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Les processus de production et de diffusion des connaissances confrontent inévitablement le chercheur et la communauté scientifique à laquelle il appartient à des interrogations relatives à l'intégrité en recherche. Cependant, les normes régissant les pratiques des chercheurs, des évaluateurs de leurs travaux et des rédacteurs en chef de revues savantes (ou autres responsables de l'évaluation) ne sont pas toujours très explicites. De plus, les causes attribuées à l'inconduite et les solutions à y apporter sont encore loin de faire l'unanimité. Cet ouvrage espère amener les chercheurs, particulièrement ceux qui oeuvrent en sciences de l'administration, à réfléchir aux normes qu'ils veulent se donner à partir de ce qu'ils disent penser en ce qui regarde l'intégrité en recherche.
This guide complements the booksProfessional Competencies for Accompanying Change. A Frame of Reference and Professional Accompaniment Model for Change. For Innovative Leadership.Divided into two parts, it deals first with the change accompaniment model and then covers the professional competencies frame of reference. Each section contains excerpts and diagrams from the above works as well as suggested tasks to carry out in order to apply the material in the books. The glossary at the end of the guide further explains and contextualizes the terms and concepts in the model and frame of reference. The guide is intended for anyone who wishes to use the competency frame of reference and the accompaniment model. You will find ideas to spur reflection and help you develop your own ways of accompanying others."
Using a frame of reference developed in the field of education, this book proposes eight professional competencies required to accompany change. Practiced in context, in interaction with others, and in harmony with the workplace, with its specific culture and ways of doing things, these competencies deal both with the type of accompaniment to use and the professional collaboration that should be developed, as well as the affective aspects of taking action and exercising professional judgment. They emerge in an integrated and complementary way from the reflective practice of the accompaniment providers who help those they accompany to engage in such practice.