11. Educational Improvement and Quality Assurance
Paper
Effects of Meaningful Work, Percieved Organizational Support and Job Satisfaction on Organizational Commitment of Teachers
Filiz Akar
Yozgat Bozok University, Turkiye
Presenting Author: Akar, Filiz
Today, expectations from education and teachers have increased. International studies on learner and teacher competencies, emphasize changes in content and pedagogical approaches with the effect of technology (Bachy 2014). A generation ago, the teaching of a fixed curriculum was central to education in most countries, assuming that what teachers teach will last a lifetime; nowadays, in the conditions where the content is easily accessible in search engines and the information is digitized; Teachers need to manage complex ways of thinking, deeply understand students' motivations and emotions (Schleicher, 2012). Educational institutions faced with challenges such as hybrid education, digitalization of education, and the development of techno pedagogical approaches, have difficulties in finding and retaining qualified, committed and motivated teachers who will adapt to these changes. Because these changes can increase teachers' stress, burnout, and intention to quit. A meta-analysis study examining the psychological states of teachers reveals that the prevalence of burnout, stress, anxiety and depression in teachers is in high ranges (Agyapong, Obuobi-Donkor, Burback & Wei, 2022). The differences in the approach to work of Generation Y also make it difficult for their organizational commitment and retention in the organization (Pandita & Ray, 2018).
Organizational commitment is one of the important factors that keep employees in organizations and increase their job motivation. According to Meyer and Allen (1997), organizational commitment is “the employee's feeling of being connected to his organization”. Organizational commitment has three dimensions as "Adaptation", "Identification" and "Internalization" (O'Reilley & Chatman, 1986). Organizational commitment not only helps to keep employees in the organization, but also affects the success of organizations (Balay, 2000; Boylu, Pelit, & Güçer, 2007). Employees with high commitment make extra efforts for their jobs and organizations, play a role in maintaining the competitive advantage of the organization and focus on contributing to high performance (Kim & Brymer, 2011; Pandita & Ray, 2018). According to Khan (1990) ensuring organizational commitment depends on three conditions: the employee's finding their work meaningful, being safe in the organization and having a variety of skills that improve the person at work. Perceived organizational support is “the degree to which employees believe that their organization values their contributions and considers their well-being” (Robbins & Judge, 2013). According to studies, organizational support perceived by teachers affects organizational identification (Demir, 2015). The concept of meaningful work is expressed as a tool of “deep motivation”, “job satisfaction and organizational commitment”. It is the deep satisfaction that a person gets from having done the job and succeeded while doing his job, and the inner, deep motivation to do his job” (Chalofsky & Krishna,2009; Akar,2020).
Researches show that as emotional commitment increases, intention to quit and burnout decreases in teachers. In the competitive conditions where expectations from education increase and the way of doing work changes; Job satisfaction and organizational commitment of qualified teachers, who will adapt to changes and increase the effectiveness of themselves and the school by integrating information technology with pedagogical elements are important. In this study, it is aimed to determine the effect of teachers' perceived organizational support, meaningful work and job satisfaction level on organizational commitment. In the research: a) What are the teachers' levels of meaningful work, perceived organizational support and job satisfaction? b) Do teachers' opinions on meaningful work, organizational support, and job satisfaction levels differ significantly according to generation (X and Y), gender, seniority, school type and school size? c) Is meaningful work level, perception of organizational support and job satisfaction together a significant predictor of organizational commitment ? questions will be answered.
Methodology, Methods, Research Instruments or Sources UsedThe research will be conducted with the relational screening method, as it includes determining the levels of meaningful work, perceived organizational support and job satisfaction, its relationship with various variables and the effect of meaningful work, perceived organizational support and job satisfaction on organizational commitment in teachers. Organizational commitment predicted (dependent) variable; meaningful work, perceived organizational support and job satisfaction were determined as predictive (independent) variables. The sample of the research consists of 400 teachers working in public schools in two cities in Turkey. Theoretical sample size chart was used for universes of different sizes to determine the sample size. Within the scope of the research, data are collected through the Meaningful Job Level Scale (Akar, 2020), Perceived Organizational Support Scale (Nayır, 2014), Job Satisfaction Scale (Tezer, 2001), Organizational Commitment Scale (Balay, 2000). It was decided by a simple random method that the measurement tools would be applied to the participants in which schools. In the analysis of the data, descriptive statistical techniques such as frequency, arithmetic mean and percentage was used to determine teachers' meaningful job, perception of organizational support, job satisfaction and organizational commitment levels. The t-test was used to analyze whether the opinions of the groups show a statistically significant difference according to the gender, generation (X and Y), education level variables; ANOVA (One-way analysis of variance) was used to analyze whether there is a significant difference according to seniority, branch, education level, school type and school size variables. Multiple regression analysis was used to determine the effect of meaningful work, perceived organizational support, and job satisfaction on organizational commitment.
Conclusions, Expected Outcomes or FindingsIn this study, it was found that the teachers found their job mostly meaningful and; It was found that they perceived organizational support at a moderate level in the sub-dimensions of organizational justice and Organizational Awards and Work Conditions, and at a very high level in the sub-dimension of supervisors support. Perception of teachers' organizational commitment is low in the compliance sub-dimension, moderate in the identification sub-dimension and high in the internalization sub-dimension. There is a statistically significant difference between the opinions of teachers about meaningful work according to the variables of subject and school type. In the study, it was found that high school teachers found their jobs more meaningful compared to primary and secondary school teachers. The perceptions of school administrators on organizational support and organizational commitment are more positive than teachers. According to gender and school type, there is a significant difference between the perceptions of teachers on the organizational commitment dimension. Male teachers and teachers working in primary schools have higher compliance commitment than female teachers and teachers working in secondary and high schools. In the study, it was also revealed that organizational support and job satisfaction is an important predictors of organizational commitment. It is expected that the results of the study will be useful in understanding the psychological and professional motivations of teachers in their relationship with their work and organizations under changing conditions. Based on the results, it can be suggested that teachers should be developed, professional empowerment and coaching-mentoring, maintaining their well-being, ensuring their loyalty, and psycho-social programs could be developed in education and school management. Research can be conducted on the management of educators' well-being in prospective education management and leadership, teacher engagement and digitalization conditions.
ReferencesAgyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: a scoping review. International journal of environmental research and public health, 19(17), 10706.
Akar, F. (2020). Examining the meaningful work level of generation X and generation Y teachers. Ilkogretim Online - Elementary Education Online, 19 (3), pp. 1225-1241
Bachy, S. (2014). TPDK, a new definition of the TPACK model for a university setting. European Journal of Open, Distance and E-Learning, 17(2), 15-39.
Balay, R. (2000). The organizational commitment of administrators and teachers in private and public
secondart schools (Sample of Ankara province). Doctoral dissertation, Ankara University, Institute of
Social Sciences.
Boylu, Y., Pelit, E. ve Güçer, E.(2007). A Study on the Level Organisational Commitment of Academicians). Finance Politics & Economic Reviews, 44 (511), 56-74.
Chalofsky, N., & Krishna, V. (2009). Meaningfulness, commitment, and engagement: The intersection of a deeper level of ıntrinsic motivation. Developing Human Resources, 11, 189-203.
Demir, K. (2015). The effect of organizational justice and perceived organizational support on organizational citizenship behaviors: The mediating role of organizational ıdentification. Eurasian Journal of Educational Research, 60, 131-148.
Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of management journal, 33(4), 692-724.
Kim, W. G. & Brymer, R. A. (2011). The effects of ethical leadership on manager job satisfaction, commitment, behavioral outcomes, and firm performance. International Journal of Hospitality Management 30 , 1020– 1026.
Meyer, J. & Allen, N. (1997). Commitment in The Workplace, USA:Thousand Oaks SAGE Publications, CA.
Nayır, F. (2013). “Perceived Organizational Support Scale”- Short Form Validity-Reliability Study. Mehmet Akif Ersoy University Journal of Education Faculty, 1(28), 216 - 237
O'Reilly, C. A., & Chatman, J. (1986). Organizational commitment and psychological attachment: the effects of compliance, ıdentification and ınternalization on prosocial behavior. Journal of Applied Psychology,71, 492−499.
Pandita, D., & Ray, S. (2018). Talent management and employee engagement–a meta-analysis of their impact on talent retention. Industrial and Commercial Training, 50(4), 185-199.
Robbins, S. P. ve Judge, T. A. (2013). Attitudes and Job Satisfaction (Çev. Edit. İlknur Özalp Türetken ve Gökçe Başbuğ). Organizational Behaviour. Nobel Publishing
Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. OECD Publishing. France.
Tezer, E. (2001). Validity and Relaibility of Job Satisfaction Scale. Turkish Psychological Counseling and Guidance Journal, 2(16), 33-39.
11. Educational Improvement and Quality Assurance
Paper
Internship Quality and Vocational Identity Status in Health Sciences Students
Ieva Rudzinska1, Buratin Khampirat2, Selma Mupeniwo Iipinge3
1Latvian Academy of Sport Education, Latvia; 2Suranaree University of Technology, Thailand; 3Namibia University of Science and Technology
Presenting Author: Rudzinska, Ieva;
Khampirat, Buratin
Improving professional identity is crucial for enhancing students' mental health in the health sciences and addressing the scarcity of health professionals (Tang et al., 2022). Internship experiences have been found to be crucial in shaping the vocational identity development of university students (Gao et al., 2022; Jackson, 2017). Vocational identity is defined as an individual's sense of self in relation to their career that having a solid and clear understanding of one's objectives, passions, and skills (Holland et al., 1993). It is a key aspect of career development that can be influenced by various factors (Wong & Kaur, 2018), including the quality of internship experiences (Gamboa et al., 2021; Khampirat, 2020; Porfeli et al., 2011). The purpose of this study is to examine the relationship between internship quality and vocational identity status in university students.
Theory:
The Social Cognitive Career Theory (SCCT) (Lent et al., 1994) and the Career Construction Theory (CCT) (Savickas, 2005) were applied and integrated in this study.
SCCT (Lent et al., 1994) posits that individuals develop their vocational identity through a process of self-reflection and exploration, in which they consider their interests, abilities, and values, and how these relate to potential career options. This theory suggests that high-quality internship experiences can provide opportunities for students to gain knowledge, skills, and self-awareness that can enhance their vocational identity development (Pan et al., 2018).
CCT (Savickas, 2005) proposes that vocational identity formation is a dynamic, ongoing process that occurs through a series of career-related experiences, including internships. CCT states that internship experiences can provide students with opportunities to explore their interests and values and to develop a sense of self in relation to their careers (Chen et al., 2022).
Empirical evidence supports the relationship between internship quality and vocational identity status in university students. For example, a study by Gamboa et al. (2021) found that VET students who had high-quality internship experiences reported greater vocational identity exploration than those who had lower-quality internships. Another study by Ng et al. (2022) found that students who had high-quality internships were more likely to report a sense of vocational self-efficacy and career decision self-efficacy than those who had lower-quality internships.
In conclusion, this study aims to investigate the relationship between internship quality and vocational identity status in university students, drawing on the theories of SCCT and CCT. The results of this research may provide valuable insights for university educators and career counselors to enhance the quality of internship experiences and facilitate the vocational identity development of university students.
Methodology, Methods, Research Instruments or Sources UsedParticipants:
This was a cross-sectional study. The participants were 117 health sciences students who were randomly sampled from universities in Thailand (male = 22, female = 95). All participants provided informed consent and were aware of their rights as research participants. Data was collected and analyzed in accordance with ethical guidelines and regulations.
Instruments:
- The Vocational Identity Scale (VISA) is a measure of vocational identity developed by Porfeli et al. (2011). It is a self-report measure that assesses the degree to which an individual has a clear, stable, and committed sense of self in relation to their vocational interests, values, and goals. The VISA consists of 30 items that are rated on a 5-point Likert scale. The Cronbach’s alpha for the VISA subscales ranged from .802 to .831, with an overall Cronbach’s alpha of 0.918. The confirmatory factor analysis (CFA) results supported the second-order measurement model of VISA with a good model fit (chi-square (333) = 1329.057, chi-square/df = 3.991, CFI = 0.961, TLI = 0.949, RMSEA = 0.040 [0.038, 0.042], SRMR = 0.045).
- The Internship Experience Questionnaire (InExp) is a tool used to measure the quality of internships. It was developed by combining the questionnaires of Luk and Chan (2020), Anjum (2020); Marinaș et al. (2018), Nghia and My Duyen (2018), and Khampirat and McRae (2016). The scale includes 20 items that are divided into four subscales: clear goals (4 items), university support (3 items), workplace support (3 items), perceived value (6 items) and assessment (4 items). Participants are asked to rate each item on a 5-point Likert scale, with 1 indicating "strongly disagree" and 5 indicating "strongly agree." The Cronbach’s alpha for the InExp subscales ranged from .761 to .878, with an overall Cronbach’s alpha of 0.934. The CFA results supported the second-order measurement model of InExp with a good model fit (chi-square (152) = 407.125, chi-square/df = 2.678, CFI = 0.986, TLI = 0.983, RMSEA = 0.030 [0.026, 0.033], SRMR = 0.021).
Data analysis:
Nominal and ordinal variables were described using frequency and percentage, whereas continuous variables were described using means and standard deviations. The variations in VISA and InExp rating between two or more groups were examined using the t-test and ANOVA. Pearson’s correlation was applied to explore the correlation between variables in this study. The influence of Internship Quality and VIS was analyzed via partial least squares structural equation modeling (PLS-PM, PLS-SEM).
Conclusions, Expected Outcomes or FindingsThe results of this study provide evidence for the relationship between internship quality and vocational identity status in university students, particularly in the context of health sciences students in Thailand. The findings suggest that high-quality internship experiences can lead to greater vocational identity exploration, self-awareness, and self-efficacy among these students. These results are consistent with the predictions of the Social Cognitive Career Theory and Career Construction Theory, which posit that internship experiences can play a crucial role in vocational identity development.
The implications of these findings are particularly relevant for educators, practitioners, and career counselors in the health sciences field in Thailand, as they suggest that efforts to enhance the quality of internship experiences can have a positive impact on the vocational identity development of students. This includes providing opportunities for self-reflection, exposure to diverse career options, and guidance in the decision-making process.
Additionally, this research could also be applied to other fields and in other countries, including in the European/international dimension. As the theories used in this study are widely accepted across cultures and fields, the relationship between internship quality and vocational identity development is likely to be generalizable to a variety of contexts. Therefore, the findings of this study could be used to inform internship policies and practices in other fields and countries to promote vocational identity development among university students.
In conclusion, this study has provided valuable insights into the relationship between internship quality and vocational identity status in university students, specifically in the field of health sciences in Thailand. Furthermore, the findings of this study have the potential to be applied in other fields and countries to enhance the vocational identity development of university students.
ReferencesChen, H., Wu, Y., Jiang, L., Xu, B., Gao, X., & Cai, W. (2022). Future orientation and perceived employability of Chinese undergraduates: a moderated mediation model. Current Psychology.
Gamboa, V., Paixão, M. P., da Silva, J. T., & Taveira, M. d. C. (2021). Career Goals and Internship Quality Among VET Students. Journal of Career Development, 48(6), 910-925.
Gao, Z., Wei, X., Yang, L., Cui, D., Kong, L., Qi, L., & Zhang, P. (2022). Mediating role of career self-efficacy between clinical learning environment and professional identity in nursing students. Journal of Advanced Nursing, 78(4), 1012-1019.
Holland, J. L., Johnston, J. A., & Asama, N. F. (1993). The vocational identity scale: A diagnostic and treatment tool. Journal of Career Assessment, 1(1), 1-12.
Jackson, D. (2017). Developing pre-professional identity in undergraduates through work-integrated learning. Higher Education, 74(5), 833-853.
Khampirat, B. (2020). The relationship between paternal education, self-esteem, resilience, future orientation, and career aspirations. PLoS One, 15(12), e0243283.
Luk, L. Y. Y., & Chan, C. K. Y. (2020). Adaptation and validation of the Work Experience Questionnaire for investigating engineering students' internship experience. Journal of Engineering Education, 109(4), 801-820.
Marinaș, C. V., Goia , S. I., Igreț, R. Ș., & Marinaș, L. E. (2018). Predictors of quality internship programs—The case of Romanian business and administration university education. Sustainability, 10(12), 4741.
Ng, P. M. L., Wut, T. M., & Chan, J. K. Y. (2022). Enhancing perceived employability through work-integrated learning. Education + Training, 64(4), 559-576.
Nghia, T. L. H., & My Duyen, N. T. (2018). Internship-related learning outcomes and their influential factors. Education + Training, 60(1), 69-81.
Pan, J., Guan, Y., Wu, J., Han, L., Zhu, F., Fu, X., & Yu, J. (2018). The interplay of proactive personality and internship quality in Chinese university graduates' job search success: The role of career adaptability. Journal of Vocational Behavior, 109, 14-26.
Porfeli, E. J., Lee, B., Vondracek, F. W., & Weigold, I. K. (2011). A multi-dimensional measure of vocational identity status. Journal of Adolescence, 34(5), 853-871.
Savickas, M. L. (2005). The Theory and Practice of Career Construction. In D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work. (pp. 42-70). John Wiley & Sons, Inc.
Tang, M., Sun, Y., Zhang, K., Luo, R., Liu, Y., Sun, H., & Zhou, F. (2022). Associated factors of professional identity among nursing undergraduates during COVID-19: A cross-sectional study. International Journal of Nursing Sciences, 9(1), 107-113.
11. Educational Improvement and Quality Assurance
Paper
Pursuit of Quality in Vocational Secondary Schools: deployment of management systems and reconfigurations at work
Silvia Sá
HEP Vaud, Switzerland
Presenting Author: Sá, Silvia
The school benches are crossed by a transposition of new measures of a managerial nature, with a progression of new modes of governance focused on accountability and results evaluation (Maroy & Pons, 2019; Taylor, 2007). Our contribution will highlight how the vocabularies and approach have subtly shifted from "quality control" to an incentive for "quality development" in a logic of collective action (Ozga et al., 2011). Launched in "project mode" and with action principles such as initiative and accountability, quality management systems encourage a logic of enrolment of everyone, at all levels of the organization.
In Switzerland, the institutionalization of quality management systems (QMS) has been brought into the regulatory basis (Vocational Education and Training Law, 2002) and has been integrated into Swiss secondary vocational schools, with certificates recommended at the cantonal level. In a context that has called for reforms and increasing complexity, it can be assumed that the introduction of quality certifications responds to a challenge of valorization and incorporation of quality and excellence standards. In the management of institutions, these systems represent the development of a tool for action and a culture of quality monitoring (quantified, comparative and cyclical information). In this context, these standardization systems are deployed as "soft constraints" and are based on mobilization principles. They are aligned with the rise of so-called "soft" governance and intended to be suggestive (Duru-Bellat, 2019). Self-evaluation and self-regulation (of institutions, actors; etc.) has become unavoidable and is combined with regulatory action through external mechanisms.
In this contribution, we will highlight how the deployment of QMS leads to a shift from endogenous professionalism (from within) to exogenous professionalism (from above), with repercussions on the definition of work and on activity (Boussard et al., 2010; Evetts, 2009). Organizational professionalism is clearly expanding in educational institutions (Tardif, 1999). It introduces forms of regulation, which no longer rely on the basis of "trust" or discretionary power of professionals (Evetts, 2009) and involves increased standardization of work procedures and practices. The use of new types of external experts (auditors who certify SQM) or the internal emergence of new roles within the intermediate professions, such as "delegate" or "quality manager", is part of the workings of these steering and regulation mechanisms.
This leads us to ask several research questions: what are the perceived impacts of these management mechanisms (understanding of meaning and relationship)? How does the deployment of a QMS affect the work and practices of different groups of school actors?
Methodology, Methods, Research Instruments or Sources UsedThe choice of this field introduces the hypothesis of a particular resonance in the context of the implementation of vocational training, which is composed of a wide range of partners, actors and mechanisms. The specificities of vocational and post-compulsory training would constitute a favourable context for the development of quality management systems.
In order to understand the impact of this deployment, our method focuses on the actors who make, translate and interpret the meaning of the systems. By questioning the configurations "manufactured" by the instruments (Lascoumes & Le Galès, 2005), we will consider from the outset the emergence of effects of our own, which go beyond the initial intentions of the decision-makers and generate an appropriation and unexpected detour.
This contribution will present the results of an ongoing doctoral research project that began with an analysis of various documents and sources (official and legal documents; repositories of various standards; commission reports; charters; documents from professional unions; etc.). This qualitative research is based on nearly forty interviews conducted with members of the school management, quality delegates, deans, and teachers in 11 schools in one canton, as well as interviews with the general department. The purpose of these interviews was to review the history of the development of the quality system (at the school level or at the cantonal level) and to uncover the experience of this monitoring over the years. The questions concerned the biographical accounts of the people involved, the layout and relationship to the certification process, the choice of the quality label, the impact on professional activity, the collaborators and associated roles, etc.
We also conducted audit observations and interviews with auditors, seeking to understand the point of view of professionals who specialize in this external certification process for several quality standards (such as ISO, QSC, etc.).
We will present the impacts perceived by groups of actors and we will describe the meaning of and relationship with the process and the different associated socio-technical processes.
Conclusions, Expected Outcomes or FindingsOur results explore how intermediary actors collectively take hold of these devices, the logics of (re)negotiation at work (paradoxes; arbitrations made; logics of mediation; compromises) and emerging reconfigurations of work (impacts on their room for maneuver and discretionary power). At this point, the analysis of the different discourses, allows us to accentuate the intensification of a multi-regulation of education (Barroso, 2016; Carvalho, 2015), conceiving the quality certification of schools as a supplementary and complementary device to many other "political commands", which seek to ensure a remote control and the development of a tool managerial action.
Acting at the interface of the managerial and professional spheres (Resenterra et al., 2013), we will emphasize the extent to which actors are confronted with contradictory injunctions. In our results, particular attention will be paid to intermediary actors as "permanent passers" (Nay & Smith, 2002) between different regimes. Several interviewees clearly express this position of interface between different "worlds", in a quest for balance and a concern to preserve their teams.
At this point, a few preliminary findings should be noted: the 11 schools cover a variety of domains and we note different discourses according to professional cultures and previous career paths (we are faced with teachers who often have a "second career", who bring other expertise and expectations into the school world); the development of the QMS is coupled with new computer tools in everyday school life; we observe mimetic and normative processes and mechanisms between schools (institutional isomorphism; DiMaggio & Powell, 1983); pedagogical autonomy seems to be little affected by the QMS, but other complementary instruments contribute to changes at the pedagogical level; auditing spaces reinforce the logic of reflective accountability (soft accountability).
ReferencesBarroso, J. (2016). La régulation locale de l’éducation et la direction des établissements scolaires au Portugal. Recherche & formation, 78, 81‑94.
Boussard, V., Demazière, D., & Milburn, P. (2010). Introduction. Qu’est-ce qu’être professionel? In V. Boussard, D. Demazière, & P. Milburn, L’injonction au professionnalisme : Analyses d’une dynamique plurielle (p. 13‑22). Presses universitaires de Rennes.
Carvalho, L. M. (2015). As políticas públicas de educação sob o prisma da ação pública : Esboço de uma perspetiva de análise e inventário de estudos. Curriculo sem Fronteiras, 15, 314‑333.
DiMaggio, P. J., & Powell, W. W. (1983). The Iron Cage Revisited : Institutional Isomorphism and Collective Rationality in Organizational Fields. American Sociological Review, 48(2), 147.
Duru-Bellat, M. (2019). Évaluations, mesures ou classements ? A propos des enquêtes PISA. Revue francaise de linguistique appliquée, Vol. XXIV(1), 7‑19.
Evetts, J. (2009). The Management of Professionalism : A contemporary paradox. In S. Gewirtz, P. Mahony, I. Hextall, & A. Cribb (Éds.), Changing Teacher Professionalism : International Trends, Challenges and Ways Forward (p. 19‑30). Routledge, Taylor & Francis.
Lascoumes, P., & Le Galès, P. (2005). Introduction : L’action publique saisie par ses instruments. In P. Lascoumes & P. Le Galès (Éds.), Gouverner par les instruments (p. 11‑44). Presses de Sciences Po (P.F.N.S.P.).
Maroy, C., & Pons, X. (2019). Accountability Policies in Education : A Comparative and Multilevel Analysis in France and Quebec. Springer.
Nay, O., & Smith, A. (2002). Les intermédiaires en politique. Médiation et jeux d’institutions. In O. Nay & A. Smith (Éds.), Le gouvernement du compromis : Courtiers et généralistes dans l’action politique (p. 1‑21). Economica.
Ozga, J., Dahler-Larsen, P., Segerholm, C., & Simola, H. (2011). Introduction. In J. Ozga, P. Dahler-Larsen, C. Segerholm, & H. Simola, Fabricating Quality in Education : Data and Governance in Europe (p. 1‑8). Routledge.
Resenterra, F., Siggen, M., & Giauque, D. (2013). Les cadres intermédiaires entre contraintes managériales et défense des identités professionnelles : L’exemple des hôpitaux de Suisse romande. Humanisme et Entreprise, 315, 1‑24.
Taylor, I. (2007). Discretion and Control in Education : The Teacher as Street-level Bureaucrat. Educational Management Administration & Leadership, 35(4), 555‑572.
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