Dissertations / Theses: 'Universités – Personnel'

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Wafeu, Toko Patrick. "Les politiques de gestion du personnel enseignant des universités publiques : cas du Sénégal, du Cameroun et du Burkina Faso." Bordeaux 4, 2009. http://www.theses.fr/2009BOR40012.

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La question du statut enseignant est incontournable dans l'étude des politiques de gestion du personnel enseignant. Héritiers du droit français, les droits africains n'en sont pas moins, constamment sollicités par le dynamisme des universitaires africains en quête de nouvelles modalités de réhabilitation face au déclassement matériel de leur corps. Les voies de la réhabilitation passent par la banalisation risquée des cumuls de fonctions et de rémunérations. Ces politiques se construisent aussi à l'épreuve de la jurisprudence et de la doctrine même si les voies non juridictionnelles de règlement de litiges sont de plus en plus sollicitées. Enfin elles s'inscrivent dans un espace de gestion multiniveaux dominé par les jury nationaux, interafricains, internationaux, les réseaux ou associations scientifiques et les normes juridiques internationales qui prennent en charge la carrière et la condition des universitaires. Toutefois, le triomphe du référentiel global du marché interroge l'efficacité des universités publiques confrontées à la fuite des cerveaux et la place des statuts enseignants. Le défi - politique ? - est de concilier l'intérêt d'un corps enseignant déclassé avec l'intérêt des étudiants en quête d'insertion professionnelle et de réconcilier les exigences corporatistes de la reproduction des champs disciplinaires respectifs avec les sollicitations méthodologiques d'un environnement complexe. Ce questionnement dévoile la figure contemporaine de l'enseignant-chercheur, l'entrepreneur universitaire, dont le génie professionnel se résume à une modulation adaptée des diverses missions du métier dans le cadre souple d'un statut sans cesse réinventé
The management's policies of the public universities's teaching staff first decline themselves as authorized policies taking in charge the teacher-researcher' statutes. Heirs of the French law, the African law are not less, by some sides, of them maladjusted to the academic African's dynamism in quest of new modes of social and economic rehabilitation facing the declassification of their profession. The ways of the rehabilitation pass by a risked generalization of the functions and remunerations's heaps. These policies also constructs themselves case law and doctrineproof even though the Mediator of Republic is more and more solicited. Finally, they are in line with a space of management multi levels dominated by the national, african and international board, the scientific networks or associations and the international legal norms which take in charge the career and the condition of the academic. However, the triumph of the market's referential global interrogates the effectiveness of the public universities confronted to the flight of the brains and the teaching statutes 's place. The challenge - political ? - is to reconcile the interest of a relegated teaching profession with the interest of the students in search of professional insertion and to reconcile the profession's requirements of the respective displinary fields's reproduction with the methodological solicitations of a more and more complex environment. This questionnement unveils the academic entrepreneur's figure, whose professional genius amounts to a modulation of the profession's various missions in the flexible setting of a statute constantly reinvented

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Pierronnet, Romain. "Les universités gèrent-elles leurs personnels BIATSS? : l’entretien professionnel comme révélateur des pratiques." Thesis, Paris Est, 2018. http://www.theses.fr/2018PESC0045/document.

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Les universités françaises ont fait l'objet de transformations récentes dans la continuité des réformes inspirées du New Public Management. Le déploiement d'un nouveau cadre budgétaire national (" LOLF ") puis la loi LRU (" Liberté et Responsabilité des Universités ") en 2007 ont notamment conduit à transférer aux universités de nouvelles compétences, dont la Gestion de leurs Ressources Humaines (GRH) : les enseignants-chercheurs et personnels " administratifs " (" BIATSS "). Si de nombreux travaux de recherche ont été consacrés aux premiers, les seconds ont été beaucoup plus rarement étudiés, notamment sous l'angle des politiques et pratiques de GRH qui les concernent.Réalisée dans le cadre d'une convention CIFRE avec la société Adoc Mètis, cette recherche propose d'appréhender la réalité de l'autonomie dont bénéficient les universités dans la gestion de leurs personnels BIATSS. Ce faisant, elle dresse un bilan des effets de la loi LRU en la matière, dix ans après son adoption. Plus généralement, elle peut contribuer à discuter de la réalité des transformations de la GRH publique en France, au regard du modèle promu par les réformateurs : de pratiques nationales et statutaires d'administration du personnel, il s'agit de développer une gestion locale fondée sur les métiers des agents.Menée au sein de deux universités, notre recherche s'appuie sur une étude des entretiens professionnels que passent les personnels BIATSS, au cœur des transformations voulues de la GRH publique. Aussi notre méthodologie appréhende-t-elle l'entretien professionnel comme un instrument de gestion révélateur de plusieurs processus de GRH, en lien avec les trois visées que lui confère la réglementation : appréciation d'objectifs, gestion des compétences et de la formation des agents, décisions relatives à l'avancement. Compte-tenu de telles visées, nous proposons de comprendre la perception et les utilisations de l'entretien par les personnels, à la fois à l'échelon local (au sein de quatre services) mais aussi au niveau " central " (Direction des Ressources Humaines et commissions paritaires).Nos résultats interrogent tout d'abord la cohérence de l'entretien professionnel, à la fois interne (déficit de cohérence des visées avec les modalités de l'appréciation) et externe (intégration limitée de l'entretien à la production de décisions pour lesquelles des outils spécifiques existent déjà). L'entretien apparaît comme une pince universelle de la GRH publique, ce qui contribue à expliquer ses effets parfois paradoxaux et limités vis-à-vis de ses fonctions théoriques.L'analyse des usages et utilisations de l'entretien invite à distinguer plusieurs niveaux, en commençant par un échelon national qui demeure un prescripteur fort de la GRH universitaire, par les moyens qu'il attribue aux universités et les règles qu'il produit pour organiser la gestion locale d'agents dont la plupart sont des fonctionnaires. C'est par exemple le cas s'agissant du dispositif de l'entretien professionnel en lui-même : alors que l'État entend développer l'autonomie des universités, il généralise un dispositif d'appréciation des agents, encastré dans des modalités et processus de gestion des personnels issus des règles nationales spécifiques aux corps de fonctionnaires.Au niveau local, les deux établissements développent peu de politiques et de pratiques spécifiques de GRH, y compris s'agissant de la gestion de leurs personnels contractuels. Ce constat résulte à la fois de résistances politiques internes, mais aussi des modalités complexes de production des décisions dans les organisations universitaires, où différentes logiques se confrontent quotidiennement. Ce faisant, le développement d'une gestion locale, coproduite avec les managers et fondée sur l'appréciation locale d'objectifs et de compétences, se heurte à la persistance d'une conception historique de la fonction publique
French universities have undergone recent transformations through reforms inspired by New Public Management. The deployment of a new national budgetary framework (" LOLF ") followed by the LRU law (" Liberté et Responsabilité des Universités ") in 2007 led to the transfer of new responsibilities to universities, including Human Resources Management (HRM): researchers and "professionals" ("BIATSS"). While research work has been devoted to the former, the latter has been studied much less frequently, particularly from the perspective of HRM policies and practices dedicated to them.This research, funded through a CIFRE agreement with Adoc Mètis, aims at understanding the reality of the autonomy of French universities in managing their BIATSS staff. Thus, it takes stock of the effects of the LRU law on this matter, ten years after its adoption. More generally, it can contribute to discussing the reality of public HRM transformations in France, in the light of the model promoted by the reformers: from national and statutory personnel administration practices, the aim is to develop local management based on skills.Conducted within two universities, our research relies on a study of the appraisal interviews conducted by BIATSS staff, at the heart of the desired transformations of public HRM. Our methodology therefore considers appraisal interviewing as a management tool that reveals several HRM processes, linked to the three objectives set out by law: assessment of objectives, management of staff skills and training, and decisions about promotion. Given these aims, we propose to understand the perception and uses of interviewing by staff, both at the local level (within four departments) and at the "central" level (Directorate of Human Resources and promoting committees).Our results first of all question the coherence of appraisal interviews, both internally (lack of consistency of the targets with the assessment methods) and externally (limited integration of the interview with the production of decisions for which specific tools already exist). The interview appears to be a universal clamp of public HRM, which helps explain its sometimes paradoxical and limited effects with regard to its theoretical functions.The analysis of the uses of appraisal interviews suggests that a distinction should be made between several levels, starting with a national level which remains a strong prescriber of university HRM, through its funding to universities and the rules it produces to organize the local management of agents, most of whom are national civil servants. This is the case, for example, with regard to the appraisal interview system itself: while national government intends to develop the autonomy of universities, it is generalizing a system for the appraisal of staff, embedded in procedures and processes for the management of staff stemming from national rules specific to civil servants' bodies.At the local level, both institutions have few specific HRM policies and practices, including the management of their contractual staff. This observation is the result of both internal political resistance and the complex ways in which decisions are produced within university organizations, where different logics confront each other. In so doing, the development of local management, co-produced with managers and based on the local appreciation of objectives and skills, comes up against the persistence of an historical conception of the public service

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Basbous, Houda. "Leadership et qualité dans l'enseignement supérieur : cas du Liban." Corte, 2007. http://www.theses.fr/2007CORT1047.

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Cette étude est une réflexion sur une partie de l’économie libanaise qui a besoin d’être améliorée pour son développement. Le management universitaire a été choisi comme sujet de cette étude en raison de l’importance et du succès des institutions qui le composent. Le rôle des universités dans la recherche, l’évaluation, l’enseignement, le transfert de l’information et le développement technologique est crucial pour le progrès social et la croissance économique. La promesse du bénéfice social pour les individus et essentiellement pour les sociétés justifie l’investissement croissant dans l’enseignement technique supérieur. L’analyse de l’étude étant limitée à l’information obtenue grâce à un questionnaire administré aux leaders universitaires au Liban, avec un support de la littérature. Nous avons également eu recours aux interviews des partenaires académiques étrangers en visite au Liban. La question centrale tourne autour de l’universalité des concepts de leadership et de la qualité en milieu universitaire
This study is a reflexion on the Lebaneese economy which needs a lot of improovement to be developped. We have chosen the University Management because of his importance and succes in this respect. The role of the university in the studies, the evaluations, the informations transmitted and the developpement in technology which is needed for the social progress of the economy. The individual benefit is essential for the companies and affect positively in the higher technics of « enseignement ». The study is limited to a questioner transmitted for the university leaders in Lebanon with litterature support. We also made interviews with some strangers academics partners who were visiting Lebanon. The main question was about the concept of Leadership and the quality of course inside the university

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Belhadj, Hassine. "Étude de la mortalité, de la prise de retraite et de la cessation d'emploi dans les universités québécoises." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26244/26244.pdf.

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Kouakou, Kouassi. "Les déterminants de l'adoption en situation professionnelle des réseaux sociaux numériques: étude au sein des bibliothèques des universités ivoiriennes." Doctoral thesis, Universite Libre de Bruxelles, 2015. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209060.

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Les Réseaux Sociaux Numériques (RSN) constituent de réelles opportunités pour les bibliothèques des pays du Sud. Ces bibliothèques, en particulier, celles des universités ivoiriennes, vu leur environnement économique et technologique peinent à exister. Souvent méconnues ou même méprisées de leurs propres usagers, elles n’ont pas les moyens de communiquer et d‘interagir efficacement (à distance) avec leurs utilisateurs. Leurs fonds documentaires, leurs nouvelles acquisitions, leurs activités menées et les services rendus par elles sont ignorés des utilisateurs. Elles ne disposent que de moyens très limités, ne pouvant leur permettre de s’offrir un site internet, un catalogue en ligne et/ou d’assurer une excellente médiation informationnelle.

Dans un tel contexte, nous pensons que les bibliothèques des universités ivoiriennes devraient profiter des fonctionnalités qu’offrent gratuitement les RSN, pour rattraper leur retard technologique et améliorer leurs offres de services. Cependant, force est de constater que cela n’est pas le cas. Contrairement à leurs homologues des pays du Nord, les bibliothèques des pays ouest-africains ne semblent pas intéressées par ces opportunités offertes par les RSN, ni les enjeux et les défis qu’ils imposent aux bibliothèques et aux métiers de bibliothécaires.

Face à ce constat, nous nous sommes posé la question de savoir ce qu’il faudrait faire pour amener les bibliothécaires ivoiriens à utiliser les RSN dans leurs pratiques professionnelles ?Autrement dit, quels sont les facteurs qui pourraient favoriser l’adoption des RSN en situation professionnelle ?C’est donc à cette question principale de recherche que notre étude intitulée « Les déterminants de l’adoption en situation professionnelle des réseaux sociaux numériques :étude au sein des bibliothèques des universités ivoiriennes » se propose de répondre.

Notre recherche a pour objectif principal d’identifier et d’évaluer les facteurs déterminants de l’adoption des réseaux sociaux numériques au sein des bibliothèques des universités ivoiriennes afin d’en proposer un modèle théorique prédictif. Cet objectif principal a été décliné en trois objectifs spécifiques que sont :

•\
Doctorat en Information et communication
info:eu-repo/semantics/nonPublished

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Smirnova, Maria. "Contrats de travail et problèmes d'allocation des ressources dans les universités russes - Une approche en termes des modèles multitâches." Phd thesis, Université Panthéon-Sorbonne - Paris I, 2010. http://tel.archives-ouvertes.fr/tel-00510024.

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Dans cette étude, nous cherchons à examiner l'influence de la nature multitâche du travail des professeurs universitaires sur leur performance d'enseignants et de chercheurs. Nous nous intéressons au cas particulier des universitaires russes. Le multitasking est un trait caractéristique du travail universitaire partout dans le monde. Pourtant dans le cas russe, le nombre de tâches intra-universitaires est souvent augmenté par un nombre encore plus important de tâches externes, provenant de multiples emplois externes dans lesquels la grande majorité des universitaires russes est engagée. Les tâches internes et externes constituent entre elles des liens complexes. D'un côté, ces liens sont déterminés par la fonction d'utilité des professeurs (par la nature de leurs motivations intrinsèques et la forme de leur fonction de coût personnel). D'autre côté, les systèmes d'incitation et les formes contractuelles qui encadrent le travail universitaire et les activités externes entrent en ligne de compte dans la détermination de ces liens. En nous munissant de l'instrumentaire des modèles multitâches et du concept de l'agent partagé, nous analysons la façon dont telle ou telle relation inter-tâche influence la performance universitaire. Nous le faisons d'abord dans le contexte statique et passons ensuite à l'analyse dynamique. Nous tâchons ensuite de comprendre quelle structure de contrats universitaires pourrait favoriser les externalités positives entre les tâches internes et externes, tout en améliorant la performance intra-universitaire des enseignants et en résolvant le problème de la sélection adverse, qui persiste dans le secteur de l'enseignement supérieur en Russie.

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Zeller, Christelle. "Mobilisation collective des professionnels et représentations sociales de la performance organisationnelle : le cas des enseignants-chercheurs dans les universités françaises." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM1095.

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La littérature a souligné à quel point la mobilisation collective des professionnels dans le sens de la performance de leur organisation pose question. En effet, les auteurs sont partagés sur la compatibilité entre engagement envers l’organisation et engagement envers la profession. Cette thèse cherche à comprendre la mobilisation collective des professionnels envers la performance de leur organisation, en interrogeant leur représentation sociale de la performance organisationnelle. Notre étude interroge les enseignants-chercheurs des universités françaises, confrontés depuis plusieurs années à d’importantes réformes, qui ont mis en place un management basé sur la performance. Des logiques managériales ont alors pris place aux cotés des logiques professionnelles pré-existantes. Les résultats révèlent que les enseignants-chercheurs ont une représentation largement partagée de la performance de l’université, mais deux groupes s’opposent : un premier groupe, majoritaire, est favorable au concept de performance, et un deuxième groupe, minoritaire est défavorable. Dès lors, quatre profils de mobilisation collective émergent, révélant ainsi des hybridations identitaires distinctes. Ainsi, l’identité professionnelle des enseignants-chercheurs évolue. Ils s’identifient davantage à leur établissement et intègrent ses besoins. Toutefois, des résultats émergents soulignent que ces quatre profils de mobilisation sont plus ou moins soutenus par une forte mobilisation au service public et que les profils les plus mobilisés ont un besoin fort de reconnaissance organisationnelle
Literature emphasized how much the professional’s collective mobilization towards the performance of their organization is problematic. In fact, the authors have divided opinions about the compatibility between the professional commitment and the organizational commitment. This thesis seeks to understand the professional’s collective mobilization to their organization performance by asking the social representation of the organizational performance. Our study of quantitative and exploratory nature question the academics of the French University who are facing, since previous years, significant reforms which implemented a management approach based on the performance. Therefore, the managerial logics took a place beside the prevailing professional logics. The results reveal that the academics defined the performance of the university as being the scientific publications and the student’s integration into the workplace. In the face of this representation widely shared about the performance of the university, two opposing groups: the first one, the majority group, is favourable to the concept of the performance, and the second one, in the minority, is unfavourable. From then on, four different profiles of collective mobilization emerge from the results, thus, revealing different identity hybridizations. So, the academics’ professional identity evolves. They identify more to their institution and integrate its needs. However, the emerging results stress, on one hand, that these four mobilization profiles are, more and less, supported by a strong Public Service Motivation. On the other hand, the most mobilized profiles need a high organizational support

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Paye, Simon. "Différencier les pairs : mise en gestion du travail universitaire et encastrement organisationnel des carrières académiques (Royaume-Uni, 1970-2010)." Phd thesis, Institut d'études politiques de paris - Sciences Po, 2013. http://tel.archives-ouvertes.fr/tel-00819896.

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En considérant le cas britannique, cette thèse étudie les mutations du travail universitaire dans un contexte marqué par la montée en puissance des pratiques de gestion du personnel et l'instauration de mécanismes de " quasi-marchés " par des politiques inspirées du New Public Management. À partir d'une enquête dans deux universités britanniques croisant entretiens biographiques, analyse de séquences des mobilités académiques et dépouillement d'archives, cette thèse révèle un important " travail d'organisation " effectué au sein des établissements qui a conduit à un encastrement organisationnel des carrières académiques et à une formalisation du contrôle professionnel. Cette " mise en gestion " du travail et des carrières s'est traduite par une différenciation professionnelle accrue et par l'émergence de nouvelles formes de flexibilité fonctionnelle, salariale et contractuelle. Pour autant, la profession académique n'a rien perdu de son monopole sur les opérations de jugement des pairs et de reproduction du corps. Toutefois, l'exercice de ce pouvoir est encadré par les prescriptions formelles des politiques de gestion du personnel. La gestion bureaucratique des carrières, si elle ne supplante pas la gestion paritaire, construit en revanche les cadres dans lesquels elle s'effectue. Cette thèse invite ainsi à réinterroger le concept de contrôle professionnel en le considérant non pas uniquement comme contrôle de la réalisation, de la division et de l'évaluation des tâches, mais également comme capacité à définir l'économie du travail dans laquelle ces tâches sont effectuées. Enfin, l'expansion des services du personnel des universités et leur légitimité reposent sur un discours modernisateur qui présente la différenciation des universitaires comme un défi majeur pour la gestion des universités. Le fait que cette différenciation résulte en réalité de la " mise en gestion " du travail et des carrières académiques conduit à s'interroger sur le sens de ce discours : s'agit-il de manager une profession de plus en plus diversifiée, ou de différencier une profession pour mieux la manager ?

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Abdelsalam, A. A. "The personal characteristics of university lecturers in Libyan universities." Thesis, Nottingham Trent University, 2013. http://irep.ntu.ac.uk/id/eprint/343/.

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This thesis was undertaken to investigate students’ perceptions of the personal characteristics of university lecturers in Libyan universities. These perceptions were investigated using three measures. These included two scales translated for the first time from English into Arabic: the ‘Index of Learning Style’ (Felder & Soloman, 1988); and Goldberg’s personality scale (Goldberg, 1999) to measure students’ learning styles and personality types; and the main study questionnaire developed by the researcher (‘the personal characteristics of university lecturer’s questionnaire’). The main sample in the current thesis comprised 431 students from a Libyan public university (Sebha University). This sample was divided into four groups focusing on four aspects of the research: (1) group 1 was focused on determining the personal characteristics which students believe that a good university lecturer should have; (2) group 2 aimed to identify characteristics seen by students as insignificant for being a good university lecturer; (3) group 3 aimed to ascertain the students’ perspectives on the extent to which these characteristics were observed in their best lecturers; and (4) group 4 was also focused on determining through the students’ perspective the extent to which these characteristics were observed, but in the lecturer who they preferred least. The findings of the current research highlighted characteristics that students believe are significant for a good university lecturer, and those that were perceived as less significant for a good university lecturer. These findings were related to the demographic characteristics of the student sample, to their learning styles, and to their personalities.

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Ayari-Gharbi, Asma. "L'engagement organisationnel des enseignants universitaires expatriés." Thesis, Lille 1, 2014. http://www.theses.fr/2014LIL12008/document.

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Il est question dans la présente recherche d'explorer la réalité de l'engagement organisationnel des enseignants universitaires dans un contexte d'expatriation. Nous avons fait appel à une approche qualitative, au cours de laquelle des entretiens semi-directifs ont été menés auprès de 45 enseignants universitaires de différentes nationalités et se sont expatriés dans plusieurs pays. L’engagement organisationnel des enseignants expatriés se construit selon un processus dynamique qui change et évolue dans le temps et selon le contexte externe (marché international des académiques, motivations d'expatriation, adaptation et personnalité de l'expatrié) et le contexte interne (la bureaucratie, la participation à la prise de décision, les conditions de travail et de la recherche, l'inégalité entre les enseignants locaux et expatriés et le climat social de l'université). Ainsi, la plupart des enseignants universitaires expatriés interviewés intègrent l’université avec des attentes et des motivations qui régulent leurs attitudes vis-à-vis de l’organisation. Les motivations sont singulièrement rattachées à la carrière et la recherche académique, l'attraction salariale, la fuite du pays, le changement, l'amélioration de la qualité de vie et le désir d'aventure. Ces motivations développent chez eux certaines attitudes vis-à-vis de la nouvelle organisation. Toutefois, ces attitudes sont des perceptions générales de l’engagement qui ont été influencées par les valeurs, les attentes et les croyances personnelles
This research was undertaken to explore the reality of organizational commitment of expatriate academics. Using a qualitative approach, semi-structured interviews were conducted with 45 expatriate university professors of different nationalities in many countries. The results of the research have shown that organizational commitment of expatriate academics is built on a dynamic process that changes and evolves over time, depending on the external context (international academics’ market, motivations of expatriation, adaptation, and expatriate’s personality) and the internal context (bureaucracy, participation in decision making, working conditions and scientific research, inequality between local and expatriate teachers and the social environment of the university).Most expatriate university teachers interviewed start their career at the host university with expectations and motivations that shape and affect their attitudes towards the organization. Motivations are particularly related to career attraction, academic research, the unfavorable circumstances in the country of origin, the life change, the quality of life, and the desire for adventure. These motivations are reflected in their attitudes towards the new organization. However, these attitudes are generic perceptions of engagement that have been influenced by values, expectations and personal beliefs. They will, therefore, be developed according to a communication process with the various stakeholders of the new work environment and will be transformed into a commitment to the university. Research has suggested a number of measures to develop the motivation and commitment of expatriate academics

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Inigo, Marion. "Modèle intégratif du bien-être au travail : le cas des universitaires français." Thesis, Toulouse 2, 2019. http://www.theses.fr/2019TOU20025.

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Le bien-être au travail des universitaires a été étudié en prenant en compte l’influence de la motivation, de l’implication et des impacts (i.e., positifs ou négatifs) de la vie au travail avec la privée. Une échelle d’évaluation du bien-être en quatre dimensions a été créée : la satisfaction, le sens, la paix intérieure et l’harmonie. Nous avons exploré l'influence de la contextualisation sur le bien-être, et la paix intérieure serait peu influencée, contrairement aux autres éléments. Tous les facteurs de l'échelle de bien-être sont prédits par la croissance (i.e., quand une personne considère qu'elle se développe dans le temps, de manière adaptée) et les conflits de la vie privée sur le travail. Les influences positives de la vie privée sur le travail, et négatives du travail sur la vie privée, impactent la satisfaction, l'harmonie et la paix intérieure. Nous avons créé un inventaire de sept motivations : Contribution au Progrès par la Recherche ; (2) Travail d'équipe dans l'Enseignement ; (3) Estime de soi dans l'Enseignement ; (4) Autonomie dans les Activités de Recherche ; (5) Relations Positives avec les Étudiants ; (6) Autonomie dans l'Enseignement ; et (7) Collaboration. Cinq (i.e., 1, 2, 4, 5,7) sont positivement corrélées à des motivations autonomes de la théorie de l'autodétermination. Cette échelle permettrait de prédire le bien-être, les impacts vie travail-vie privée, et l’adoption d’un profil d’implication. Les universitaires ont des implications variables dans les activités de travail (i.e., dans la recherche, l’enseignement ou les activités collectives). Nous avons pu mettre en évidence que certains s’impliquent de manière équilibrée dans les trois activités, alors que d’autres en privilégient ou négligent une. Nous proposons à la communauté un inventaire de motivations académiques et une échelle de bien-être, qui pourraient être utilisées par les professionnels s’intéressant à ces problématiques
Academics well-being at work has been studied, by taking into account the effects of motivation, involvement and work-life influence (i.e., positive or negative). A four-dimensional well-being scale was created: satisfaction, meaning, inner-peace and harmony. We explored the effect of contextualization on well-being, and inner-peace seems less influenced than other elements. All factors in the well-being scale are impacted by growth (i.e., when a person considers that it develops himself over time, appropriately) and conflicts from private to professional life. Positive influences from private to work life, and negative ones from work to private life, impact satisfaction, harmony and inner peace. We created an inventory of seven motivations: Contribution to Progress by Research; (2) Teamwork in Teaching; (3) Self-esteem through Teaching; (4) Autonomy in Research Activities; (5) Positive Relationships with Students; (6) Autonomy in Teaching; and (7) Collaboration. Five (i.e., 1, 2, 4, 5, 7) are positively correlated with autonomous motivations of the theory of self-determination. This scale would predict well-being, work-life influence, and membership to time-allocation profiles. Academics are variously involved in work activities (i.e., in research, teaching or collective activities). Some have a balanced engagement in the three activities, others preferred or neglected one. We propose to the community an inventory of academic motivations and a scale of well-being that could be used by professionals interested with these issues

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Brigden, Susan Rae. "Student ratings of teaching effectiveness in university personnel decisions." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28152.

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Student ratings of teaching effectiveness are often considered by university personnel decision-makers when a candidate's teaching effectiveness is being evaluated. In turn, teaching effectiveness is often one of several factors considered by these decision-makers when evaluating overall faculty performance for the purpose of making personnel decisions with respect to reappointment, promotion, and tenure. Although student ratings has proven to be a popular field of research, a review of the literature indicated that little empirical research has been conducted into student ratings and their place in university personnel decisions. The purpose of the study was to explore the role of student ratings in university personnel decisions. Two versions of a questionnaire were developed and distributed to 135 members of the Faculty of Education at the University of British Columbia. One version was sent to 76 Faculty members classified, Decision-makers/Administrators (DMAs); a second version was sent to 59 other Faculty members classified as Instructors. Forty-seven DMAs and 52 Instructors responded for an overall response rate of 73%. The results indicate that research is of primary importance in a candidate's overall performance evaluation and that the relative importance of classroom teaching in overall performance evaluation appears to depend upon the type of appointment a candidate is being considered for. For appointments with tenure, the importance of classroom teaching appears to decrease as the rank of the appointment increases. The most important source of information considered in teaching effectiveness evaluation appears to be formal peer reviews, followed by student ratings and, then, the opinions of outside experts; the relative importance of each of these information sources does not appear to vary according to the type of appointment a candidate is being considered for. Limitations of the study are discussed and questions designed to guide future research are presented.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Spanos, Bill. "Performance evaluation of non-academic personnel in a Quebec University." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22397.

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The purpose of this study was to find out if the performance appraisal system (the PMP) of non-academic nonunionized personal of a Quebec university was developed, implemented, administered and maintained adequately.
The literature emphasizes certain elements essential to the successful or adequate development, implementation and administration of a performance appraisal system, and it is in reference to this body of literature that the PMP was examined. To find out how the PMP was developed, implemented and administered in practical terms, the researcher interviewed four Human Resources staff members directly responsible for these processes.
The findings of this descriptive study showed that in order for a performance appraisal system to be successful, an organization must be thorough in addressing certain essential elements within each step of its development implementation and administration. (Abstract shortened by UMI.)

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Glenn, Sherry Teachout. "Desired leadership characteristics perceptions of Iowa State University Extension personnel /." [Lincoln, Neb. : University of Nebraska-Lincoln], 2005. http://0-www.unl.edu.library.unl.edu/libr/Dissertations/2005/GlennDis.pdf.

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15

Besnard, Maud. "L'idée d'université selon le cardinal John Henry Newman : éducation, religion, culture et développement de la personne." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA033.

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L’Idée d’université de John Henry Newman est, à l’origine, une série de conférences universitaires, rédigées en 1852 ainsi qu’un ensemble d’essais et d’allocutions, publiées entre 1854 et 1858. C’est à l’occasion de la fondation de l’université catholique d’Irlande (1854) que la hiérarchie catholique invita Newman à exposer ses vues sur l’éducation. C’est principalement sur sa défense de l’éducation libérale et de l’enseignement théologique que repose l’argumentation de Newman. L’objet de cette étude est, d’une part, de montrer de quelle manière Newman articule sa pensée sur l’éducation avec l’ensemble de sa philosophie religieuse et culturelle et, d’autre part, de souligner de quelle manière la philosophie personnaliste de Newman offre une réponse alternative à la conception libérale et utilitariste de l’éducation. Dans un premier temps, on aborde la forme d’esprit de Newman, à travers les deux principes constitutifs de sa pensée : la conscience et l’intelligence personnelle. Ils témoignent de l’esprit de relation dont Newman fit preuve au détour de son expérience d’éducateur, de pasteur et de théologien. En un second temps, on s’interroge sur l’articulation entre sa pensée personnaliste et sa conception de l’université. Newman envisage l’idée d’université à l’aune de ce principe de relation, et dévoile ainsi la manière dont il conçoit l’organisation des savoirs, le milieu universitaire et les relations qui y sont exercées ainsi que le rôle de l’enseignement religieux sur la formation intellectuelle et morale. En un troisième temps, on interroge la relation entre l’approche culturelle de l’éducation et le personnalisme newmanien. En soutenant l’idée que l’éducation vise le développement de la personne, Newman souhaite montrer les bienfaits de la culture et, précisément, celle des humanités. Pour autant, l’éducateur catholique n’en oublie pas de souligner que la culture humaine peut aussi entrer en rivalité avec la conscience chrétienne
The Idea of a University by John Henry Newman (1801-1890) is originally a set of lectures on university written in 1852 and a collection of essays and inaugural lectures published between 1854 and 1858. On the occasion of the foundation of the Catholic University of Ireland, the Catholic hierarchy invited Newman to set out his views on education. It is mainly on his defence of liberal education and theological teaching that Newman’s argument is based. The aim of this study is, on the one hand, to show how Newman connects his thought on education with his whole religious and cultural philosophy and, on the other hand, to underline how Newman’s personalist philosophy is an alternative to the liberal and utilitarian conception of education. First, our study tackles the form of Newman’s mind through the two principles which are at the basis of his thought: conscience and personal intelligence. They both reveal the spirit of connectedness Newman showed throughout his experience as an educator, as a pastor and as a theologian. Secondly, our study examines the connection between his personalist thought and his idea of a university. Newman envisages the idea of a university in the light of this principle of connectedness, and so reveals the way he conceives the organization of knowledge, the university milieu and its interpersonal relations, as well as the influence of religious teaching on intellectual and moral training. Thirdly, our study examines the relationship between the cultural approach to education and Newman’s personalist thought. By asserting that education aims at developing the person, Newman wishes to show the benefits of culture, and more precisely, that of humanities. However, the Catholic educator does not forget to underline that human culture may also come into conflict with the Christian conscience

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Alexander, Quentin Renard. "Adjustment Experiences of African American Graduates of Historically Black Colleges or Universities Attending Graduate School at a Southern Predominantly White University." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26393.

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The purpose of this study was to examine the adjustment experiences of African American graduates of historically Black colleges or universities (HBCUs) attending graduate school at a Southern predominantly White university (PWU). A discussion of narratives and themes across participants provided information about the adjustment experiences of African American graduate students who transitioned from a university community where the student population was predominantly African American to one where African American students were the minority. This information can be utilized by both PWUs and HBCUs to develop resources that address issues related to adjustment for African American graduate students. This study was phenomenological by design and focused on analyzing the adjustment experiences of 11 female African American graduate students attending a Southern PWU. Participants were between the ages of 22-28, graduated from 10 different HBCUs across 8 states, represented 8 different graduate majors and had been in graduate school an average of 3.5 semesters. Research methodology included participant interviews, demographic questionnaires and investigator field notes. Collected data were analyzed using a coding iteration strategy. Descriptions of participant experiences were documented and ten prominent themes emerged from the data: support systems, negative emotionality, distrust, academic frustration, lack of African American presence, non-cohesive African American community, racial microaggressions, prior acquaintances and resilience.
Ph. D.

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Waters, Joanna. "Perceptions of personal safety on university campuses." Thesis, University of South Wales, 2006. https://pure.southwales.ac.uk/en/studentthesis/perceptions-of-personal-safety-on-university-campuses(34446044-5628-4879-903d-318cf291b304).html.

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Recent research in the United Kingdom has indicated that many students experience high levels of fear of crime and victimisation on university campuses. Furthermore, research has recognised that positive feelings of safety can be engendered through changes to the physical environment of the campus. However, existing campus safety research focuses predominantly on student vulnerability and relies typically on quantitative methodologies.

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Beretu, Tendency. "The employability of human resources management graduates from a selected University of Technology in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2708.

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Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2018.
Universities have been producing graduates at a fairly fast rate, yet the cry for technical expertise and educated graduates. Thousands of university graduates are not employed, or they end up in industries and places that have nothing to do with their education and or qualifications. Too often the unemployed graduates they owe money loaned for studies which they are not able to repay because they are essentially unemployable, the may be because of a stagnated economic growth thereby a general high level of unemployment. The levels of entrepreneurial activities have remained low and there are no expectations of a sudden turn around for the economy. The researcher looks at one aspect of the graduate studies, specifically human resources management qualifications offered by the Cape Peninsula University of Technology in the Western Cape South Africa from the period 2014 to 2017. The research was largely descriptive and partially exploratory which resulted in the use of an assorted method approach (qualitative and quantitative). The research focuses mainly on the activities of those employed as Human Resource practitioners and the expectations at their work stations. Together with this the respondents gave extra detail on what is expected of them together with duties frequently performed. Based on this, the data was captured and analysed for similarities of expectations from more than 50 organisations. The findings indicate that there is a serious disjuncture between what is taught in the class and what the industry practices and expects. Recommendations of the ideal course structure are added to the findings to enable institutions of higher learning to adjust their curricula in line with industry needs.

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Soares, Sandra Regina. "Étude des représentations de la citoyenneté chez des professeurs formateurs de futurs enseignants dans une université publique de l'État de Bahia au Brésil." Sherbrooke : Université de Sherbrooke, 2004.

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Tyo, Randy. "Feasibility of applying the corporate university training concept at Company X." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007tyor.pdf.

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Coggins, Robert. "Personal needs of university students relationship with parents /." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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Cleveland, Ann Pollard. "Breastfeeding personal efficacy beliefs of women university students." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1673.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vi, 99 p. Vita. Includes abstract. Includes bibliographical references (p. 81-89).

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Naumann, Donald R. "Student Affairs Personnel as Agents of Institutional Mission at Catholic Colleges and Universities." Thesis, Notre Dame of Maryland University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3735891.

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This study investigated the methods of professional development used for institutional mission education, the role of the senior student affairs officer in delivering professional development, and the frequency of mission education that entry-level staff receives within the Division of Student Affairs at Catholic colleges and universities. The targeted population for the study encompassed senior student affairs officers (SSAOs) working in student affairs at Catholic colleges and universities within the United States.

The study found that prior knowledge and understanding of institutional mission is important for new entry-level student affairs practitioners to join the Catholic college or university student affairs community. The study also categorized common strategies of education for institutional mission into two subgroups: formal and collaborative. Finally, the research study found that there were no institutional characteristics that were significantly linked to institutional mission education training for new student affairs staff. However research results showed a slight difference in that institutions with Offices of Mission offered mission training with greater frequency than institutions without an Office of Mission.

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Lortie, Pier B. "La nature des évènements qui provoquent les départs volontaires des personnels du Centre hospitalier universitaire de Sherbrooke." [S.l. : s.n.], 2008.

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Lukies, Rhonda. "Examination of prevalence rates of psychopathology and coping styles in a community sample of emergency service job candidates /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19313.pdf.

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Laing, Jenny. "The role of conscientiousness in the task and contextual performance of ambulance paramedics /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17738.pdf.

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Panupong, Pudthasa Kitti Shiyalap. "Performance of health center personnel on directly observed treatment short, course strategy (DOTS) in controlling tuberculosis, Udonthani province, Thailand /." Abstract, 2003. http://mulinet3.li.mahidol.ac.th/thesis/2546/4537467.pdf.

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Lee, Roger. "Exploring personal boundaries sensuality and sexuality /." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1181666234/.

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Sina, Sam Som-arch Wongkhomthong. "Performance of health center personnel on Health promotion in primary school in Suphanburi province, Thailand /." Abstract, 2004. http://mulinet3.li.mahidol.ac.th/thesis/2547/cd363/4637940.pdf.

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Aletaibi, R. G. "An analysis of the adoption and use of HRIS in the public universities in Saudi Arabia." Thesis, Coventry University, 2016. http://curve.coventry.ac.uk/open/items/e4183d4b-7be6-4cc7-a9f0-f582269b441b/1.

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Evaluating the use of human resource information systems (HRIS) by employees working in the human resource management (HRM) departments of the public universities in Saudi Arabia is one of the main aims of this project. Other researchers in this field have proposed several success models for HRIS use, and they are suitable for organisations working in the conditions and circumstances surrounding a particular region; however, they cannot be applied directly to Saudi organisations. Thus, it is very important to construct an HRIS use model for higher education institutions. In view of the weaknesses of other HRIS success models for the particular environment in Saudi Arabia, this study has integrated some incumbent factors into the DeLone and McLean HRIS success model to develop a new model that provides comprehensive insight into the most important factors affecting the issue of HRIS within the HR Departments of Saudi universities. This results in the development of a theoretical framework as a model to carry out the investigation into the impacts of various dimensions of the proposed model on the use of HRIS by employees. A mixed-method research design involving interviews and questionnaires was used to collect qualitative and qualitative data; analytical techniques along with SPSS20 were employed to analyse the data. The results obtained from the qualitative phase showed that there were six factors that affected the use of HRIS in the HR Departments of public universities: usefulness, a speedier decision-making process, system quality, ease of use, subjective norms (social and peer pressures), and the unification of systems. The impact of these dimensions on the use of HRIS was measured in the qualitative phase, showing the positive impact of system quality, service quality, and ease of use on the use of a system. Furthermore, the impact of HRIS on human resources (HR), based on performance and productivity, was investigated through interviews and surveys with the sample population. In general, it was found that HRIS have a significant and positive impact on the performance and productivity of the HR Departments of public universities in Saudi Arabia. This study’s main contribution is the successful development of an adoption model for the measurement of HRIS use in Saudi public universities, by taking into account the social elements that play an important role in the use of HRIS in Saudi Arabia. This is the first study of its kind that has been performed to measure the factors and map the strength of their relationship with the use of HRIS, user satisfaction and HRIS adoption.

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Ryan, Diane Michele. "In Their Place: Measuring Gender Attitudes and Egalitarianism among U.S. Army Personnel." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-03272008-165520/.

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The present study investigated the attitudes of U.S. Army soldiers assigned to a Civil Affairs and Psychological Operations command and a combat division with regard to gender using the Attitudes Toward Women and Modern Sexism scales; and egalitarianism using the Social Dominance Orientation scale. Soldiers (N=335) responded to a 78-item questionnaire that assessed their endorsement of group equality ideals, and collected specific information about individual characteristics, military training and military experience. Multivariate regression analyses found gender and months of deployment to significantly predict gender attitudes, and gender and ethnicity significantly related to egalitarianism. At the bivariate level the study also found associations between age and service component on both measures. Gender attitudes and egalitarianism were also found to be significantly correlated. Exploratory analyses further revealed rank as a possible moderator of the relationship between gender attitudes and egalitarianism, and found gender identity to be a significant predictor of both as well. Limitations of the study as well as implications and direction for future research are discussed.

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Troise, Lori Ann. "The effectiveness of incident command systems training for residential learning personnel at Rowan University /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

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Panmanee, Nuananong. "An Analysis of the Student Personnel Services Organization of Prasarnmitr, Srinakharinwirot University, Bangkok, Thailand." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332022/.

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The purposes of the study are to (1) compare the opinions of faculty members and students concerning the present operation of student personnel services at Prasarnmitr, Srinakharinwirot University, and (2) to propose organizational principles appropriate for student personnel services. A survey instrument developed with the consultation of five professors who are experts in this particular area (See Appendix A) was used to collect the data. The data consist of responses from questionnaires that were administered at Prasarnmitr, Srinakharinwirot University to two hundred and sixteen undergraduate students and fifty-three faculty members. Responses from both faculty members and students were 77.97 per cent. In order to accomplish the purposes of the study, four research questions were formed. Descriptive statistical analysis and the t test were selected for use as the appropriate statistical techniques. Analysis of the data reveals that (a) both students and faculty members are quite knowledge about student services currently provided by the university, (b) faculty members and students' perceptions are the same as regards the present operation of student personnel services program at Prasarnmitr, Srinakharinwirot University, (c) faculty members and students' perceptions are the same with regard to proposed goals, planning and organizing, budgeting, facilities and equipment, and evaluation, and (d) responding faculty members agreed more strongly than did students on the proposed qualifications and functions of the Vice-President of Student Affairs and the choice of the staff of student personnel services.

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Courtois, Lucile. "Innovation et dynamique de l'implication professionnelle : le cas d'une recherche-action dans le champ de l'administration universitaire." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20054/document.

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Cette thèse porte sur l’étude des dynamiques implicationnelles faisant suite à la mise en œuvre d’une innovation dans le champ de l’administration universitaire. Mises en place dans le cadre d’une démarche de recherche-action, nous avons souhaité interroger ces dynamiques à partir d’ancrages hétérogènes, non réductibles les uns aux autres, mais complémentaires. L’innovation en question renvoie à la mise en place d’une démarche participative et co-construite, permettant aux professionnels qui y sont impliqués de passer d’un statut qualifié d’agents, à un statut de co-auteur d’actions collectives. C’est par le biais d’une étude diachronique en deux temps de recueil de données par entretiens que nous avons cherché à mettre à jour les effets potentiels de cette démarche sur les dynamiques implicationnelles (hypothèse 1), représentationnelles (hypothèse 2) et identitaire (hypothèse 3) des professionnels interrogés. Les résultats, enrichis et étayés par différentes phases de restitutions investigantes, nous permettent de repérer que l’implication professionnelle s’exprime dans des formes d’être et d’agir qualitativement différentes entre les deux temps de recueil de données. L’innovation co-construite dans le cadre d’une recherche-action a notamment permis un renforcement identitaire, une réappropriation du sentiment de contrôle, une évolution de la représentation professionnelle du travail des professionnels administratifs interrogés, celle-ci passant d’une représentation « hors-sol » à une représentation collectivement assumée. Ainsi, ces résultats nous amènent à inscrire nos travaux dans une perspective de professionnalisation permanente, où l’innovation et la recherche-action permettent l’émergence d’une logique de renforcement de la professionnalité des acteurs concernés. Par ailleurs, en envisageant la démarche mise en place comme relevant d’un espace transitionnel, nous interrogeons l’innovation et la recherche-action comme possibles vecteurs d’émancipation
This thesis deals with implicational dynamics following the implementation of an innovation in the field of university administration. Our concern has been to question these dynamics set up within the framework of an action-research process starting from heterogeneous anchorages not reducible to each other but supplementary. The innovation in question sends back to the implementation of a participative and co-constructed approach allowing the professionals who are involved there to pass from a so-called status of agents to a status of co-authors of collective actions. By means of a diachronic study in two phases of data collection through interviews, we have tried to measure the potential effects of this approach on the interviewed professionals’ implicational (hypothesis 1), representational (hypothesis 2), and identity (hypothesis 3) dynamics. The results enriched and supported by several stages of investigational feedback allow us to point out that professional implication expresses itself in forms of being and acting qualitatively different between one period of data collection and the other. Innovation co-constructed within the framework of research-action has notably led to a strengthening of identity, a reinforced sense of control, progress in the professional perception of the work of the administrative professionals interviewed, this one switching from a rather indistinct representation to a collectively assumed representation. Therefore these results bring us to register our work in a prospect of permanent professionalization where innovation and action-research allow the emergence of a logic of reinforced professionalism in the actors involved. Moreover by approaching the whole process as part of a transitional space, we question whether innovation and action- research can be vectors of emancipation

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35

Andersson, Malena, and Karin Thorell. "Attityder till friskfaktorer på arbetsplatsen - En enkätstudie bland personal på Högskolan Kristianstad/Attitudes towards factors of well-being at the workplace – a questionnaire survey among personnel at Kristianstad University." Thesis, Kristianstad University College, Department of Health Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-3680.

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For a long period of time there has been an extensive documentation of how things are presumed not to be at our workplace. However there is little knowledge on how it is supposed to be, what makes us feel good and what makes us retain our well-being. The aim of this study was to survey the attitudes towards factors of well-being at the workplace among personnel at four institutions at Kristianstad University. The work method used in this study is quantitative and a questionnaire survey was carried out to produce an overall picture. The majority considered praise from manager and the opportunity of development discussions of great importance. During the development discussion the majority considered feedback on work achievements the topic of most importance to discuss. Stress management was found to be the pre-eminent benefit to be offered from the employer. Women had a more positive attitude towards factors that promote health in the relationship between the co-workers. In general women also had a more positive attitude towards factors that promote health in the assignment. The result of our study raises attitudes towards health promoting factors, and could indicate the direction for pursued health promoting work in the workplace. To enable an organization, and its employees, to develop and grow according to their attitudes, they will need opportunities to reflect and learn.

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Memdouh, Ali Al-Tikriti. "The personal adjustment of Arab students at selected British universities." Thesis, University of Liverpool, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329820.

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Meckel, Gamine Beth. "Approximating an image : beauty among female university students /." View online, 1985. http://repository.eiu.edu/theses/docs/32211130497960.pdf.

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Macfarlane, Chelsea Elizabeth. "A comparison of the predictors of hepatitis B vaccination acceptance amongst health care and public safety workers in Australia /." View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031222.150943/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2001.
"A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, University of Western Sydney" Bibliography : leaves 193-208.

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Swan, Terry. "A Model for Group Marital Preparation in a University Setting." TopSCHOLAR®, 1987. https://digitalcommons.wku.edu/theses/2900.

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The author created an experimental model workshop for group marital preparation in a university setting. Eight couples attended the April 16-17, 1984, workshop, and nine couples attended the March 25-27, 1985, workshop. All persons, with the exception of two couples, were university students. Each couple was contacted by a form letter which contained questions about their expectations and invited them to take a temperament test. A participant evaluation was done after the workshop. A great majority of responses support the need for marital education. The workshop enabled the participants to better understand their intended spouses. The basic divisions of commitment, compatibility, communication, conflict and cooperation met the primary needs of the participants. Greater need for the topics of finance and theology was exposed.

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Haffey, James L. "Level of involvement among Mississippi community college workforce personnel in community and economic development activities." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-11092007-111629.

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Bullier, Eliane. "L'universite pour tous de l'universite de bourgogne, un projet educatif du temps libre." Caen, 1992. http://www.theses.fr/1992CAEN1092.

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Des adultes disposant de temps libre : femmes au foyer, retraites, et issus pour la plupart des couches moyennes de la population adressent une demande d'education a l'universite, sans projet d'evaluation, pour le plaisir. Que signifie cette nouvelle demande d'education ? s'inscrit-elle dans la tradition de l'education populaire ? est-elle une resultante de l'education des personnes agees qui s'est developpee partout dans les pays industrialises sous l'effet des politiques vieillesses accompagnant l'augmentation en nombre des personnes agees et la generalisation des systemes de retraite? ces questions sont posees par l'intermediaire de l'etude d'une experience universitaire : l'universite pour tous de bourgogne
Adults who have some spare time -housewhives, retired persons. . . , and most of them coming from the middle classes- ask for an education plan to university, without any evaluation, just for pleasure. What sens can we make of this new demand for education ? could it be considered this demand follows a tradition of popular education ? was it brought about by the education of seniors, which has developped everywhere in industrialized countries, and which was triggered of by policies for the old ; thouse go along with the increasing number of old people and the development of pensions? these questions are being asked by a research program on a university experience : the university for all of burgundy

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Allen, Melissa Ann. "A study analyzing the perspectives of National Board certified media specialists." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/melissa_a_allen/allen_melissa_a_200701_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Judith L. Repman. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 233-248) and appendices.

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Dougherty, Kelly F. "Enrollment variations as related to selected support personnel hiring practices at four major universities in Indiana." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/469580.

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The purpose of the study was to determine whether the State supported Universities in Indiana adjust the number of selected support positions as enrollments vary. To facilitate reporting the data the study was written in five chapters. Chapter I included an overview that delineated the purpose for the study and organization for subsequent chapters.Chapter II presented a review of related research and literature directly pertaining to the study. No literature or research has been found that quantitatively describes what a minimum selected support staff should be, or what existing ratios are. Evidence exists within the literature and research to support the concept that the human resources approach to the personnel function is impacting higher education through the larger society. Evidence exists to support the notion that unions will continue to play a vital role in assuring that support services within higher education will receive a larger percentage of administrative attention within the next decade.Chapter III contained an explanation of the methods and procedures employed to derive the necessary data. The chapter contained procedures for selecting the population, methods used in the collection of data and methods used for analysis of data.Chapter IV contained the data collected from the respective Directors of Personnel Services of the selected institutions and enrollment data collected from the National Center For Educational Statistics. The data was presented in narrative form with the tables and figures utilized to report the raw data.Chapter V provided a summary of the study, findings, conclusions, and recommendations. The findings support the following selected conclusions:1. There has been a generally positive relationship among enrollments and the number of selected support staff positions during the time span stipulated within the study.2. During the time span stipulated within the study, enrollments at all universities have increased at a greater rate than selected support staff positions, although specific yearly negative relationships did occur.3. There appears to have been no conscious effort on the part of personnel directors at any institution studied to either establish appropriate support staff to student ratios or to maintain any such ratio.

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Scribner, Leroy A. "A comparison of Ohio University's college student personnel classes using Kouzes and Posner's leadership practices inventory." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1113834207.

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David, John Seh. "The Role and Functions of Diversity Affairs Centers' Chief Personnel Officers at Public Universities in Texas." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279195/.

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The problem of this study concerns the role and functions of diversity affairs centers' chief personnel officers at public universities in Texas. Because of the political and evolving nature of diversity affairs offices, it is important to understand the functions and types of services these centers provide with respect to institutional goals, missions, and student retention at public universities in Texas.

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Scribner, Leroy A. "A Comparison of Ohio University’s College Student Personnel Classes Using Kouzes and Posner’s Leadership Practices Inventory." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1113834207.

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Gungor, Celal. "A human factors and ergonomics awareness survey of professional personnel in the American furniture industry." Master's thesis, Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-07092009-144922.

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MANHES, PASCALE. "Couverture vaccinale du personnel de la faculte de medecine de lyon : bilan de 12 annees d'activite du service medical." Lyon 1, 1991. http://www.theses.fr/1991LYO1M391.

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Akos, Hosea Dodo. "Perceptions of Student Affairs Services by Students and Student Affairs Personnel at Andrews University, Berrien Springs, Michigan." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278433/.

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The purpose of this study was to investigate the perceptions of students and student affairs personnel of student affairs services at Andrews University's main campus in Berrien Springs, Michigan. A modified questionnaire, based on the work of Selgas and Blocker (1974) and Glenister (1977), was developed for this study. Eleven student services found in the Council for the Advancement of Standards for Student Services/Development Program's guidelines were included. A random sample of 280 students at Andrews University received surveys, with 165 (59%) responding. The 30 full-time student affairs personnel also received surveys, with 20 (67%) responding. Students and student affairs personnel rated their perceptions of student services, using 77 statements associated with these services. Services were rated on a 6-point scale in the categories of status of knowledge, relative importance, and effectiveness. Respondents were asked to include additional comments concerning the services and to provide biographical data. The following are some of the main findings: Significant differences between students' and student affairs personnel's status of knowledge of student services were found in career planning/employment, commuter programs/services, counseling services/substance abuse education, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of relative importance of student services were found in counseling services/substance abuse education, housing/residential life programs, international student/multicultural services, religious programs/services, student activities, and wellness/health. Significant differences between the two groups' perceptions of the effectiveness of student services were found in counseling services/substance abuse education, minority student programs/services, religious programs/services, services for students with disabilities, student activities, and wellness/health. Important information for the improvement of student services has resulted from this study, which provides student insights about student services that go beyond those of the current student affairs personnel. The study also provides a program-evaluation model unique to Andrews University for periodic assessment of the status and progress of student affairs services.

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Broderick, Gordon B. "A study of the attitudes and perceptions of educational personnel towards evaluation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25826.pdf.

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Dissertations / Theses on the topic 'Universités – Personnel'

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