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Dissertations / Theses on the topic 'Institutes of Higher Education'
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Collins, Belva, Cathy Galyon Keramidas, Constance M. Baird, and Karen Hager Martinez. "Creating Online Special Education Programs at Institutes of Higher Education: Celebrating Differences and Understanding Barriers." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/524.
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This is a discussion of panelists from different universities who learned to navigate their institutes of higher education to create quality online special education certification programs to reach teacher candidates in rural areas. Each panelist will detail her university’s technology, process for approval, and financial incentives to create online programs.
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Keramidas, Cathy Galyon, Belva C. Collins, and Constance M. Baird. "Creating Online Special Education Programs at Institutes of Higher Education: Celebrating Differences and Understanding Barriers." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/521.
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Campbell, Daniel Ray Lehne. "The role and development of the research administration profession in higher education." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/d_campbell_041810.pdf.
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Thesis (M.A. in educational administration)--Washington State University, May 2010.Title from PDF title page (viewed on June 29, 2010). "Department of Educational Leadership and Counseling Psychology." Includes bibliographical references (p. 51-56).
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Nauffal, Diane Issa. "Higher education in Lebanon : management styles in a system dominated by private institutes." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419719.
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Novak, Michael. "Perceptions of Tennessee Employees in Higher Education and K-12 working with Confucius Institutes." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3605.
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The Confucius Institute has recently become more prevalent in political discussions and news headlines. Questions regarding its operations, influence from the Chinese government, and programing are common topics in news reports about the institution. The rise of China in the global economy has caused demand for language and culture education and the Confucius Institute has attempted to fill this demand.
The purpose of this nonexperimental quantitative study was to investigate the perceptions of K-12 school and higher education employees that work closely with a Confucius Institute program in the state of Tennessee by exploring issues that have been presented in current research and reports, and to identify alignment and misalignment of these perceptions between higher education and K-12 settings in Tennessee.
The study surveyed 42 higher education personnel and 58 K-12 personnel from Tennessee educational institutions that work with Confucius Institute programing. The survey consisted of 18 items that centered around 10 research questions. Quantitative data for six of the research questions were analyzed using a one sample t-test. A 5 point Likert-type scale was used to measure responses with a 3 point neutrality rating. Two research questions data were analyzed utilizing an independent samples t-test and two research questions were ranking questions that were coded in a point system to understand current perceptions.
The results indicated that personnel interacting with Confucius Institute programing in the state of Tennessee generally found it to be positive regarding adhering to academic freedom principles, local control principles, media perception, and meeting the needs of the local institution or school. Higher education personnel listed political environment, alignment with institutional or school needs, educational benefit to students, and national media coverage as challenges facing the Confucius Institute. K-12 participants listed Chinese teacher turnover, Chinese teacher training, and alignment with institutional or school needs as challenges. Higher education personnel listed educational benefit to students, programing quality, Chinese teacher training, and resources as benefits connected to Confucius Institute programing. K-12 participants listed educational benefit to students, alignment with institutional or school needs, curriculum, and programing quality as benefits.
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Tobin, Michael. "Future scenarios for institutes of technology in the Irish higher education system : a strategic foresight study." Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557645.
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This thesis is a foresight study of alternative futures for Institutes of Technology within the Irish higher education system. The research focuses on the potential role and functions for the Institute of Technology sector in 2020. A strategic foresight methodology employing scenario design as the theoretical framework is applied. The general goals and contribution of the research are: to present foresight as a strategic methodology; to record developments and present a . snapshot' of the operating environment of the Institutes of Technology, including higher education trends, and agendas to 2010, and subsequently 2020; to present scenario narratives and alternative future paths for the Institutes of Technology to 2020; and, finally, to invite discussion on the future alternatives for the role and functions of the Institutes of Technology. The key purpose is to offer insights that may assist policy makers in choosing appropriate strategies for higher education in Ireland in 2020. The research identifies two significant challenges (critical uncertainties) relevant to the future determination of the role and functions of the Institutes of Technology for 2020, namely the structure of the higher education system and the relevance of teaching and/or research. As a consequence, four alternative scenarios are outlined: Stratocumulus, a dual higher education system consisting of Community Colleges that are aligned with and act as feeder colleges to the traditional research-orientated Universities; Altostratus, a stratified higher education system consisting of National Technological Universities and traditional research Universities; Altocumulus, a binary higher education system consisting of regionally aligned Institutes of Technology and traditional research-orientated Universities; and, Cirrostratus, a unitary higher education system consisting solely of Universities, where a hierarchy based on reputation has emerged in relation to research. Finally, there is a postscript discussion on factors relevant to choosing a particular scenario as a strategic option for higher education in Ireland to 2020.
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Alyaseen, Nouf M. B. "Knowledge evolution within business processes undergoing planned/radical change : empirical evidence from Kuwaiti higher education institutes." Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/15660.
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This thesis investigates changes in knowledge required to complete tasks within business processes that have implemented planned/radical change. The research is based on the synthesis of three scholarly domains: change management, knowledge management, and business processes. Organisations implement planned/radical change for various reasons: due to perturbations in the external environment, to achieve strategic goals, or to improve profitability. Radical changes affect business processes and the people carrying out tasks within those processes. Yet, many radical process change initiatives founder. The conceptual argument underpinning this thesis is that planned/radical change initiatives are rarely fully implemented because knowledge does not fully evolve from pre-change to post-change knowledge. People can hold onto knowledge they have, or are unable to grasp new knowledge required, or attempt to apply knowledge that is redundant. This thesis posits that knowledge which does not evolve is a barrier to change. Consequently, this study contributes by providing a deeper understanding of knowledge evolution in the context of processes that have undergone planned/radical change, and specifically the evolution of declarative, procedural and heuristic knowledge necessary to complete new or redesigned tasks within business processes, which form the bedrock to enhancing the implementation of planned/radical change. Drawing on the literature related to change, knowledge, process and dynamic capabilities, a conceptual model is developed to explain evolutionary stages from pre-change to post-change declarative, procedural and heuristic knowledge within business processes. The model is based upon empirical data, collected qualitatively from two higher educational institutes based in Kuwait. This thesis also investigates redundant knowledge: knowledge that is no longer of use in post-change processes. In addition, the factors affecting knowledge evolution that exist during the period of implementing planned/radical change in a business process are identified and defined. Understanding these factors enhances the progression of staff members through the evolution stages. The model suggests that greater recognition of the pace at which knowledge evolves is important for implementing planned/radical change. The implications for practice are highlighted. This study has a number of limitations and suggestions for future research, which are set out in more detail in the concluding chapter.
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Huelskamp, Amelia Catherine. "A National Assessment of the Impact of the Institutes for Higher Education Academy on School Health Faculty." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1452199276.
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Murphy, Tony. "Exploring the challenges of managing blended learning courses in selected Irish higher education institutes : an activity theory study." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/128114/.
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This research explores the challenges of managing the development and delivery of blended learning courses in three higher education institutes (HEIs) in Ireland. Taking a case study approach and utilising Cultural Historical Activity Theory (CHAT), more specifically Engeström’s (2015) activity systems model (ASM), the research seeks to highlight the challenges by identifying contradictions in the activity systems for developing and delivering blended learning in each of the three HEIs. Three cases are examined by compiling separate ASMs for each case that reveal three quite different management approaches. A typology of managing course development is devised and presented as a means for comparing different approaches to managing the development and delivery of blended learning courses. The contradictions in each of the ASMs are used to identify the challenges associated with each separate approach. The activity systems identified, and their corresponding contradictions, are used to illuminate the larger debate around the use of new managerialist techniques in higher education and what that can mean for collegiality and the emergence of what has been described as neo collegiality in higher education.
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Wilk, Katarzyna. "Bridging the gap : a collective case study of counsellors' and international students' experiences of working together." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/bridging-the-gap-a-collective-case-study-of-counsellors-and-international-students-experiences-of-working-together(3a65f4b4-190e-44b6-b3dc-ff5f15076a1f).html.
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This research aimed to explore the dynamics of counsellors working cross-culturally with diverse clients in the context of counselling international students at Higher Education Institutes. A particular emphasis on exploring challenges of working cross-culturally with such a diverse group and the solutions to meet those challenges was investigated. Current trends in globalisation of education and the increasing numbers of foreign students entering universities create both problems and opportunities for how to meet the needs of this growing student population. Higher risk factors for distress and crisis are present for international students due to having additional pressures of adapting to a novel environment, establishing support networks, and overcoming culture shock in addition to the more common academic and financial stressors of college and university. The methodology of choice is a collective instrumental case study design that operates within a critical theory paradigm to develop an in-depth understanding of how different cases provide insight into working with diverse clients. Five British counsellors and five international students were recruited within the UK using purposeful convenience sampling through adverts and the professional networks of the researcher. Counsellors were interviewed within a single focus group and international students were interviewed individually in order to understand the researched phenomenon from both counsellor and client perspectives. Thematic Analysis was chosen to generate two separate streams of themes from both counsellor and international student groups in relation to identified challenges and solutions of working together. A second level of overarching themes was produced from comparing and contrasting responses across all participants. The findings highlight a rich heterogeneity within both groups of participants, showcasing the perspectives on both sides of the therapeutic encounter. Counsellors and students held similar and different perspectives on what they identified as challenges of working together -counsellors' vocalised a higher number of relational challenges and students' identified greater institutional barriers. Novice international students experienced increased challenges compared with seasoned international students suggesting that development of risk factors within this sub-group is a high priority to take into consideration when addressing international student needs. Viewing diversity as a positive resource was a shared solution discussed in both participant groups that relied on counsellors demonstrating liberal value systems. Both groups identified the need for institutional support to be increased with students requesting a more proactive community outreach. A dominant finding in terms of recommendations for working with diversity included the use of the pluralistic approach noting that there is no one right answer or model to work with diversity within people and that flexibility to adapt to each client was essential. The findings are not presented as definitive generalisable truths due to the small sample size, but provide contribution to a case-based understanding of how to provide support for diverse groups of students within Higher Education Institutions in order to reduce risk and increase well-being among the international student population.
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Hannon, Michael. "Examining shifts in institutional positioning in the evolving Irish higher education system." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725404.
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The thesis investigates a highly interesting, perennial issue in the contemporary development of higher education in times of massification and public sector reform: forces for organisational homogeneity and differentiation in the field, related shifts in organisational positioning of universities and of restructuration in the field. In particular, the thesis investigates higher education in Ireland between 2011 and 2016 and the impact of a national strategy for higher education launched in 2011. A specific focus of the research is on the intention to introduce a new institutional type, Technological Universities, to the field, and the early effects of this innovation upon organisational isomorphism. The emphasis upon the Institutes of Technology (IoTs) and their response to the reform imparts an element of originality to the thesis, and helps it to become a contribution to knowledge. From an organisational theory perspective, DiMaggio and Powell (1983) define organisational isomorphic change as a process of homogenisation, in which organisations operating within the same environment and under similar conditions, come to resemble one another. The study is informed by international examples of restructuring and institutional positioning. The thesis reviews a considerable amount of literature to discuss recent trends in higher education, and to analyse the literature on organisational isomorphism in general and the related literature on diversity and differentiation in higher education in particular. Further, substantial and creative efforts are made to design the empirical investigation including primary data analyses of interviews, the use of quantitative secondary data, and documentary analyses. This study is expected to be of particular interest to government, policy makers, scholars, and institutional leaders in the higher education area.
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Gonçalves, Mécia Ramos. "Estereótipos de género e liderança no ensino superior." Master's thesis, Instituto Superior de Economia e Gestão, 2019. http://hdl.handle.net/10400.5/19979.
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Mestrado em Gestão de Recursos HumanosEste trabalho de mestrado tem como principal objetivo estudar as caraterísticas associadas por mulheres e homens ao desempenho de funções de liderança, interligando essa análise com estereótipos em função do género. Paralelamente, pretende-se avaliar a existência de diferenças de liderança entre homens e mulheres, enquanto docentes do ensino superior, mais concretamente do subsistema politécnico. Foi utilizado o método de análise quantitativo, sendo que para isso se recorreu à elaboração de um questionário, de natureza anónima e confidencial, a ser preenchido pelos/as docentes dos dois Institutos Politécnicos selecionados. Os resultados obtidos revelam que a grande maioria dos/as inquiridos/as associam o foco nos objetivos e na inovação aliada à criatividade como características de uma liderança eficaz. Da mesma forma, os dados expressam que o facto de as mulheres estarem em menor número a liderar as organizações e que isto se deve mormente a questões culturais e à dificuldade de articulação/conciliação da vida profissional com a pessoal e familiar. Este estudo pretende contribuir para o conhecimento sobre diferentes aspetos relativos à liderança, nomeadamente os diferentes perfis de liderança, e que caraterísticas de liderança são associadas mais a mulheres e a homens. Identicamente, augura-se o estudo da forma como se articula o acesso das mulheres aos lugares e funções de liderança e quais as principais barreiras e estereótipos com que se deparam no decurso da sua carreira.
The main objective of this master's thesis is to study the characteristics linked by women and men to the performance of leadership roles, interconnecting that analysis with gender stereotypes. In parallel, it is intended to evaluate the existence of differences of leadership between men and women, as teachers in higher education, more specifically in the polytechnic subsystem The analysis performed was of the quantitative type, and, to for that purpose, a survey of anonymous and confidential nature, to be answered by the higher education teachers of two selected polytechnic institutes, was elaborated. The obtained results suggest that the majority of the inquired individuals associate the focus in the goals and the innovation allied to creativity as being characteristics of efficient leadership. Likewise, the obtained data express the idea of women being represented in leadership roles in a lower number due, mainly, to cultural aspects and to the difficulty of articulation/conciliation of the professional with the familiar life. The present study aimed to favour the knowledge about different aspects related to leadership, mainly the distinct leadership profiles, the dichotomy associated with those profiles in the function of the gender and the leadership characteristics that are mainly identified with a given gender. Similarly, it is of great importance the issue of how the access of women to leadership roles is approached and which are the main barriers and stereotypes that individuals of female sex are going to encounter in the course of their professional life.
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Carlson, Kimberly A. "The People behind the Curtain: A Proposed Succession Planning Model for University-Wide Research Institutes." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/39326.
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Public universities and their university-wide research institutes constantly search for ways to evolve to stay relevant and â marketableâ in an ever-changing environment. The scholarly literature shows that the majority of higher educational institutes do not participate in succession planning, although numbers of research projects and researchers continue to increase over time, suggesting a great need for universities and institutes to learn how to sustain their work beyond current faculty or how to strategically grow and develop their current employees. The purpose of this research was to review current succession management strategies in large complex organization and to determine whether and how succession planning applies to university-wide research institutes in public, doctoral universities with very high research activity. To understand how succession planning might apply to institutes, this research involved a three phase process: 1) qualitative synthesis of scholarly literature, 2) electronic surveys of institute directors and university-level administrators, and 3) follow-up telephone interviews. The research synthesis focused on successful succession programs in for-profit, non-profit, and governmental organizations. Characteristics that were found across all three sectors were incorporated into a survey of executive directors and administrative overseers of research institutes to see which features applied in this university setting. Results from the survey were used in the development of a model for succession planning, which then was reviewed by institute directors for relevance to their organizations. Although several suggestions for improvement were given, many interviewees agreed that the model was relevant to their institutes. As such, I confirmed that succession planning should be a part of university-wide research institutesâ management strategies to help officials make intentional decisions about their employee needs. This research is important for public administrators as they look at how best to use public funds and other resources in public universitiesâ research activities.Ph. D.
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Harte, Patrick. "An analysis of EHEA Business School approaches to the development, configuration and management of international academic alliances." Thesis, Edinburgh Napier University, 2016. http://researchrepository.napier.ac.uk/Output/976954.
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The purpose of this study is to investigate the motivations for international academic alliance development, the configuration of alliance networks and their sustained management in Business Schools within the European Higher Education Area (EHEA). A purposive sample of Higher Education Institutions (HEIs) engaged with international alliance activities was selected from seven Business Schools within the target markets of France, Germany and Scotland. In order to investigate issues inherent within international alliance development this sample provided access to academic and administrative elites competent to discuss their alliance portfolios, from a strategic perspective, through semi-structured interview conducted in their home institutions. A key feature of the research was that, in the interest of minimising the potential for superficial or pre-conceived conclusions to be drawn, interviews with participants from two respondent institutions were positioned outside the researcher's direct ‘preferred partner' network. This insider-outsider perspective reduced potential bias through over-familiarity with solely networked institutional respondents when analysing the development, configuration and management of international academic alliances and alliance portfolios (APs).The study identifies three key findings on the basis of the analysis of institutional alliance activity. Firstly, that HEIs, operating within an appropriate regulatory environment can utilise both exploitation and exploration alliance strategies simultaneously to extend their resource base. The two strategies can be mutually reinforcing, and are not contradictory in tertiary education. Secondly, the analysis indicates that the extent to which resource extension may be achieved is reflected in the alliance strategy employed as HEIs internationalise. The movement from exploitation to exploration alliance strategy signifies a fundamental change in strategic intent and direction of the Business School, so new internationalisation strategy definitions are proposed for tertiary education. Thirdly, alliance management capability has the potential to develop, within complex partnership scenarios, as an institutional core competence, providing the potential for sustainable competitive advantage. On the basis of this analysis tools are developed which can assist in the strategic decision-making process for further evolution of alliance networks within institutional internationalisation strategies. The resultant application of these strategic tools allows for Business Schools to determine the characteristics of appropriate alliance partners to fill the gaps identified within their alliance network or portfolio.
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Martin, Earl E. "An analysis of staffing issues related to counselors and advisors in the Washington State community and technical college system /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7870.
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Hudson, Paul. "Tiptoeing through the minefield : teaching English in Higher Educational Institutes in the United Arab Emirates." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12101/.
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In the context of rapidly expanding English-medium higher education in the UAE (United Arab Emirates), this thesis investigates how a group of native speaker English language teaching professionals perceive the social aspects of the environment in which they are working and the extent to which these perceptions affect the conceptualisation of their professional identities. Specifically, it focuses on how a complex interplay of cultural, economic, religious and political ideologies may impact upon the working lives of the respondents. This research was carried out at eleven higher educational institutes in the UAE and data was gathered through interviews with English language teachers, teacher trainers and managers. The study’s findings reveal a complex, diverse and often conflicting picture of the way the respondents perceive the context in which they are working and a wide variety of attitudes regarding the ideological issues identified as impacting upon ELT in the region. However, emerging from the data was a dominant discourse of fear related to issues of power, religion, gender and money, maintained by uncertainty regarding the extent to which a censorial approach to teaching was required. The perceived precariousness of the respondents’ employment was also identified as the source of practises which raise ethical questions about the construction of professionalism in a context dominated by a discourse of fear and, in turn, implications for both practitioners and institutions. Overall, this study reveals that in a context where ‘Gulf Arab/Muslim’ students interact with ‘Western native-speaker’ teachers, the preconceptions that often adhere to such labels in their respective societies may bear little resemblance to the attitudes, actions and beliefs of the individuals concerned. This raises implications both for the training of English teachers in the importance of contextual considerations and for the construction of the native speaker teacher in the literature.
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Chan, King-chung, and 陳敬聰. "Institute of Chinese Medical Education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31983777.
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Leon, Bianca R. "Leadership Development Institute| A California community college multi-college district case study." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10116187.
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The purpose of this study is to examine a community college district Grow Your Own (GYO) leadership program in the Western United States, the Multi College Leadership Development Institute (MCLDI). The MCLDI was developed in-house for a multi-campus community college district and offered to interested employees at all position levels with the intent to provide them the opportunity to develop and enhance their leadership skills and abilities. While most leadership development literature has focused on the presidential role or other senior level positions, the aim of MCLDI is to support leadership development in general; not just for senior level positions, but for mid-level management and academic position leadership as well.
This study gathered the perspectives of all those involved, from the leaders who created the program and their experience in doing so, to the program participants and graduates. Providing the different perspectives allows for other campuses to draw from the benefits and challenges that are shared in creating their own program or for comparison to programs that already exist.
A qualitative case study approach was utilized to investigate MCLDI and its development, implementation, and the benefits and challenges experienced by the coordinators and participants. Three themes were identified from analyzing across data sources. Building organizational capacity, developing human capital, and program structure emerged throughout the data collected from interviews, observations, and document analysis and were reflected in the findings for each of the research questions.
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Coward, Melaine. "An enquiry into nurse educators' beliefs, understandings and approaches to teaching the concepts of reflection to adult student nurses in UK Higher Education Institutes." Thesis, Kingston University, 2017. http://eprints.kingston.ac.uk/37908/.
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The approaches taken in teaching reflection to adult student nurses varies across the UK despite national curriculum outcomes from the professional statutory and regulatory body, The Nursing and Midwifery Council (NMC). This study highlights pertinent aspects of the various approaches to teaching, the inclusion of theory and the roles of the student, mentor and nurse lecturers in the utilisation of reflection to develop professional knowledge from experiences. Ethical approval was gained to conduct the study, utilising a case study approach, including nurse lecturers and curriculum documentation from a range of NMC accredited Higher Education Institutes across the UK. Semi structured interviews were conducted face to face with all participants in their home sites. Curriculum documentation used with students such as lecture notes, slides, module and programme handbooks and practice assessment documents were also collated in order to understand and analyse the approaches taken to teaching reflection. These two main data sources (interviews and curriculum documents) were also complemented by the use of field notes and a researcher journal in order to gain deeper understanding of the detail during data collection. A thematic analysis of the interview data and curriculum documents was undertaken to highlight and explore patterns and assist in the emergence of a theme and subthemes. Following in depth data analysis, the findings of this study detail an overarching theme of safe and caring practices, alongside three subthemes: II Personal and Professional Dimensions of Reflection Dimensions of Reflection in Nurse Education Articulation of Practice Although the publication of the Francis Inquiry (2013) was unanticipated at the inception of this research, it has shown to be a very important factor in analysing the data. The issue of patient safety that arose during data collection and became evident during analysis align closely to the publication of this significant report. The findings from this study are timely as the review of standards for nurse education and mentoring are underway. The findings from this study will also contribute to strengthening the student nurse role in assuring the best standards of care in the practice setting are achieved in order to improve patient safety through thoughtful approaches.
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Jones, Susan Hicks. "Creating a tradition: Early campus planning at Hampton Institute, 1868-1893." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618513.
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The goal of this study was to explore the beginnings of higher education for freed slaves after the Civil War as reflected in the development of the built environment of one of the earliest and most prominent of the historically Black colleges, Hampton Institute. The main purpose was to study the way in which campus planning was implemented at Hampton, its intentions and effects. The study had three hypotheses: (1) a master plan for the development of the campus of Hampton Institute was created by its founder, (2) this master plan was followed by the administration and builders during the early stages of the school's development and (3) the founder of Hampton Institute was aware of the symbolism of the architecture and used it intentionally to create a sense of specialness and to inspire strong attachment among the students of the school.;The study of numerous original documents available in the Hampton University Archives revealed answers to these questions. First, there is ample evidence that a master plan did exist for the development of Hampton's campus and that it was, to a large degree followed. The architectural intentions of Hampton's principal revealed a great deal about the beginnings of Negro education and the controversy which existed concerning the type of education which was best suited to the needs of Blacks. They also reflect the unique mission of the early Black schools. Hampton was the model for many schools which espoused one view of the type of education which would best prepare Blacks to take their place in post war society and, therefore, was an appropriate subject for this study.;The study also revealed certain common characteristics which, when present, produce coherent, consistent campus planning. This information is important for present day administrators trying to promote effective decision making regarding campus growth.;The extension of this study to include other prominent Black schools would provide valuable insights into the evolution of higher education for Blacks. These schools were shaped by their unique mission which was in turn shaped by the unique educational needs of the group they were founded to serve.
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Loope, David Roger. "A "wealth of hallowed memories": The development of mission, saga, and distinctiveness at the Virginia Military Institute." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618270.
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This study seeks to discover the elements in Virginia Military Institute's past that have proven most influential in guiding and preserving its present-day distinctive culture. Historical in nature, the study also incorporates theories from sociology and political science in analyzing the importance of events, people, and places surrounding Virginia Military between 1816 and 1890. Integral to the overarching theory behind this dissertation is the assumption that VMI's history is closely linked with the history of Virginia and of the American South. In order to tie historical theory to the theory of the elite college, the hypothesis relies heavily on four texts: Burton Clark's The Distinctive College, C. Vann Woodward's The Burden of Southern History, W. J. Cash's Mind of the South, and Bertram Wyatt-Brown's Southern Honor.;Specifically, the study hypothesizes that Virginia Military was heavily reliant upon Virginia state government from the time of its founding in 1839 through the Civil War. However, the war provided the circumstances by which the Institute could claim its own "place in history." The Battle of New Market, in which cadets from the Institute fought and died in support of the Confederate cause, gave VMI a substantive past separate from, yet tethered to, Virginia history and the history of the South. After the war, the Institute cultivated its own ideology and traditions, creating what Burton Clark terms "an institutional saga." Self-realization of this saga, coupled with its external recognition by alumni, forged the distinctiveness exhibited by Virginia Military today. In turn, this distinctiveness, preserved by a conservative even reactionary ideology, created an institutional atmosphere reluctant to embrace change.
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Fraser, Heidi. "The value of an integral education| A mixed-method study with alumni of the east-west psychology program at the California Institute of Integral Studies." Thesis, California Institute of Integral Studies, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3713682.
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This sequential mixed methods study examined alumni's perceptions of an integral education, an alternative educational model that is centered on students' multidimensional development. The study involved graduates from the East-West Psychology (EWP) program at the California Institute of Integral Studies (CIIS) and explored how they connected their unique educational experience to personal and professional development. The purpose was to determine how graduates of the EWP program value the integral education they received from CIIS, and what, if any, specific experiences, courses, and readings contributed to the said development. Forty-seven alumni, from both the master's and doctoral programs in EWP, completed an online survey sent via email, which consisted of 40 items rated on a Likert Scale and three open-ended questions. From the survey participant pool, 10 agreed to dive more deeply into their experience and gave their time for a one-on-one, semi-structured interview.
The findings revealed insight into alumni's understanding of integral education, and that their understanding is mostly in alignment with the ideals of the Institute; namely, honoring multiple perspectives, the multidimensionality of being, and multiple ways of knowing. Additionally, the results of the study also point to the areas where the EWP program is doing well in terms of what students expect and what they actually get, and also to the areas that could use improvement if the department was to offer an education that better reflects the ideals of the Institute, as espoused by the program description and advertisement. The most significant findings are the revelations of the need for (a) more professional development for students completing a degree in EWP, (b) more practical application opportunities, for example, internships, teaching assistantships, scholarships, fellowships, and connection of studies to social and global issues, (c) more community/mentor support for students' personal psycho-spiritual unfolding, and (d) more training regarding the language and expression needed to communicate the value of an integral education effectively with scholars/employers outside of CIIS. The study also engendered an articulation of both the takeaways and growing edges of such a non-traditional approach to higher education.
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Vernersson, Josef, and Al-Kilani Samer Zaid. "Education Management During COVID-19 : A Single Case Study of Swedish Higher Education Institute Jönköping University." Thesis, Jönköping University, Internationella Handelshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53090.
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Background:COVID-19 is the most discussed topic since the beginning of the year. Moreover, today's society faces various problems caused by the COVID-19 crisis requiring new knowledge and strategies since various social institutions are affected in different ways, and the education system is included between these institutions. In fact, higher education institutions witnessed a huge transition from traditional classroom-based teaching to a virtual approach and online education. While higher education may have transformed and moved to online due to COVID-19, it is unknown whether the transition resulted in a changeddirectionfor education management. Purpose:This study aims to take a deeper look into how students and teachers are affected by COVID-19 for a higher education institution in Sweden by seeking through how online platforms are used and how it is affecting the users of education. Moreover, the study aims to know what changed in management practices and grading strategies fora sustainable university education quality during pandemics and emergencies. Method:Fulfilling the purpose, qualitative research design gathering empirical data by conducting semi-structured interviews with both students and teachers and taking a single case study approach for Swedish higher education Institute (Jönköping University) using the benefit of various perspectives from different schools that Jönköping University has. Also, higher education in Sweden combines the perspective from both students and teachers as it is on the concept 'freedom with responsibility' with students mainly pursuing their studies on their own or in groups and not focusing on the teacher perspective only. Another unique asset for Sweden higher education is the possibility to access all data collected about schools and students, such as grades which are classified as secondary data. Conclusion:The results show that thetransition affected the education managementsince it impactedthe organizing and communicating. Thenresults showed some factors,such as an earlier experienceplayed a role inadapting education management changessincea new concept of teaching developed withinthis transition with adapted teaching strategies,and students responded to that byimproved learning plans. Anothermain finding ineducation management aspects is the grading strategieswhereit was found that the criteria did not change,but exams got modified,leading to changesin thegradepatternsthat can be described as unnormal. All of that was concluded in a frameworkaccording toour findings and research work.
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Gerlach, Jeanne Marcum 1946. "An Analysis of Business Partnerships in Higher Education." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332577/.
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The major purpose of this study was to describe and analyze the business and higher education partnership program in one Texas community college. Secondary purposes were to describe and analyze (a) the premise of business and higher education partnerships; (b) the planning, organization, and administrative structure in a selected community college; (c) the educational benefits received by both businesses and their employees who are involved in cooperative partnerships in general and at this community college; (d) the future challenges and opportunities for partnerships at other levels of American higher education; and (e) the needed research to evaluate business and higher education partnerships. The five chapters comprising the study include an introduction, a review of literature, the methods and procedures, a presentation and analysis of data, and the summary, conclusions, interpretation, and recommendations of the study.
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Xie, Jianmei. "An investigation into Chinese university-based EFL scholars' perceptions of quality of research." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14704.
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This empirical study explores Chinese scholars’ conceptions of the characteristics of quality in research. It follows a phenomenology approach and uses four mixed qualitative methods (online survey, interview, focus groups and document analysis). Phenomenological coding strategies and Pierre Bourdieu’s field and cultural theory are utilised to analyse the data and achieve a theoretical understanding of the findings. It is found that the participants viewed quality via multifarious lenses and identified diverse actual criteria. They nominated many ‘normal’ criteria that were similar to the western standards of research quality, especially the methodological ones, and some ‘abnormal’ ones which were indigenous and contextual in nature (i.e., related to the particular context of educational research in China). The participants elaborated their criteria through 3 layers: methodology (technical quality criteria), contextualisation (i.e., criteria that were about the relationship between the research and the context), and criteria related to the impact of research. The contextual issues (e.g., job title evaluation system, research policy and administrative interference) generated “unscholarly” criteria, and hindered the academics’ good intention to consider and follow the conventional criteria in action. They influenced the academics’ opinions of quality and their ways of conducting research. In the participants’ eyes, doing research in China was tantamount to writing papers, and it was not about assuring quality but reflected the academics’ struggles to meet all sorts of requests at institutional and national levels. The participants looked for an impact of research at the practical level (e.g., teaching and learning), and suggested a combination of both theoretical and practical significance of research. Powerful academics have not created cultural and scholarly debates to consider and select the criteria nominated by other academics, and have not used them in the government and institutional documents. In Bourdieusian terms, quality as reflected in some aspects of the habitus of participants has been greatly influenced by the field, the capital and the symbolic power; but the habitus of most scholars has not yet managed to affect the field. There is much in the field that could be altered to enable the habitus to affect and develop the quality of educational research. This current study provides recommendations for educational research, university-teachers’ research and practice, researcher development, as well as research policy and management in the Chinese context, and/or abroad.
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Ly, Arrascue Germán Alfonso. "Modelo Analítico Administrativo eficiente para la reducción del índice de deserción en la educación técnica en el Perú." Master's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/654833.
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Este estudio focalizado en la problemática de la deserción en el contexto de los institutos de educación superior, específicamente aquellos que imparten programas de formación técnica profesional en el Perú, que esta tomando cada vez más auge en la agenda pública nacional, fenómeno de carácter social que impacta el ámbito educativo y desarrollo de las fuerzas socioproductivas, que se ha visibilizado mediante el incremento sistemático del abandono de los estudiantes de las aulas de clases en las distintas, fases o etapas del proceso de formación educativa, disminuyendo significativamente los ingresos por los servicios académicos que ofertan en el mercado este tipo de centros, que se encuentran en riesgo e incertidumbre ante la posibilidad de cierre técnico por la reducción de los recursos para sostener el funcionamiento y operatividad.
El objetivo general es proponer un modelo analítico administrativo eficiente para la reducción del índice de deserción en la educación técnica en el Perú. El trabajo se sustenta metodológicamente en el enfoque cualitativo propio de la corriente del paradigma interpretativo, mediante un diseño no experimental de campo de corte transversal, un tipo de investigación descriptiva con un nivel analítico-comparativo. Los informantes claves lo integran (10) sujetos que proporcionarán información intersubjetiva a partir de las experiencias y conocimientos cultivados, a los cuales se les aplicó un guión de entrevista como instrumento, que fue sometido al proceso de categorización, triangulación e interpretación de la información.
Los resultados evidenciaron que la deserción está vinculada con factores económicos, laboral, académico, personal y familiar. El estatus económico de los estudiantes que desertan en los centros de educación técnica del Perú, provienen en la gran mayoría del segmento C o D, situándola como media a baja con menor proporción en el segmento B, luego él E y A. Las causas de la deserción, son por los aspectos económicos, laborales, académicos, personales y familiares. De allí que se diseñó un modelo analítico administrativo innovador y eficiente para contribuir con la reducción de índice de deserción.This study focused on the problem of dropout in the context of higher education institutes, specifically those that provide vocational technical training programs in Peru, which is increasingly booming on the national public agenda, a social phenomenon that impacts the educational field and development of socio-productive forces, which has become visible through the systematic increase in the abandonment of students from classrooms in the various phases or stages of the educational training process, significantly reducing the revenue from the academic services offered on the market by such centres, which are at risk and uncertainty at the possibility of technical closure by reducing resources to sustain the operation. The overall objective is to propose an efficient administrative analytical model for the reduction of the attrition rate at technical education in Peru. The work is methodologically based on the qualitative approach typical of the current of the interpretative paradigm, through a non-experimental cross-sectional field design, a type of descriptive research with an analytical-comparative level. Key informants integrate it (10) subjects who will provide intersubjective information based on cultivated experiences and knowledge, to which an interview script will be applied as an instrument, which will be subjected to the process of categorization, triangulation and interpretation of the information. The results showed that the desertation is linked to economic, labor, academic, personal and family factors. The economic status of students who defect at technical education in Peru, come in the vast majority of segment C or D, placing it as average down with lower proportion in segment B, then he E and A. The causes of the desertion are because of the economic, labor, academic, personal and family aspects. From there, an innovative and efficient administrative analytical model was designed to contribute to the reduction of the attrition rate.
Trabajo de investigación
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Sutherland, Winston Terrance Lumsden D. Barry. "John Nelson Darby his contributions to contemporary theological higher education /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3609.
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Lower, Aaron C. ""Lift as you rise"| A phenomenological analysis of the NCAA/NACWAA Institute for Administrative Advancement." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10248872.
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Since the first intercollegiate athletic event in 1852, a patriarchal hegemony has controlled the governance, policy making, and leadership of intercollegiate athletics. Not until 1972 did women enter the national narrative on college sports participation and administration, albeit through federal mandate and in marginal fashion. More than forty years after the passage of Title IX, intercollegiate athletics still lacks a strong female presence in executive administrative positions. The National Association of Collegiate Women Administrators (NACWAA) is the only professional organization devoted solely to developing and advancing the success of women in the profession of intercollegiate athletics.
This study examined the lived experiences of seven women athletics administrators who participated in a leadership development program, the Institute for Administrative Advancement (IAA), offered by the National Collegiate Athletic Association (NCAA) and NACWAA. This dissertation used hermeneutical phenomenology to qualitatively describe how IAA participants make sense of this leadership development experience. By thoroughly characterizing the meaning ascribed to the IAA experience as well as the actualization of the IAA curriculum, the results of this study characterize how participants of the NCAA/NACWAA IAA perceive a) career development and leadership and b) leadership self-efficacy.
Seven themes emerged through data analysis: 1) Discrimination is evident. Many forms of discrimination were perceived, 2) Individual perceptions of leadership were varied and dynamic, 3) Self-assessment of leadership skills evolved over the duration of the IAA, 4) Expectations of the IAA experience were modest yet hopeful, 5) Participants experienced contrasting emotional states throughout the IAA, 6) Actualization of the learned skill set resulted in a variety of outcomes, and 7) The IAA was an empowering and transformative experience.
Based on the emergent themes, implications and recommendations are offered to counterbalance the underrepresentation of women in athletic administration. The findings from this study also serve a broader application to higher education. The narratives shared by the participants can provide a pathway to empower other women and members of historically underrepresented and socially excluded groups within higher education administration toward professional advancement.
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Aquino, In? Jana Souza de. "A forma??o de professores nos Institutos Federais de Educa??o, Ci?ncia e Tecnologia: uma faceta da pol?tica nacional da forma??o de professores." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1460.
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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
The legislation that conducts the formation of teachers in Brazil is marked by discontinuity, both with regards to the locus of such training and in relations to the emerged pedagogical proposals that were implemented over time. Regarding the locus of teacher formation, we started with the "regal classes" in the nineteenth century to the advent of "higher education institutes" in the twentieth century. In the twenty-first century were created in 2008 by law n? 11,892, (BRAZIL, 2008) the Federal Institutes of Science Education and Technology (IFs), the focus of our research, with the obligation to offer 20% of their vacancies to degree courses and special programs for teacher training, in order to train the teachers for basic education, establishing a new space to form new teachers throughout Brazil. The Federal Institutes are part of public policy for technical and technological professional education, which reconfigured the Federal Professional Education Network in the country. From this context, we seek to investigate how the Federal Institutes of Education, Science and Technology are carrying out the legal requirement to train teachers, taking as the object of our research the degrees offered by these institutions in Rio de Janeiro State. The overall aim of the study is to describe the features of creation and offering of Teacher Training courses in the Federal Institutes of Rio de Janeiro State, involving some issues related to the current law, the professionals involved and the offered infrastructure for offering these courses. About the methodology we can say that it?s a research of basic nature, which addresses the problem qualitatively, with reflections on the qualifications of the faculty, difficulty opening the course, location and quality impacts among others. We used as instruments for data collection: literature review, research on official websites, the Institutes?s internal documents research, questionnaires, interviews and field notebook. From the analysis of the collected material it was found that the degree courses have been created taking into account mainly the legislation requiring IFs to offer at least 20% of vacancies for degree courses, human resources and available infrastructure. We also found that faculty responsible for pedagogical subjects mostly consists of professionals without training in education or teaching, which in our view difficult to establish a deeper debate about the pedagogical issues. However, we find the institution that some initiatives aimed at making the debate more present, both in the pedagogical projects of the courses, and in the speeches of the coordinators. We believe that the Teacher Training Courses in IFRJ are still looking for their identity because coordinators and teachers speeches are still very dissonant about pedagogical issues
A legisla??o que rege a forma??o de professores no Brasil ? marcada pela descontinuidade, tanto no que diz respeito ao locus dessa forma??o como em rela??o ?s propostas pedag?gicas surgidas e implantadas ao longo do tempo. No que tange ao l?cus da forma??o de professores, come?amos pelas ?aulas r?gias? no s?culo XIX at? o advento dos ?Institutos de n?vel superior? no s?culo XX. No s?culo XXI foram criados, no ano de 2008, pela Lei n? 11.892, (BRASIL, 2008) os Institutos Federais de Educa??o Ci?ncia e Tecnologia (IFs), foco da nossa pesquisa, com a obrigatoriedade de oferecer 20% de suas vagas para atender aos cursos de licenciatura e programas especiais de forma??o pedag?gica, destinados ? forma??o de professores para a educa??o b?sica, instituindo, desta forma, um novo espa?o para formar professores em todo Brasil. Os Institutos Federais fazem parte da pol?tica p?blica para educa??o profissional t?cnica e tecnol?gica, que reconfigurou a Rede Federal de Educa??o Profissional no pa?s. A partir deste contexto, buscamos investigar de que maneira os IFs est?o cumprindo a determina??o legal de formar professores, tomando como objeto de nossa pesquisa as licenciaturas ofertadas por estas Institui??es, no Estado do Rio de Janeiro. O objetivo geral do estudo ? descrever as caracter?sticas da cria??o e oferecimento dos cursos de Forma??o de Professores IFs, envolvendo quest?es ligadas: ? legisla??o vigente, aos profissionais envolvidos e ? infraestrutura oferecida para o oferecimento desses cursos. Quanto ? metodologia,trata-se de uma pesquisa de natureza b?sica, que aborda o problema de forma qualitativa, com reflex?es a respeito da qualifica??o do corpo docente, dificuldades para abertura dos cursos, localiza??o, impactos na qualidade, dentre outros. Utilizamos como instrumentos para coleta de dados: revis?o bibliogr?fica, busca em sites oficiais, pesquisa nos documentos internos dos IFs, question?rios, entrevistas e caderno de campo. A partir da an?lise do material coletado verificou-se que os cursos de licenciatura foram criados levando em considera??o, principalmente, a legisla??o que obriga os IFs a oferecerem no m?nimo 20% das vagas para os cursos de licenciatura, os recursos humanos e a infraestrutura dispon?veis. Verificamos ainda que o corpo docente, respons?vel pelas disciplinas pedag?gicas, em sua maioria ? composto por profissionais sem forma??o na ?rea de educa??o ou de ensino, o que a nosso ver dificulta o estabelecimento de um debate mais profundo a respeito das quest?es pedag?gicas. Entretanto, encontramos na Institui??o algumas iniciativas que visam tornar esse debate mais presente, tanto nos Projetos Pedag?gicos dos Cursos, quanto no discursos dos coordenadores. Acreditamos que os Cursos de Licenciatura no IFRJ est?o em processo de busca de identidade, pois ainda encontramos professores e coordenadores com discursos muito dissonantes no que tange ?s quest?es pedag?gicas.
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Osman, Abuelgasim Ahemd Atta-Almanan. "Using factor analysis to determine why students select UWC as higher education institute." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6537_1277055243.
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This study investigates the most important reasons behind the rst-year students' decision to select University of the Western Cape (UWC) as higher education institution.
These reasons were organized into a few factors for easy interpretation. The data to be analyzed for this project is a subsection of the data collected during the orientation period of 2008. During the orientation week of 2008, the questionnaires were completed on a voluntary basis by new rst-year students. All questionnaires were anonymously completed and therefore the data does not contain any information that could be linked to any individual. For the purpose of this study, only the black African and coloured students were considered. The other racial groups were not analyzed due to too small sample sizes. Questionnaires with missing information on the reasons for selecting UWC were not
nalyzed. We ended up with a sample of size 600. The data were statistically analyzed, using descriptive statistics, bivariate analyses, factor analysis, coefficient of congruence and bootstrap factor analysis. The results indicated that the most important reasons aecting students to choose UWC were identied as good academic reputation, family member's advice, UWC graduates are successful and UWC graduates get good jobs. The least important reasons were found to be not accepted anywhere, parents / family members graduated from UWC, recruited by UWC and wanted to study near to home. The results also indicated that there were significant differences among students according to population groups, parent's monthly income and grade 12 average. Factor analysis of 12 variables yielded three extracted factors upon which student decisions were based. Similarities of these three factors were tested, and a high similarity among demographic characteristics and grade 12 average were found. Additional analyses were conducted to measure the accuracy of factor analyses models constructed using Spearman and Polychoric correlation matrices. The results indicated that both correlation matrices were
nbiased, with higher variance and higher loadings when the Polychoric correlation matrix was used to construct a factor analysis model for categorical data.
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Limsommut, Amornvan. "An investigation into the aptitude of students and lecturers to the use of information and communication technologies in higher education at the Rajabhat Institutes in Thailand." Thesis, University of Huddersfield, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399779.
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Santos, Cíntia Regina da Silva. "O olho do dono engorda o boi? uma análise da relação entre os indicadores de gestão do Tribunal de Contas da União para os Institutos Federais de Educação, Ciência e Tecnologia e o índice geral de cursos." Escola de Administração da Universidade Federal da Bahia, 2014. http://repositorio.ufba.br/ri/handle/ri/17597.
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Esta pesquisa analisou a relação entre os indicadores de gestão propostos pelo Tribunal de Contas da União (TCU) para os Institutos Federais de Educação, Ciência e Tecnologia (IFs) e o Índice Geral de Cursos (IGC). Os primeiros retratam os aspectos do desempenho da gestão enquanto o IGC aborda a dimensão do desempenho da qualidade do ensino superior. Para a pesquisa foram selecionados vinte e oito IFs, surgidos da transformação ou integração com os Centros Federais de Educação Tecnológica (CEFETs), e que possuíssem o IGC calculado para pelo menos um dos três anos correspondente ao corte temporal da pesquisa, 2010, 2011 e 2012. O modelo de análise proposto relacionou estes dois grupos de indicadores através das técnicas estatísticas de correlação e regressão múltipla. Os resultados evidenciaram que, diferentemente do ocorrido no âmbito das universidades federais, os indicadores de gestão do TCU estabelecidos para os IFs tem baixo potencial explicativo para o IGC. Dentre os indicadores do TCU que apresentaram certo grau de explicação para o IGC, somente figuram o Percentual do Gasto com Pessoal, PGP; o Percentual do Gasto com Investimento, PGI, a Relação Ingresso Aluno, RIA e o Índice de Retenção do Fluxo Escolar, IRFE. Todos apresentaram uma relação positiva com o IGC. A maior surpresa do estudo, entretanto, foi a ausência de relação entre os indicadores relacionados à eficácia e eficiência acadêmica e a adequação da força de trabalho docente, que no referencial teórico analisado apresentaram forte relação com os indicadores de qualidade do ensino superior. Intui-se, a partir da análise dos indicadores e do referencial teórico, que a baixa explicação do IGC por meio dos indicadores do TCU deve-se, principalmente, a aspectos como: falta de confiabilidade dos indicadores do TCU; indicadores estes, apresentados de modo global e não segregados por modalidades de ensino, que portanto, não atendem as especificidades dos IFs. O estudo conclui que os indicadores do TCU, do modo como são atualmente apresentados nos relatórios de gestão dos IFs, não se constituem em efetivas ferramentas de gestão e pouco informam sobre o desempenho da gestão destas instituições e sua relação com o desempenho da qualidade do ensino, aqui representada pelo IGC. Deste modo, é urgente a criação de novos indicadores de gestão ou adequação dos existentes para melhor avaliar os esforços da gestão dos IFs na concretização de seus objetivos: a prestação de um ensino superior de qualidade voltado para o atendimento das demandas individuais e socioeconômicas do país. This research examined the relationship between management indicators proposed by the Brazil Court of Audit (TCU) for Federal Institutes of Education, Science and Technology (IFs) and the General Index of Courses (IGC). The first depict aspects of performance management while the IGC performance aspects of the quality of higher education. For research were selected twenty-eight IFs that origin from the transformation or integration with the Federal Centers for Technological Education (CEFETs) and that the IGC had calculated for a time corresponding to the three sectional design years 2010, 2011 and 2012. Was proposed a model of analysis that related these two groups of indicators through statistical techniques of correlation and multiple regression. The results showed that unlike what happened in the context of the federal universities management indicators TCU set for the Federal Institutes have low explanatory potential for the IGC. Among the TCU indicators that showed some degree of explanation for the IGC can be cited the Percentage of Expenditure Personnel (PGP); Percentage of the Expenditure on Investment (PGI), Relation new Students and matriculate students (RIA) and Retention School Flow Index (IRFE) . All had a positive relationship with the IGC. The biggest surprise of the study was the lack of relationship between indicators related to effectiveness academic and the workforce teachers, which analyzed the theoretical framework presented strong relationship with indicators of quality of higher education. Suspects from the analysis of the indicators and the theoretical framework that the low explanation of the IGC through the indicators TCU is due to aspects such as: lack of reliable indicators of the TCU; these indicators, presented in a comprehensive manner and not segregated by type of education, which therefore do not meet the specifics of the IFs. The study concludes that indicators of TCU, the way they are currently reported in the management of IFs, do not constitute effective management tools and little about the performance of the management of these institutions and their relationship to the performance of quality of education, represented here by IGC. Thus, it is urgent to create new indicators or adequacy of existing management to better assess the efforts of the management of IFs in achieving their goals: to provide a top quality education geared to meet the individual demands of the country and socioeconomic.
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Purvis, Lisa Anne. "From Dar Es Salaam To Dartmouth: A Case Study Of The Experiences Of Fogarty Aids International Training And Research Program Fellows At Dartmouth College." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/478.
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From Dar es Salaam to Dartmouth: A Case Study of the Experiences of Fogarty AIDS International Training and Research Program Fellows at Dartmouth
Lisa Purvis, EdD Candidate, MPH, MBA
Background
The United States (US) is a major host nation to international college students and scholars who study a variety of disciplines (Farrugia & Bhandari, 2014). Beginning in the last decade, the demand for global health training has risen (Kanter, 2008; Kerry, Ndung'u, Walensky, Lees, Kayanjas, & Bangsberg, 2011).
Since 2000, Geisel School of Medicine at Dartmouth has been one of 26 US universities participating in a global health training program, funded by the National Institutes of Health, Fogarty International Center's AIDS International Training and Research Program (AITRP). The Fogarty AITRP annually trains scholars (Fogarty Fellows) and focuses on building HIV/AIDS research and medical capacity in low- and middle-income countries through advanced training. Along with the economic, social, and cultural assets that international students bring, are key challenges in students' transition, assimilation, and acculturation. It has been observed that many of the Dartmouth Fogarty Fellows have experienced issues in matriculating at Dartmouth.
Purpose of Research
Little data exists on the experiences of international students studying global health in the US. Using a case study of the Fogarty Fellows at Dartmouth, this qualitative research project sought to examine their unique transition and assimilation experiences as international graduate students. A secondary purpose of the case study was to identify ways to improve students' experiences. Berry's theory of acculturation provided the theoretical framework for the project (Berry, 1997).
Research Approach
A qualitative approach was used, guided by Action Research methodology. Action Research focuses on problem-solving and it is typically defined as a reflective process of progressive problem-solving led by an individual(s), who is part of the community of practice, to address issues and solve problems (Bargal, 2008).
Research Methods
To gain a fuller understanding of the issues and to identify solutions to problems of acculturation that may already exist, in-depth interviews took place with 22 participants: 1) 10 alumni of the Fogarty Program at Dartmouth College; 2) 5 MPH faculty at Dartmouth; 3) 2 MPH administrators; 4) 4 Dartmouth Fogarty Program administrators; and 5) the Fogarty International Fellows Program Officer at NIH. Field research also took place in Tanzania, the home country of the Fogarty Fellows at Dartmouth, to understand the Tanzanian context.
Findings
Recommendations for program improvement included formalizing the program at several milestones; providing comprehensive pre-matriculation information; using technology to orient Fellows to their new environment; formal mentoring and networking; cross-cultural training with students; and orienting the faculty to the program and the needs of international students. Colleges and universities need to understand the unique experiences and the student support needs of the international student. Future research at the 25 Fogarty AITRP US-based sites is recommended before implementing any of the Dartmouth-based recommendations.
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Garud, Pranav. "Challenges to sustainabilityeducation in Swedish construction programmes : Using sustainability evaluation of university programmes and interviews with programme directors in Swedish universities." Thesis, Uppsala universitet, Industriell teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-422298.
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Construction is an investment intensive industry which has been notoriouslyknown to be cost and time ineffective. Further, the construction industry isknown to be the world’s largest resource utilizer and the largest polluter.Hence sustainability in construction is necessary.Since Higher Education Institutes (HEIs) are one of the most importantstakeholders in construction, this research aims to determine the sustainabilityaspects taught in Swedish construction programmes. On comparing the aimsand outcomes of all construction courses to the United Nations SustainableDevelopment Goals (SDGs), this research found that Swedish constructioneducation programmes lack political and social sustainability in theirconstruction curricula. Further, this research investigates the challenges toimparting sustainability education due to present research andpedagogical/teaching methods. Data to investigate the results was collectedthrough interviews with programme directors from various SwedishUniversities.The findings of this research show a connection between practical application,research and traditional education. Further, the factors affecting research andpedagogy are also inter-related and convoluted. A large cause and effectnetwork arising due to the interplay of the factors is addressed in thediscussions section. This thesis finds that sustainable development inconstruction requires development of sustainability evaluation methods as wellas combined efforts from various stakeholders and professions.
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Foster, Fabiano Sheila J. "Perceptions of Instituto Superior de Teologia Evangelica no Lubango graduates in Angola| Implications for theological education in learning and ministry practice." Thesis, Trinity International University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109341.
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Given the frequently observed disconnect between people's learning experiences and their subsequent behavior or practice, this research inquired into the factors that contribute to coherence or congruence between learning and practice as perceived by graduates of ISTEL (Instituto Superior de Teologia Evangélica no Lubango), an interdenominational theological college in Angola, Africa.
Characteristics of African indigenous knowledge systems and general cultural characteristics were taken into consideration when analyzing these findings. Twenty seven graduates of ISTEL who completed their bachelor's degree in theology between 1997 and 2012 were interviewed using a semi-structured interview protocol. Research questions for this study inquired into graduates' perceptions regarding their learning experiences prior to ISTEL. They were also asked to recount how their learning at ISTEL differed from previous schooling. Finally graduates were asked to recount how their learning experiences were influencing their present ministry practice. It was found that the most frequently mentioned factors that contributed to coherence were: 1. The modeling of qualities of Christian life by faculty; 2. Experience in small group fellowships for spiritual formation; 3. Apprenticeships and "hands on" practical ministry experience; 4. Critical thinking skills.
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Wilcox, Lori Lund Donaldson Joe F. "Educational entrepreneurism in higher education a comparative case study of two academic centers within one land-grant university /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6124.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 16, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Joe Donaldson. Vita. Includes bibliographical references.
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Stephens, Simon. "2020 vision : Possible futures for the institute of technology sector of Irish higher education." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531727.
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Pscheida, Daniela, Sabrina Herbst, Thomas Köhler, Marlen Dubrau, and Katharina Zickwolf. "MOOC@TU9 – Common MOOC Strategy of the Alliance of Nine Leading German Institutes of Technology." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33956.
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Purpose – Since April 2014, the alliance of leading German Institutes of Technology
(TU9) has been jointly producing and running massive open online courses (MOOCs) on the subject of engineering. On the one hand, the collaborative MOOC@TU9 project aims to combine the unique characteristics and strengths of the engineering courses offered by the TU9 universities, making inter-institute, cooperative, open learning both visible and accessible. This will enhance both local teaching and the national and international marketing of the universities. On the other hand, the project also aims to help build communal experience and develop quality and production standards for the use of different MOOC formats in digital higher education teaching. In this sense, the MOOC@TU9 project contributes to the vital development of sustainable digitalisation strategies at German universities in the form of a feasibility study, which can then be used in other contexts as a valuable example of best practice.
Design/methodology/approach – The MOOC@TU9 project has a primarily practical approach. The focus of the collaboration between the TU9 universities is therefore the discussion, exchange and coordination of concrete actions in addition to the evaluation and assessment of the solutions reached and implemented. The collaboration within the TU9 network results in inter-organisation working and learning processes for the parties and institutions involved. These have a particular value, as this is how, through collaboration, we can build an effective, sustainable, multi-dimensional experience.
Originality/value – MOOC@TU9 is a joint inter-university project with the aim of strategically testing the possibilities, parameters and benefits of using massive open online courses in higher education teaching, the like of which has never been seen before in Germany. There is, therefore, currently no systematic development of quality and production standards for MOOCs: a gap, which MOOC@TU9 is actively attempting to fill.
Practical implications – Results and findings of the project are not only taken from specific practical work, they are also fed directly back into it. In this respect, it can and should provide valuable insights not only for course participants, but also for other universities and/or initiatives.
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Sutherland, Winston Terrance. "John Nelson Darby: His Contributions to Contemporary Theological Higher Education." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3609/.
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This study investigated the contributions of John Nelson Darby to selected institutions of contemporary theological higher education. A qualitative approach to the investigation was employed. Archival foraging occupied a greater part of the research data and yielded rich returns as evidenced in the literature review. Purposeful sampling was also utilized. The faculty and administration of three institutions, Moody Bible Institute, Dallas Theological Seminary, and Emmaus Bible College, were mailed questionnaires comprising 22 questions to ascertain their opinions of Darby's contributions to their institutions. Of the 22 questions, 21 were of a Likert type scale offering 5 options: Strongly agree, Agree, Not sure, Disagree, and Strongly disagree; and 1 open-ended question. A response rate of 45% (N=27) was achieved. All results were statistically significant at the p=.05 level utilizing chi-square goodness-of-fit tests.
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Scardua, Guido Sodré Martins. "Critérios utilizados na escolha de instituições de ensino superior privadas de salvador." Universidade Federal da Bahia, 2008. http://www.adm.ufba.br/sites/default/files/publicacao/arquivo/guido_sodre_martins_scardua.pdf.
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As Instituições de Ensino Superior (IES) privadas experimentaram um crescimento vertiginoso nas duas últimas décadas. Num ambiente de extrema concorrência e de vital importância como este, conhecer melhor o usuário torna-se essencial. Este estudo procura identificar os critérios considerados na escolha de uma IES privada de Salvador/Bahia. Foram selecionadas quatro hipóteses a partir dos seguintes critérios: marca, localização, grupo de referência e/ou indicação de pessoas próximas e infraestrutura. Com este objetivo foi feita uma abordagem qualitativa e elaborado um questionário onde constavam 13 perguntas abertas, semi-estruturadas, o qual foi aplicado em 122 estudantes do primeiro e segundo semestre do curso de Administração de Empresas, de 05 IES privadas na Cidade de Salvador, no período de outubro de 2007. Na conclusão do estudo percebe-se que, dos quatro critérios considerados para construir as hipóteses, a marca foi o mais relevante. Todavia, foram encontrados outros critérios que devem ser considerados.
Salvador
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GEWERC, MONIQUE. "TRAINING OF PRE-SCHOOL TEACHERS: THE PROPOSAL OF THE INSTITUTE OF HIGHER EDUCATION PRÓ-SABER." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31761@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
Pesquisas sobre a formação de professores, também do campo da educação infantil, vêm evidenciando os problemas enfrentados pelos professores quando ingressam na profissão. Os docentes alegam, sobretudo, a dificuldade em transpor para a prática a teoria estudada na graduação. Que modelo de formação pode preparar o professor para atender às expectativas descritas nos documentos orientadores sobre o trabalho com as crianças nessa etapa da escolaridade? Existirá um modelo único? A dissertação traz como objeto da investigação a experiência do Curso Normal Superior do Instituto Superior de Educação Pró-Saber. O objetivo é analisar uma proposta de formação baseada na concepção democrática de educação de Paulo Freire e que toma como eixos norteadores a formação em serviço, a formação cultural e o princípio da simetria invertida. O Curso possui como particularidade ser dedicado exclusivamente a profissionais da educação infantil que estejam atuando em instituições públicas ou conveniadas. A metodologia de Madalena Freire, coordenadora pedagógica do Curso, apresenta instrumentos metodológicos nos quais o trabalho se baseia: a observação orientada, o registro reflexivo, a avaliação e o planejamento, em um ciclo contínuo. A instituição é apresentada com o auxílio de recursos metodológicos como leitura exploratória de documentos internos, entrevistas com a equipe pedagógica e ex-alunos, observação das aulas e questionário enviado aos egressos. Buscou-se compreender que repercussões uma formação com essas características pode trazer para a prática pedagógica dos docentes. O trabalho de campo foi realizado com o respaldo de autores que desenvolvem pesquisas na área investigada, que abrange conceitos específicos sobre a formação de professores, a educação infantil e a formação cultural do professor, entre eles: Maurice Tardif, Antonio Nóvoa, Isabel Lelis, Sonia Kramer, Luciana Ostetto e Cristina Carvalho. Os dados da pesquisa demonstraram que uma formação que prioriza um processo de autoria, em que o conhecimento é construído coletivamente, e que seja oferecido amplo acesso a diferentes expressões culturais em uma perspectiva reflexiva, contribui para que os professores se apropriem da própria prática, sintam-se mais seguros, valorizados e comprometidos com a educação enquanto projeto político mais amplo.
Research on teacher training, also in the field of early childhood education, has shown the problems faced by teachers when they start their professional careers. Teachers mention above all, the difficulty in transposing the theory learned in their undergraduate course to practice. Which training model can prepare the teacher to meet the expectations described in the guidelines given to them on working with children at this early stage of schooling? Is there a unique model? The dissertation conveys as the object of the investigation the experience of the College Level Teacher Training Course offered by the Institute of Higher Education Pró-Saber. The objective is to analyze a training proposal based on Paulo Freire s democratic conception of education, which has as its guiding elements: the on-the-job development, the cultural formation and the principle of inverted symmetry. The course has as a particularity of being dedicated exclusively to pre-school professionals who are working in public institutions. The methodology of Madalena Freire, pedagogical coordinator of the Course, presents methodological tools on which the work is based: guided observation, reflexive recording, evaluation and planning in a continuous cycle. The institution is presented with the aid of methodological resources such as exploratory reading of internal documents, interviews with the pedagogical team and alumni, observation of the classes and questionnaire sent to the graduates. It was sought to understand what repercussions a training with these characteristics could bring to the pedagogical practice of teachers. The fieldwork was carried out with the support of authors who develop research in the area, which covers specific concepts about teacher education, children s education and the teacher s cultural development, among them: Maurice Tardif, Antonio Nóvoa, Isabel Lelis, Sonia Kramer, Luciana Ostetto and Cristina Carvalho. The research data showed that a training that prioritizes a process of authorship, in which knowledge is built collectively, and that may offer wide access to different cultural expressions in a reflective perspective, contributes to the teachers appropriation of their own practice, to their feeling more secure, more appreciated and more committed to education as a broader political project.
La recherche sur la formation des enseignants, y compris dans le domaine de l éducation de la petite enfance ont mis en évidence les problèmes auxquels sont confrontés les enseignants quand ils entrent dans la profession. Les enseignants affirment, surtout, la difficulté de traduire en pratique la théorie étudiée dans l obtention du diplôme. Quel modèle de formation peut préparer les enseignants à répondre aux attentes décrites dans les documents d orientation sur le travail avec les enfants à ce stade de la scolarité? Existe-t-il un modèle unique? La thèse a pour objet l enquête, l expérience du cours normal supérieur de l École d éducation Pro-Saber. L objectif est d analyser une proposition de formation fondée sur la conception démocratique de l éducation de Paulo Freire et prend comme axes directeurs la formation continue, la formation culturelle et le principe de symétrie inversée. Le cours a la particularité d être exclusivement consacré aux professionnels de l éducation enfantine qui travaillent dans les institutions publiques. La méthodologie de Madalena Freire, coordinatrice pédagogique du cours, présente des outils méthodologiques dont le travail est basé sur: l observation orientée, la réflexion, l évaluation et la planification, en cycle continu. L établissement est présenté à l aide de ressources méthodologiques telles que la lecture exploratoire des documents internes, d entretiens avec l équipe pédagogique et avec les anciens élèves, observation des cours et questionnaire envoyé aux diplômés. La recherche consiste à comprendre les répercussions que ce type de formation peut apporter dans la pratique pédagogique des enseignants. Le travail de terrain a été réalisé avec le soutien des auteurs qui ont élaborés des recherches dans ce domaine d investigation, portant sur les concepts spécifiques de la formation des enseignants, de l éducation de la petite enfance et de la formation culturelle des enseignants, parmi eux: Maurice Tardif, Antonio Nóvoa, Isabel Lelis, Sonia Kramer, Luciana Ostetto et Cristina Carvalho. Les données de l enquête ont montré que la formation qui accorde la priorité à un processus d auteur, où la connaissance est construite collectivement, et que quand un large accès aux différentes expressions culturelles est offert dans une perspective de réflexion, ont contribué à ce que les enseignants s approprient de cette propre pratique, se sentent plus sûrs, valorisés et engagés dans l éducation en tant que projet politique plus ample.
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Via, Sandra Elizabeth. "Neoliberalism in Higher Education?: A Case Study of the Institute for Advanced Learning and Research." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/42783.
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According to David Harvey, neoliberal ideology has emerged as the current hegemonic economic discourse. Therefore, Harvey contends that neoliberalism has permeated every aspect of society, including institutions of higher education. However, the role of neoliberal ideology is perceived as a form of common sense, and thus proponents of neoliberal policies often do not realize that the programs and policies that they are implementing are neoliberal. Furthermore, Harvey argues that another aspect of neoliberalism is its propensity to exclude or ignore society. This thesis explores the relationship between neoliberal ideology and higher education, as well as the tendency of neoliberalism to depict universities and other forms of higher education as catalysts for economic development. In order to examine this relationship, this thesis examines an institution of higher education located in Southside Virginia, the Institute for Advanced Learning and Research (IALR). More specifically, this thesis takes an in depth look of the academic, research, and outreach/community programs offered by IALR. Moreover, this thesis explains how some of IALRâ s programs fit within a neoliberal framework and others do not, and how these programs are characterized as mechanisms of economic revitalization in Southside Virginia. Finally, this thesis demonstrates the ways in which IALR has embraced aspects of neoliberal ideology while resisting neoliberalismâ s tendencies to exclude the community from decision-making processes, yet also inculcate neoliberal ideology into the communityâ s perceptions of economic development and higher education.Master of Arts
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Kenneally, Allison. "Facilitatory and inhibitory factors in higher education mergers : case studies from the Irish Institute of Technology sector." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720668.
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The Irish Institute of Technology (hereinafter referred to as IoT) sector is poised to undergo a period of transformation, consolidation and system reconfiguration, to be brought about through a series of institutional mergers, collaborations and alliances. This research focuses on the Irish higher education (hereinafter referred to as HE) landscape, and in particular, on the journey of three groups of IoTs (hereinafter referred to as Alliances) as they plan to merge and subsequently apply to be re-designated as technological universities (hereinafter referred to as TUs). This research provides a contemporaneous account of how the Irish IoTs are organising themselves for merger and examines the substantial challenges which lie therein. By examining and comparing three Alliances which are undergoing a similar process but with varying degrees of success, this research explores the key factors which facilitate on one hand, and/or inhibit on the other, merger negotiations and the merger process in HE, both at a system and institutional level. This knowledge will be useful to policy makers and other higher education institutions (hereinafter referred to as HEIs), particularly in Ireland’s IoT sector, which is likely to experience a wave of mergers over the coming decade. It also contributes to the relatively scant body of literature on the nature of and the factors impacting upon the merger process in higher education, and of mergers in the Irish HE context. A qualitative study, employing a multiple case study approach, was adopted. Based upon a thematic analysis of data gathered from the three cases, this research identifies and categorises the key factors that are perceived to facilitate on the one hand, or inhibit on the other, the merger process in HE, both at a system and institutional level. A framework consisting of political, strategic, operational, emotive, historic and cultural factors is proposed, examined and discussed, and recommendations for both institutional and system level actors are provided. In addition, this research proposes a micro-political model which details the various phases through which HE mergers proceed, and argues that it is the macro and micro-political and emotive factors, rather than strategic or operational factors, which have the most powerful influence on the merger process.
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Duff, Cathy. "AN EXAMINATION OF THE SERVICE-LEARNING PROGRAM AT A COMPREHENSIVE UNIVERSITY THROUGH THE LENSES OF PROGRAM THEORY AND INSTITUTIO." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2514.
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Case study design, employing qualitative research methods, was used to document and examine a mandatory service-learning program at a new, comprehensive, public university. The study examined service-learning from multiple perspectives. Institutional theory provided a framework for examining the influence of the environment on the conceptualization, adoption, and implementation of service-learning. Program theory was used to identify and analyze the program's conceptual underpinnings, including goals and objectives, intended outcomes for students, and program processes. Knowledge of how a program is supposed to work is useful for developing assessment questions, evaluating institutional effectiveness, and improving program performance. The study included a review of the history of service-learning at the university. Data were collected during the fall 2005 semester and were analyzed using both process and variance modes. Data sources included the following: 35 documents, which spanned the years 1991-2005; interviews with seven faculty members and four academic administrators; and observations of three meetings of service-learning courses, a Government and Not-for-Profit Service Learning Job Fair, and five meetings where service-learning was a primary topic of discussion. Previous studies served as the basis for the following researcher-developed constructs used to code text across data sources: social/civic outcomes, personal outcomes, learning outcomes, and career outcomes. Findings suggest that the goals and outcomes associated with service-learning found in university documents clustered around social and civic involvement, while outcomes reported by faculty during interviews focused on students' personal development and learning related to course content. In general, university documents contained goals and objectives written in vague language, a finding consistent with previous studies.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Romenska, Sandra. "Processes of institutional innovation in higher education in central and eastern Europe in the period 1989-2005 : five higher education institutions supported by the Hesp/Open society institute network." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553062.
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This thesis presents the results of a study of institutional innovation in higher education. After 1989 the structures and systems of higher education in a number of countries in Central and Eastern Europe were exposed to turbulent pressures from their radically changing environments, triggered by the fall of the communist regimes in the region. As a consequence, during the period of transition of the post- communist societies towards democratisation and market reform, new higher education institutions emerged, and new actors entered the higher education scene. Despite the potential of these developments to expose how and why innovative higher education institutions develop, there is a deficit of studies which systematically examine the pathways of change in post-communist higher education, especially from a comparative perspective. This research shortage becomes even more evident if thematically relevant areas are considered - comparative higher education research, research on change and innovation, and the burgeoning body of literature on institutions. As a result, individual explanatory factors, as well as causes of the differences and similarities in the institutional transition remain ambiguous. The study reported in this thesis focused on five higher education institutions established after 1989 in four countries in Central and Eastern Europe. The institutions were selected from a network of innovative higher education institutions, supported by one of the principal non-governmental organisations investing in the reform of post-communist higher education. The study was guided by the following research questions: How did the five higher education institutions develop in the period between 1989 and 2005? What descriptive and analytical ideas regarding the establishment and development of their institutions are revealed by participants in the study? The thesis begins with a review of historical developments in higher education in Central and Eastern Europe after the fall of the communist regimes. Chapters One to Four draw on this historical account to build the structure of the analytical and methodological framework of the study, by incorporating analyses of relevant literature on higher education, institutional theories and innovation. Gaps in existing literature are identified and linked with the rationale of the study, which serves to support the formulation of the research questions. The empirical analysis in Chapters Five to Seven seeks to address the two research questions by examining evidence, generated from interviews with members of the five higher education institutions selected for this study, representatives of organisations supporting the institutions, and documentary evidence. The individual histories of the five higher education institutions and the non-governmental programme which supported them are explored. Evidence of participants' ideas about the innovative strategies of their institutions, the evolution of their institutional missions with the change in the nature of their relationship with the state and their funders, and the challenge of achieving sustainability serves to construct an account of institutional innovation as a dynamic balance between processes of imitation, recombination, transfer and invention. Finally, the findings of the study are discussed with reference to existing research. The insights gained in the study map out the fertile ground for exploring further considerations, relating to the emergent view of institutional innovation in higher education. The idea that innovations and institutions, rather than ruling each other out, could be parts in the same continuous process may be a simple one, but it is an idea worthy of further exploration.
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Tavares, Moacir Gubert. "A constituição e a implantação dos Institutos Federais no contexto da expansão do Ensino Superior no Brasil: o caso do IFC – Campus Rio do Sul." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2014. http://tede2.uepg.br/jspui/handle/prefix/1167.
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Previous issue date: 2014-10-31This work broaches the process of creation and implantation of Federal Institutes of Education, Science and Technology (FIs) as an integral part of educational policies faced to the expansion of the Higher Level Education in Brazil, during the period of 2003-2012. Besides theoretical studies related to the literature revision and analysis of documents, the present research availed of empirical data obtained from a case study accomplished in Federal Institute Catarinense – Campus Rio do Sul, which were submitted a qualitative analysis. The questions that led the elaboration of this thesis express of the following way: if the federal government intended to contribute to the enlargement of the vacancies in the public segment of the Higher Level Educational – especially of the teacher formation courses – without to give up of the connection between research and extension, because it chose to trust this mission to the newly-created Federal Institutes, contrary to keep it under the responsibility of the federal universities, that are reference in the attendance of this kind of request? The present thesis considers the presupposed that, in face of the difficulties that the capital system has found to do with the federal universities resign to their demands more immediate, the re-structuration of the Federal Network manifests itself in the effectivity of an alternated institutional pattern, based on the expectancy of that the Federal Institutions could adapt themselves more easily to these requests. This investigation has as general purpose to analysis the creation and the implantation of Federal Institute Catarinense – Campus Rio do Sul, with the intent to verify the features of this new institutional identity, especially in that it refers to the triad teaching-researching-extension and the links established with the clusters. The particular objectives are as follows: to make explicit what were the characteristics that determined the institutional identity of the old Federal Agrotechnical School of Rio do Sul and the type of linking that this Institution established with the activities of researching and extension; to identify, from the analysis of empirical data, the elements that express the particular forms that the process of “ifetização” assumed in the case of FIC – Campus Rio do Sul, especially those that bond to the attendance of the requests of the clusters and the articulation between the activities of teaching, researching and extension; to analysis the documents that regulated and directed the process of conception and creation of Federal Institutes; to make evident the results of the theses and dissertations about Federal Institutes and the expansion of the Higher Level Educational in Brazil, in order to make explicit the aspects that happen again and turning them universal in more extensive context of these policies; to carry out a historic survey of the genesis and the development of the integral institutions of the Federal Network, as well as of Brazilian universities, so as to identify the similarities and differences that established between these institutions of education, especially in that refers its social function and in the degree of the autonomy that they present in respect to the immediate interests of the capital. This investigation is directed from Marxist epistemological perspective, articulating elements of Marx and Gramsci’s works to the examination of the object investigated.
Este trabalho aborda o processo de criação e implantação dos Institutos Federais de Educação, Ciência e Tecnologia (IFs) enquanto parte integrante das políticas educacionais voltadas à expansão do Ensino Superior no Brasil, durante o período 2003-2012. Além de estudos teóricos relacionados à revisão de literatura e análise de documentos, a presente pesquisa se valeu de dados empíricos obtidos por meio de um estudo de caso realizado no Instituto Federal Catarinense – Campus Rio do Sul, os quais foram analisados a partir de uma abordagem qualitativa. Os questionamentos que conduziram à elaboração desta tese se traduzem da seguinte maneira: se o governo federal pretendia contribuir para a ampliação das vagas no segmento público de Educação Superior – especialmente das licenciaturas – sem abrir mão de um ensino indissociado da pesquisa e da extensão, por que optou por confiar esta missão aos recém-criados Institutos Federais, ao invés de mantê-la sob a responsabilidade das universidades federais, que são referência no atendimento deste tipo de demanda? A presente tese considera o pressuposto de que, diante das dificuldades que o sistema do capital tem encontrado para fazer com que as universidades federais se conformem às suas demandas mais imediatas, a reestruturação da Rede Federal traduziu-se na efetivação de um modelo institucional alternativo, baseado na expectativa de que os Institutos Federais poderiam ajustar-se mais facilmente a estas demandas. A investigação teve como objetivo geral analisar a criação e a implantação do IFC – Campus Rio do Sul, com vistas a verificar as características desta nova identidade institucional, sobretudo no que se refere à tríade ensino-pesquisa-extensão e aos vínculos estabelecidos com os arranjos produtivos locais. Os objetivos específicos foram os seguintes: explicitar quais eram as características que determinavam a identidade institucional da antiga Escola Agrotécnica Federal de Rio do Sul e o tipo de vinculação que esta Instituição estabelecia com as atividades de pesquisa e de extensão; identificar, a partir da análise de dados empíricos, os elementos que expressam as formas particulares que o processo de “ifetização” assumiu no caso do IFC – Campus Rio do Sul, sobretudo aqueles que se vinculam ao atendimento das demandas dos arranjos produtivos locais e a articulação entre as atividades de ensino, de pesquisa e de extensão; analisar os documentos que regulamentaram e orientaram o processo de concepção e criação dos Institutos Federais; evidenciar os resultados das teses e dissertações produzidas sobre os Institutos Federais e a expansão da Educação Superior no Brasil, a fim de explicitar os aspectos que se repetem e se tornam universais no contexto mais amplo destas políticas; realizar um levantamento histórico da gênese e do desenvolvimento das instituições integrantes da Rede Federal, bem como das universidades federais brasileiras, de modo a identificar as semelhanças e diferenças que se estabeleceram entre estas instituições de ensino, especialmente no que tange à sua função social e ao grau de autonomia que apresentam em relação aos interesses imediatos do capital. A presente pesquisa se orientou no referencial teórico marxista, articulando elementos das obras de Marx e de Gramsci para a análise do objeto investigado.
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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2016. http://hdl.handle.net/10962/64838.
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[Editor's Letter]: Study South Africa over time provided an annual overview of the South African Higher Education landscape as well as a forecast of some of the issues that could influence higher education in general and higher education internationalization in particular in South Africa for the year ahead. The 2016/17 issue being the 16th edition of Study South Africa provides an overview of the sector and a short description of all South African Public Higher Education institutions. This year, the Study SA Guide provides information about the system as well as articles that begin to address critical issues influencing the sector. It is foreseen that this would become a general feature in editions to come. The article that introduces a fundamental change in operations of South African Universities, beginning in 2016 and continuing into 2016 is the issue of the student protests on high tuition fees in South Africa. The #FEESMUSFALL movement introduced a topic that is fundamental to the internationalization of South African Higher Education. This event that began as a reaction to the increase in student fees for the 2016 academic year mutated into a social movement on university campuses throughout South Africa that challenged the way Universities function. Although not a mass based movement, but rather a movement driven by a desire to change the current social order in South Africa by a radical fringe, its focus is to use the plight of insufficient funding within South African Higher Education and in particular, focusing on funding of the poor. For a large part the issues raised by students is not in the domain of Higher Education, but a competency of Government and broader society. The influence of the constant disruption of academic activities on all South African University campuses resulted in a tendency to be an inwardly focused system where most of the energy is spent on local issues. South African Higher Education is known for its international connectedness and the way the international world accepted it into their fold as a critical player in a variety of fields, bringing a different voice to global debates. The hosting of Going Global by the British Council in May 2016 in Cape Town and the hosting of the Global Conference in August 2016 by IEASA in the Kruger National Park clearly demonstrated that South African Higher Education is globally an important player. The current situation in South Africa should be seen by the outside world as a process of internal re-evaluation. It is also a struggle to bring together the global and the local. It is a process that is currently driven by South African Higher Education institutions. Although the issues that triggered the revolt is local, the roots are global and our solution to the problem could become a guide to global higher education. It is thus necessary that all the partners of the South African system believe in South Africa as the carrier of goodwill and a message that is worth listening to. It is also necessary to rather engage with South African Universities to understand the issues and not to abandon them at this critical stage. This issue of Study South Africa should remain the connector with the global higher education system and the information provided will hopefully assist all those interested in keeping and building on this connection.
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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2012. http://hdl.handle.net/10962/64928.
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[Extract from article by Ms Merle Hodges]: A recent article points to the feeling of alienation that students feel when studying away from home. It seeks to address the problem by establishing a range of fora where foreign students can feel more ‘at home’. It encourages host students to be more willing to accommodate these ‘outsiders’ in order to boost the reputation of the institution. Most of these initiatives are slightly patronising, but obviously well-meant. The overriding sense behind the article is that international students, within higher education institutions, are a benevolent burden. International students should be looked after, because universities are generally maternal (they are someone’s alma mater after all), places of kindness (they literally give away knowledge) and generally care for others (community outreach is fundamental to most universities). More importantly, international students – in places like the USA and UK – generate additional funding in an environment where government and federal funding is drying up. But what if four out of every ten students in the world who graduated were from China and India? In the next eight years? That genial inconvenience now becomes an imperative. These are the predictions by such august organisations as The British Council and the education branch of the OECD. It is also anticipated that these countries will not be in a position to educate this number of students internally. Which, in turn, suggests that there will be mass outflows at the undergraduate level and, by sheer dint of numbers, also means that internationalisation is heading towards a compounding acceleration in numbers. Where then does internationalisation stand? It will no longer be an altruistic add-on, but core business to the lifeblood of the universities across the globe. As far back as 1994, Jane Knight understood internationalisation as a phenomenon that would have a profound impact on the functions and structures of the university. “Internationalization,” she points out, “is the process of integrating an international, intercultural, global outlook into the major functions of a university – teaching, SRC, and service functions.” Over the past year arguments have been made that suggest that global shifts in student demographics are not the ‘province’ of South African higher education and that our obligation is to focus internally, on poverty alleviation and job creation. This argument misses the point. The free flow of academics and students – especially the large number of postgraduate students from other countries already at our institutions – are working with our academics on solving exactly these kinds of problems. IEASA is no longer only about the 60 000 students who migrate to our shores annually. It’s about what they learn and the diverse experiences that they will go through; experiences that will change them for life and will inevitably bring them to a different understanding of the world that we, collectively, are presently fashioning.
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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2011. http://hdl.handle.net/10962/64952.
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[Extract from article by Ms Merle Hodges]: Over the past year there have been numerous conferences dealing with one general topic. How is it possible for higher education, globally, to produce the same quality in its graduates, research and community outreach when the financial resources entering into the system are radically declining? The conclusion is overwhelmingly despondent. ‘Universities have to do more with less, academics and academic research will increasingly be pressurised by lower salaries internally and career temptations from the corporate world – the impact of which is the greater commodification of universities, and the inevitable decline in academic freedom.’ This global negativity is predicated on inter–related factors. The first, the long tail of the economic recession, is continuing to bite all sectors and higher education is no exception. Secondly, higher education is a little like marketing – when the pressure is on government, sectors like higher education are de–prioritised. In light of this, the position of internationalisation in higher education might seem to fade into the background. Interestingly, the inverse is true. While the zeitgeist of higher education generally appears dismal, the prospects of internationalisation appear rosy in comparison. I believe this is true because of two overlapping issues. Firstly, students are not going to give up on university because of a lingering economic downturn. What they are doing, however, is deciding to travel and study at destinations that would have been perceived as implausible a few years ago. Venezuela, Chile, South Korea and South Africa are all drawing US students more than ever before. This is partly because, I sense, the quality of qualifications is achieving parity across the globe; and also, because students who are prepared to travel realise that cultural specificity – the ability to learn new and unique aspects of a different culture while gaining the same core ingredients of a degree – sets it apart from the degree gained locally. A one semester course in Russian anthropology might appear entirely redundant when applying for a job. However, the very interconnectedness of global business means not only that the course is never a waste of time, but that it might mean the difference between landing a contract and failing to do so. The international student has the benefit of developing in ways that traditional (home-grown) higher education may not yet fully understand. Secondly, development in South Africa at least, has an additional meaning. Our universities are not only focused on developing graduates for multicultural or global competitiveness. Over the past five or so years our universities have been focused on development of the country itself. As an emerging power, the impetus has been on creating universities that address the fundamental needs of the people. Poverty, HIV, sustainability and innovative solutions to global problems are the very sap of South African universities in the 21st Century. How to create a sustainable environment, how to preserve marine and wildlife, how to create jobs, reduce poverty, and maximise innovation – these are the concerns that are preoccupying the minds of the country’s best academics.
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(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2010. http://hdl.handle.net/10962/64963.
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[Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: The 10th Edition focuses on the highly relevant issue of ‘Higher Education Internationalisation in the Development of Africa’. The internationalisation of higher education is of great importance for the continent, if Africa wants to be able to compete and participate in a global context. Currently, there are only three African institutions in the Top 500 of the Shanghai Academic Ranking of World Universities and all of these are in South Africa. Similarly, one South African institution appears in the Top 200 of the Times Higher Education World Ranking and no other African universities are represented. Despite being cautious about the methodology used to derive rankings, our aim in higher education should be to actively compete internationally and, more importantly, to serve the developmental challenges of Africa. It is imperative that Africa engages internationally and participates in the development of humanity’s knowledge. Research outputs and publications are particularly low on the continent, and African universities need to develop their research capabilities and direct resources to this important function. It is particularly important that research, which affects Africa and its development, is conducted on a large scale on the continent, supported by collaborative work and partnerships, rather than being carried out predominantly in other countries. The time has come for the tide to change and for our researchers and academics to focus on research opportunities presented on the continent. This is an important step for Africa to take if it is to deal effectively with the problems it faces and take its place in the international arena. One way to increase and develop knowledge outputs is through collaboration. An important opportunity for South African universities is the Erasmus Mundus Programme funded through the European Union (EU). This programme encourages collaboration between South African and European universities and provides resources for the exchange of staff and students within specific research programmes. It is also important for Africa to develop the research collaboration within the continent and with other developing and developed countries. In this regard, the Intra-ACP (Africa-Caribbean-Pacific) Scheme is of great importance. This initiative by the African Union (AU), working in collaboration with the EU, provides the opportunity for academic staff and student exchanges between universities in these regions. Intra-African exchanges are of particular importance in developing the continent’s capacity. Through such programmes African universities can work together to develop research and participate in the knowledge economy. We should also not ignore the challenges faced in improving the quality of teaching and learning in African universities, including many in South Africa. If sufficient attention and resources are not directed to improving these most basic activities of higher education, we will not only fail to meet the continent’s human resource development needs, but we will fail to establish the basis for future research advancement. Student mobility is very much a part of our fabric and provides the necessary intellectual stimulation, which is an essential part of student life. The number of African students from outside South Africa studying at South African institutions is growing annually, as is the number of non-African students. The networks established through such internationalisation are invaluable. There are also large numbers of our own students who, through universities’ reciprocal agreements, are studying abroad. The information provided in this publication provides a valuable opportunity to showcase our higher education sector and goes a long way to providing the necessary facts to encourage such student mobility.