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Antunes, Roberta Silva. "Diversity, markets and privatization in brazilian higher education". Master's thesis, Universidade de Aveiro, 2007. http://hdl.handle.net/10773/3327.
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Mestrado em Higher Education (Erasmus Mundus)Diversidade é um conceito positivamente apoiado pois acredita-se que ele aumente as possibilidades de escolha dos alunos, bem como das instituições no desenvolvimento do sistema de educação superior, especialmente em nações em desenvolvimento. É considerado um mecanismo chave pois faz a educação superior ser mais dinâmica e eficiente. O presente estudo analisa a diversidade no sistema de graduação brasileiro de educação superior baseando-se em dados relativos a 2005. Considera-se o fato de que este sistema possui uma participação significativa do sector privado com fins lucrativos, no qual os mecanismos de mercado exercem fortes influências e analisa até que ponto tais influências são similares (ou não) em relação aos sectores público e privado sem fins lucrativos. O estudo evidencia que o uso de mecanismos de diversidade é influenciado por diferentes razões, as quais dependem em grande parte da forma de financiamento de cada sector e geram resultados que devem ser monitorados a fim de irem ao encontro dos objectivos de desenvolvimento da sociedade. ABSTRACT: Diversity is a concept that is supported positively as it may enlarge students’ choice as well as institutions’ possibilities to develop a higher education system, especially in developing nations. It is considered a key mechanism as it makes higher education more dynamic and efficient. This study analyse diversity in Brazilian higher education system based on data relative to 2005. It takes into consideration the fact that this system has a significant participation of a private for-profit sector in which market mechanisms exert strong influences, and analyses to what extent these influences are similar (or not) in relation to public, not-for-profit and for-profit institutions. It evidences that the use of diversity mechanisms is influenced by different reasons that depend in great part on the funding of each sector and it results in outcomes that should be monitored in order to accomplish with society goals of development.
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Boon, Rachel. "Faculty perceptions of privatization in public universities". [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3373496.
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Thesis (Ph.D.)--Indiana University, Dept. of Education, Leadership and Policy Studies, 2009.Title from PDF t.p. (viewed on Jul 6, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3769. Adviser: Douglas M. Priest.
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Chan, Hoi-lei Holly. "The privatization of tertiary education in Hong Kong : issues, concerns and prospects /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23294759.
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Chan, Lai. "Marketization of higher education in China implications for national development /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501649.
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Wang, Li. "Privatization of Higher Education in China: The case of Beijing". Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505794.
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Gebremeskal, Tilahun Gidey. "role of privatization in higher education diversity: the ethiopian experience, The". Master's thesis, Universidade de Aveiro, 2009. http://hdl.handle.net/10773/3426.
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Mestrado em Ensino Superior (Erasmus Mundus)O sector privado, apesar de recente, está a tornar-se num sector com um papel cada vez mais relevante no sistema de ensino superior da Etiópia. Este estudo tem o objectivo de investigar o papel da privatização do ensino superior etíope, focando-se primordialmente na diversidade institucional e programática. Por isso, reunimos dados de vinte e quatro instituições de ensino superior públicas e de cinquenta e seis instituições de ensino superior privadas que conferem graus. De forma a conseguir-se uma melhor observação do papel do sector privado através das variáveis disponíveis, em cada ponto da análise foram feitas referências ao sector público. Os resultados indicaram que existiam diferentes padrões de distribuição regional entre os sectores público e privado, sendo o sector público motivado pela equidade regional e o sector privado pelo mercado disponível para os seus serviços. Também se chegou à conclusão de que existem diferenças entre os dois sectores em relação ao tipo de clientes que servem, tal como foi sugerido pelos padrões de inscrições nos diferentes tipos de ensino superior observados. Para além disso, foram observadas semelhanças entre os dois sectores em relação às inscrições dos estudantes em diferentes categorias disciplinares. Descobriu-se que as ferramentas de políticas examinadas neste estudo desencorajam a diversificação. De um modo geral o sector privado não está a contribuir de forma significativa para a diversidade do ensino superior, e mais concretamente para diversidade institucional. Por outro lado, o sector privado demonstrou uma predominância de comportamento de evitação de risco, que contribui negativamente para a diversidade de ensino superior. Deste modo, para que o sector privado contribua significantemente para a diversidade que a expansão do ensino superior exige, os responsáveis pelas definições de políticas necessitam de reconsiderar a sua abordagem em relação ao sector privado de ensino superior. ABSTRACT: The private sector, though young, is increasingly becoming an important sector in its role in the Ethiopian higher education system. This study has the purpose of investigating the role of privatization in the Ethiopian higher education focusing on program and institutional diversity. Thus, we have gathered data from twenty four public and fifty six degree offering private higher education institutions. In an attempt to see the role of the private sector in the variables at hand, at each point of analysis references were made to the public sector. Results indicated that different patterns of regional distribution existed between the public and the private sectors with the public sector driven by regional equity and the private counterpart by available market for its services. It was also found out that differences exist between the two sectors in relation to the clienteles they are serving as suggested by the enrolment patterns in the different modes of higher education deliveries observed. In addition, similarity was observed between the two sectors in relation to enrolments of students in different disciplinary categories. The policy tools examined in this study were found to discourage diversification. All in all the private sector is not significantly contributing to higher education diversity, particularly institutional diversity. On the other hand, the private sector has shown a prevalence of risk avoiding behaviour which negatively contributes to higher education diversity. This has been evident in the concentration of the private sector in certain types of disciplines. Thus, for the private sector to significantly contribute to diversity which higher education expansion demands, policy-makers need to reconsider their approach to the private higher education sector.
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Zeilenga, Jeffrey Robert. "Privatization of auxiliary services at public universities: Advantages and disadvantages". Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186721.
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The study looked at the trends toward the privatization or contract management of auxiliary services such as college bookstores at four year public universities to determine the degree that self-operated or leased bookstores support the campus based on the level of service quality being provided to students, financial support to the institution, academic support to the campus and other factors. The use of the SERVQUAL (1991) instrument was effective in evaluating levels of consumer satisfaction in the bookstore industry. Student satisfaction with newly leased bookstores was significantly higher than with institutional bookstores. The change from one delivery method to another appeared to be the cause of the higher levels of satisfaction and not the lease operator. Staffing levels are lower with lease bookstores. There was no data, however, to support a decrease in service as a result of the staff reduction. Auxiliary service directors strongly believe that their institutional operations could be as competitive as the leased bookstore. Yet, leasing is occurring at a dramatic rate which suggests that there is a need to set clear goals and objectives and communicate the role of auxiliary services. Prices and product selection increased as a result of the bookstore being leased. This study shows that the retail prices in the bookstore increased significantly when the campus store leased its operation. Review of the data suggests that higher retail prices correlate to higher percentages of gross revenue given to the institution by the lease operator. Leased bookstores financially contribute more to the institution than self-operated bookstores. This study, however, found no evidence to support the belief that leasing is more beneficial than self-operation because the philosophy of senior level administration does not expect the institutional bookstore to generate a profit but rather "just break even." Academic involvement is low among all college bookstores. There was a loss of management control and less monitoring as a result of leasing. Complaints of unfair competition were reported to have occurred 15 percent more frequently at the institutional bookstore than the lease bookstore.
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Lam, Ngar-kwan Anita. "Reform of higher education in Hong Kong strategies, issues and concerns /". Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31967541.
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Li, Chi-yan. "Corporatisation of university as future strategy of reinventing higher education in Hong Kong /". View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31362370.
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Chan, Hoi-lei Holly, i 陳海妮. "The privatization of tertiary education in Hong Kong: issues, concerns and prospects". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31966433.
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Tolofari, Sowaribi Victor. "The commodification of higher education in the welfare state of Sweden exploring the possibilities /". Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/485/.
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Clark, Charles Edward. "Privatization of support services in public higher education institutions in the state of Florida". [Pensacola, Fla.] : University of West Florida, 2002. http://purl.fcla.edu/fcla/etd/WFE0000040.
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陳黎 i Lai Chan. "Marketization of higher education in China: implications for national development". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196221X.
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Back, Donald Ray. "Neoliberalism, Academic Capitalism and Higher Education in Developing Countries: The Case of Iraqi Kurdistan". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73671.
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This study was undertaken to begin to understand better the emergence of academic capitalism in public higher education in less developed countries. How and why income-generating practices have appeared in public universities in less developed countries has not been well examined (Maldonado-Maldonado 2014, 201). I chose the Iraqi Kurdistan region as the locus for this study in part for convenience, but also because it is unique in having emerged after the Second Gulf War from an oppressive National Socialist ruling government overtly hostile to market-based economic activities (Republic of Iraq 1970, Article 28).
I found several instances of academic capitalist/income generating activities at Kurdish public universities. Consulting and language centers were in place well before the study began. Evening programs and parallel education emerged over the course of the inquiry as the economy in the region declined. I also elaborate on the specific relationship between the Kurdish Ministry of Higher Education and Scientific Research and the region's universities in developing and fostering different types of academic capitalism. Such cooperation is previously undescribed in the literature.
I used an academic capitalism theoretical framework to guide my inquiry. This model provides four observable characteristics of neoliberal educational reform on higher education: new circuits of knowledge, interstitial organizational emergence, intermediating organizations, and expanded managerial capacity (Slaughter and Rhoades 2004, 26).
I collected data through semi-structured interviews and document analysis. Following on similar approaches by Hackett (1990, 249) and Kleinman and Vallas (2007, 290), this study incorporated selective sampling of institutions which were likely to be engaged in academic capitalism, and included Ministry of Higher Education officials, as well as public university administrators and faculty members who were likely to have knowledge of these academic capitalism activities.Ph. D.
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Lam, Ngar-kwan Anita, i 林雅坤. "Reform of higher education in Hong Kong: strategies, issues and concerns". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31967541.
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Santos, Catarina de Almeida. "A expansão da educação superior rumo à expansão do capital: interfaces com a educação a distância". Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25092009-163728/.
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Este trabalho objetiva investigar a implantação da educação superior na modalidade a distância no Brasil, sua expansão e planejamento, buscando compreender em que medida esse processo está em consonância com a expansão e reestruturação do setor produtivo capitalista. Para tanto, foi necessário historiar o contexto em que se deu essa implantação, sua difusão e ampliação em meio ao processo de expansão e globalização de bens duráveis e culturais, incluindo aí a tecnologia e a educação. Para entender esse processo, foi necessário recorrer a autores voltados para uma análise crítica e dialética, que encontra respaldo em autores como, Marx (1999), Gramsci (2000), Chauí (2003), Ianni (2003, 2003), Dias Sobrinho (2005), Dourado (2001, 2002) e Frigotto (1999). São analisados documentos de organismos multilaterais, como Banco Mundial, Organização das Nações Unidas para a Educação Ciência e Cultura e Organização para Cooperação do Desenvolvimento Econômico, os movimentos e articulçaões para a expasnão global da educação superior, como a Conferência Mundial sobre o Ensino Superior (1998) e a construção da Área Européia de Ensino Superior. Essa proposta busca trazer elementos que relacionem o discurso dos organismos multilaterais aos interesses de grandes grupos econômicos, amparados no discurso da importância da qualificação profissional e do desenvolvimento tecnológico como fatorchave para o desenvolvimento econômico. Esse discurso postula uma lógica que justifica a expansão da educação superior nos moldes da expansão global do capital, salienta o investimento técnico na formação de professores e implementa a Educação a Distância (EaD), instrumento que materializa o esforço dos órgãos multilaterais, governos e universidades em cumprir o processo de expansão capitalista. Diante de tal realidade, a informação e o conhecimento, travestidos de possibilidades democráticas, representam interesses voltados para o comércio internacional e privatização da educação. A expansão da EaD é uma realidade de fato, que se processa em interface com a expansão educacional e a expansão capitalista, entretanto, a solução para os limites e contradições dessa modalidade de educação está no investimento de parâmetros básicos de qualidade (Dourado, 2001), tarefa árdua destinada àqueles que pretendem romper com o tecnicismo presente na educação atual.This work aims to investigate the implementation of distance higher education in Brazil, its growing and planning, searching to understand how this process is in accordance with the articulations to the global expansion of higher education. In order to do so, it was necessary to examine the context in which the implementation, diffusion and growing occured in the process of expansion and globalization of cultural and durable goods, including among them technology and education.. To understand this process it was necesary to go through authors who make a ctitical and dialectical analysis as Marx (1999), Gramsci(2000), Chauí (2003), Ianni (2003, 2003), Dias Sobrinho (2005), Dourado (2001, 2002) and Frigotto (1999). Documents of multilateral onganizations are analysed such as the ones from the World Bank, the United Nations Organizations to Education, Science and Culture, and the Organizaton for Economic Co-Operation and Development, as well as the movements and articulations for superior education global expansion, as the World Conference on Higher Education (1998) and the construction of the European Area for Higher Education. This work searches to bring up elements which relate the multilateral organisms discourses to the interests of the big economical groups, supported by the discourse of the importance of professional qualification and the technological development as a key-factor to the economic development. This discourse presents a logic that justifies the expansion of higher education in the same manner of the expansion of the global capital, enphasises the technical investiment in the formation of teachers and implements the distance education, an instrument which materialise the effort of multilateral organizations, governments and universities to accomplish the process of capitalis expansion. The study carried out shows that this process happens in a contradictory way, through the restruturation of the Higher education institutions and through the apprehension of a certain culture of distance education. The expansion of distance education represents a reality which happens in interfaces with educational and capitalist expansions, however, the solution to the limitations and contradictions of this modality of education is in the investiment of basic quality standards and in the real guarantee of public support, a hard tast reserved to those who intend to breask up with the technicism present in actual education.
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Brandenburg, Torsten [Verfasser]. "Bridging the knowledge gap: internationalization and privatization of higher education in the State of Qatar and the Sultanate of Oman / Torsten Brandenburg". Mainz : Universitätsbibliothek Mainz, 2012. http://d-nb.info/1025406613/34.
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Costa, Filho Evandro Soares. "Expansão e democratização da educação superior: uma avaliação dos impactos do REUNI no curso de Serviço Social da UFPB". Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/9868.
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The current expansion process of higher education in Brazil occurs in accordance with contemporary changes identified in the production and valuation of capital articulated to the transnational political agenda which follows the productive restructuring and neoliberal policies. However, such expansion process gains strength with the Brazilian State Reform implemented in the 1990s, whose main goals were to redefine the government’s responsibilities in relation to social services, privatizations, and reducing public spending. The consequences of this Reform have had a major impact on the offering of social security services and also in the education field. Public universities have suffered not only with budget cuts, compromising their autonomy, but also with changes in their courses’ curricula to attend market demands. As an attempt to implement a new university model, former Brazilian president Lula creates, in 2007, the Program of Support for the Restructuring and Expansion of Federal Universities (REUNI, in Portuguese), as one of the policies to restructure public higher education in Brazil by providing more opportunities of access and permanence of students from less favored social classes, and as such, highlights the commitment with the democratization of public higher education. Taking these ideas into account, the aim of this work is to investigate the current process of expansion and democratization of higher education in Brazil, emphasizing the impacts of REUNI at Federal University of Paraiba (UFPB, in Portuguese), more specifically, in the undergraduate course of Social Service, by observing the gradual increasing number of enrolled students after REUNI. Our study can be defined as an ex-post facto focusing on the quanti-qualitative dimension, making use of historical and dialectical methods, taking into consideration the reality/possibility category for the object analysis. Regarding the technical procedures, we have decided to use bibliographic and documentary research by selecting sources and documents related to higher education area, the implementation of REUNI at UFPB, reports of the Information Technology Oversight Committee at UFPB, and also meeting records of Social Service teachers’ department, and of Human Sciences, Language and Arts Centre council which discussed the restructuring program. The data collection occurred between the months of June and July 2016. The current onrush in higher education intensifies, in a exponential way, its inclination to attend marked needs, based on a neoconservative wave in Brazilian higher education, incorporating the concept of enterprise rationality, uncompromised with the right to under-privileged people from our society have access to quality public education.
O atual processo de expansão da educação superior ocorre em consonância com as mudanças contemporâneas, identificadas na produção e na valoração do capital, as quais estão articuladas a uma agenda política transnacional mediada pelos ditames da reestruturação produtiva e do neoliberalismo. Todavia, esse processo ganha reforço com o advento da reforma administrativa do Estado brasileiro gerenciada nos anos 1990, que se apresenta com intuito de redefinir as funções do aparato estatal. Reforma-se, assim, o Estado com ênfase nas privatizações e mercantilizações dos serviços sociais, sendo desprezadas as conquistas de 1988 no terreno da seguridade social e das demais políticas, como a educação. Procedeu-se, pois, com o corte de verbas das universidades públicas, a formação das fundações de apoio, o estreitamento com o setor empresarial e a intensificação do ajuste do ensino às exigências do mercado. Como forma de consolidar um novo modelo de universidade, o governo Lula institui, no ano de 2007, o Programa de Apoio a Planos de Reestruturação e Expansão das Universidades (REUNI) que integra o conjunto das políticas de ampliação das oportunidades de acesso e da permanência a estudantes provenientes das classes sociais historicamente menos favorecidas, o que sinaliza um compromisso com aspectos concernentes à democratização do ensino superior público. A partir desses pressupostos, o estudo se propõe investigar o atual processo de expansão e democratização da educação superior, com ênfase nos impactos do REUNI no curso de graduação em Serviço Social da UFPB, tendo em vista os efeitos deflagrados pela maneira que ocorreu a ampliação do número de vagas discentes ofertadas no curso de Serviço Social a partir da adesão do Projeto REUNI-UFPB no ano de 2008. Trata-se de uma pesquisa de avaliação ex post, que privilegiará uma dimensão quanti-qualitativa. Para tanto, recorre-se ao método materialista histórico dialético, tomando como referência a categoria possibilidade-realidade para a análise do objeto. No tocante aos procedimentos técnicos, optou-se pela pesquisa bibliográfica e documental em torno de legislações concernentes à área da educação superior e do REUNI, do projeto de adesão da UFPB ao Programa, das atas de reuniões realizadas no Conselho do CCHLA e no Departamento de Serviço Social que tiveram como pauta de discussão o REUNI, dos relatórios de dados da Superintendência de Tecnologia da Informação da UFPB, dentre outros. A coleta de dados estendeu aos meses de junho/julho de 2016 sobre as fontes de consulta com lapso temporal de 2003-2014. Cabe, enfim, sublinhar que as atuais investidas no ensino superior intensificam, de forma exponencial, seus ajustes às exigências do mercado, amparada por uma guinada neoconservadora na educação superior no Brasil, nos moldes do ideário neoliberal e na racionalidade e lógica mercantil, descomprometidos com o direito à educação pública de qualidade e a acessibilidade às camadas populares da sociedade.
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Romero, Neto Francisco 1980. "Estudantes de pedagogia em uma instituição de ensino superior privada em transformação". [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/322232.
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Orientador: Helena Maria Sant' Ana Sampaio AnderyDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Esta dissertação tem por objetivo compreender como o curso de Pedagogia bem como suas estudantes se inserem no contexto da expansão e mercantilização do ensino superior no Brasil. É neste quadro de grandes transformações e da expressiva presença dos cursos de Pedagogia no sistema ¿ tanto em termos de cursos ofertados como de ingressantes, matrículas e concluintes ¿ que se situa esta pesquisa. Trata-se aqui de buscar entender, no quadro maior de transformações do sistema de ensino superior, as mudanças pelas quais passa este curso no mercado de ensino superior de Sorocaba-SP e região e seus eventuais impactos na formação de suas estudantes. Para tanto uma pesquisa de campo foi realizada em uma instituição privada que em meio a muitos de seus cursos de graduação voltados ao mercado, possui um curso de Pedagogia que será extinto ao final de 2015. Nesta pesquisa, procuro traçar a trajetória desta instituição e conhecer melhor as estudantes: apresentar suas características socioeconômicas, motivações para ingressar e permanecer no curso de Pedagogia, suas inserções no mercado profissional e suas expectativas em relação ao futuro na carreira de professora
Abstract: This abstract aims to understand how the Pedagogy course as well as their students fit into the context of the expansion higher education in Brazil. In this framework of great transformation and the significant presence of Pedagogy course at system ¿ both in terms of courses offered, as the entrants, enrollment and graduates ¿ which lies on this search. It is about seeking to understand, in the bigger picture of the higher education system transformation, changes undergone by this course into the market of higher education in Sorocaba-SP, region and their possible impacts on training of their students. For both field research, has been conducted in a private institution that in many undergraduate courses geared to the market, has a Pedagogy course that will be extinct by the end of 2015. In this research, I seek to trace the history of this institution and to know better the students: show their socioeconomic characteristics, motivations to enter and remain in the Pedagogy course, their insertion in the professional market and the expectations for the future of career as teacher
Mestrado
Ciencias Sociais na Educação
Mestre em Educação
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LIMA, Tereza Cristina M. Pinheiro de. "O ensino suprerior de administração no Brasil e em Goiás: expansão, privatização e mercantilização no período de 1995-2006". Universidade Federal de Goiás, 2007. http://repositorio.bc.ufg.br/tede/handle/tde/1174.
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Previous issue date: 2007-07-30This research intends to examine the expansion of the undergraduate teaching in Administration, specifically in Brazil and Goias state, through the period of 1995-2006, which was marked by deep transformations in the political, economic and social structures of the country, starting from the mercantilism, privatization and inland of that education level. This project analyzes the expansion of the undergraduate teaching in the context of a Brazilian State Reformation. It takes the politics of undergraduate teaching expansion in Administration within the conjuncture of the transformations in the capitalist way of production in Brazil, exploring, inclusively, the orientations of the neoliberal politics divulged by the multilateral organisms. The implemented government politics represent the crowning of the neoliberal politics in Goias, with predominance for the private teaching (with public budgets), in which the logic is settled by the criteria of the market, of the competition, of the lowest investment and largest profit. The methodological course includes bibliographical research, official documents, state and national organisms websites, as well as websites in IES researched in Goiás, questionnaires and interviews with protagonists of this history. The researched universe included 47 courses of Administration created in the period of 1995 - 2006, which 18 courses are carried out in Goiania, 29 inside the state, 9 in public IES and 38 in private IES. The results of the research indicate a significant growth of the private undergraduate teaching, the narrow relationship of the expansion, privatization and the inland of the undergraduate teaching in Administration. It presents the expansion of the course with its multiple qualifications as market strategy in order to supply the labor market, to generate profits to the educational entrepreneurs, disfiguring the course of Administration. It still indicates that creating courses of Administration was an investment opportunity in the world of businesses, delineating the privatized expansion of the undergraduate teaching in the country and in Goias state
Esta pesquisa procura examinar a expansão do Ensino Superior de Administração, no Brasil e em Goiás, no período de 1995-2006, período marcado por profundas transformações nas estruturas política, econômica e social do país, a partir da mercantilização, da privatização e da interiorização desse nível de ensino. Este trabalho tem vinculação com a linha de pesquisa Estado e Política Educacional e analisa a expansão do ensino superior, no contexto da reforma do Estado brasileiro e respectivas políticas para a educação superior. Para tanto, toma as políticas de expansão do ensino superior de Administração na conjuntura das transformações do modo de produção capitalista, no Brasil, explorando, inclusive as orientações das políticas neoliberais propaladas pelos organismos multilaterais. As políticas governamentais implementadas representam o coroamento da política neoliberal em Goiás, com predominância para o ensino privado (com verbas públicas), onde a lógica se estabelece pelos critérios do mercado, da concorrência, do menor investimento e, maior lucro. O percurso metodológico inclui pesquisa bibliográfica, documentos oficiais, sites do organismos estaduais e nacionais, sites das IES pesquisadas em Goiás, questionários e entrevistas com os protagonistas desta história, diretores, mantenedores e professores.. O universo pesquisado incluiu, 47 cursos de Administração criados no período de 1995 2006, sendo 18 cursos em Goiânia e, 29, no interior do Estado, 9 em IES públicas e 38 em IES privadas. Os resultados da pesquisa indicam um crescimento significativo do ensino superior privado, a estreita relação da expansão, privatização, mercantilização e interiorização do Ensino Superior de Administração. Apresenta a expansão do curso de Administração, com suas múltiplas habilitações como estratégia mercadológica para atender ao mercado de trabalho, gerar lucratividade aos empresários da educação, desconfigurando o curso de Administração. Indica ainda, que criar cursos de Administração foi uma oportunidade de investimento no mundo dos negócios delineando-se a expansão privatizada do Ensino Superior no país e no estado de Goiás
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Lima, Kellwin Augusto Leray de. "A atuação de grandes grupos educacionais no ensino superior privado: realidades e repercussões". Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21046.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
The theme about the paths taken by higher education and the subjects that inhabit it, arouses debates around the world involving, among other issues, pedagogical and management projects. The present research aims to: analyze the performance of large educational groups in Private Higher Education and its repercussions and impacts on Brazilian education. The main focus of the study is the historical privatization of this level of education and the current trend of private initiative in the formation of oligopolies, which control dozens of private higher education institutions (IESP), which has repercussions on the organizational reality of the process enrollment and academic training. These groups often use the force of their financial capital to interfere in legal norms of different natures. It should be noted that, as a result of the institutional purchase or merger process, the dynamics of the educational services offered are modified at the level of management and curricular proposals. In this context characterized by the presence of educational companies, one can observe the exponential expansion of vacancies in higher education and the decrease in the quality of the services provided. These developments result in a questionable educational panorama that justifies the urgent need to investigate the impacts of this process, the subjects involved, among other aspects. The methodological approach adopted is defined by the qualitative approach, adopting as procedures the bibliographic review and documentary analysis. The documents analyzed are: memoirs of meetings of a teaching union, annals of national events of educational sector entities, and reports of Parliamentary Inquiry Committees (CPIs) on higher education, as well as statements and balance sheets issued by companies to their shareholders and the financial market. The dissertation is structured in three chapters covering theoretical conceptual systematizations and results of the analyzes in order to meet the proposed objective
O tema sobre os caminhos percorridos pelo ensino superior e os sujeitos que o habitam, desperta debates no mundo inteiro envolvendo, dentre outras questões, projetos pedagógicos e de gestão. A presente pesquisa tem como objetivo: analisar a atuação de grandes grupos educacionais no Ensino Superior Privado e suas repercussões e impactos na educação brasileira. O enfoque principal do estudo situase na histórica privatização do referido nível de ensino e a atual tendência da iniciativa privada, na formação de oligopólios, que controlam dezenas de instituições de ensino superior privado (IESP), o que repercute na realidade organizacional do processo de matrículas e de formação acadêmica. Esses grupos muitas vezes utilizam-se da força de seu capital financeiro para interferir em normatizações legais de diferentes naturezas. Cabe ressaltar que, em decorrência do processo de compra ou fusão institucionais, a dinâmica dos serviços educacionais ofertados sofrem modificações a nível de gestão e propostas curriculares. Nesse contexto caracterizado pela presença das empresas educacionais, observa-se a expansão exponencial de vagas no ensino superior e a queda na qualidade dos serviços prestados. Esses desdobramentos resultam em um panorama educacional questionável que justifica a necessidade urgente de investigação dos impactos desse processo, os sujeitos envolvidos, dentre outros aspectos. O percurso metodológico adotado define-se pela abordagem qualitativa, adotando-se como procedimentos a revisão bibliográfica e análise documental. Os documentos analisados constituem-se em: memórias de encontros de um sindicato da categoria docente, anais de eventos nacionais de entidades do setor educacional, e relatórios de Comissões de Inquérito Parlamentar (CPIs) sobre o ensino superior, além de comunicados e balanços emitidos por empresas educacionais a seus acionistas e ao mercado financeiro. A dissertação está estruturada em três capítulos abrangendo sistematizações teórico conceituais e resultados das análises em atendimento ao objetivo proposto
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ADORNO, Patrícia da Silva Fernandes. "A expansão das licenciaturas e da Educação Superior em Goiás: privatização, interiorização e estadualização (1997-2006)". Universidade Federal de Goiás, 2008. http://repositorio.bc.ufg.br/tede/handle/tde/2051.
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Previous issue date: 2008-12-09This dissertation takes part of the research line State and Educational Policies and has as aim to understand the expansion of Higher Education, specially of majoring in teaching courses, in Goiás, in the context of Brazilian educational policies after Law 9394, from 1996 (Law of Guidelines and Basis of Brazilian Education). The research begins with the contextualization of political and educational reforms implemented by MEC (Ministry of Education in Brazil) which carried out several changes in the organization, structuring and working of Higher Education institutions and redefined their role in Brazil. The subject matter is approached by means of a documental research, reflections about public policies for Higher Education in Brazil supported by the analysis of theoretical works in the area and documents which allowed establishing a dialogue with the researched facts. The conclusion of this investigation leads to the difference between Goiás and other Brazilian States: the expansion of majoring in teaching for Basic Education courses occurred both by means of a state controlled university movement into inner lands, which brought higher education courses to a lot of cities in the State, and by means of the offer of courses by Goiás State University (Universidade Estadual de Goiás - UEG), a public institution founded in 1999. This University made it possible to establish many Higher Education courses all over the state and is also responsible for the highest number of majoring in teaching courses in Goiás
Esta dissertação integra a linha de pesquisa Estado e Políticas Educacionais e tem como objetivo compreender, no contexto das políticas educacionais no Brasil pós-aprovação da Lei de Diretrizes e Bases da Educação Nacional (LDB/96), a expansão da Educação Superior, especialmente das licenciaturas, em Goiás. A pesquisa parte de uma contextualização das políticas e reformas educacionais implementadas pelo MEC, que trouxeram mudanças na organização, na estrutura e no funcionamento das Instituições de Ensino Superior (IES) e redefiniram o papel do ensino universitário no Brasil. Aborda-se o objeto de estudo por meio de pesquisa documental associada a reflexões acerca das políticas públicas para a Educação Superior no Brasil, apoiada na análise da produção teórica da área e em fontes documentais, que permitiram estabelecer um diálogo com os dados pesquisados. A conclusão dessa investigação é de que, em Goiás, diferentemente de outras regiões do Brasil, a expansão da formação de professores para a Educação Básica ocorreu por meio dos movimentos de interiorização e estadualização da oferta e da intermediação de uma instituição pública, a Universidade Estadual de Goiás (UEG). Essa instituição foi criada em 1999 e possibilitou a criação de cursos em todo o interior do Estado, sendo a responsável pela oferta do maior número de cursos de licenciatura em Goiás
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Santos, Aline Veiga dos. "A hegemonia do capital na rede de governança do Fundo de Financiamento Estudantil (Fies)". Universidade Católica de Brasília, 2017. https://bdtd.ucb.br:8443/jspui/handle/tede/2415.
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This study has as object of research the Student Financing Fund (Fies), which is an educational policy with broad social dimension that aimed to promote the democratization of access and permanence in higher education by benefiting economically disadvantaged students. However, after its redesign in 2010, has developed as a marketing policy, which promotes the privatization and financialization of higher education, and consolidates the conglomerates. The investigation of the governance network of the Fies is embedded in a complex network of articulation and power between State (political society), and entrepreneurs of education (private hegemony apparatus). Given this scenario, demarcated by several actors that constitute the Expanded State, this study opted to place a magnifying glass over the node of Kroton network. Thus, the general objective was to investigate the contradictions generated by the correlation of forces between the State and private apparatus in the Fies governance network and Kroton articulations within this arena to maintain its hegemony as the largest conglomerate of higher education in the world. This is a critical-descriptive documentary research, based on Theory of Extended State and the Method of Analysis of Social Networks, using the technique of documentary analysis. The approach used was qualitative and quantitative. Regarding the treatment of documentary sources, the qualitative data were analyzed according to Critical Discourse Analysis, and the quantitative and financial data were analyzed in the light of Descriptive Statistics. In view of the extensive collection of information collected, it was used a resource to visualize the Fies governance network and weave the speeches of the Chamber and the Federal Senate. Gephi - free software - was used to graphically signal this network of relationships. Alceste - paid software, version 4.8/2012 - was used to analyze the speeches of the politicians and the networks actors invited to participate in the public hearings that debated the Fies. It was found that Kroton, from its modus operandi and the articulations of its representatives, became the largest beneficiary of Fies, followed by other educational companies. To a large extent, the exorbitant profit margins are closely related to the high number of students beneficiaries of Fies, since a significant portion of revenues derived from the payment of fees is guaranteed. In just three years, 2014, 2015 and 2016, the federal government transferred over R$ 6.8 billion to the institution. Kroton's Board of Directors is composed of former minister, former secretary of education, former federal deputy, former vice governor, and presidents and directors of main representative associations of the educational sector (ABMES, ANUP, CRUB, FERESP, SEMESP). Kroton, through its organic intellectuals, seeks to maintain a close relationship with the politicians that represent education entrepreneurs in the National Congress. The intention is to form networks of cooperation to preserve its hegemony over the whole of society. Therefore, its allies employ strategies to reach consensus, seeking the support of the population and the politicians to their political, economic and ideological project. Fies has been corroborating with the formation of oligopolies by passing on a large amount of resources to the institutions private-market. Fies is an extremely complex policy, which printed contradictory interests to their social character to maintain the hegemony of the private-sector market and give impetus to the financialization of education.
Este estudo tem como objeto de investigação o Fundo de Financiamento Estudantil (Fies), que é uma política educacional com ampla dimensão social, que visa promover a democratização do acesso e a permanência no ensino superior ao beneficiar estudantes desfavorecidos economicamente. No entanto, após seu redesenho em 2010, desenvolveu-se como política mercadológica, indutora da privatização e financeirização do ensino superior e consolidadora dos conglomerados. A investigação da rede de governança do Fies se insere em uma complexa teia de articulação e poder entre Estado (sociedade política) e empresariado (aparelhos privados de hegemonia). Diante desse cenário, demarcado por vários atores que constituem o Estado Ampliado, este estudo optou por colocar uma lupa sobre o nó da rede Kroton. Destarte, o objetivo geral foi investigar as contradições geradas pela correlação de forças entre o Estado e os aparelhos privados na rede de governança do Fies e as articulações da Kroton, dentro desta arena, para consolidar sua hegemonia como o maior conglomerado do ensino superior do mundo. Trata-se de uma pesquisa documental crítico-descritiva, que se fundamentou na Teoria do Estado Ampliado e no Método da Análise de Redes Sociais, com o emprego da técnica de análise documental. A abordagem empregada foi qualitativa e quantitativa. Quanto ao tratamento das fontes documentais, os dados qualitativos foram analisados por meio da Análise Crítica do Discurso e os dados quantitativos e financeiros foram analisados à luz da Estatística Descritiva. Diante do extenso conjunto de informações coletadas, buscou-se um recurso que permitisse visualizar a rede de governança do Fies e tecer os discursos proferidos na Câmara e no Senado Federal. O Gephi – software livre – foi utilizado para sinalizar graficamente essa teia de relações. O Alceste – software pago, versão 4.8/2012 – foi utilizado para analisar os discursos dos políticos e das redes de atores convidadas para participar das audiências públicas que debateram o Fies. Constatou-se que a Kroton, a partir do seu modus operandi e das articulações de seus representantes, tornou-se a maior beneficiária do Fies, seguida das demais companhias educacionais. Em grande medida, as margens de lucro exorbitantes guardam estreita relação com o elevado número de estudantes beneficiários do Fies, posto que parcela expressiva das receitas derivadas do pagamento das mensalidades fica garantida. Em apenas três anos, 2014, 2015 e 2016, o governo federal repassou mais de R$ 6,8 bilhões para a instituição. Na composição do Conselho de Administração da Kroton, encontram-se ex-ministro, ex-secretário de educação, ex-deputado federal, ex-vice-governador, presidentes e diretores das principais associações representativas do setor educacional (ABMES, ANUP, CRUB, FERESP, SEMESP). A Kroton, por intermédio de seus intelectuais orgânicos, busca manter uma relação estreita com a bancada que representa os empresários da educação no Congresso Nacional. O intuito é formar redes de cooperação para conservar sua hegemonia sobre o conjunto da sociedade. Para tanto, seus aliados empregam estratégias para alcançar consensos, buscando o apoio da população e dos governantes para o seu projeto político, econômico e ideológico. Observa-se que o Fies tem corroborado com a formação dos oligopólios ao repassar um elevado aporte de recursos para as instituições privado-mercantis. O Fies é uma política extremamente complexa, que imprimiu interesses contraditórios ao seu caráter social para manter a hegemonia do setor privado-mercantil e dar impulso à financeirização da educação.
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Damasceno, Ana Maria de Oliveira. "Formação do assistente social como intelectual difusor da nova pedagogia da hegemonia". EPSJV, 2013. https://www.arca.fiocruz.br/handle/icict/8588.
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Fundação Oswaldo Cruz. Escola Politécnica de Saúde Joaquim Venâncio. Programa de Pós-Graduação em Educação Profissional em Saúde.
Este trabalho de pesquisa realizou um estudo sobre as mudanças ocorridas nas políticas social e educacional brasileiras que se refletiram na formação profissional do assistente social. Constatou que a formação desse profissional vem sofrendo mudanças que se dirigem à reconfiguração da sua formação, alinhada aos preceitos neoliberais de Terceira Via, especialmente quanto à formação de intelectuais orgânicos desse novo projeto da burguesia mundial. Baseado em pesquisa bibliográfica e documental, o estudo evidenciou que existem duas ordens de fatores que interferem direta e indiretamente na formação desses intelectuais, de novo perfil técnico e ético-político. De modo indireto, interferiram nessas mudanças a política de privatização e a reforma da educação superior empreendida no governo Lula da Silva, e o próprio desenvolvimento sócio-histórico da formação do assistente social brasileiro. De modo direto, foram identificados o não cumprimento das orientações curriculares da Associação de Ensino e Pesquisa em Serviço Social por parte das instituições de ensino superior privadas, a oferta de disciplinas que se coadunam com as prerrogativas neoliberais e as propostas de projeto político pedagógico das instituições estudadas.
This research conducted a study on the changes in the Brazilian social and educational policies that reflected in professional training of social workers. Found that the formation of this professional has undergone changes that address the reconfiguration of their training, in line with the precepts of neoliberalism of Third Way, especially the formation of organic intellectuals of this new project of the world bourgeoisie. Based on literature and documents the study showed that there are two types of factors that interfere directly and indirectly in the formation of these intellectuals, the new profile technical and ethical politico. Indirectly, these changes interfere with the policy of privatization and reform of higher education undertaken in government Lula and the actual development socio-historical formation of the Brazilian social worker. In this way direct not been identified the not comply with the guidelines of the curriculum da Associação de Ensino e Pesquisa em Serviço Social, by the institutions of private higher education, offering courses that are consistent with the neoliberal prerogatives and political pedagogical project proposals of the institutions studied.
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McKinney, Judith. "The Privatization of Special Education". VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2387.
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This study, The Privatization of Special Education, addresses a shift in the provision of special education and related services to students with disabilities in the Commonwealth of Virginia. Students with disabilities are being publicly placed in private day and residential schools at public expense. In Virginia, 125 private schools are licensed by the Virginia Department of Education to serve students with Disabilities. The purpose of this study was to develop a profile of programs, services, and interventions offered in private education schools. This nonexperimental design study focused on a secondary data source: the Virginia Department of Education, Private Schools for Students With Disabilities 2010 Annual Survey. Completed surveys were returned by all 125 schools. Results indicated that the majority of private schools licensed to serve students with disabilities are day schools. Students with an Emotional Disability, Other Health Impairment, Specific Learning Disability, and Autism are the most frequently reported disability classifications. Schools tend to be run by corporations and report being accredited by the Virginia Association of Special Education Facilities. Schools offer varying curricula, programs, and services in a variety of settings. This comprehensive profile adds to the body of knowledge or private schools serving students with disabilities in the Commonwealth of Virginia.
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Carvalho, Aluisio João de. "Fundações de apoio universitário no contexto das políticas para educação superior nos anos de 1990 : a experiência da universidade federal de Uberlândia". Universidade Federal de Uberlândia, 2006. https://repositorio.ufu.br/handle/123456789/14004.
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This study is part of the Policy and Management in Education on line the Postgraduate
Education of the Federal University of Uberlândia. Program and has as an object of research
of University Support Foundation at the Federal University of Uberlândia. The investigated
Support Foundation was founded in 1982 and aims to contribute to the UFU (University
Federal Uberlândia) attaining its goals of teaching, research and extension. This study has as
main objective to analyze the role of FAU front UFU in the context of educational policies
for higher education on the threshold of the XXI century. Alongside this general goal, also
intends to analyze the implications and FAU relations with UFU, their difficulties, the
Foundation\'s impact in relation to teaching, his contribution with regard to funding and
university autonomy in the context of political education to higher education in the 1990.
Thus , discusses the role of FAU from socioeconomic changes that engender and determine
educational policies , in particular those aimed at higher education , in late twentieth and early
twenty-first century. Regarding the methodological aspect of this work is investigative in
nature and falls qualitative methodological field , believing that the conduct of research in the
methodological field allows the researcher to build a more global view on the social ,
economic and political aspects . The choice of FAU as an object of study was due to the great
interaction that she has with the UFU , through the set of Academic Units comprising this
University . The process of data collection used was the semistructured interview . The
developed analysis reveals that the University Support Foundation , in its relationship with the
UFU has much contributed to the revitalization of administrative actions within the academic
units and the university itself as a whole. In turn , the impact of the FAU as regards the
financing UFU , it was observed that it is significantly small, as the volume of funds raised ,
but of great importance to be reached the above dynamics. It was observed, too, that for most
interviewees the participation of teachers in the University activities through FAU has
brought greater damage to the set of activities developed by FAU has not brought greater
damage to the set of activities such teachers at the University. Regarding the privatization of
higher education, the interviewees show that the performance of foundations such as FAU is
not decisive, because that privatization has walked through other tracks and has reached levels
where the maintenance of some, free, public institutions ends up constituting balancing factor
between the institutions at this level of education. Furthermore, it is concluded that the
universities have greater autonomy, certainly, the performance and the role of foundations as
FAU would rather minimized.O presente estudo insere-se na linha de Políticas e Gestão em Educação o Programa de Pósgraduação em Educação da Universidade Federal de Uberlândia e tem como objeto de investigação a Fundação de Apoio Universitário (FAU) na Universidade Federal de Uberlândia (UFU). A Fundação de Apoio investigada foi fundada em 1982 e tem como finalidade contribuir com a UFU na consecução dos seus objetivos de ensino, pesquisa e extensão. Esse estudo tem como objetivo geral analisar o papel da FAU frente à UFU no contexto das políticas educacionais para educação superior no limiar do século XXI. Ao lado desse objetivo geral, pretende-se também analisar as implicações e relações da FAU com a UFU, suas dificuldades, o impacto da Fundação com relação ao trabalho docente, sua contribuição no que diz respeito ao financiamento, e a autonomia universitária no contexto das politicas educacionais para educação superior nos anos de 1990. Desse modo, discute o papel da FAU a partir das transformações socioeconômicas que engendram e determinam as politicas educacionais, em especial aquelas voltadas para a educação superior, no final de século XX e início do século XXI. Quanto ao aspecto metodológico, este trabalho é de cunho investigativo e se insere nesse campo metodológico qualitativa, por acreditar que a condução da pesquisa nesse campo metodológico possibilita ao pesquisador construir uma visão mais global nos aspectos social, econômicos e políticos. A escolha da FAU como objeto de estudo decorreu da grande interação que ela possui com a UFU, por meio do conjunto das Unidades Acadêmicas que compõem essa Universidade. O processo de coleta de dados adotado foi a entrevista semiestruturada. As análises desenvolvidas evidenciam que a Fundação de Apoio Universitário, na sua relação com a UFU, muito tem contribuído para a dinamização das ações administrativas no âmbito das Unidades acadêmicas e da própria Universidade como um todo. Por sua vez, quanto ao impacto da FAU no que se refere ao financiamento UFU, observou-se que ele é significativamente pequeno, quanto ao volume dos recursos captados, porém de grande importância para se alcançara a dinamização acima referida. Observou-se, também, que para a maioria dos sujeitos entrevistados a participação de docentes da Universidade em atividades desenvolvidas por meio da FAU não tem trazido maiores prejuízos para o conjunto das atividades desenvolvidas por meio da FAU não tem trazido maiores prejuízos para o conjunto das atividades desses docentes na Universidade. Quanto à privatização da educação superior, os sujeitos entrevistados evidenciam que a atuação das fundações como a FAU não é determinante, pois essa privatização tem caminhado por outras trilhas e já atingiu patamares em que a manutenção de algumas instituições públicas, gratuitas, acaba se constituindo em fator de equilíbrio entre as instituições nesse nível de ensino. Conclui-se, ainda, que se as Universidades tivessem maior autonomia, certamente, a atuação e o papel de fundações como a FAU seriam bastante minimizados.
Mestre em Educação
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Boone, Randall L. "Privatizing public education". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.
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Burns, Kyle Joseph. "Examinations and Privatization: Competition in the Japanese Education System". Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297516.
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The simple Japanese saying, "the nail that sticks out gets hammered down," speaks an uncountable number of words about Japanese society and education. After the war, remodeling the education system was an important goal of both the Japanese government and the Occupation government alike. The result was an education system that highly resembled the Japanese military pre-war: highly focused on organization, egalitarianism, and "morality" rather than cognitive skills. For the last half century these characteristics have been hotly debated as either key features to the success of Japan's economy or reasons for Japan's economic troubles in the last two decades. Either way, the debates on what direction the education system should go now reveal much about the perceptions of social mobility in Japan. That is, should Japan continue to be a fairly egalitarian system based on "groupism?" Or should it follow the United States and give up egalitarianism for fostering individuality and competition? In this thesis I explain some of the common ways that social mobility has been discussed and analyzed in Japan. Then I analyze arguably Japan's most prestigious university, Tokyo University, and see what it says about the Japanese education system and social mobility in Japan as a whole.
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Shawa, Lester Brian. "Can higher education policy frameworks engender quality higher education in Malawian universities?" Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/21793.
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Thesis (MEd)--University of Stellenbosch, 2007.ENGLISH ABSTRACT: Through policy document analyses and in-depth semi-structured interviews, this thesis examines the potential of higher education policy frameworks to engender quality university education in Malawian universities. Pertinent to the fast-growing higher education sector in Malawi is the connection between higher education policy frameworks and quality delivery of university education. Education policy frameworks in Malawi are mainly a response to the government’s broad policy of poverty alleviation. Thus this thesis argues that quality university education ought to contribute to poverty alleviation especially by assisting the country to achieve its Millennium Development Goals (MDGs) and to implement the initiatives of the New Economic Partnership for Africa’s Development (NEPAD). To engender quality university education that could help to alleviate poverty in Malawi, this thesis through Habermasian critical inquiry proposes that quality ought to be the corollary of defensible higher education policy frameworks, policy documents need to delineate quality parameters, access to university education needs to be increased and, inevitably, discursive or deliberative higher education policy making ought to be given primacy.
AFRIKAANSE OPSOMMING: Aan die hand van beleidsdokumentontleding en diepgaande, semigestruktureerde onderhoude, ondersoek hierdie tesis die potensiaal van hoëronderwysbeleidsraamwerke om gehalte universiteitsonderrig in Malawiese universiteite teweeg te bring. Van besondere belang vir die snelgroeiende hoëronderwyssektor in Malawi is die verband tussen hoëronderwysbeleidsraamwerke en die lewering van gehalte universiteitsonderrig. Malawiese onderwysbeleidsraamwerke is hoofsaaklik 'n reaksie op die regering se omvattende armoedeverligtingsbeleid. Daarom voer hierdie tesis aan dat gehalte universiteitsonderrig tot armoedeverligting behoort by te dra, veral deur die land te help om sy millenniumontwikkelingsdoelwitte (MOD’s) te bereik en die inisiatiewe van die Nuwe Vennootskap vir Afrika-ontwikkeling (NEPAD) in werking te stel. Ten einde gehalte universiteitsonderrig teweeg te bring wat armoede in Malawi kan help verlig, doen hierdie tesis deur Habermasiese kritiese ondersoek aan die hand dat gehalte die uitvloeisel van verdedigbare hoëronderwysbeleidsraamwerke moet wees, dat beleidsdokumente gehaltegrense moet neerlê, dat toegang tot universiteitsonderrig verbeter moet word, en dat beredeneerde of oorwoë hoëronderwysbeleidbepaling onafwendbaar voorrang behoort te geniet.
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Oktik, Nurgun. "Restructuring Turkish higher education : the 1981 Higher Education Law and its effects". Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1037/.
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Magoula, Angeliki-Elen Myers Christopher S. "Cost in higher education". Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Jun%5FMagoula%5FMBA.pdf.
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"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, June 2007."Advisor(s): Euske, Kenneth ; Gates, Bill. "June 2007." "MBA professional report"--Cover. Description based on title screen as viewed on August 15, 2007. Includes bibliographical references (p. 65-67). Also available in print.
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Kummer, Christian. "Wikis in higher education". Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-138370.
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For many years universities communicated generic graduate attributes (e.g. global citizenship) their students have acquired after studying. Graduate attributes are skills and competencies that are relevant for both employability and other aspects of life (Barrie, 2004). Over the past years and due to the Bologna Process, the focus on competencies has also found its way into universities' curricula. As a consequence, curricula were adapted in order to convey students both in-depth knowledge of a particular area as well as generic competences (Bologna Working Group on Qualifications Framework, 2005, Appendix 8). For example, students with a Master's degree should be able to “communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously” (p. 196). This shift has been supported by the demand of the labour market for students that have achieved social and personal competencies, in addition to in-depth knowledge (Heidenreich, 2011).
On course level, this placed emphasis on collaborative learning, which had led to “greater autonomy for the learner, but also to greater emphasis on active learning, with creation, communication and participation” (Downes, 2005). The shift to collaborative learning has been supported by existing learning theories and models (Brown et al., 1989; Lave and Wenger, 1991; Vygotsky, 1978), which could explain the educational advantages. For example, collaborative learning has proved to promote critical thinking and communications skills (Johnson and Johnson, 1994; Laal and Ghodsi, 2012). As Haythornthwaite (2006) advocates: “collaborative learning holds the promise of active construction of knowledge, enhanced problem articulation, and benefits exploring and sharing information and knowledge gained from peer-to-peer communication” (p. 10). The term collaboration defies clear definition (Dillenbourg, 1999). In this article, cooperation is seen as the division of labour in tasks, which allows group members to work independently, whereas collaboration needs continuous synchronisation and coordination of labour (Dillenbourg et al., 1996; Haythornthwaite, 2006). Therefore, cooperation allows students to subdivide task assignments, work relatively independent, and to piece the results together to one final product. In contrast, collaboration is seen as a synchronous and coordinated effort of all students to accomplish their task assignment resulting in a final product where “no single hand is visible” (Haythornthwaite, 2006, p. 12).
Due to the debate about digital natives (Prensky, 2001) and “students' heavy use of technology” in private life (Luo, 2010, p. 32), teachers have started to explore possible applications of modern technology in teaching and learning. Especially wikis have become popular and gained reasonable attention in higher education. Wikis have been used to support collaborative learning (e.g. Cress and Kimmerle, 2008), collaborative writing (e.g. Naismith et al., 2011), and student engagement (e.g. Neumann and Hood, 2009). A wiki is a “freely expandable collection of interlinked Web ‘pages’, a hypertext system for storing and modifying information - a database, where each page is easily editable by any user” (Leuf and Cunningham, 2001, p. 14; italics in original). Thereby, wikis enable the collaborative construction of knowledge (Alexander, 2006).
With the intention to take advantage of the benefits connected with collaborative learning, this doctoral thesis focuses on the facilitation of collaboration in wikis to leverage collaborative learning.
The doctoral thesis was founded on a constructivist understanding of reality. The research is associated with three different research areas: adoption of IT, computer-supported collaborative learning, and learning analytics. After reviewing existing literature, three focal points were identified that correspond to the research gaps in these research areas: factors influencing students' use of wikis, assessment of collaborative learning, and monitoring of collaboration. The aims of this doctoral thesis were (1) to investigate students' intentions to adopt and barriers to use wikis in higher education, (2) to develop and evaluate a method for assessing computer-supported collaborative learning, and (3) to map educational objectives onto learning-related data in order to establish indicators for collaboration. Based on the research aims, four studies were carried out. Each study raised unique research questions that has been addressed by different methods. Thereby, this doctoral thesis presents findings covering the complete process of the use of wikis to support collaboration and thus provides a holistic view on the use of wikis in higher education.
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Magoula, Angeliki-Elen, i Christopher S. Myers. "Cost in higher education". Monterey California. Naval Postgraduate School, 2007. http://hdl.handle.net/10945/10222.
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MBA Professional ReportState and Federal legislature require that standard data on education-related expenditures be provided by universities and colleges in order to standardize methodology and accountability used nationwide by institutions of higher education. The aim is to review existing cost criteria and procedures for determining costs. Accounting structures vary by institution, and by school. This variability across schools makes decision making a difficult task. The objective of this research is to look into the cost structure used presently by two institutions of higher education, namely the Naval Postgraduate School (NPS) and California State University of Monterey Bay (CSUMB). The financial data that determines the consistency of the cost metrics in the decision making process of these institutions is considered. An analysis of the cost information used to make and support decisions is presented. The variety of the cost structures within the researched institutions is analyzed and compared, in order to identify the factors that generate the differences. The research concluded that both institutions should continue to develop the cost structure to have a comparative view across schools for more efficient planning and the tracing and updating of estimates.
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Smith, Shannon Tucker Fulton-Calkins Patsy. "Megatrends in higher education". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9028.
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Quinn, Lynn. "Teaching in higher education". Routledge, 2014. http://hdl.handle.net/10962/66557.
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publisher versionAs Becker and Denicolo point out in their introduction, traditionally most lecturers in higher education begin teaching with little or no formal training: ‘It is assumed if you were expert in your field you would be able, by some ill-defined means, to teach others’ (p. 1). This book aims to remedy that situation and does exactly what it sets out to do: it provides a useful, step-by-step training guide for teachers in higher education. It provides much needed advice for new academics for ways in which they can successfully combine their teaching and their research roles. It is written in an accessible style, draws on the experiences of people who have taught in higher education for some time, and provides practical advice for teaching in a range of contexts and for dealing with different challenges that may arise.
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Smith, Shannon Tucker. "Megatrends in Higher Education". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9028/.
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Utilizing the theory of John Naisbitt's 1982 Megatrends, this study identifies eight trends for the future of higher education using content analysis of generalized print media reports for three bell-wether states. For the period of 2001-2005, generalized reporting for three newspapers, the Los Angeles Times from Los Angeles, CA, the Miami Herald from Miami, FL, and the Denver Post from Denver, CO, included over four thousand articles and covered 21 primary topics and over 200 secondary topics. Eight trends emerge from the content analysis. Trend 1, from the ivory tower to the public domain, identifies increasingly critical public scrutiny of higher education standards and curricula. Fight or flight, Trend 2, reveals more consistent no-tolerance policies for student behavior. Trend 3, scholar to celebrity, reveals an increasingly public role for university presidents. Academic freedom to academic flexibility, Trend 4, identifies a tightening of academic freedom policies for university staff and faculty. Trend 5, pay now, learn later, focuses on increased popularity of pre-paid and tax free plans for saving college tuition. Fraternity party to fraternity accountability, Trend 6, identifies increased scrutiny of Greek organizations and Greek life within the university environment. Trend 7, tenure to temporary, reflects the growing trend of hiring more part-time faculty rather than hiring faculty for tenure track positions or full-time instructor jobs. Lastly, campus to cyberspace, Trend 8, identifies the continued success of online instruction at the university level.
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Komljenovič, Janja. "Making higher education markets". Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702882.
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Drew, Simon. "Dyscalculia in higher education". Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/21472.
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This research study provides an insight into the experiences of dyscalculic students in higher education (HE). It explores the nature of dyscalculia from the student perspective, adopting a theoretical framework of the social model of disability combined with socio-cultural theory. This study was not aimed at understanding the neurological reasons for dyscalculia, but focussed on the social effects of being dyscalculic and how society can help support dyscalculic students within an HE context. The study s primary data collection method was 14 semi-structured interviews with officially identified dyscalculic students who were currently, or had been recently, studying in higher education in the UK. A participant selection method was utilised using a network of national learning support practitioners due to the limited number of participants available. A secondary data collection method involved reflective learning support sessions with two students. Data were collected across four research areas: the identification process, HE mathematics, learning support and categorisations of dyscalculia. A fifth area of fitness to practise could not be examined in any depth due to the lack of relevant participants, but the emerging data clearly pinpointed this as a significant area of political importance and identified a need for further research. A framework of five categories of dyscalculic HE student was used for data analysis. Participants who aligned with these categories tended to describe differing experiences or coping behaviours within each of the research areas. The main findings of the study were the importance of learning support practitioners in tackling mathematical anxiety, the categorisations of dyscalculic higher education students, the differing learning styles of dyscalculic and dyslexic students, and the emergence of four under-researched dyscalculic characteristics: iconicity, time perception, comprehension of the existence of numbers that are not whole and dyscalculic students understanding of non-cardinal numbers.
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Ragadu, Suzette C., i Suzette C. Minnaar. "Transformation in higher education : receptions of female academics at a distance education institution of higher education". Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/2809.
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Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2007.Females in academia remain concentrated in lower level positions, with limited and often no decision-making power. However, this is not only a South African phenomenon but it is also evident in the position of female academics in the United Kingdom, the United States and New Zealand. Within the South African context, higher education institutions are in a process of transformation and change in order to integrate with social transformation and change. Therefore, the Department of Education mandated certain higher education institutions to transform and merge, with implications for their human resource management. Universities are regarded as complex organisations and this complicates the management and leadership of such institutions. Moreover, South Africa has passed legislation (e.g. the Higher Education Act) that impacts its human resource management and the manner in which higher education institutions are transformed and managed. Higher education institutions employ the principles of corporate management and therefore the distinction between management and leadership is highlighted. Communication is discussed as a tool thereof and the differences of males and females in this regard are emphasised. The status of female academics in South Africa is discussed and the perceptions of female academics with regard to the dimensions used in the empirical inquiry are highlighted. The empirical inquiry gauged how females occupying academic positions at a South African distance education university perceived the management process of institutional transformation. The perceptions of female academics with regard to five dimensions: management and leadership; communication; diversity and employment equity; and transformation and change were gauged and compared to the perceptions of male academics and that of female professional/administrative personnel. It was found that female and male academics were relatively positive with only one significant difference: their perceptions of communication at the institution. There were also significant differences in the perceptions of white and of black female academics. Furthermore, when female academics were compared to female professional/administrative personnel, there were significant differences: female academics held generally more positive perceptions than those of female professional/administrative personnel. In addition, there was evidence of an ageing workforce.
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Yung, Man-sing. "Education and the labour market : the implications of higher education expansion in Hong Kong in the 1990s /". Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18916107.
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Vlasin, A. "Mission education in Romanian Evangelical Higher Education". Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517588.
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Soepatini. "Entrepreneurship education in Indonesian higher education institutions". Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633650.
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For a variety of socio-economic and educational reasons, Entrepreneurship Education has become a critical aspect of the Indonesian higher education system. Contemporary Indonesia is characterised by high levels of youth and adult unemployment, low rates of business competitiveness, lack of entrepreneurial skills amongst graduates and negative attitudes towards entrepreneurs and entrepreneurship. Most universities in Indonesia that have adopted entrepreneurship education view it as a traditional subject, lacking innovation in its design, delivery and assessment. As a new phenomenon, entrepreneurship education remains an under-researched topic of academic endeavour. The aim of this study is to understand students' and faculty members' perceptions, aspirations and expectations as a basis for the development of entrepreneurship education models for Higher Education Institutions (HEIs) in Indonesia. Developing models of entrepreneurship education specific to the Indonesian context is of great importance for those who are in charge of establishing this new type of education initiative. It also will benefit the Indonesian government as they can use these informed models to make effective decisions on entrepreneurship education policy. The purpose of this study is to discover the different ways students and faculty members conceptualise entrepreneurship education and the logical relationship between these various conceptions. Focussing on this structural framework has been proven to contribute to new understandings of entrepreneurship education field. The research study upon which this thesis is based has employed a phenomenographic approach to the collection, analysis and interpretation of primary data obtained from seven Indonesian HEIs, including seventy semistructured interviews with students and faculty members. To complement the phenomenographic approach, face-to-face interviews were carried out with a sample of seven members of senior management, one in each institution. Due to the relatively small sample size, interpretive analysis rather than phenomenography was employed to analyse the results of these interviews. iii There are a number of important results emerging from this research study. Students indicated more variation in the ways in which entrepreneurship education is being experienced. Interestingly, faculty members appear to share with students the ‘dimensions of variation’ upon which the ‘outcome space’ was constituted. Regarding respondents’ aspirations of entrepreneurship education, variations emerged between students and faculty members in relation to 'themes of expanding awareness'. Both sample groups, however, seemed to accept that preparing students to become successful entrepreneurs should be considered a common aspiration of students and staff involved in entrepreneurship education. In terms of expectations, students felt that a market-driven strategy would be the best way to enhance the effectiveness of entrepreneurship education. In contrast, faculty members highlighted the importance of being part of, and contributing to, an entrepreneurial university. Based upon the result of this research study, three models of entrepreneurship education have been identified in relation to Indonesian HEIs: (i) ‘Traditional University’; (ii) ‘Entrepreneurial University’; and, (iii) ‘Transitional University’. Students' and faculty members' perceptions, aspirations and expectations of entrepreneurship education are the basis upon which these models have been developed. These models offer an original and innovative perspective on how entrepreneurship education should be conceptualised in a higher education context, in developing countries in general and Indonesia in particular.
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Lindmark, Axel, i Marcus Karlsson. "Debating the Education Utopia : Ideational change in the Swedish debate about privatization of education between 2003 and 2011". Thesis, Högskolan Väst, Institutionen för ekonomi och it, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-4426.
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There is strong support among scholars that ideas are important in shaping public policy. The aim of this thesis is to investigate the ideas present in the Swedish debate about privatization of education between 2003 and 2011 during different governments, and if Sweden has undergone an ideational shift where ideas of privatization are becoming more accepted not just among politicians but also among a wider base of actors. Framing theory and the concept of counter framing are used to categorize these ideas. A mixed methods approach is used where frames are first defined based on previous research about privatization of education, then identified in newspaper articles from three major Swedish newspapers, then quantified according to whether they are used by proponents or opponents of privatization and finally analyzed to investigate their content. We found that there had indeed been a change in which frames were used as well as how they were used between the years analyzed. This indicates that there has been an ideational shift towards market oriented ideas in Sweden which could be attributed to the change in government as counter framing was more common for proponents of privatization during a social democratic government and more common for opponents during a center-right government, however further research is needed to determine the validity of this correlation.
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Mertova, Patricie. "Quality in higher education: stories of English and Czech academics and higher education leaders". Monash University. Faculty of Law, 2008. http://arrow.monash.edu.au/hdl/1959.1/53585.
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The subject of quality has been a pervasive issue on the agenda in higher education around the world for more than a decade. A greater focus on quality in higher education resulted from a range of competing factors, among the most prominent were: political control over higher education (exerted particularly by national governments), the growth in the number of students in higher education (including general changes in the student population and their expectations) and financial control on the part of national governments (frequently related to the previous two factors). Quality monitoring has become a mechanism for governments worldwide to tackle these competing factors. However, at the same time, it can be argued that it was frequently employed to disguise the dominant focus on accountability in higher education rather than on enhancement. Many of the quality assurance models and systems applied to higher education originated in the business and manufacturing sectors. They have often been found unsuitable or only partially suitable for the higher education sector, because they largely disregarded the nature of higher education and its employees, in particular the academics. It may be argued that the quality movement has driven higher education more towards greater uniformity, which may be detrimental to what was understood as the “real” quality in higher education. For instance, innovation was regarded as an important aspect of academic work. Nevertheless, the present quality development drive seems to be working against the nature of academic work. Given this background, it is alarming that the academic voice seems to have had little impact to date on the development of quality systems in higher education. Therefore, the present thesis attempted to investigate the academic voice concerning higher education quality. Overall, this thesis had two main objectives. First, based on the analysis of stories of academics and higher education leaders, the thesis endeavoured to construct a framework of significant quality issues for the potential use in future policy development in higher education in the two countries investigated in this research (the Czech Republic and England), and prospectively in other higher education systems around the world. In particular, it aimed to introduce more human-centred measures into the area of higher education quality. Second, in terms of developing a methodology, the thesis attempted to illustrate the way in which a critical event narrative inquiry study of heterogeneous and complex environments, such as higher education, could be undertaken. Employing such a critical event narrative inquiry approach, the researcher endeavoured to highlight important aspects of higher education quality, which have been largely overlooked in the area, and thus assist the improvement of the practice of quality development in higher education. The study utilised face-to-face interviews with academics and higher education leaders concerning their perceptions of the issue of higher education quality. The researcher anticipated that eliciting of “critical events” through interviews with individuals involved in the area of quality in higher education (academics and higher education leaders) would uncover some important aspects in higher education quality which would not be revealed using other more traditional empirical methods of inquiry, particularly quantitative research methods. To investigate the area of higher education quality, the researcher elected to look into the English and Czech higher education systems. The choice of the English higher education system was influenced by the knowledge that England, and more generally the UK, was among the first countries in the world, and certainly the first in Europe, to introduce a formal quality assurance system into higher education. Australia followed this trend soon after it was introduced in the UK. The researcher elected the Czech higher education system, as a culturally different educational system, distinctive from the Anglo-Saxon educational tradition, and which is uniquely placed on the divide between Western and Eastern Europe. In this respect, the critical event narrative inquiry method was proposed as a suitable method for the investigation of significant aspects of cultural difference. Employing the critical event narrative inquiry method, the researcher uncovered a number of significant issues. Some of these issues were identified by English and Czech academics and higher education leaders as not featuring strongly in their countries’ current higher education quality enhancement practices, and yet they were regarded as important by the academics. Some of the issues uncovered in this research, on the other hand, were highlighted as impacting negatively on the quality enhancement processes in their respective higher education systems. There were a number of issues which were identified as common to both the English and Czech higher education systems. These issues might have been an indication of potential wider relevance of such trends among a broader range of higher education systems worldwide. This thesis proposed a framework for a human-centred approach to quality enhancement in higher education based on issues which were common to both English and Czech higher education systems. This framework featured: • Regard for the academic voice in higher education quality policy development; • Attention to human-centred aspects of higher education quality; • Need for a collegial approach and reflection on the purposes of quality evaluation processes; • Equal value afforded to teaching and research; and • Focus on innovation and change. There were also some culture-specific issues uncovered, particularly in relation to the Czech higher education system. These culture-specific issues may be relevant to certain common trends and features in other higher education systems in Central and Eastern European regions. In this respect, the thesis proposed a framework for a human-centred approach to quality enhancement with regard to culture-specific issues. The framework focused specifically on Czech higher education and may be of potential relevance to other Central and Eastern European higher education systems. This framework included: • The significance of transparency in educational processes; • The need for a fundamental change in the style of pedagogy in higher education institutions; to focus more on thinking processes and reasoning; • The need for a more systematic move towards a student-centred approach across the whole higher education system; • The need to address the factor of pressure on Czech academics to publish mainly in English in order to receive international recognition; and • The need for education of Czech academic staff to enable a broader and better understanding of the concept of higher education quality in the context of the Czech higher education system. Investigation of the academic voice in English higher education did not reveal any culture-specific issues. In other words, the English academics and higher education leaders did not identify any issues in higher education quality that were distinctively different from the general issues highlighted also by Czech academics and higher education leaders. Some of the issues pointed out in the English context occurred on a more advanced level due to the different historical, political and socio-economic context of the UK higher education. It appears that quality in higher education is here to stay. As such, it is essential for the future of higher education that quality enhancement be based on education-focused approaches. Overall, this thesis proposed a human-centred approach to quality enhancement as one way of attaining educational focus.
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Burkum, Kurt Richard Hendrickson Robert M. "The role of state higher education governance structures in state-level higher education lobbying". [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3692/index.html.
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Ali, Nimo-ilhan. "The growth of higher education in Somaliland : implications to the higher education-development nexus". Thesis, SOAS, University of London, 2016. http://eprints.soas.ac.uk/23789/.
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Liu, Huacong. "Internationalizing Chinese higher education institutions". Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39968.
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In this qualitative case study, I explored how internationalization is interpreted at a higher education institution in Shanghai, China. By using a theoretical framework containing Knight’s (2004) model, Marginson and Rhoades’ (2002) concept of ‘Glo-na-cal’, and Tierney’s (1998) academic culture, I attempted to answer three main research questions: How is internationalization interpreted at the national level, in terms of strategies, approaches, and rationales? How is internationalization interpreted at the institutional level, in terms of activities and rationales? At the core of the internationalization of higher education in China lies potential academic cultural clashes. How is this clash manifested, and how is this clash addressed at the institutional level?
This study took place at School of Economics, Pacific University in China. Data collection took place from late March through mid-April 2011 using a strategic sample of participants including domestically trained scholars, returnee scholars, and senior administrators in the school. Data collection consisted of semi-structured interviews and document collection. Interviews were conducted in Mandarin and were digitally recorded and subsequently transcribed, coded, and analyzed thematically.
The findings of this study suggest that internationalization of higher education has taken a narrow and pragmatic approach in China’s national policy level: internationalization is treated as a means to achieve national goals in technology innovation and creativity, and economic competitiveness through building world-class universities. However, there is a lack of well-articulated strategies of how to achieve the world-class university status. The absence of concrete strategies imposed from the national level does make room for suitable strategies and activities at the institutional level internationalization process. The case study institution has developed a set of strategies for internationalization, including overseas recruiting and strengthening academic environment, curriculum reform and strengthening teaching quality, emphasis on research and intensifying academic exchange. Nevertheless, true internationalization does not come easily. A lack of collegial academic culture is shown at the case study institution between the domestically trained faculty and returnee scholars. From a macro perspective, this study also indicates a frequent interaction among the local, national, and global levels during the process of internationalizing a Chinese higher education institution.
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Daukšienė, Estela. "Virtual Mobility in Higher Education". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2013~D_20131220_085909-84407.
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Higher education institutions are not fully prepared for virtual mobility (further VM) implementation – there is no common framework, methodology of preparation, and the set of competences to possess in order to implement VM efficiently, and to be acquired during VM. With the aim to conceptualize the virtual mobility phenomenon in higher education, analyzing its main components and revealing their relationships, the following research questions were raised: how is virtual mobility in higher education defined? Why is it necessary to implement VM in HE? How can teachers and institutions prepare for and implement VM? The first part of the dissertation focuses on the VM concept analysis, differences between VM and similar concepts, and the key VM components. The second part reveals the empirical research methodology by connecting the research questions with the chosen research methods. The third part discusses empirical research findings, which verify the complexity of the phenomenon, the interrelationships of the components, and the VM dimensions permeating VM implementation in HE.Aukštojo mokslo institucijos dar nėra pilnai pasirengę virtualaus mobilumo (toliau VM) įgyvendinimui - nėra priimti visuotinai suderinti sprendimai kaip institucija, studentai ir dėstytojai turėtų pasiruošti VM, neaišku, kokių kompetencijų reikia dėstytojams, siekiant efektyviai organizuoti VM bei kokias galima įgyti studijuojant VM būdu. Siekiant konceptualizuoti VM fenomeną aukštajame moksle, išanalizuojant pagrindinius jo komponentus ir atskleidžiant jų tarpusavio sąsajas, darbe keliami šie pagrindiniai tyrimo klausimai - kaip virtualus mobilumas apibrėžiamas aukštajame moksle? Ar reikalingas VM aukštojo mokslo institucijoms ir kodėl? Kaip dėstytojai ir institucijos gali pasirengti ir įgyvendinti VM aukštojo mokslo institucijose? Pirmojoje disertacinio darbo dalyje nagrinėjama VM sąvoka, aptariami VM ir panašių terminų skirtumai, atskleidžiami pagrindiniai VM fenomeno aukštajame moksle komponentai. Antrojoje dalyje detalizuojama empirinio tyrimo metodologiją. Trečiojoje - aptariami empirinių tyrimų rezultatai, patvirtinantys fenomeno kompleksiškumą, VM komponentų tarpusavio priklausomybę bei VM dimensijas, pagrindžiančias VM įgyvendinimą aukštajame moksle.
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Marchand-Stenhoff, Sandra Marie. "Academic incivility in higher education". [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3386703.
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Thesis (Ph.D.)--Indiana University, Dept. of Higher Education Administration, 2009.Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4595. Adviser: John P. Bean.
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Briks, Hilda. "Global citizenship and higher education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/NQ27608.pdf.
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