| Management training is confronted since its origin and in a recurring way, to the problems of linking and integrating theory and practice. Business schools and private companies regularly try to develop collaborations that differ in forms but which objectives remain those of improving proficiency of management students.;This thesis embraces this subject by presenting, first of all, the basis of education and the history of training (Marrou, 1948, Jaeger, 1964). Secondly, it describes the different criticisms that were addressed to the schools that provide management training. Finally, while placing the concept of action (Livingston, 1971) in the heart of this debate, we bring a certain number of answers built from the observation of an innovating teaching experiment.;Our study seeks to identify the advantages and the disadvantages of custom training programs in management that lead to a diploma. The logic of socialization (Goffman, 1974), the importance of the meaning given to the language in a given context (Piaget, 1978, 1998), the role of the teachers (Gusdorf, 1963) are the axes of the theoretical framework in which lies this research.;For this work, we used a case analysis based on an approach of qualitative data collection making sure there are plenty of contextual examples (thick description) to allow the reader to assess the transferability of the analysis to other situation (Lincoln, Guba, 1985). By following the investigation method (Huberman, Miles, 1991) and the data reduction-data display approach (Miles, Huberman, 1984), we have, throughout this research, focused on the creation of meaning (Barbaras, 1996) by construction of analytical generalization (Yin, 1989).;The case under study is a degree training program custom developed by HEC Montreal for the account and in partnership with the Mouvement des Caisses Populaires Desjardins. The results of this research show, amongst other things, that the level of relevance of the training program depends on the nature of the teaching relationship that is built between the participants and the teachers. The language, the speech and the experience are contributing factors to a learning process that can lead to the acquisition of qualified competency to act. This thesis highlights the cognitive and non-cognitive components of such a learning relationship and presents the notion of context as a variable to the attribution of meaning. By distinguishing the principles of education from the logic of training, this research made it possible to highlight new conceptual bonds between the concepts of right and obligation but also between the concepts of autonomy and responsibility.;We proposed a synthesis framework that presents the basis of education and training in a management training process. Theory-practice opposition fade away as soon as it is established that the teaching process includes a logic of transmission of contents as much as a construction of a learning relationship (Gusdorf, 1968). |
