Duration
Number of credits
| Master in human resources management (120 ECTS) | 12 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
In the second year of the Master in Human Resource Management, the students have to complete an internship (12 ECTS). They also write a Master thesis (15 ECTS) consisting in an individual exercise of research following a rigorous approach.
This seminar aims to assist students in a collective work of grounded research. From the concrete work situations they will face, they will write a the research project of their Master Thesis.
Learning outcomes of the learning unit
At the end of the seminar, the student will be able
- to define a research question,
- to develop a semi-structured interview guide,
- to conduct some semi-structured interviews,
- to make some empirical statements based on a comparative analysis (of interviews and fields studied by students of the same group)
- and to problematize.
By the way, he/she will have developed critical thinking and teamwork skills.
Prerequisite knowledge and skills
Prerequisite knowledge and skills: SEMI0723-1 et SEMI0724-1.
Planned learning activities and teaching methods
The seminar consists of sixsessions for which attendance is compulsory (in case of internship abroad, a solution will be negociated).
Each session is built around conceptual and methodological reminders. The seminar will be participative and it will be based on data collected by the students at their place of internship.
Mode of delivery (face-to-face ; distance-learning)
Face-to-face
Recommended or required readings
Dumez, H. (2012). Qu'est-ce que l'abduction, et en quoi peut-elle avoir un rapport avec la recherche qualitative. Le libellio d'Aegis, 8(3), 3-9.
Dumez, H. (2013). Qu'est-ce que la recherche qualitative? Problèmes épistémologiques, méthodologiques et de théorisation. In Annales des Mines-Gérer et comprendre(No. 2, pp. 29-42).
Franck, R. (1994). Les explications causale, fonctionnelle, systémique ou structurale, et dialectique, sont-elles complémentaires?.In: Robert Franck (Dir.), Faut-il chercher aux causes une raison? L'explication causale dans les sciences humaines, J.Vrin - IIEE : Paris-Lyon, p. 275-302.
Friedberg, E. (1988). L'analyse sociologique des organisations. Paris, Pour.
Friedberg, E. (2001). Faire son métier de sociologue, surtout dans l'intervention. In Vranken D. et Kuty O. La sociologie et l'intervention. Enjeux et perspectives. De Boeck Université. Ouvertures sociologiques. p. 111-132.
Glaser, B. G., & Strauss, A. L. (2009). The discovery of grounded theory: Strategies for qualitative research. Transaction Publishers.
Soulé, B. (2007). Observation participante ou participation observante? Usages et justifications de la notion de participation observante en sciences sociales. Recherches qualitatives, 27(1), 127-140.
Quivy R., Van Campenhoudt L., (2015). Manuel de recherche en sciences sociales, Paris, Dunod.
Assessment methods and criteria
The final grade of "Stage" will be the synthesis of four elements:
- The internship report - 60%
- The research project - 40%
Work placement(s)
http://www.ishs.ulg.ac.be/cms/c_253004/fr/reglements
Organizational remarks
The first session of the seminar will take place on 2nd Oct 2016 (9.00 AM)
Contacts
C.Dubois@ulg.ac.be
Julie.Gerard@ulg.ac.be