomes. Unlike PC in the inpatient setting, PC initiated early, in the ambulatory setting, had not been well studied. Our aim was to elucidate the practice of early PC through analysis of PC clinic visit transcripts. Methods: As part of an ongoing study of early PC in patients with advanced lung and gastrointestinal cancers at the Massachusetts General Hospital, we are audio-recording patients’ outpatient PC clinic visits. To capture the range of PC content, we randomly selected five patients and analyzed three clinic transcripts per patient: early, midway, and late in each patient’s clinical course. We performed thematic analysis on these clinic transcripts using NVivo 10. Results: Our analysis suggests that the elements of early PC that occur most frequently across the disease course are managing symptoms, facilitating coping, and developing the relationship with patients and their family caregivers. Elements that tend to occur during clinical transitions include advising treatment decision-making, facilitating medical understanding, and advance care planning. Our analysis also identifies four broad approaches to PC that are applied longitudinally, over the course of the patient-clinician relationship: 1) eliciting versus commenting on patients’ perspectives, 2) alluding to and preparing for the future, 3) transitioning between managing symptoms and facilitating coping, and 4) transitioning between developing the relationship and facilitating coping. Lastly, we observe three specific techniques applied by PC clinicians: 1) coordinating with oncologists, 2) providing referrals, and 3) addressing family dynamics. Conclusions: Our study identifies the predominant elements, four longitudinal approaches, and three specific techniques of early PC. These novel insights can be applied to care delivered by both PC and non-PC clinicians, well before patients approach the end of life. The longitudinal approaches in particular may help explain the significance of early integration of PC into cancer care.
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Nelson, Elizabeth C., Anneke M. Sools, Miriam M. R. Vollenbroek-Hutten, Tibert Verhagen y Matthijs L. Noordzij. "Embodiment of Wearable Technology: Qualitative Longitudinal Study". JMIR mHealth and uHealth 8, n.º 11 (3 de noviembre de 2020): e16973. http://dx.doi.org/10.2196/16973.
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Background Current technology innovations, such as wearables, have caused surprising reactions and feelings of deep connection to devices. Some researchers are calling mobile and wearable technologies cognitive prostheses, which are intrinsically connected to individuals as if they are part of the body, similar to a physical prosthesis. Additionally, while several studies have been performed on the phenomenology of receiving and wearing a physical prosthesis, it is unknown whether similar subjective experiences arise with technology. Objective In one of the first qualitative studies to track wearables in a longitudinal investigation, we explore whether a wearable can be embodied similar to a physical prosthesis. We hoped to gain insights and compare the phases of embodiment (ie, initial adjustment to the prosthesis) and the psychological responses (ie, accept the prosthesis as part of their body) between wearables and limb prostheses. This approach allowed us to find out whether this pattern was part of a cyclical (ie, period of different usage intensity) or asymptotic (ie, abandonment of the technology) pattern. Methods We adapted a limb prosthesis methodological framework to be applied to wearables and conducted semistructured interviews over a span of several months to assess if, how, and to what extent individuals come to embody wearables similar to prosthetic devices. Twelve individuals wore fitness trackers for 9 months, during which time interviews were conducted in the following three phases: after 3 months, after 6 months, and at the end of the study after 9 months. A deductive thematic analysis based on Murray’s work was combined with an inductive approach in which new themes were discovered. Results Overall, the individuals experienced technology embodiment similar to limb embodiment in terms of adjustment, wearability, awareness, and body extension. Furthermore, we discovered two additional themes of engagement/reengagement and comparison to another device or person. Interestingly, many participants experienced a rarely reported phenomenon in longitudinal studies where the feedback from the device was counterintuitive to their own beliefs. This created a blurring of self-perception and a dilemma of “whom” to believe, the machine or one’s self. Conclusions There are many similarities between the embodiment of a limb prosthesis and a wearable. The large overlap between limb and wearable embodiment would suggest that insights from physical prostheses can be applied to wearables and vice versa. This is especially interesting as we are seeing the traditionally “dumb” body prosthesis becoming smarter and thus a natural merging of technology and body. Future longitudinal studies could focus on the dilemma people might experience of whether to believe the information of the device over their own thoughts and feelings. These studies might take into account constructs, such as technology reliance, autonomy, and levels of self-awareness.
Tesis sobre el tema "Approche qualitative longitudinale"
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Plouffe, Jacques. "La théorisation du concept de l'attitude gagnante des élèves-athlètes d'un programme sport-études au Québec sous une approche longitudinale et qualitative". Thèse, Université de Sherbrooke, 2010. http://savoirs.usherbrooke.ca/handle/11143/878.
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Le but de cette étude longitudinale a été d'identifier les origines de l'attitude gagnante chez les élèves-athlètes d'un programme sport-études dans une école secondaire franco-québécoise pendant et après leur carrière sportive, d'en expliquer le développement et d'en comprendre le fonctionnement. Cette étude longitudinale, sur une période de 16 ans, suggère une explication théorique de l'attitude gagnante à partir des témoignages d'élèves-athlètes de pointe * (n = 10 en 1992 et n = 6 en 2008), de leurs parents (n = 10 en 1992) et de leur entraîneur (n = 7 en 1992). Puisqu'il s'agissait de bien saisir ce que tous les participants pensaient de l'attitude gagnante, les entrevues semi-structurées ont été un bon moyen pour réussir cette tâche. L'élaboration du modèle conceptuel de l'attitude gagnante a été possible grâce à l'approche de la théorisation ancrée (Glaser et Strauss, 1967; Corbin et Strauss, 2008), et a permis, entre autres, de mieux décrire l'attitude gagnante, d'examiner le rôle des parents et des entraîneurs lors de son développement, de mieux comprendre la dynamique de son fonctionnement pendant et après la carrière des élèves-athlètes, de clarifier l'évolution de leurs pensées, de leurs sentiments et de leurs comportements lors de leur retraite sportive, de constater s'il existe un transfert des acquis et, si c'est le cas, de vérifier comment ce transfert se manifeste chez les élèves-athlètes, une fois leur retraite sportive apprivoisée et engagés dans une nouvelle carrière. Tous les participants de cette étude ont perçu le concept de l'attitude gagnante et l'ont décrit comme étant un processus psychosociologique favorisant le développement d'un état d'esprit positif qui tend vers l'épanouissement du plein potentiel des athlètes par la pratique d'un entraînement mental, le tout s'échelonnant sur les cinq phases de leur évolution (initiation, intérêt, engagement, transition et transfert).*Dans cette étude les élèves-athlètes de pointe sont de niveau international ou finalistes aux championnats canadiens.
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Cajot, Pierre. "Une comparaison franco-suisse de l'entrée dans le métier d'enseignant chercheur : dynamiques identitaires et environnements de travail en formation". Electronic Thesis or Diss., Normandie, 2023. http://www.theses.fr/2023NORMR078.
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En France, un décret de 2018 a instauré un cadre national de la formation pédagogique pour les maîtres de conférences nouvellement recrutés tandis qu’en Suisse, les programmes de formation pédagogique à destination des jeunes enseignants-chercheurs existent depuis deux décennies suite à des initiatives locales, à l’échelle des universités. Depuis plusieurs années, la pédagogie à l’université devient un enjeu majeur des transformations au sein de l’enseignement supérieur dans un contexte d’accroissement de l’échec, des effectifs et de l’hétérogénéité des publics (Michaut et Romainville, 2006). Face à ces évolutions, le métier d’enseignant-chercheur se recompose (Annoot, 2011). En articulant divers apports scientifiques de l’apprentissage des adultes en formation et de la pédagogie universitaire, nous nous intéressons au développement professionnel d’enseignants-chercheurs novices insérés dans ces dispositifs professionnalisants (Wittorski, 2007). La recherche, menée auprès de sept enseignants-chercheurs novices appartenant à des universités distinctes, l’une française et l’autre en suisse, examine ce processus de développement professionnel à l’œuvre à l’entrée dans le métier. Le travail de thèse, à travers une analyse comparée et longitudinale réalisée sur la base d’entretiens à deux temporalités auprès de jeunes enseignants-chercheurs insérés dans des dispositifs de formation à l’enseignement, envisage de décrire et comprendre les ressources que ceux-ci mobilisent ainsi que les stratégies que les enseignants-chercheurs novices déploient au cours de leurs interactions avec leurs environnements de travail et de formation. Plus particulièrement, les transformations vécues par les novices en termes de changements de pratiques d’enseignement, de conceptions et de postures professionnelles mais aussi la perception de leurs environnements de travail et de formation ainsi que leurs caractéristiques individuelles permettent d’identifier les repères et les conditions nécessaires à leur développement professionnel. Sur la base d’un cadre d’analyse systémique, la thèse met en lumière plusieurs configurations articulant les caractéristiques des dispositifs de formation et des cadres institutionnels avec les profils des enseignants-chercheurs et leurs perceptions singulières de ces offres de formation. Les résultats de ce travail identifient des perceptions variées selon les types dispositifs proposés aux participants. De même, certaines caractéristiques individuelles dont l’expérience antérieure, et certaines variables de l’environnement de travail dont l’influence des pairs, se révèlent prédominantes dans nos configurationsIn France, a 2018 decree established a national framework for pedagogical training for newly recruited professors in higher education, while in Switzerland, pedagogical training programs for young teachers-researchers have existed for two decades following local initiatives. For several years, university pedagogy has become a major concern amid transformations in a context of increasing failure rates, enrollment, and heterogeneous student populations (Michaut and Romainville, 2006). By combining various specific contributions from adult education and university pedagogy, we are interested in the professional development of novice teacher-researchers integrated into the professionalization programs (Wittorski, 2007). This research, conducted with seven novice teacher-researchers from different universities, one in France and the other in Switzerland, examines the process of professional development at the beginning of their careers. The thesis, through a comparative and longitudinal analysis based on interviews at two time points with young teacher-researchers, aims to describe and understand the resources they mobilize as well as the strategies novice teacher-researchers deploy during their interactions with their work and training environments. Specifically, the changes experienced by novices in terms of practices, professional beliefs, and postures, as well as their perceptions of their work and training environments and their individual characteristics, help identify the reference points and conditions necessary for their professional development. Using a systemic analysis framework, the thesis highlights several configurations that combine the characteristics of training programs and institutional framework with the profiles of teacher-researchers and their unique perceptions of the training offerings. The results of this work identify distinct perceptions based on the types of programs offered to the participants. Likewise, certain individual characteristics, including prior experience, and certain variables in the work environment, particularly the influence of peers, emerge as predominant factors in our configurations
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Mahieu, Céline. "Représentations de l'engagement en doctorat des sages-femmes enseignantes". Electronic Thesis or Diss., Normandie, 2023. http://www.theses.fr/2023NORMR018.
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En 2014, 9,1 % des sages-femmes enseignantes et directrices d’école de sages-femmes détenaient un diplôme de docteur ou bien étaient en cours de formation doctorale en France (Morin & Leymarie, 2016). Pourtant, seul un diplôme de master est exigé pour occuper de telles missions professionnelles. Nous nous sommes alors demandée pourquoi une partie importante des sages-femmes enseignantes s’engagent en doctorat. Puis, nous avons souhaité découvrir comment elles parvenaient à rester engagées lors des années de formation doctorale alors qu’elles sont en reprise d’études avec une vie privée et une vie professionnelle déjà établies.Pour répondre à ce questionnement, nous avons étudié le contexte de ce phénomène et les concepts afférents à notre question de recherche tels que l’engagement en formation (De Ketele, 2013b ; Kaddouri, 2011), le processus de formation doctorale (Cros & Bombaron, 2018 ; Skakni, 2019), le parcours de vie (Sapin et al., 2014) ainsi que le genre et le care (Molinier et al., 2009 ; Paperman, 2013 ; Champagne et al., 2015). En outre, nous avons mené une étude empirique avec une méthodologie qualitative et longitudinale comprenant deux séries d’entretiens à un an d’intervalle auprès de sages-femmes enseignantes en cours de formation doctorale au moins lors du premier entretien au printemps 2021. Nous avons procédé à un encodage des thématiques à l’aide du logiciel NVivo, puis à une analyse de contenu longitudinale et transversale (Bardin, 1989).Nos résultats montrent que le processus d’universitarisation de la formation initiale de sage-femme en France impulsé depuis 2009 représente une source motivationnelle importante d’engagement en doctorat des sages-femmes enseignantes. Cependant, les sages-femmes enseignantes engagées en doctorat ont également une motivation personnelle intellectuelle d’analyse réflexive sur des pratiques professionnelles de sage-femme et de sage-femme enseignante, bien souvent dans une quête de reconnaissance de leur identité professionnelle médicale.Leur engagement est fort que ce soit au niveau comportemental, cognitif et émotionnel, pour reprendre les indicateurs de l’engagement en formation selon Pintrich et al. (1993). Différents facteurs ont une influence sur leur engagement en doctorat, notamment l’articulation entre leurs trajectoires de vie personnelle, professionnelle et doctorale, la reconnaissance de leur travail doctoral par leur hiérarchie, la relation avec leur directeur de thèse. En somme, les sages-femmes enseignantes considèrent l’engagement en doctorat comme une valeur respectable et comme un investissement pour elles-mêmes, pour la profession de sage-femme et pour les sciences maïeutiques.Cette recherche a ainsi mis en exergue le phénomène d’engagement en doctorat de l’une des professions du care dans le contexte actuel d’universitarisation. Elle met en lumière également les difficultés rencontrées par une population de femmes en reprise d’études dans une formation doctorale. Certains leviers sont mis en avant dans la littérature scientifique et au travers des résultats de notre étude empirique. Des perspectives de recherche émanent de cette thèse pour trouver des pistes qui permettraient d’améliorer la qualité de vie doctorante en termes de bien-être et de performance académiqueIn 2014, 9,1 % of teaching midwives and midwifery school directors held a doctoral degree or were in the process of doctoral training in France (Morin & Leymarie, 2016). However, only a master's degree is required for such professional assignments. We therefore wondered why a significant proportion of midwifery teachers are enrolled in doctoral studies. Then we wanted to find out how they manage to stay committed during their doctoral training years when they are returning to their studies with an already established private and professional life.To answer this question, we studied the context of this phenomenon and the concepts related to our research question such as commitment in training (De Ketele, 2013b; Kaddouri, 2011), the doctoral training process (Cros & Bombaron, 2018; Skakni, 2019), the life course (Sapin and al., 2014) and gender and care (Molinier and al., 2009; Paperman, 2013; Champagne and al., 2015). In addition, we conducted an empirical study with a qualitative and longitudinal methodology including two rounds of interviews at one-year intervals with midwifery teachers in doctoral training at least in the first interview in spring 2021. Themes were coded using NVivo software, followed by a longitudinal and cross-sectional content analysis (Bardin, 1989).Our results show that the process of universitarisation of initial midwifery education in France, which has been underway since 2009, is an important motivational source for midwifery teachers' commitment to a doctorate. However, midwifery teachers involved in doctoral studies also have a personal intellectual motivation for reflective analysis of professional midwifery and midwifery teaching practices, often in a quest for recognition of their medical professional identity.Their commitment is strong at the behavioural, cognitive and emotional levels, to use the indicators of commitment to training according to Pintrich et al (1993). Various factors influence their commitment to the doctorate, notably the articulation between their personal, professional and doctoral life trajectories, the recognition of their doctoral work by their hierarchy, and the relationship with their thesis director. In short, midwifery teachers consider the commitment to a doctorate as a respectable value and as an investment for themselves, for the midwifery profession and for the midwifery science.This research has thus highlighted the phenomenon of doctoral commitment in one of the care professions in the current context of universitarisation. It also highlights the difficulties encountered by a population of women returning to study for a doctorate. Certain levers are highlighted in the scientific literature and through the results of our empirical study. Research perspectives emanate from this thesis in order to find ways to improve the quality of doctoral life in terms of well-being and academic performance
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Parsafar, Sara. "A salutogenic approach to exploring dyadic well-being in Iranian couples from a forced migration background in Australia". Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205852/1/Sara_Parsafar_Thesis.pdf.
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Employing a salutogenic framework and using an exploratory qualitative longitudinal design, this research investigated the wellbeing of Iranian couples who have undergone forced migration to Australia. Ninety-three semi-structured interviews were conducted, and analysed using Interpretive Phenomenological Analysis, the results of which revealed that, despite ongoing distress and challenges, rewards and posttraumatic growth are possible outcomes of forced migration. Implications can inform the Australian Government’s policy and practice around resettlement processes, provide mental health professionals with the opportunity to review the focus of current support programs, and assist NGOs and researchers with vital knowledge about the needs of forced migrants.
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Paladi, Irina. "La dynamique et la variété des systèmes de contrôle de gestion en contexte post-soviétique : étude du cas moldave". Thesis, Paris 2, 2018. http://www.theses.fr/2018PA020082.
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Cette thèse analyse l’évolution et la variété des systèmes de contrôle de gestion (SCG) dans le contexte de transition post-soviétique et détermine les facteurs qui expliquent l’existence, l’étendue et l’usage des SCG. Des études de cas longitudinales sur deux anciennes entreprises soviétiques d’État (perspective historique) permettent de déterminer les principales caractéristiques des SCG dans le cadre du système économique centralisé et d’expliquer les transformations induites par la transition vers l’économie de marché dans une perspective de l’ancien institutionnalisme économique. Une étude de cas multiple (huit entreprises) évalue l’état actuel du contrôle de gestion et constate une diversité des SCG. En mobilisant les théories institutionnelles et de la contingence, huit facteurs potentiels d’influence des SCG sont identifiés (3 institutionnels et 5 contingents) et analysés ensuite à l’aide de l’analyse quali-quantitative comparée, méthode qui permet de traiter un petit nombre de cas. Les résultats mettent en exergue l’influence des pressions coercitives sur l’existence d’un système de contrôle formel, des pressions normatives sur son usage instrumental et de la décentralisation sur la nature stratégique de ce système. Cette analyse permet de proposer une typologie des SCG en contexte post-soviétiqueThis thesis analyzes the evolution and the diversity of management control systems (MCS) in the post-Soviet transition context and determines the factors that explain the existence, extent and use of MCS. Longitudinal case studies of two former Soviet state enterprises (historical perspective) allow to determine the main features of MCS in the context of the centralized economic system and to explain the transformations induced by the transition to a market economy through the old economic institutionalism approach. A multiple case study (8 companies) assesses the current state of management control and notes a diversity of MCS. By mobilizing the institutional and contingency theories, eight potential influence factors are identified (3 institutional and 5 contingent) and then analyzed using the Qualitative Comparative Analysis, a method that allows the treatment of small number of cases. The results highlight the influence of coercive pressures on the existence of a formal control system, of normative pressures on its instrumental use and of decentralization on the strategic dimension of this system. This analysis allows to propose a typology of MCS in a post-Soviet context
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Rocchino, Rossella. "Designing a successful mentoring program for social entrepreneurs: an evaluation of the EY ripples program". Master's thesis, 2021. http://hdl.handle.net/10362/132570.
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The paper aims to evaluate the EY Ripples Program, a mentoring initiative for nine social entrepreneurs organized in collaboration between EY Portugal and Impact Hub Lisbon. The study is an action research which involved the researcher as program manager intern. The research adopted a longitudinal approach and a qualitative research method. The existing literature, a Result-Based Monitoring and Evaluation system, and conceptual maps were used to structure the evaluation. Based on the analysis conducted, the researcher elaborated detailed recommendations to support Impact Hub Lisbon in incorporating lessons learned in future editions of the program.
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Acier, Didier. "Cinq ans après : trajectoire de consommation et processus de changement dans un échantillon présentant une comorbidité psychiatrique". Thèse, 2008. http://hdl.handle.net/1866/6346.
Texto completoLibros sobre el tema "Approche qualitative longitudinale"
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Pratt, Michael W. y M. Kyle Matsuba. Mixed Methods Approaches, Narrative Research, and the Futures Study. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199934263.003.0003.
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Chapter 3 begins with the story of the Canadian Futures Study and its growth and change over the 15 years of its research “life span.” To orient the reader to the issues of research on personality and narrative that are the focus of this book, the authors first cover mixed methods, which integrate both qualitative and quantitative approaches to research, and their epistemological and research underpinnings in general. The authors then turn specifically to recent approaches to narrative research, including methods for studying the life story. Broader approaches to developmental methods and longitudinal analyses over time are briefly discussed. The chapter ends with a discussion of the specific research methods used in the collection of data and the analyses of narrative and personality development in the Futures Study.
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Lindsey, Rose, John Mohan, Elizabeth Metcalfe y Sarah Bulloch. Continuity and Change in Voluntary Action. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447324836.001.0001.
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This book provides a longitudinal perspective on change and continuity in voluntary action in recent decades in the UK. Drawing on more than 30 years of different quantitative and qualitative data, its longitudinal, mixed-methods approach offers insights into recent and contemporary British voluntary action. The book deploys a range of quantitative data sources on individual behaviour, both cross-sectional and longitudinal, to analyse aggregate trends in individual engagement in both formal and informal volunteering, in the level and frequency of engagement, the types of activities that volunteers carry out, their responses to questions concerning their motivation and the rewards they obtain from volunteering. These analyses are complemented, and given much greater depth, by the use of qualitative data from individuals who volunteer for the Mass Observation Project, through which they provide free-form written testimony about their daily lives. Tracking a subset of these individuals over time provides unique and novel insights into behaviour, motivation, and lifetime engagement. This source is also highly informative of individuals’ understandings of, and particularly their attitudes towards, voluntary action, and the balance between public and private responsibility for the provision of public services. The findings lead us to caution against any simplistic suggestions that levels of voluntary action can be increased significantly without policies that work with the grain of individuals’ everyday lives.
Capítulos de libros sobre el tema "Approche qualitative longitudinale"
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Crivello, Gina. "Qualitative Longitudinal Research with Children and Young People". En Methodological Approaches, 423–49. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-020-9_1.
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Crivello, Gina. "Qualitative Longitudinal Research with Children and Young People". En Methodological Approaches, 1–27. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-4585-89-7_1-1.
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Arvidson, Malin. "Ethics, Intimacy, and Distance in Longitudinal, Qualitative Research: Experiences from Reality Check Bangladesh". En Methodological Challenges and New Approaches to Research in International Development, 19–37. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137293626_2.
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Taylor, Rebecca, Malin Arvidson, Rob Macmillan, Andri Soteri-Proctor y Simon Teasdale. "What’s in it for us? Consent, Access, and the Meaning of Research in a Qualitative Longitudinal Study". En Methodological Challenges and New Approaches to Research in International Development, 38–58. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137293626_3.
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Tsang, Jo-Ann, Rosemary L. Al-Kire, Edward B. Davis, Hilary N. Alwood y Wade C. Rowatt. "Methodological Diversity in Positive Psychology and the Psychology of Religion and Spirituality". En Handbook of Positive Psychology, Religion, and Spirituality, 113–27. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10274-5_8.
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AbstractAlthough psychologists were certainly not the first to study flourishing, virtues, spirituality, and religiousness, one of their key contributions has been to examine these constructs using the scientific method. Complex concepts such as gratitude, humility, spirituality, and religiousness present unique challenges to researchers, requiring them to utilize equal doses of scientific rigor and methodological ingenuity. In this chapter, we describe some of these efforts in both positive psychology and the psychology of religion/spirituality (R/S). Specifically, we provide examples of research using correlational cross-sectional data, longitudinal data, experiments, field research, and qualitative and mixed methods. We then discuss the strengths and weaknesses of using each approach to study positive psychological and religious/spiritual constructs. We note some advances in technology that may open new directions for research, and we discuss future directions for the fields, including issues of research transparency and the need for cross-cultural research.
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Ullán de la Rosa, Francisco Javier y Hugo García Andreu. "Roma Population in the Spanish Education System: Identifying Explanatory Frameworks and Research Gaps". En Social and Economic Vulnerability of Roma People, 201–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_13.
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AbstractThis chapter makes a literature review based on the Grant and Booth qualitative systematic methodology of the studies about the educational situation of the Roma in Spain, with an wider, extended scope that allows to compare the findings with those conducted on other countries’ Roma populations. Studies on the Roma educational situation in Spain are hindered by the lack of official, periodical statistics, having to rely on sample-based surveys and ethnographic studies. In spite of the inaccuracy of the studies all of them show, as a general picture, a staggering educational gap between the Roma and the rest of society which is common to all Western countries. Most of the studies on Roma education have concentrated in this negative aspect. Numerous theoretical frameworks have been developed to explain this staggering education gap. All them acknowledge the phenomenon as a multidimensional one but for heuristic purposes they can be ordered along an endogenous/exogenous factors continuum depending on how much they stress the weight of factors stemming from characteristics of the Roma ethnic group itself or, on the contrary, of the majority non-Roma society. The literature review has also identified an emergent critical current that sees this studies focused on educational underachievement as a sharing a common essentialist bias that helps to reinforce the stigmatization of Roma and have turned to focus, instead, on the study of academic success among the Roma. Although this emerging field is very promising, our review has identify several significant research gaps in this regard: a lack of longitudinal studies, a lack of studies on the Roma upper and middle classes and a lack of studies on Roma students in post-compulsory education, particularly the university level. This article encourages researchers to fill this gaps with the conviction that the knowledge obtained can help combat the negative stereotypes and the self-fulfilling prophecy effect that approaches focused on Roma underachievement may have.
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Bozkurt, Burcu. "Using Narrative Medicine and Longitudinal Qualitative Research to Examine Maternal Health Outcomes". En The Practical Playbook III, 319–26. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197662984.003.0029.
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Abstract Novel qualitative methods like narrative medicine and longitudinal qualitative research can help us better understand the conditions and contexts that underlie maternal outcomes. Such approaches can add invaluable depth to our understanding of people and their lived experiences. This chapter briefly reviews what qualitative methods are, how to develop appropriate research questions with these techniques, and how to design and implement a study that uses the qualitative approaches. It highlights relevant examples of research studies for both methodologies and, where appropriate, describes an ongoing study that uses longitudinal qualitative methods to examine how the postpartum experiences of Black women in North Carolina change across time.
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"Multilevel Discourse Analysis: A Structured Approach to Analyzing Longitudinal Data". En Handbook of Qualitative Organizational Research, 373–81. Routledge, 2015. http://dx.doi.org/10.4324/9781315849072-45.
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Hanser, Robert D., Attapol Kuanliang y Nathan R. Moran. "Comparing “Pracademic” Teaching Techniques and Career Outcomes in Online and Traditional Criminal Justice Educational Environments". En Cases on Critical and Qualitative Perspectives in Online Higher Education, 452–71. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5051-0.ch023.
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The authors utilize qualitative and quantitative techniques to show how practitioner-oriented approaches to teaching criminal justice coursework in the on-line setting can be just as effective, or even more so, than traditional methods. In addition, new data are provided that give this analysis a quasi-longitudinal approach to observing cohort participants as they progress throughout their future career and educational aspirations. Teaching techniques and additional means of appraising effectiveness in criminal justice education are discussed. Recommendations, resulting from these findings are provided.
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Taylor, Carl E. "Origins of Longitudinal Community-Based Studies". En Prospective Community Studies in Developing Countries, 19–27. Oxford University PressOxford, 1998. http://dx.doi.org/10.1093/oso/9780198292098.003.0002.
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Abstract Some of the most important advances in improving understanding of health and family planning have come from longitudinal community-based studies. 1be underlying principle is that the unit studied is not an individual but a whole population. With population-based approaches, causal and associated variables can be examined both quantitatively and qualitatively in natural circumstances.
Actas de conferencias sobre el tema "Approche qualitative longitudinale"
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Ward, Lesley, Sarah E Lamb, Esther Williamson, Miss Rebecca Robinson y Frances Griffiths. "O21 ‘Drowning in data!’ – Designing a novel approach to longitudinal qualitative analysis". En Crafting the future of qualitative health research in a changing world abstracts. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/bmjopen-2019-qhrn.21.
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O’Brien, Michael, Yifei Dai y Glen L. Niebur. "Mechanical Validation of Computed Tomographic Quantification of Posterolateral Intertransverse Lumbar Fusion". En ASME 2008 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2008. http://dx.doi.org/10.1115/sbc2008-192279.
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The New Zealand White (NZW) rabbit is often used as an animal model in posterolateral intrertransverse lumbar fusions [1]. Qualitative measures, such as manual palpation and radiographs, have been used to assess fusion mass [1]. However, an evaluation by sacrifice and biomechanical testing is the gold standard for quantitative data. A non-invasive approach to quantitatively assess the mechanics of spinal fusion could allow longitudinal studies with decreased need for animal sacrifice.
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Luyts, Martial, Cristina Cametti y Thomas Neyens. "Flames (Flanders Training Network for Methodology and Statistics): A Longitudinal Analysis of Our Doctoral Training Initiative". En Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t5a2.
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Within the 5 Flemish universities of Belgium, the need for statistical support of doctoral-level students has led to the introduction of FLAMES, an inter-university doctoral training network in which all Flemish universities of Belgium collaborate. FLAMES aims to support young researchers in need of qualitative and quantitative oriented insights by offering them methodological training at different levels. To evaluate the importance and popularity of FLAMES, a longitudinal analysis is performed where the FLAMES approach is discussed over a timeline of approximately 10 years (from the beginning of Flames until 2021). FLAMES’ “measuring is knowing” principle is used to evaluate the content, applicability, and educational aspects of the current training offer and to periodically assess the efficiency of our program.
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Vitrant, G., R. Reinisch, J. Cl Paumier, G. Assanto y G. I. Stegeman. "Nonlinear Prism Coupler with Diffusion". En Nonlinear Guided-Wave Phenomena. Washington, D.C.: Optica Publishing Group, 1989. http://dx.doi.org/10.1364/nlgwp.1989.fb3.
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The salient question which arises when light is coupled via a grating or a prism into a waveguide exhibiting an intensity-dependent refractive index is whether switching occurs with or without bistability under appropriate detuning conditions. There are two prevailing theories. In the first1, a plane wave input is assumed leading to a uniform optically induced index change in the coupling region. In the second2, a finite width incident beam is assumed and the growth of the guided field under the coupler leads to an index change proportional to the local guided wave intensity. The first approach leads to optical bistability under certain detuning conditions, whereas the second results in switching only. Although it is known that plane wave analyses are inadequate when dealing with linear-nonlinear interfaces, bistability has been observed experimentally with nonlinear prism couplers3. Fundamentally the finite beam theoretical approaches are unable to predict bistability because no longitudinal feedback is included. Recently we showed that when non-locality is introduced into the optically induced refractive index change, longitudinal feedback occurs and bistability is predicted for the growing mode case4. However, the model used for the non-locality was artificial and resulted only in qualitative predictions. In this paper the nonlocality is modelled by the same equation used to describe heat transfer and carrier diffusion, leading to a quantitative estimate of the minimum diffusion length required for bistability.
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Arndt Hansen, Camilla y Ali Gürcan Özkil. "From Idea to Production: A Retrospective and Longitudinal Case Study of Prototypes and Prototyping Strategies". En ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98398.
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Abstract This study explores the value of visualizing the prototyping activities in a new product development process from idea to production. Through a case study of a hardware startup, we present a visualization of their prototyping processes, from early idea to the introduction of several product versions to market. Analyzing qualitative and quantitative parameters of the visualization allows us to understand how prototyping strategies can change over the course of a product development process. Specifically, we focus on the prototyping of parallel concepts, iterations of concepts, manufacturing processes used for prototypes as well as prototyping of isolated or integrated systems. Based on this longitudinal analysis, we present a number of insights that are otherwise difficult to extract. We observe how parallel prototypes of isolated systems can be used to explore the solution space and later be synthesized into prototypes for integrated systems. Furthermore, we understand how the need to scale up production can lead to increased prototyping activities, as several parts of a product must be redesigned. This study illustrates the utility of a retrospective visualization approach and serves as the first step in formulation of generalized guidelines for prototyping strategies for holistic product development, through further case studies.
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Wickramasinghe, Nilmini. "Ensuring High Value National e-Health Solutions Using the Business Value of IT". En Digital Restructuring and Human (Re)action. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.4.2022.3.
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This paper provides insights from a pilot study which is part of a larger longitudinal research project focused on assessing the value of different national digital health solutions. In this study, the focus is on Australia’s My Health Record and the German e-Health Card. The adopted methodology is a multicase qualitative approach which enables deeper insights to be uncovered. Data collection is from multiple sources including semi-structured interviews, surveys and the analysis of key documents. An initial model for assessing the value of the digital health solution is presented and findings are analyzed against this model to provide recommendations and understand critical success factors for designing, developing and deploying national digital health solutions.
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Valle, A., J. Martín-Regalado, L. Pesquera, S. Balle y M. San Miguel. "Polarization and Transverse Mode Dynamics of Birefringent Index-guided Vertical Cavity Surface-Emitting Lasers". En The European Conference on Lasers and Electro-Optics. Washington, D.C.: Optica Publishing Group, 1998. http://dx.doi.org/10.1364/cleo_europe.1998.ctui48.
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In previous works [1] we numerically studied the polarization and transverse mode behavior of gain-guided Vertical Cavity Surface-Emitting Lasers (VCSELs) which can operate in several transverse modes corresponding to the same longitudinal mode. For this purpose, we used a generalized model which included (i) transverse effects, such as optical diffraction and carrier diffusion: (ii) the gain and dispersion spectra in a two-level Maxwell-Bloch approach: and (iii) the basic physical mechanisms of polarization dynamics such as saturable dispersion. VCSEL anisotropies and spin dynamics. Even though our results showed qualitative agreement with the experimental observations, it was not possible to identify completely the physical mechanisms governing the selection of the polarization state mediated by the transverse mode dynamics. The analysis of these mechanisms is difficult in gain guided VCSELs since transverse modes are not determined by the waveguide structure.
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Machado de Campos, Silvia Regina, Roberto Henriques y Higuchi Mitsuru Yanaze. "Online courses offered in Brazil: mapping the latest years’ context". En HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2675.
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This paper aims to map the supply of MOOCs in Brazil, starting from the Godwin-Jones’ assumption that "MOOCs are neither open nor massive, but often regular online simply courses that have been re-branded" (Godwin-Jones, 2014). At the same time, it approaches the Brazilian context, through an exploratory and descriptive study, based on a qualitative and inductive research strategy, divided into two main phases: the first step maps the MOOCS offered by Coursera and Veduca portals, and the ones delivered by the higher education institutions (HEIs). In contrast, the second phase compares the evolution of a different category of online courses, other than MOOCS: the accredited online undergraduate courses offered by HEIs, through the longitudinal analysis of data from the Census of Higher Education, between the years 2008 and 2013. It concludes that the courses offered are not regular online simply re-branded ones, as there are different provisions, but they are subject to the Brazilian particular regulatory conditions.
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Chen, C. H., K. W. Wang y Y. C. Shin. "An Integrated Approach Toward the Dynamic Analysis of High-Speed Spindles: Part I — System Model". En ASME 1993 Design Technical Conferences. American Society of Mechanical Engineers, 1993. http://dx.doi.org/10.1115/detc1993-0210.
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Abstract Experimental evidence [Shin, 1992] has shown that the natural frequencies of high speed spindles with angular contact ball bearings decrease with increasing rotational speed. A recent study [Wang, et al., 1991] illustrated that this phenomenon is caused by stiffness change of the bearings. A simplified approximation was used in the analysis to examine the bearing radial stiffness at high speeds. While the investigation explained the experimental observations in a qualitative sense, the analytical results so far are not sufficient to quantitatively describe the spindle behavior under high speed operations due to the approximations made in the modeling process. This paper presents an integrated approach toward the modelling of flexible spindles with angular contact ball bearings from basic principles. The local dynamics of the bearings are coupled with the global shaft motion. The model derived includes both the longitudinal and transverse vibrations of the shaft interacting with the nonlinear bearings. The influences of shaft speed on the bearing stiffness matrix and the system frequencies have been studied. It is shown that the spindle dynamic behavior can vary substantially as speed increases due to the bearing gyroscopic moment and centrifugal force. These effects have been ignored in most of the previous spindle models. Lab tests were conducted to validate the model. The analytical predictions are quantitatively verified by the experimental results.
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Arant, Regina, Thomas Kühn y Klaus Boehnke. "Who I am Depends on Where I Am: The Impact of a Sojourn on Home and Host Country Identity". En International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/ddfd6757.
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Acculturation research convincingly demonstrates that moving to a foreign country may not only cause adaptive changes in an individual’s home country identity but may as well initiate the identification with the receiving society. Nevertheless, the knowledge on how identity formation is influenced by the migration process itself and in how far it may differ for temporary migrants, such as sojourners, is still fragmented. Therefore, this paper aims at extending the existing research by applying a longitudinal mixed methods approach; 176 German high school students were surveyed before, during and after spending one year in the US. Analyses reveal that, in comparison to a control group, transition increased the exchange students’ German identity beyond the sojourn. Furthermore, US identity increased strongly during the exchange but dropped after returning home. Additionally, the results of 24 semi-structured interviews conducted one year after the exchange present insights into the meaning of the development and maintenance of those identities over a period of 2.5 years. The results contribute to the understanding of home and host country identity negotiations by investigating the impact of three triggering events and their qualitative meaning: the anticipation of the exchange, the actual transition to the US and the return to Germany.
Informes sobre el tema "Approche qualitative longitudinale"
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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley y Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, octubre de 2022. http://dx.doi.org/10.5204/rep.eprints.235509.
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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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Elliott, Jane, Maureen Muir y Judith Green. Trajectories of everyday mobility at older age. Wellcome Centre for Cultures and Environments of Health, enero de 2023. http://dx.doi.org/10.58182/bnec3269.
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Background: This review and exploratory data analysis focuses on everyday mobility at older age; that is, travel outside the house for routine activities. Everyday mobility is an important determinant of health and wellbeing. Although there can be physiological reasons for declines in an individual’s capacity for mobility, trajectories are uneven. A social model of mobility at older age assumes that impairments due to bodily ageing do not inevitably lead to reduced mobility, and that policy and environmental interventions (such as transport provision, quality of built environment) can and should support mobile later lives. We scope the potential for a study of the conditions which foster trajectories of maintained or increased mobility over time, in an equitable way. Aims: With a focus on corporeal mobility in the UK (in particular England), and on social and environmental, rather than physiological factors, our aims were to: 1) scope the existing evidence on trajectories of mobility at older age; 2) assess the English Longitudinal Study of Ageing (ELSA) as a possible source of data on changes in mobility over time; 3) outline the potential for further research through identifying candidate analytical approaches and; draft an initial logic model to inform a study. Literature review findings: Literature on mobility at older age documents physiological, lifecourse, social, and environmental factors that shape trajectories of declining mobility, and the health and wellbeing consequences. There are complex and bidirectional relationships between determinants and consequences of mobility. Points of disruption in the lifecourse are points where mobility practices may change and are therefore potential points for interventions to promote greater mobility. A body of research demonstrates this through the case of concessionary bus travel for older adults in the UK, which both promotes greater mobility and appears to improve health status. There is a more mixed body of research on the environmental factors that can foster greater mobility: more research is needed on how to support mobility in place in the UK, particularly in settings outside urban centres. Compared to research on physiological factors, there is a relative dearth of evidence on population level interventions, with the exception of free bus travel. ELSA summary: The main strength of using the ELSA for understanding what influences trajectories of everyday mobility is that it is an eighteen-year longitudinal study with data collection every two years, focussing on those aged 50 and over. The sample is drawn from across England, detailed contextual information is available via linked geographical identifiers, and longitudinal and cross-sectional weights enable adjustment of the sample for non-response and attrition. The weaknesses (for studies of mobility) are the lack of fine-grained measures of ‘ability’ for many mobility indicators and the potential for reporting biases that intersect with measures of social and cultural capital. In this descriptive analysis, we document six separate measures of everyday mobility that can be derived from ELSA data, and map these to our logic model. Implications: The review identified the potential for studying the conditions for mobility at older age that could help identify and develop population level interventions. Focusing on points of disruption in the lifecourse is a potentially fruitful and tractable area of investigation. We have mapped indicators available from ELSA as a foundation for future study, and as a resource for other researchers. ELSA has some disadvantages for a study, but also many strengths. Given the complexity of causal pathways linking different conditions for maintained or increased mobility, an analysis approach directed specifically at multiple pathways (such as Qualitative Comparative Analysis) could well be fruitful."
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Mahat, Marian, Vivienne Awad, Christopher Bradbeer, Chengxin Guo, Wesley Imms y Julia Morris. Furniture for Engagement. University of Melbourne, febrero de 2023. http://dx.doi.org/10.46580/124374.
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The aim of the study was to explore the impact of furniture and spatial settings on teachers and students. Drawing on a case study action research approach involving surveys, two primary schools (Frangipani and Jasmine Primary School) within the Sydney Catholic Schools were involved as case study sites. This report provides a summary of the findings of the impact of furniture and spatial settings on teacher efficacy, teacher mind frames, student learning and student engagement as well as perceptions of students on the furniture and spatial settings. In summary, teachers’ perceptions of their mind frames, student learning and engagement increased after the introduction of furniture in the prototype learning environment. For one teacher, the perception of their efficacy did not improve after the implementation of the prototype space and furniture. In terms of students’ perceptions of the furniture, a large proportion of students agreed that they enjoyed learning and are more motivated to learn because of the new furniture. At Jasmine Primary School, a fifth of students felt that they were not motivated to learn because of the new furniture. Further in-depth study is required to find out the underlying reasons for this. Key themes that emerged from the qualitative data on the furniture and spatial settings focus on characteristics of furniture that afforded comfort, improved concentration and auditory qualities, supported collaboration, and capacity for choice. These are important considerations to drive decisions in school designs and furniture purchases. The importance of good furniture in a learning space cannot be underestimated. New learning environments and furniture demand and create new possibilities for teacher practices and student learning. The findings of the study, whilst limited in its scale, provides three crucial considerations relating to the importance of prototyping, professional learning and longitudinal data. These carry ramifications for wider understanding and future research. Future inquiry in these three key areas can provide the much-needed evidence to support schools’ transition into new learning environments.
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Diwakar, Vidya, Emmanuel Tumusiime, Marta Eichsteller, Joseph Simbaya y Beryl Oranga. Empowered Worldviews: Assessing the Persistence of Psychosocial Intervention Effects in Zambia. Institute of Development Studies, febrero de 2024. http://dx.doi.org/10.19088/cpan.2023.024.
Texto completoResumen
Evidence on the persistence of psychosocial outcomes of interventions over the medium and long term, and in the face of shocks and stressors, is limited. We examined the extent to which empowerment associated with a psychosocial, faith-based approach, Empowered Worldview (EWV) persisted 3–5 years post-delivery of the intervention in Zambia among smallholder farmers. The EWV intervention in Zambia was delivered as part of THRIVE, an integrated livelihoods programme. We followed a previous study to disaggregate individual-level empowerment associated with EWV into three domains: internal (which relates to ‘power within’), localised (typically participation and access), and structural (e.g. institutional, environmental, and social structures). To explore the persistence of EWV effects on empowerment, we used mixed methods and longitudinal data collected in 2020 and 2023, which were the midline and endline points of the THRIVE programme. Empirically, we used descriptive and regression analysis to compare internal and localised empowerment levels between the survey rounds (2020 and 2023) across study groups – including groups that received EWV before and after 2020 – and to the control group. We also re- interviewed a subset of EWV participants interviewed in 2020 to understand how empowerment has changed at the individual level over time . The results show levels of internal empowerment associated with the EWV intervention persisted between the midline and endline surveys, especially when combined with THRIVE livelihood interventions. At the midline, 80.0 per cent of THRIVE with EWV participants were empowered, compared to 82.3 per cent at the endline. In contrast, 72.6 per cent and 73.07 per cent of the control sample participants were empowered at the midline and the endline, respectively. Quantitative results further show that localised empowerment significantly improved between survey rounds among participants who received EWV training and is positively associated with internal empowerment, consistent with literature that suggests localised enablers (supporting social environments) are crucial to sustaining internal empowerment. The qualitative data shows that persistent internal and localised empowerment was observed mostly among households in the non- poor wellbeing category, suggesting that additional interventions are needed to reach the poorest participants. Results also show internal and localised empowerment are positively associated with indicators of household resilience. We conclude the paper with recommendations for programming.