Documents found
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20902.
Devenir entrepreneur culturel en situation linguistique minoritaire : une perspective de la pratique
More informationThis article proposes an alternative conceptualization of cultural entrepreneurship. Based on a semi-structured interview study conducted in the music industry of linguistic minorities, it offers a model in line with the practice perspective, that considers the mutually constitutive relationship between the context and the entrepreneurial practices. This model emerges from the stories of 35 musical entrepreneurs. It invites to pay attention to the practices as they answer tensions induced by the context, between musical creation and subsistence, for example, and as they transform this context. It led to identifying 14 practices that allow entrepreneurs to ensure the viability of creating and producing vocal music in their language. In revealing the relational logic underlying the emergence of these practices, the article contributes to the efforts undertaken for theorizing cultural entrepreneurship. It expands and diversifies knowledge on this entrepreneurship by unveiling informal practices implemented in marginal social contexts. Understanding these practices may be relevant for any person or organization able to support cultural entrepreneurs from these contexts.
Keywords: Entrepreneuriat culturel, Perspective de la pratique, Industrie de la musique, Minorités linguistiques, Contextes sociaux marginaux, Cultural entrepreneurship, Practice perspective, Music industry, Linguistic minorities, Marginal social contexts, Emprendimiento cultural, Perspectiva desde la práctica, Industria de la música, Minorías lingüísticas, Contextos sociales marginales
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20903.More information
This evaluative study focuses on the implementation and perceived effects of an in-person training program on knowledge translation, which is based on two massive open online courses (MOOCs). The training targeted staff members as well as partners of the Institut Pasteur de Madagascar. The study followed the Kirkpatrick model to evaluate the perceived effects of the training and the TIPEC framework (Technology, Individual, Pedagogy, and Enabling Conditions) to identify facilitators and barriers to its implementation. Data collection was guided by a convergent mixed-methods design. Thirty-two people completed the pre-training questionnaire, of these, 18 responded to the post-training questionnaire and 24 took part in semi-structured interviews five months after the training ended. Most participants indicated that the training, combining MOOCs with in-person support, met their needs, although some highlighted its intensity and high level of difficulty. The practical component of the training and the presence of a trainer were deemed essential to learning. The results suggest that the adopted pedagogical format may represent a relevant and accessible tool for the continuing education of professionals.
Keywords: Transfert des connaissances, knowledge translation, capacity building, renforcement des capacités, MOOC, MOOC, evaluation, évaluation, Madagascar, Madagascar
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20904.
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20907.
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20910.