| Título: | La logique institutionnelle d’appropriation du concept ThinkPad university : le cas des écoles et facultés de gestion québécoises |
| Autores: | Pelletier, Patrick; TÉLUQ-UQAM |
| Fecha: | 2013-05-09 |
| Publicador: | Canadian Journal of Higher Education |
| Fuente: |
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| Tipo: | research-article |
| Tema: | No aplica |
| Descripción: | Résumé L’objectif de cet article est de favoriser une meilleure compréhension de la manière dont se construisent les processus de changement institutionnel en contexte d’enseignement supérieur. Nous le faisons par l’étude de la logique institutionnelle d’appropriation du concept Thinkpad University de l’entreprise IBM que l’on retrouve dans le champ institutionnel des écoles et des facultés de gestion québécoises. Notre démarche inspirée du néo-institutionnalisme sociologique s’appuie sur un modèle constitué de trois plans d’analyse : institutionnel, organisationnel et opérationnel. Nous relevons, d’une part, la variabilité avec laquelle les organisations se conforment aux pressions institutionnelles et, d’autre part, les processus qui favorisent l’institutionnalisation de pratiques technopédagogiques. S’avèrent déterminants dans ces processus, des facteurs tels le prestige institutionnel, la mission organisationnelle, l’autonomie décisionnelle et l’expertise pédagogique. Nous soutenons que la source de la logique institutionnelle d’appropriation relève d’une quête de réputation. Abstract This study examines the process by which a change in institutional logic of a organizational field is initiated. More specifically, we are concerned with how the IBM Thinkpad University concept affects various business schools in the province of Quebec. The theoretical framework departs from new-institution- al theories. We propose a multi-level analysis: institutional, organizational and operational. The finding examines the process by which organizations retain, adopt and discard practices and illustrates the influence of institu- tional prestige, organizational mission, autonomy and pedagogical expertise. We show that the source of the institutional logic of appropriation is a quest for reputation. |
| Idioma: | Francés |
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