The Media and the Configuration of "Mental Maps": Their Relation to Institutional Homogenization among University Students and Disciplina Entities

Aparício, Miriam

doi:10.5901/mjss.2013.v4n11p235

Cited by 5 publications

(4 citation statements)

References 21 publications

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“…En orden a la brevedad, hemos ido, pues, analizando cada uno de los cinco ítems utilizados e ilustrándolos solo con uno de los gráficos emergentes de la combinación de frecuencia e importancia de las palabras evocadas. No reiteraremos lo dicho: ya hemos señalado qué aspectos se ubican en el núcleo de los 'mapas mentales' o representaciones compartidas por los docentes y cuáles son secundarios, periféricos (con sus facetas negativas y positivas) (Aparicio 2013b).…”

Section: Conclusionesunclassified

¿Qué estereotipo y representaciones sociales para la «ocupación docent»? Un estudio empírico franco-argentino inter y transdisciplinario a la luz del cruce de teorías y desde un enfoque sistémico sui generis

Aparício¹

2022

Pontes Philologici

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Section: Conclusionesunclassified

¿Qué estereotipo y representaciones sociales para la «ocupación docent»? Un estudio empírico franco-argentino inter y transdisciplinario a la luz del cruce de teorías y desde un enfoque sistémico sui generis

Aparício¹

2022

Pontes Philologici

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“…To innovate means to change our existing social representations with respect to ideas and procedures, as described by Moscovici (1961), Argirys (1982), Shon (1992) and Gaglio (2011), among others. These modifications in our ways of thinking imply a mental restructuring in which new concepts or ways of doing things, previously rejected or unknown, become internalized, fundamentally through communication (Abric, 1996;Kridis, 2008;Aparicio, 2013). In this way they become part of our mentalities and lead to a restructuring of our conceptions, ideas, procedures and ways of doing things.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

University Pathways of Graduate Students: Professionalization, Innovation and Identity. A French-Argentine Comparative Study

Aparício¹

2020

Eur. j. soc. sci. educ. res.

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This article presents findings from two studies carried out with fourth level university students in Argentina, namely Argentine PhDs working at UNCuyo, and with a second group made up of PhDs who are taking part in Professionalization programs (Programs of International Cooperation) in France. This is a comparative study. It is thought that after showing a certain level of excellence and being in contact with other cultures, differences between the groups may exist in terms of perspectives for future work, the role of innovation and competencies to be developed. Various hypotheses were considered. Both studies included common variables related to issues that affect, on the one hand, the effectivity and quality of the University as it relates to the working world and, on the other hand, personal and professional pathways. We focused on Professionalization, Identity and Innovation, variables that involve individuals and contexts interacting with one another. The methodology was quanti-qualitative. Techniques used were semi-structured surveys, interviews and focus groups. The findings show convergences, divergences and silences in the different groups with respect to Innovation, both in its conception and roots and with respect to the future world of work (effects). The findings renew interest in education and employment policies in the face of the demands and changes that the future workplace will require.

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“…In this way, differences between members of different groups are magnified, and differences between members of the same group are minimised. -They‖ are the same, and we are different from them [20], [21].…”

Section: Introductionmentioning

confidence: 99%

Scientific Culture Organisational and Professional Identity: A Systemic Game of Contexts and Subjects

Aparicio

2024

J.Gen.Educ.Humanit.

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In theory, a scientific stratification (branches and disciplines) is frequently associated with the effectiveness of research groups but not professional mobility and other psychosocial factors. The study analyses the relationship among the organisational cultures specific to each field of speciality (human-social sciences versus exact-natural sciences), the satisfaction of researchers and the homogenisation of psychosocial behaviours with the mediation of the professional mobility variable; that is to say, the construction of organisational/disciplinary identities within the scientific system. Quantitative and qualitative techniques were used. Among the first, two questionnaires were used; among the latter, we used non-obstructive observation and interviews. This research concluded that Scientists' psychosocial responses and achievement levels vary according to their speciality areas, highlighting distinct disciplinary and organisational cultures within the scientific community. Dissatisfaction with team leadership is widespread across scientific disciplines, driven by factors such as effort, expectations, and societal influences, necessitating the development of transformative competencies, particularly leadership skills, to address these issues and promote well-being among scientists.

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The Media and the Configuration of "Mental Maps": Their Relation to Institutional Homogenization among University Students and Disciplina Entities

Cited by 5 publications

References 21 publications

¿Qué estereotipo y representaciones sociales para la «ocupación docent»? Un estudio empírico franco-argentino inter y transdisciplinario a la luz del cruce de teorías y desde un enfoque sistémico sui generis

¿Qué estereotipo y representaciones sociales para la «ocupación docent»? Un estudio empírico franco-argentino inter y transdisciplinario a la luz del cruce de teorías y desde un enfoque sistémico sui generis

University Pathways of Graduate Students: Professionalization, Innovation and Identity. A French-Argentine Comparative Study

Scientific Culture Organisational and Professional Identity: A Systemic Game of Contexts and Subjects

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