Potential of economy socialisation in the context of globalisation

Development of the world economy bears numerous negative phenomena, and require constant need to rebalance socioeconomic interests of nations, transnational subjects, and individuals. Socialisation is an important and effective tool for balancing social and individual; however, despite socialisation is evolving rapidly, its scientific and practical potential is not duly uncovered. In the article theoretical and methodological foundations of socialisation of economy is surveyed in the context of globalisation, and etymology, explanations, scope, historical phases of development, theoretical aspects and practical forms of use, consequences and prospects are analysed. The term «socialisation» was determined as a multidisciplinary, used in many scientific fields, increasingly involving various areas of research and is understood as inclusion, adaptation and development of human being in society. It was determined that the economy socialisation is implemented in different fields and semantic structures, contains a large number of methodological tools, is involved at all management levels, and is primarily identified with the increasing role of social component in the life of human resources. The assumptions were made about the future transformation of this category in line with the identified predictive trends

The danger of impersonalisation in mass personalised learning

This paper discusses the dichotomy between socialisation and personalisation, and questions whether the two can coexist. It presents evidence that socialisation does lead to improved student achievement and that there is a significant issue with personalisation, in that it limits social discovery because it does not cater for the development of an energetic learning community to share and exchange information. This is particularly relevant in the context of mass personalisation and must be a key consideration when developing personalised learning environments

Professional socialisation, accountability and social media: what’s the relationship and should we care?

BACKGROUND: The rapid diffusion of social network sites such as Facebook have presented a wealth of challenge and opportunity for the nursing profession. A large majority of student nurses have adopted Facebook but [as developing professionals] may not understand the implications and unintended consequences of the information shared in a personal or innocent way.No studies have yet critically analysed [in depth] the underlying factors that influence and determine the relationships between professional accountability and social media or if there is actually a ‘problem’ with social media. AIM: Critically analyse the relationships between professional accountability and Facebook during the journey of professional socialisation.METHOD: Critical realist ethnography employing online observation of three cohort groups, 30 public profiles and professional group discussion topics, focus groups (academic and practicing nursing staff n=8) and semi-structured interviews with student nurses over two sites (n=16).RESULTS: Critical realist retroductive analysis (Bhaskar, 1998) was developed as part of this study. Three relationships were identified and six models were generated to explain and test proposed mechanisms within the data, which cause these relationships: 1) the concept of professional accountability 2) patterns of use 3) behaviours and activities 4) physical versus online reality 5) unacceptable, acceptable, professional or unprofessional behaviours 6) perceived knowledge and awareness versus actual behaviours.Three explanatory theoretical concepts were then confirmed and used to develop three critical realist frameworks: I) Socialisation, Professional Socialisation, Online Socialisation (SPO) II) Unacceptable, Acceptable, Unprofessional, Professional (UAPU) and III) Awareness into Action (A2A).CONCLUSION: I) SPO: This study has indicated a potential ‘tertiary’ or ‘online’ socialisation process and illustrates the factors, context and socialisation informs accountable behaviours; linking the physical and online (personal, public, professional).II, III) UAPU, A2A: The lack of physical context and presence in the online environment causes dissonance between perceived and actual behaviours and confidence versus competence in the online environment. With further research and validation these three frameworks may be used in education and practice, for personal and group assessment, reflection and/or for raising awareness of good practice online. They may also be used by organisations and professional bodies to assess scenarios or incidents

Socialisation politique

Trois principales manières dont la dimension genrée de la socialisation politique a été travaillée en science politique (plus ou moins explicitement) : la socialisation politique primaire, la socialisation produite par l'engagement politique et la socialisation au métier politique

Becoming music teachers: preservice music teachers' early beliefs about music teaching and learning

A major component in the socialisation of teachers is the development of a belief system, which is closely related to their identities. A better understanding of the belief systems and identities of preservice teachers when they begin the process of secondary socialisation could influence approaches to teacher preparation. The purpose of this study was to understand preservice teachers’ initial beliefs about music education as well as their conceptualisations of their identities. Data were drawn from selected assignments completed by students who were enrolled in an introductory-level music education course at a university in the northeastern United States. Through an analysis of the data using a constant comparative approach, three broad themes emerged: A desire to share and develop passion; expressing, feeling, and emotional growth; and providing opportunities for all students. Implications for teacher educators and suggestions for further research are discussed.Accepted manuscrip

Framework of Socialisation, Authentic Leadership and Affective Commitment for Construction Professionals

This paper highlights the human resources (HR) or behaviour-related success factors in construction projects, and these are training, understanding, co-worker support, future prospects, authentic leadership, and affective commitment. There exists discrepancies in existing literature regarding the factor structure of organisational socialisation and authentic leadership. Therefore, this study aims to explore the factor structure of socialisation, authentic leadership and affective commitment. Data was gathered from 301 newly joined construction professionals and  Confirmatory Factor Analysis (CFA) was conducted to examine the factor structure for organisational socialisation, authentic leadership and affective commitment. A measurement model was further developed using the domains of organisational socialisation, authentic leadership and affective commitment. The results of CFA revealed that there exists four zero-order factor structure for organisational socialisation, and one zero-order factor structure for authentic leadership. The study contributes to both the researcher and practitioner communities by integrating the three constructs and validating the factor structure in the new context (i.e. construction). Further, the study contributes towards improving HR processes, namely, training, reward system, and induction process. It also helps in augmenting the authenticity among the project participants

The antisocialisation of children and young people: undermining professionals and colonising everyday life

This paper analyses the changing nature of relationships between adults and young people. Adopting aspects of the work of Frank Furedi, the question of the socialisation of children is addressed. It is argued that the problematisation of behaviour, coupled with the development of new state and institutional processes, has led to a growing spread of ‘professional’ and contractual involvement in everyday life. This is something that relates to and is accelerated by the emergence of micro-politics and micro-social policy over the last few decades. This colonisation of the lifeworld, it is argued, is increasingly formalising informal relationships and undermining spontaneous relationships between adults and young people. It also distorts the nature of professions and the relationships developed between them and young people. The real relationships between adults and young people are consequently being undermined and replaced by an ersatz form of socialisation

Dreaming of fecundity in rural society

In Albanian village society, the main characteristic of the social status of women, and their only function that meets social approval, is their aptitude for procreation and motherhood. And the Albanian child is first and foremost a son, who will succeed his father, inherit from him, guarantee the everlastingness of his lineage and honour his ancestors. If the daughter is a future wife and a potential mother, polyvalent images make the boy child the symbol of radical transformation, renewal and regeneration. The beliefs, rites, practices, the multiple symbolic forms and collective representations surrounding birth and socialisation, in addition to their magic, divinatory or propitiatory roles, are also used to confer a symbolic value of recognition on the processes of construction and socialisation of the individual who has just been born

Problematising home education: challenging ‘parental rights’ and 'socialisation'

In the UK, Home Education, or home-schooling, is an issue that has attracted very little public, governmental or academic attention. Yet the number of children home educated is steadily increasing and has been referred to as a 'quiet revolution'. This article neither celebrates nor denigrates home educators, its aim, rather, is to identify and critically examine the two dominant discourses that define the way in which the issue is currently understood. First, the legal discourse of parental rights, which forms the basis of the legal framework, and secondly a psychoanalytical/common-sense 'socialisation' discourse within which school attendance is perceived as necessary for healthy child development. Drawing on historical, doctrinal human rights and psychoanalytical sources and post-structural and feminist perspectives, this article suggests that both discourses function as alternative methods of governance and that the conflicting ‘rights claims’ of parents and children obscure public interests and fundamental questions about the purpose of education

La socialisation par l'organisation : Entre tactiques et pratiques

L'analyse de la socialisation de l'individu par l'organisation est marquée par les travaux de Van Maanen et Schein (1979) qui ont défini six principales tactiques de socialisation organisationnelle. Les travaux de recherche qui ont suivi ont suggéré que ces tactiques constituaient la principale variable organisationnelle qui permettait de regrouper les actions de socialisation mises en oeuvre par les organisations, et dont les effets sur divers indicateurs de socialisation étaient constatés de façon universelle. Notre recherche défend l'idée que les notions de tactiques et de pratiques de socialisation sont conceptuellement distinctes, alors qu'elles ont été empiriquement confondues. Les principaux résultats obtenus dans cette recherche montrent d'une part, que les pratiques de socialisation ont un effet direct sur certains indicateurs de socialisation, et d'autre part, que les tactiques ne sont directement associées aux indicateurs de socialisation que sous conditions d'occurence de pratiques cohérentes. En d'autres termes, nous proposons une vision contingente de l'effet des tactiques de socialisation, qui nuance la vision universelle implicite venant de la littérature.Socialisation organisationnelle, tactiques de socialisation, pratiques de socialisation, apprentissage, domaines et contenus de la socialisation, approche contingente de la socialisation