2018-2019 / HSTG0018-1

Internship (including an aid seminar for the internship and the final thesis)

Duration

Number of credits

 Master in human resources management (120 ECTS)12 crédits  

Lecturer

Christophe Dubois, Julie Gérard

Language(s) of instruction

French language

Organisation and examination

Teaching in the first semester, review in January

Schedule

Schedule online

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.
These tasks underpin the sociological research methodology that the student can apply to his Master thesis.
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

  • 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.
  • Avril, C., Cartier M. et Serre D. (2010) « Des situations de travail ». In Avril, C., Cartier M. et Serre D. Enquêter sur le travail. Concepts, méthodes, récits. Paris : La Découverte. p.17-72.
  • Blais, M. et Martineau, S. (2006). « L'analyse inductive générale : description d'une démarche visant à donner un sens à des données brutes ».Recherches qualitatives, 26 (2), p.1-18. 
  • 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. 
  • Corbin, J., Strauss, A. (1990). "Grounded Theory Research: Procedures, Canons, and Evaluative Criteria". Qualitative Sociology, 13 (1), p.1-21. 
  • Alvesson, M. et Sandberg, J. (2011). « Generating Research Questions Through Problematization".Academy of Management Review.36 (2), p. 247-271.
  • Dumez H. (2011). « Faire une revue de littérature : pourquoi et comment ? », Le Libellio d'Aegis, 7 (2 - Été), p.15-27. 
  • 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.
  • https://www.cairn.info/l-analyse-qualitative-en-sciences-humaines--9782200249045-p-231.htm.
  • Callon, M. (1986). Éléments pour une sociologie de la traduction: la domestication des coquilles Saint-Jacques et des marins-pêcheurs dans la baie de Saint-Brieuc. L'Année sociologique (1940/1948-), 36, 169-208.
  • Czarniawska, B. (2005). Karl Weick: Concepts, style and reflection. The Sociological Review, 53(1_suppl), 267-278.
  • Brunsson, N. (1986). Organizing for inconsistencies: On organizational conflict, depression and hypocrisy as substitutes for action. Scandinavian Journal of Management Studies, 2(3-4), 165-185.
  • Czarniawska-Joerges, B. (1995). Narration or science? Collapsing the division in organization studies. Organization, 2(1), 11-33.
  • Alvesson, M., & Karreman, D. (2000). Varieties of discourse: On the study of organizations through discourse analysis. Human relations, 53(9), 1125-1149.
  • Weick, K. E. (2015). Ambiguity as grasp: The reworking of sense. Journal of Contingencies and Crisis Management, 23(2), 117-123.
  • Alvesson, M., & Spicer, A. (2012). A stupidity-based theory of organizations. Journal of management studies, 49(7), 1194-1220.
  • Alvesson, M., & Spicer, A. (2012). Critical leadership studies: The case for critical performativity. Human relations, 65(3), 367-390.
  • Gherardi, S., Jensen, K., & Nerland, M. (2017). Shadow organizing: a metaphor to explore organizing as intra-relating. Qualitative Research in Organizations and Management: An International Journal, 12(1), 2-17.
  • Abrahamson, E. (1996). Management fashion. Academy of management review, 21(1), 254-285.
  • Pichault, F., & Schoenaers, F. (2003). HRM practices in a process of organisational change: A contextualist perspective. Applied Psychology, 52(1), 120-143.
  • Pichault, F. (2007). HRM-based reforms in public organisations: problems and perspectives. Human Resource Management Journal, 17(3), 265-282.
  • Reynaud, J. D. (1988). Les régulations dans les organisations: régulation de contrôle et régulation autonome. Revue française de sociologie, 5-18.
  •  

Assessment methods and criteria

The final grade of "Stage" will be the synthesis of four elements:

  • The internship report - 60% 
  • The research project - 40%
For the second session: same methods of evaluation

Work placement(s)

http://www.fass.uliege.be/cms/c_253004/fr/reglements
 

Organizational remarks

The first session of the seminar will take place on 1st Oct (9.00 AM)

Contacts

julie.gerard@uliege.be 
c.dubois@uliege.be