The purpose of this study was to describe the development of Thailand's oldest private university, the University of the Thai Chamber of Commerce, Bangkok, Thailand, from 1963 to 1987. This historical research used records and documents which are primary sources from the University of the Thai Chamber of Commerce and the Association of Private Higher Education Institutions of Thailand together with interviews with the chairman of the Thai Chamber of Commerce, president, faculty and staff of the University of the Thai Chamber of Commerce. Secondary sources were reports and publications from the Ministry of University Affairs and libraries in Thailand. The areas of emphasis in the study were government policies on private higher education, legislation that initiated the founding of the University, the founder, the university's goals, the university's organizational structure, financial sources, admission policies, physical plants, programs, faculty and students. It was found that the Thai government encourages the establishment of private higher education institutions. The Private Higher Educational Institution Act of 1979 was enacted to allow Private universities to be equal to government universities. The university of the Thai Chamber of Commerce was founded by the Thai Chamber of Commerce with the purpose of training Thai students for the business sector and promoting the economic stability of the nation. The university's organizational structure is centralized and is self-supporting. The university strives for academic excellence, and thus supports the development of the nation. Suggestions for further study include: (a) the study of private higher education institutions which were established with all of the various fields of study in place, and (b) a study to identify factors that will contribute to the future development of the university of the Thai Chamber of Commerce and other private universities in Thailand.

Thesis (Ph.D. (Educational Studies)) -- University of Limpopo, 2018 / The primary aim of this study was to investigate the growing rate of dropout phenomenon within the ambiance of higher education and to develop a support model for lower-postgraduate students. Anchored within Maxwell’s (2012) model of qualitative design, this case-study research has employed the deficit theory and the theory of transactional distance to guide the investigation. While the theoretical evidence was garnered through the application of traditional (narrative) literature review design, the empirical evidence was achieved by targeting lecturers, administrative officers and dropout students. These participants were only those who have respectively taught an advanced communication research (COM4809) module which is offered in the department of communication science as part of the honours programme, who have been involved into the administration of the module in the same department and who have dropped out of COM4809 between 2011 and 2016. Purposive selection technique was used to sample distinct units of analysis at various levels. At the first level, the University of South Africa (Unisa) was used as a case ODL university. At the second level, COM4809 was used as an ideal module to demonstrate that dropout is prevalent at an honours postgraduate level within the ODL domain. At the third level, lecturers were also purposively included into the study since they were key informants. With regard to administrative officers, a census approach was adopted to include the only two administrative officers who have been involved in the administration of COM4809 between 2011 and 2016. Dropout students were selected using snowball and purposive sampling techniques. While the purposive selection of dropout students from the given dataset (statistical information) of 219 dropouts, which was requested from the information and communication department (ICT), was used, the snowball selection method came into play when lecturers identified twenty-one dropout students from their personal records and furnishing the researcher with detailed contact information about them. However, the researcher has managed to hold focus-group interviews with a group of six dropout students and telephonic interviews with ten dropout students, summing up to 16 participants. Focus-group interviews were also undertaken with a cohort of eight lecturers while another seven lecturers have participated in the in-depth interviews. Data were analysed through the use of qualitative content analysis method, and O’Connor and Gibson’s (n.d) design viii    to analyse qualitative data was used. To ensure the credibility and dependability of findings, a triangulated approach to data collection and analysis were used. The study unveiled four major themes on dropout factors, namely: dropout factors associated with students’ personal circumstances, with lecturers’ personal circumstances, with institutional (academic) circumstances and with those factors which are determined by circumstances of other units of analysis (other research contexts). The study has further revealed that while the majority of factors can be controlled, others cannot. Based on the findings and the literature, an integrated honours student-centred support model (IHSCM) was developed to serve as a framework within which to understand dropouts of lower-postgraduate students in an ODL institution. Findings have demonstrated the importance of providing support services in an ODL environment and advocate for a holistic approach towards addressing attrition. The proposed model is envisaged to better expound dropout attributes, which lead students to discontinuing their studies in the ODL environment, and to assist ODL institutions to effectively address the concern. ODL institutions, which want to apply the proposed IHSCM, should do that with caution in mind owing to the fact that the model is not yet tested. Hence, it is inferable to suggest that future research should focus on its impact in the reduction of dropouts of honours students in ODL contexts.   Key words: Student dropout (attrition), dropout student, open and distance learning (ODL) institution, Higher education institution, distance education, student support intervention (services, intervention, mitigation strategy) and student support model (framework).

<p>This research was undertaken to propose a model for eLearning adoption in Higher Education in Africa and to identify and empirically test measures to assess the model. The model identified eLearning, individual and organisational factors affecting eLearning adoption in higher education. eLearning factors were deemed to be aligned with the individual and organisational factors and therefore, the measurement of individual and organisational factors of eLearning adoption is essential in determining the current state, and future development that could enhance eLearning adoption in higher education. This study is a first attempt in Africa to define and present a conceptualization of an eLearning adoption framework. The framework is a combination of frameworks and models from various disciplines, including social psychology, information systems, anthropology, sociology, education, communication, marketing, management, geography, economics and cognitive psychology. These frameworks for eLearning adoption in Higher Education are synergised and contextualised in the study.</p>

Academia is a demanding profession, as evidenced by a body of research that documents the debilitating impact of occupational stress and burnout on the personal and professional welfare of academics. In particular, high levels of these pathological phenomena, left unchecked, undermine the quality, productivity and creativity of the academics' work in addition to their health, well-being and morale. Despite these indicators of "weaknesses" and "malfunctioning", academics know that there is times that they operate in a "milieu" of work - there is an intense focus and pleasurable emotions, accompanied by high levels of enthusiasm. Especially, with the upcoming positive paradigm in Occupational Health Psychology, "positive" trends such as work engagement, optimism, organisational commitment and life satisfaction are also commonplace among academics. The first step in the enhancement of work wellness is the successful diagnosis of stress, burnout and work engagement. However, to measure these constructs, it is important to use reliable and valid instruments, and at the same time, take into account the cultural diversity in a multicultural setting such as South Africa. Clearly then, an assessment of this type should be concerned with the issue of construct equivalency. Furthermore, little information exists regarding the causes and effects of occupational stress, burnout and work engagement of academics in South Africa. The general aim of this study was to standardise an adapted version of the Maslach Burnout Inventory-General Survey (MBI-GS) and the Utrecht Work Engagement Scale (UWES) for academics in South African higher education institutions, to determine their levels of occupational stress, organisational commitment and ill-health, and to test a structural model of work wellness for South African academics. A cross-sectional survey design was used, with stratified random samples (N = 595) taken of academics in six South African universities. The Maslach Burnout Inventory - General Survey, Utrecht Work Engagement Scale, Job Characteristics Inventory, the Health and Organisational Commitment subscales of the ASSET, The Life Orientation Test and Satisfaction with Life Scale were administered. Cronbach alpha coefficients, exploratory factor analysis, Pearson correlations, multivariate analysis of variance (MANOVA), one-way analysis of variance (ANOVA), t-tests and multiple regression analysis were used to analyse the data. Structural equation modelling was used to test a structural model of work wellness. Exploratory factor analysis with target rotations resulted in a three-factor model of burnout, consisting of Exhaustion, Mental Distance and Professional Efficacy. The scales showed acceptable internal consistencies and construct equivalence for two language groups. Practically significant differences were found in the burnout levels of academics with regard to their age, marital status and working hours. Exploratory factor analysis with target rotations resulted in a two-factor model of work engagement, consisting of Vigour/Dedication and Absorption. The scales showed acceptable construct equivalence for two language groups (Afrikaans and English). One scale, namely Vigour/Dedication showed acceptable internal consistency. Practically significant differences were found between the work engagement of academics with different job levels and qualifications. Compared to the normative data, academics reported significantly high levels of stress relating to pay and benefits, overload and work-life balance. Academics also reported high levels of psychological ill-health, but experienced high levels of commitment both from and towards their organisation. Organisational commitment did not moderate the effects of occupational stress on ill-health. Analysis of variance revealed differences between the levels of occupational stress and ill-health of demographic groups. Regarding a model of work wellness, the results showed that job demands contributed to burnout, while job resources contributed to work wellness (low burnout and high work engagement). Burnout mediated the relationship between job demands and ill-health; work wellness mediated the relationship between job resources and organisational commitment. Dispositional optimism moderated the effects of a lack of job resources on work engagement. Work wellness and health contributed to life satisfaction. Recommendations for future research were made. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2005.

<p>This research was undertaken to propose a model for eLearning adoption in Higher Education in Africa and to identify and empirically test measures to assess the model. The model identified eLearning, individual and organisational factors affecting eLearning adoption in higher education. eLearning factors were deemed to be aligned with the individual and organisational factors and therefore, the measurement of individual and organisational factors of eLearning adoption is essential in determining the current state, and future development that could enhance eLearning adoption in higher education. This study is a first attempt in Africa to define and present a conceptualization of an eLearning adoption framework. The framework is a combination of frameworks and models from various disciplines, including social psychology, information systems, anthropology, sociology, education, communication, marketing, management, geography, economics and cognitive psychology. These frameworks for eLearning adoption in Higher Education are synergised and contextualised in the study.</p>

Academia is a demanding profession, as evidenced by a body of research that documents the debilitating impact of occupational stress and burnout on the personal and professional welfare of academics. In particular, high levels of these pathological phenomena, left unchecked, undermine the quality, productivity and creativity of the academics' work in addition to their health, well-being and morale. Despite these indicators of "weaknesses" and "malfunctioning", academics know that there is times that they operate in a "milieu" of work - there is an intense focus and pleasurable emotions, accompanied by high levels of enthusiasm. Especially, with the upcoming positive paradigm in Occupational Health Psychology, "positive" trends such as work engagement, optimism, organisational commitment and life satisfaction are also commonplace among academics. The first step in the enhancement of work wellness is the successful diagnosis of stress, burnout and work engagement. However, to measure these constructs, it is important to use reliable and valid instruments, and at the same time, take into account the cultural diversity in a multicultural setting such as South Africa. Clearly then, an assessment of this type should be concerned with the issue of construct equivalency. Furthermore, little information exists regarding the causes and effects of occupational stress, burnout and work engagement of academics in South Africa. The general aim of this study was to standardise an adapted version of the Maslach Burnout Inventory-General Survey (MBI-GS) and the Utrecht Work Engagement Scale (UWES) for academics in South African higher education institutions, to determine their levels of occupational stress, organisational commitment and ill-health, and to test a structural model of work wellness for South African academics. A cross-sectional survey design was used, with stratified random samples (N = 595) taken of academics in six South African universities. The Maslach Burnout Inventory - General Survey, Utrecht Work Engagement Scale, Job Characteristics Inventory, the Health and Organisational Commitment subscales of the ASSET, The Life Orientation Test and Satisfaction with Life Scale were administered. Cronbach alpha coefficients, exploratory factor analysis, Pearson correlations, multivariate analysis of variance (MANOVA), one-way analysis of variance (ANOVA), t-tests and multiple regression analysis were used to analyse the data. Structural equation modelling was used to test a structural model of work wellness. Exploratory factor analysis with target rotations resulted in a three-factor model of burnout, consisting of Exhaustion, Mental Distance and Professional Efficacy. The scales showed acceptable internal consistencies and construct equivalence for two language groups. Practically significant differences were found in the burnout levels of academics with regard to their age, marital status and working hours. Exploratory factor analysis with target rotations resulted in a two-factor model of work engagement, consisting of Vigour/Dedication and Absorption. The scales showed acceptable construct equivalence for two language groups (Afrikaans and English). One scale, namely Vigour/Dedication showed acceptable internal consistency. Practically significant differences were found between the work engagement of academics with different job levels and qualifications. Compared to the normative data, academics reported significantly high levels of stress relating to pay and benefits, overload and work-life balance. Academics also reported high levels of psychological ill-health, but experienced high levels of commitment both from and towards their organisation. Organisational commitment did not moderate the effects of occupational stress on ill-health. Analysis of variance revealed differences between the levels of occupational stress and ill-health of demographic groups. Regarding a model of work wellness, the results showed that job demands contributed to burnout, while job resources contributed to work wellness (low burnout and high work engagement). Burnout mediated the relationship between job demands and ill-health; work wellness mediated the relationship between job resources and organisational commitment. Dispositional optimism moderated the effects of a lack of job resources on work engagement. Work wellness and health contributed to life satisfaction. Recommendations for future research were made. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2005.

<p class="MsoNormal" style="">The study shows the financial impacts on costs per student at academic module level, at departmental level, at faculty level, and at institutional level, thereby showing the effects of cross-subsidisation at all levels of management. The reports were developed in termsof the guidelines compiled in terms of Llewellyn's five levels of theorisation.</p> <p class="MsoNormal" style=""><span style="font-family: Garamond / "><o:p></o:p></span></p>

Made available in DSpace on 2014-12-17T14:46:55Z (GMT). No. of bitstreams: 1 CeciliaNV_TESE.pdf: 1945251 bytes, checksum: 2f3362cc3f85c71908ea03d6afb67fff (MD5) Previous issue date: 2013-04-26 / This research had as its guiding question: what theoretical and structural milestone of graduation nursing curriculum of public universities in the State of Rio Grande do Norte? The objectives of this study were: Analyze theoretical and structural milestones of graduation nursing curriculum of public universities in the State of Rio Grande do Norte; Identify the theoretical milestone and training models that guide the structural milestones of nursing curriculum courses of public universities studied; Analyze the training concepts of curriculums from the voices of the coordinators of the courses. This is a qualitative study, analytical, with discussions of the documentary and empirical research. Ten teachers participated who act as coordinators of the graduation courses in nursing or academic advisors, in UFRNCentral Campus in Natal and Health Sciences College (Facisa), in Santa Cruz-and on UERN -Campus Caic?, Mossor? and Pau dos Ferros. The information collected by interview was analyzed by sociology or symbolic cartography of Boaventura de Sousa Santos. The research was approved by the Research Ethics Committee of the UERN by the CAAE: 03610912.7.0000.5294. All the participants signed the Free Consent and clarified Term The results and discussion were presented in four scientific articles. The first article, titled the Pedagogical projects in nursing analysis in the light of the symbolic cartography, features the use of cartographic method in the researches and in the study of nursing curriculums. In the article The Analysis of theoretical-philosophical, structural and referential milestones in nursing curriculums, these milestones are renowned in curriculums of UERN and UFRN. The main challenges faced in the implementation of supervised internship in nursing provide a reflection on the difficulties that the internship supervisors present, especially with the relationship between education/service and the articulation theory/practice. In the last article are discussed the changes in nursing training from the former student profile, who won a boost from the curricular changes proposed by the national curriculum guidelines. The study concluded, by the analysis of theoretical and structural milestones of nursing curriculum courses of public universities of Rio Grande do Norte, that there is an explicit intention to train nurses for the health system and a search on innovative teaching projects in accordance with the national curriculum guidelines for the area of nursing. The thesis defended in this investigation was that the curriculum of public institutions of higher education in nursing in the State of Rio Grande do Norte advanced from a training focusing on biologicist model, flexneriana guidelines, for teaching able to articulate the health with the social, political and cultural issues / Esta pesquisa teve como quest?o norteadora: Quais os marcos te?ricos e estruturais do curr?culo de gradua??o em enfermagem das universidades p?blicas no estado do Rio Grande do Norte? Assim, foram objetivos deste estudo: Analisar os marcos te?ricos e estruturais do curr?culo de gradua??o em enfermagem das universidades p?blicas no estado do Rio Grande do Norte; Identificar os marcos te?ricos e os modelos de forma??o que orientam os marcos estruturais dos curr?culos dos cursos de enfermagem das universidades p?blicas estudadas; Analisar as concep??es de forma??o dos curr?culos a partir das vozes dos coordenadores de cursos. Trata-se de um estudo qualitativo, anal?tico, comportando as discuss?es da pesquisa documental e emp?rica. Participaram dez docentes que atuam como coordenadores dos cursos de gradua??o em enfermagem ou orientadores acad?micos, na UFRN Campus Central em Natal e Faculdade de Ci?ncias da Sa?de (Facisa), em Santa Cruz e na UERN Campi Caic?, Mossor? e Pau dos Ferros. As informa??es coletadas por entrevista foram analisadas atrav?s da sociologia cartogr?fica ou cartografia simb?lica de Boaventura de Sousa Santos. A pesquisa foi aprovada pelo Comit? de ?tica em Pesquisa da UERN, mediante o CAAE: 03610912.7.0000.5294. Todos os participantes assinaram o Termo de Consentimento Livre e Esclarecido. Os resultados e discuss?o foram apresentados em quatro artigos cient?ficos. O primeiro artigo, intitulado A an?lise de projetos pedag?gicos em enfermagem ? luz da cartografia simb?lica, apresenta a utiliza??o do m?todo cartogr?fico nas pesquisas e no estudo dos curr?culos de enfermagem. No artigo An?lise dos marcos te?rico-filos?fico, estrutural e referencial nos curr?culos de enfermagem, esses marcos s?o conceituados nos curr?culos da UERN e da UFRN. Os principais desafios enfrentados na realiza??o do est?gio curricular supervisionado em enfermagem estabelecem uma reflex?o sobre as dificuldades que os supervisores de est?gio apresentam, principalmente, no tocante ? rela??o ensino/servi?o e ? articula??o teoria/pr?tica. No ?ltimo artigo s?o discutidas as Mudan?as na forma??o em enfermagem a partir do perfil do egresso, que ganharam um impulso a partir das reformula??es curriculares propostas pelas diretrizes curriculares nacionais. O estudo concluiu, pela an?lise dos marcos te?ricos e estruturais dos curr?culos dos cursos de enfermagem das universidades p?blicas do Rio Grande do Norte, que existe uma inten??o expl?cita em formar enfermeiros voltados para o sistema ?nico de sa?de e uma busca em elaborar inovadores projetos pedag?gicos de curso conforme as diretrizes curriculares nacionais para a ?rea de enfermagem. A tese defendida nesta investiga??o foi que os curr?culos das institui??es p?blicas de ensino superior de enfermagem no estado do Rio Grande do Norte avan?aram de uma forma??o centrada no modelo biologicista, de orienta??o flexneriana, para o ensino capaz de articular a sa?de com as quest?es sociais, pol?ticas e culturais

Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-06-12T12:58:50Z No. of bitstreams: 1 Arquivototal.pdf: 1898862 bytes, checksum: f982135f00cf1ab902a604513a700d12 (MD5) / Made available in DSpace on 2018-06-12T12:58:50Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 1898862 bytes, checksum: f982135f00cf1ab902a604513a700d12 (MD5) Previous issue date: 2017-08-04 / The objective of this research was to present an alternative form of efficiency indexes based on the realities presented by the agents under study. In this study, the agents studied were the Institutions of Higher Education (HEI) in the country. The methodology used was Data Envelopment Analysis (DEA), model Charnes, Cooper and Rhodes (CCR), with limits on the variables, which has as inputs the resources received by the institutions and as outputs all the products offered by these institutions. Given the measure obtained by this methodology, we investigated the adherence of this model to the current model applied by governmental institutions in the evaluation of these institutions. As a result, it was possible to observe that the federal universities are not considered compatible from the point of view of efficiency, because, according to the scenarios created, only 2 universities have achieved their efficiency, while the General Index of Courses (IGC), 11 universities were considered efficient. Thus, it was verified that the efficiency analysis model is considered to be applicable and significant, serving for the managers of the federal educational institutions to reassess whether the IGC quality indicator is considered efficient to evaluate the HEIs comprehensively, in order to maximize results while keeping resources constant over the long term. / O objetivo desta pesquisa foi apresentar uma forma alternativa de índices de eficiência baseado nas realidades apresentadas pelos agentes em estudo. Neste trabalho, os agentes estudados foram as Instituições de Ensino Superior (IES) no país. A metodologia usada foi a Análise Envoltória de Dados (DEA, do inglês Data Envelopment Analysis), modelo Charnes, Cooper e Rhodes (CCR), com limites nas variáveis, que tem como inputs os recursos recebidos pelas instituições e como outputs todos os produtos oferecidos por estas instituições. De posse da medida obtida por essa metodologia, investigou-se a aderência desse modelo com o modelo vigente aplicado pelas instituições governamentais na avaliação dessas instituições. Como resultados, foi possível observar que, as universidades federais não são consideradas compatíveis, do ponto de vista da eficiência, pois, de acordo com os cenários criados, apenas 2 universidades alcançaram sua eficiência, enquanto que, pelo Índice Geral de Cursos (IGC), 11 universidades foram consideradas eficientes. Dessa forma, verificou-se que o modelo de análise de eficiência é considerado aplicável e significativo, servindo para os gestores das instituições federais de ensino reavaliarem se realmente o indicador de qualidade IGC é considerado eficiente para avaliar as IES de forma abrangente, de modo a maximizarem seus resultados, mantendo os recursos constantes, à longo prazo.

Submitted by Timbo Noeme (noeme.timbo@metodista.br) on 2016-08-08T16:07:16Z No. of bitstreams: 1 Sonia Regina Prado.pdf: 2375757 bytes, checksum: 191fbbf6a4a67b77a227aef1ea25fb69 (MD5) / Made available in DSpace on 2016-08-08T16:07:16Z (GMT). No. of bitstreams: 1 Sonia Regina Prado.pdf: 2375757 bytes, checksum: 191fbbf6a4a67b77a227aef1ea25fb69 (MD5) Previous issue date: 2016-03-03 / This dissertation presents an analysis of a Brazilian Private Higher Education Institution (IES) growth after the establishment of the Lei de Diretrizes e Bases (LDB), from 1996 to 2015, through the bachelor's program in Business Administration, in different modes: traditional classes, distance learning and semi-distance education. In order to do this, it was performed an exploratory research, based on qualitative methods and case studies. The material was colleted from corporate reports (Annual Report, internal reports and other documents), semi-structured interviews with managers of IES and observations. The key findings of this study were that the main strategies chosen by the institution in order to grow in this market were based on mergers and acquisitions of other IES, opening of new distance learning centers, the opening of new educational units as well as innovative ideas in different areas of the organization. Government funding programs to students are also significant contributors to this growth, such as the Fundo de Financiamento ao Estudante do Ensino Superior (FIES) and the Programa Universidade para Todos (Prouni). In this new reality, the specific institution had the most important incentive plan to encourage and facilitate its growth, in an accelerated way. As a result, the conclusion is that the institution employs the following growth strategies: organic expansion with mergers/acquisitions of smaller institutions, which includes development plans for all campuses in Brazil; Greenfield (through the request of new units and/or courses) in cities where there is no potential acquisitions/mergers; and the increase in the number of places/enrollment in the universities, associated to the participation in the public financing programmes. The IES also implemented actions in order to decrease drop-out rates, such as educational insurance; managers prepared to meet student needs; an educational system with national and integrated curriculum; higher education cooperation including exchanges of students and professors all over the country and the standardization of processes. / A dissertação teve como objetivo principal estudar como uma Instituição de Ensino Superior Privada (IES) atuante no Brasil tem crescido pós Lei de Diretrizes e Bases (LDB) de 1996 até 2015, por meio da análise do curso de bacharelado em Administração de Empresas, nas modalidades: presencial, EAD e Flex (semipresencial). Para este fim, foi realizada uma pesquisa exploratória, de caráter qualitativo baseada no método do estudo de caso. Para coleta de evidências foram analisados relatórios corporativos (Annual Report, Relatórios Internos e outros documentos), entrevistas baseadas em roteiro semiestruturado com gestores da IES privada e observações. Dentre os principais achados, verificou-se que as principais estratégicas de crescimento da IES privada estudada se basearam em fusões e aquisições de outras IES, abertura de novos polos de EAD, na abertura de novas unidades próprias, bem como em inovações em várias dimensões da organização. Os programas governamentais de financiamento aos alunos também são fortes contribuintes para este crescimento, como o Fundo de Financiamento ao Estudante do Ensino Superior (FIES) e o Programa Universidade para Todos (Prouni). Com essa nova realidade, o ensino superior privado recebeu incentivo e facilitação para o seu crescimento, a um ritmo acelerado. Consequentemente pode-se concluir que a IES privada estudada adotou as seguintes estratégias de crescimento: Expansão orgânica com fusões/ aquisições de Instituições menores, com desenvolvimento de planos para todos os campi Brasil; Greenfield (por meio de solicitação de autorização de novas unidades e/ou cursos) em cidades sem possibilidades de aquisições/fusões, e aumentando o número de vagas/ matriculas nas unidades já existentes, aderiu aos programas do governo e também cuidou da evasão por meio de: Seguro educacional; gestão preparada para atender necessidades do discente; Sistema de Ensino com currículos integrados nacionalmente; Intercâmbio de alunos e professores entre as diversas unidades em todas as regiões do país e padronização dos processos.