Orientador: Luciana Ferreira Tatagiba / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-27T12:50:41Z (GMT). No. of bitstreams: 1 MenesesdosSantos_Larissa_M.pdf: 2978768 bytes, checksum: ac5522f94600522ea96a349ea69aa6b0 (MD5) Previous issue date: 2015 / Resumo: Este trabalho apresenta como seu principal objetivo problematizar a compreensão de liderança em movimentos sociais. Tal problematização está fundamentada de acordo com os seguintes elementos: 1. Concepção da liderança como relação política multifacetada e preenchida por conflitos; 2. Ampliação da perspectiva teórica do que é ser liderança através do conceito de intelectual presente na obra de Antonio Gramsci; 3. Referencial empírico no movimento de moradia em São Paulo entre 2008 e 2012; e 4. Experimentação de diferentes recursos metodológicos. Tendo em vista a escassez bibliográfica dedicada à temática, a pesquisa dedicou-se preponderantemente à investigação empírica e a experimentações teóricas e metodológicas que pudessem abarcar a heterogeneidade do movimento social estudado, os diferentes níveis de militância encontrados, e as relações históricas e complexas entre o Movimento de Moradia em São Paulo, o Partido dos Trabalhadores (PT), e o Estado. Dentre as experimentações metodológicas estão presentes a observação participante, a interpretação de dados colhidos por survey, e a análise de redes sociais. Esta última, em especial, permite observar mais precisamente as nuances de centralidade e alianças que compõem a rede de relações de liderança no movimento de moradia em São Paulo. Já entre as experimentações teóricas, destacam-se os paralelos conceituais possíveis entre as categorias intelectuais presentes na obra de Antonio Gramsci e as diferentes faces do papel do líder. Considera-se que Gramsci atribui um papel político relacional e transformador à atividade intelectual análogo ao papel da liderança construída nos movimentos sociais. Ademais, as investigações aqui contidas concentram seu interesse nos percursos e experiências políticas comuns das lideranças, nas relações que fortaleceram ou enfraqueceram articulações e organizações do movimento de moradia em São Paulo / Abstract: This work presents as its main goal to debate the understanding of leadership in social movements. The analytical strategies was grounded in accordance with the following aspects: 1. Conception of leadership as multifaceted political relation filled by conflict; 2. Expansion of the theoretical perspective of what is leadership through the concept of intellectual present in the work of Antonio Gramsci; 3. Empirical reference in housing movement in São Paulo between 2008 and 2012; and 4. Exploratory use of multiple methodological resources. Considering the literature paucity devoted to the subject, the research is mainly devoted to empirical investigation and theoretical and methodological experimentation that could encompass the heterogeneity of the studied social movement, the different levels of militancy found, and the historical and complex relations between the housing movement in the city of São Paulo, the Partido dos Trabalhadores (PT), and the State. Among the methodological experimentations are participant observation, interpretation of data collected by survey, and social networks analysis. That latter method, in particular, allows observing more precisely the centrality's variations, and alliances that build the leadership relations network in housing movement in São Paulo. About the theoretical experiments, we highlight the conceptual parallels between the intellectual categories present in the work of Antonio Gramsci and the different faces of the leader's role. Is considered that Gramsci assigns a relational political and transformative role to intellectual activity analogous to the role of leadership built in social movements. Furthermore, the investigations herein contained concentrate its interests on leadership trajectories, common political experiences and relations that may fortify or weaken the social ties of the housing movement in São Paulo / Mestrado / Ciencia Politica / Mestra em Ciência Política

Ledelseforskningen har lenge prøvd å avklare hva som kjennetegner innholdet i god/dårlig (mellom)ledelse, og gjennom dette avklare hvem som bør/skal gjøre hva mot hvem. Dette har imidlertid gitt flere spørsmål enn svar. Denne studien benytter relasjonell konstruksjonisme for å studere og gi en økt forståelse av mellomledelse. formålet er tredelt ved å 1) studere hvordan deltagerne i studien konstruerer en forståelse av sin subjektposisjon som mellomleder, 2) gi en alternativ teoretisk begrepforståelse av mellomledelse, samt peke på hvordan den teoretiske forståelsen gir 3) mulige praktiske implikasjoner for utøvelse av mellomledelse. Jeg har benyttet narrativ intervjumetode, og foretatt et strategisk utvalg på 7 deltagere. Videre har jeg benyttet en kombinasjon av diskursanalyse og grounded theory som analysemetode. Analysene viser at deltagerne oppnår forståelse av sine subjektposisjoner som mellomledere i i vekselsvirkningen mellom grensekonstruksjoner og ulike orienterende tema i jobbhverdagen. Dette betyr at hva som utgjør innholdet i mellomledelse, og hvem som utøver mellomledelse er en lokal-konstruksjon som (re)forhandles kontinuerlig innenfor den enkelte organisasjon og arbeidsgruppe. Dette skaper forventninger om ledelse-diskurser som må utføres for å oppnå de bestemte subjektposisjoner. Dette gir følgende definisjon og forståelse av mellomledelse: Det er en lokal-konstruksjon som skaper forventninger om diskurser, og som anses for å være meningsbærende diskurser om mellomledelse blant en definert arbeidsgruppe. I en slik relasjonell forståelse av mellomledelse, gir de praktiske implikasjoner for utøvelsen av mellomledelse en kontinuerlig refleksivitet rundt det konstruerte innholdet i mellomledelse. Det kan også bidra til en bevisstgjøring rundt de uformelle prosesser i konstruksjonen og utøvelsen av mellomledelse, og inviterte uformelle jobbrelasjoner til å delta med mellomledelse-diskurser, noe som impliserer et større fokus på det relasjonelle ansvaret for å lede hverandre i arbeidsgruppene.

The thesis shows soft power as one of the most effective strategies of global leadership. Through different methodological concepts author tries to classify instruments of soft power and surmount conceptual contradictions. The research of soft power’s political, cultural and economic instruments is based on the integrate analysis of South Korean foreign policy. Author tries to find the way to increase Republic of Korea geopolitical influence through the most powerful “soft” instruments. / В работе рассматривается комплекс методологических подходов к анализу концепта «мягкой силы» как одного из наиболее эффективных инструментов глобального влияния современных государств. Автор предлагает оригинальную классификацию ресурсов «мягкой силы» и новые пути преодоления концептуальных противоречий. На основе анализа внешней политики Республики Корея автор раскрывает специфику политических, экономических и культурных стратегий «мягкого» влияния указанной страны. Автор выявляет сильные и слабые стороны внешней политики Республики Корея, предлагает методы увеличения влияния южнокорейской «мягкой силы» на мировой арене.

As scientists become more aware of the imposing threats associated with climate change, university leaders are encouraged to become familiar with the principles of sustainability. Abundant research already supports the relevance of environmental sustainability in higher education; however, there exists a gap in the literature which investigates an understanding of environmental sustainability and the implementation of its practices. By examining colleges at the University of Kentucky, this study identifies organizational barriers to recognizing a thorough understanding of environmental sustainability at the departmental level. The results indicate that out of the eight colleges selected, two have no existing environmental sustainability programs or initiatives. Based on this research it is possible for departments to initiate self-assessment and situate themselves firmly inside an institutional vision of sustainability.

Women historically hit a glass ceiling when trying to reach for a school district’s highest position. While nationally an overwhelming majority of educators are female, approximately only a quarter of all superintendents are women. In Kentucky, 19% of public school superintendents are female. Female superintendent research has focused on the barriers that inhibit women from obtaining the superintendency; however, recently a shift to focus on how women lead has occurred. The superintendency encompasses five roles: instructional leader, manager, political leader, communicator and applied social scientist. Although female superintendents’ strength is often instructional leadership, the role of political leader is met with some difficulty. This exploratory study examines experienced Kentucky female superintendents’ perceptions and practices of political leadership. The research was conducted in two phases: Phase 1 invited all Kentucky female superintendents to participate in demographic questionnaire, and Phase 2 encompassed two one-hour interviews with six experienced Kentucky superintendents. Four main areas provide the foundation for inquiry: preservice experiences, defining political leadership, behaviors of political leadership, and levels of political leadership. Kentucky female superintendents stated political leadership was the role they were least prepared for in the infancy of their superintendency. Female superintendents’ lived-experiences differed from the norm of political leadership. Female district leaders outlined a cyclical, proactive process of political leadership dependent on relationships—networking. Women superintendents capitalized on referent power to develop a “political lens” when making decisions. Study participants reported two distinct levels of political leadership (local and state), and they connected their district’s vision to resources—people—and served as a bridge to connect outside resources into the district. This work affirms previous research concerning female superintendents but also brings to light how women perceive politics, which is outside some of the previous norms and research concerning political leadership.

For generations, researchers have been examining attributes that make low socioeconomic status students resilient. Attributes that help one become resilient are known as protective factors. The purpose of this study was to describe the protective factor(s) that contributed to the first-generation, low socioeconomic status students’ enrollment at The University of Kentucky. The population for this study consists of the University of Kentucky First Scholars participants during the 2015 – 2016 academic year. The researcher examines the existing literature on low socioeconomic status effects on post-secondary education. Recommendations were made for the University of Kentucky’s First Scholars Program on how to further enhance their program and continue promoting low socioeconomic status students with opportunities in higher education.

As post-secondary education becomes more important for the American citizen to generate wealth, universities are struggling to retain and graduate African-Americans, the third-most represented demographic in the country, especially at predominately white colleges and universities. The Colleges of Agriculture at these particular institutions are struggling to even get Black students to apply, let alone graduate. One of the major issues is the disconnect between the African-American community and the idea of post-secondary education in the agricultural field. One way that disconnect can be combatted is new techniques and strategies in recruiting African-Americans. This study identifies three themes based on interviews with recruiters from universities throughout the country, as to why universities are struggling to effectively recruit Black students into programs. The results indicate that there is a lack of resources present and offered in recruiting said student, a perceived misconception of African-American’s views of agriculture and a major disconnect with the African-American community and colleges of agriculture. In order to combat and ultimately fix this issues, these three themes must be addressed.

Within the university system, student organizations have historically had multiple positive influences on the students who choose to participate in them. This study looked at a particular banner organization in the College of Agriculture, Food and Environment at the University of Kentucky. Using the Social Change Model of Leadership Development theory as a backbone, a survey was created to evaluate the impact UK CAFE Ambassador Program has on its participants, as well as to identify avenues for improvement. This is a program that seeks to represent the college through recruitment and to develop student leaders through soft skill building. After surveying current and past ambassadors, there is overwhelming evidence that the UK CAFE Ambassador Program has positively impacted the students whether it was through skills building, networking, or college experience.

Research indicates that Kentucky agricultural educators are overworked and experience job related stress. Balancing work and home can be a struggle and stress induces burnout and teacher attrition. Shortages in the agriculture classroom could result in loss of agricultural education programs and negatively affect the profession. The purpose of this study was to 1) describe the demographics of Kentucky high school agricultural educators; 2) describe the work and home life balance for Kentucky agricultural educators; 3) determine the level of job satisfaction among Kentucky agricultural educators; 4) determine the perceived busiest time of the school year for Kentucky agricultural educators. The study was conducted on a census of the 2015-2016 Kentucky agriculture teacher directory and the survey was distributed online. Results indicate that agricultural educators work 52 hours per week, can balance work and home responsibilities with assistance from spouse/partner and experience job related stress on a regular basis. It was concluded that Kentucky agricultural teachers are satisfied with their job, but stressed about meeting the needs of work and family balance based on barriers including FFA activities, nightly meetings, childcare and time with spouse/partner.

The number of women farmers in the United States is increasing at a substantial rate. Women are fulfilling various roles on the farm and stepping into formal leadership positions in the agricultural community. This study surveys the perception of women reputational leaders in Kentucky agriculture among traditional agricultural leaders, the opportunities available to women in agriculture, the sources empowering women to serve in leadership capacities in agriculture, and how women reputational leaders influence agriculture and agricultural policy in Kentucky. The research revealed that the dynamic of Kentucky agriculture is shifting. Women have made significant strides in agriculture as farmers and professionals, resulting in women assuming formal leadership posts at all levels. Findings indicate there are ample opportunities for women in agriculture to receive informal training and education that will benefit their farm operation, but the programs should be designed solely with women’s needs in mind to be effective. Recommendations for further research include an intersectionality study of Kentucky’s women leaders in agriculture, a study of the potency of the Cooperative Extension Service and post-secondary educational institutions for grooming women leaders, and research to help determine why women tend to seek out volunteer roles in agricultural organizations rather than leadership positions.