There exists only sparse empirical data that is concerned with universities’ responses to globalisation. This study explores how and why higher education institutions in Ontario, Canada have responded to aspects of globalisation. It examines the policy context and the processes and priorities in institutional responses. First, the varying meanings and interpretations of the concept of globalisation are examined, alongside its relationship to terms such as glonacalisation, internationalisation, cross-border and borderless education. One particular element of globalisation: the recruitment of non-domestic students, is determined as the anchor point for the empirical research. Using a predominantly qualitative, mixed-methods approach, documentary research provides a foundation and framework of understanding from which detailed, empirical research is used to explore globalisation at each university studied. In the empirical study, the policy context for higher education in Ontario and Canada is first determined before aspects of each case study university are quantified. Thirdly, and most importantly, a qualitative, multiple case study approach is used to achieve a depth of understanding to establish each university’s institutional strategies and practices in response to globalisation. This allows for issues to be probed and conclusions to be drawn in a way that would not have been possible using a purely quantitative approach. Several similarities and many differences are revealed in the institutional responses that are explained in terms of policy context, institutional culture, strategic planning, institutional characteristics and settings. From these are derived some suggested adjustments to institutional strategies for each of the case study universities. More general recommendations follow, aimed at policy makers and institutional leaders, which if acted upon would improve the impact of universities’ responses to globalisation across Ontario. Suggestions for further research are given before the thesis concludes with a summary of the author’s professional and personal development during the course of the DBA.

Lifelong learning requires motivation to complete learning projects across the lifespan. Understanding an individual’s commitment to extended periods of learning is not well understood. There are particular gaps in longitudinal and biographical accounts of learners grounded in frameworks of lifespan theories. Equally missing are accounts that consider the dynamical nature of learning across time. Three learner biographies are examined to develop a dynamical control perspective of motivation for extended learning. Drawing on a regulatory framework the Lifespan Theory of Control and concepts from complexity perspectives particularly Non Linear Dynamical Systems Theory, including feedback, attractors and bifurcation, A model is offered which synthesises processes of control, motivation and dynamics leading to competence and accounting for extended periods of learning.

This PhD submission focuses on issues arising from the recent expansion of medical education in England, including widening access to medicine. It presents 11 papers published over the last 9 years which are the product of academic collaborations with colleagues and students at the University of Birmingham. The work includes outputs from local and national evaluations that have examined the expansion policy, process, and outcomes. Three research themes are identified from this body of papers; the first around predicted and observed impacts of expansion policy at local and national levels; the second concentrating on students’ and clinical teachers’ experiences of education amidst expanding provision; and finally issues relevant to widening access to medicine policy. The findings complement and add to existing knowledge in these research areas and give the basis to draw overarching conclusions about the significance of recent policy shifts for policy makers, medical schools, educators and students. In turn this work allows us to identify the need for further lines of enquiry and argues for a broad approach and conceptualisation for medical education research that is able to track macro policy changes, through meso level organisational and institutional influences, to micro level experience of educational policy and delivery.

This thesis ‘opens up’ an exploration of the relationship between identity and achievement in reading, taking as its focus a case study of 16 – 19 year olds studying at Black Country further education colleges. As a group Black Country young people are often characterised through quantitative measurement, league tables and inspection reports, as underachieving in ‘schooled’ literacy. Drawing on a range of theoretical perspectives from Bourdieu, Bernstein and Foucault this project seeks to explore, problematize and challenge these representations offering a more dynamic account of young people’s engagement with textual experience that is grounded in young people’s own accounts of their experience of their out of school literacies. At the same I offer a critically reflexive account of the process of researching and representing research and attempt to achieve homology between the theoretical perspectives I put to use in my analysis and the practices of writing a PhD. I aim to present a reflexive piece of work that explores the situatedness of the PhD, and its authoring, as product and process.

Government demands to increase the number of physiotherapy students have led to problems in acquiring extra placements in which these students can experience their clinical education. This problem has been accentuated by difficulties with recruitment and retention of physiotherapy staff that might take on the role of clinical educator. This study uses empirical data to explore how further placements could be found without compromising the quality of the learning experiences. Action research is used to identify current practice and areas where change may be advantageous. Perceptions are drawn from professionals and students - physiotherapy managers, clinical educators and physiotherapy students. Data collecting techniques include interviews (13 physiotherapy managers) and five questionnaires – with clinical educators (n=67 and 42) and students (n= 73, 76 and 62) as samples. All data are triangulated to justify the study findings. The findings are framed around concepts of management and learning within clinical education. Evidence that emerged during the action research process led to two main changes. Firstly more junior grades of physiotherapy staff were included within the pool of clinical educators. Secondly a new ‘model’ of facilitating learning was established through the creation of ‘learning teams’ where both students and clinical educators worked together to share and develop knowledge. Changes meant that increased student numbers were accommodated without compromising quality. This was demonstrated through positive student evaluation of clinical placements at the end of their degree course. The impact of accommodating students within physiotherapy settings is discussed in relation to departmental, personal and professional management. Priority could be given to improving how student learning might influence not only personal but also professional development.

There has been a significant increase in interest of the role of academic middle leaders within education in recent years. However, little research exists on the specific role of curriculum middle managers within colleges of Further Education. This study explores the role of curriculum middle managers within three colleges of Further Education situated in the West Midlands and Staffordshire region of England. A mixed method, questionnaires and semi-structured interviews were use to secure the perceptions of senior managers, curriculum middle managers and lecturers. The findings show that the role of the curriculum middle manager in Further Education is complex and demanding and is still being developed to take into account the changing focus of the Further Education sector. In practical terms, the study highlights the influence that senior management are having on the enactment of the role, including the prioritisation of certain tasks. This study captures insights which should inform the future research agenda in Further Education, including highlighting possible areas for further research on this topic. Recommendations are made that encompass proposed improvements to: • the current definition of the role of the curriculum middle manager; • the range and scope of tasks expected; • staff management. It is further proposed that there is proactive dissemination and communication of the responsibilities assigned to the role if more effective working relationships are to be achieved between curriculum middle managers and their role set.

Kenneth L. Jordan, Jr. / "July 14, 1961." "Submitted to the Department of Electrical Engineering, M.I.T., August 22, 1960, in partial fulfillment of the requirements for the degree of Doctor of Science." / Bibliography: p. 85-87. / Army Signal Corps Contract DA 36-039-sc-78108. Dept. of the Army Task 3-99-20-001 and Project 3-99-00-000.

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Finalitat:La recerca portada a terme s'insereix en el marc del paradigma de la complexitat, aportant elements per a la seva definició i la seva relació amb la ciència escolar, té per finalitat: - Avançar en l'avaluació de programes que orienten els processos d'ensenyament aprenentatge en la formació inicial de mestres, des de l'assignatura de Didàctica de les Ciències Experimentals, prenent com a referent el paradigma de la complexitat. - Definir orientacions que ajudin a dissenyar programes que afavoreixin els processos de modelització de l'alumnat cap als models conceptuals definits per les Ciències Experimentals des del paradigma de la complexitat. Marc teòricLa recerca realitzada es situa en el marc del paradigma de la complexitat. La seva consideració en l'educació científica es planteja com un possible camí que pot afavorir capacitat a la ciutadania per a pensar, sentir i actuar en una societat democràtica, global i complexa.El paradigma de la complexitat contempla un anar i tornar des del tot cap a les parts per a tornar al tot, establint un diàleg entre elements antagònics i escales. Constitueix una forma de situar-se davant dels fenòmens del món que afavoreix la seva visió com a processos. Una visió en la que pren rellevància el model conceptual des del que s'analitzen, la perspectiva ètica des de la que es situen i l'acció sobre el medi que comporten. El paradigma de la complexitat enriqueix les aportacions que, des de la ciència escolar, s'han fet sobre els processos d'ensenyament aprenentatge de les ciències experimentals. Convida a reflexionar al voltant de la necessitat de replantejar els models conceptuals que s'ensenyen, repensar la relació entre disciplines, desenvolupar un pensament complex situant la rellevància del llenguatges, Així com la consideració de l'acció i les emocions en els processos educatius. El diàleg entre paradigma de la complexitat i ciència escolar orienta una nova forma d'entendre l'educació científica que constitueix un repte per a qualsevol docent. MetodologiaLa recerca es centra en la modalitat d'avaluació de programes. Es contextualitza en l'assignatura de Didàctica de les Ciències Experimentals que s'imparteix en la titulació d'Educació Primària de Magisteri. Pren com a mostra d'anàlisi, les produccions realitzades per l'alumnat al treballar el model ésser viu.El referent per assignar valor al programa es fonamenta en les aportacions de les Ciències Experimentals relatives al model conceptual ésser viu des de la perspectiva de la complexitat. Aquestes han permès definir unitats d'anàlisis organitzades per àmbits, categories i indicadors que orienten l'avaluació.L'anàlisi realitzat, fonamentalment qualitatiu, fixa l'atenció en dos aspectes: a) en els canvis, relatius a la representació del model ésser viu, que fa l'alumnat al llarg del programa; b) en els que es generen en les preguntes i activitats quan proposen unitats de programació per a l'aula d'Educació Primària.Conclusions1. En relació a l'instrument d'avaluació els àmbits, categories i indicadors proposats com a unitats d'anàlisis es mostren una eina útil. Permeten: a) establir connexions funcionals i significatives entre el model conceptual i les representacions del model mental de l'alumnat; b) establir un diàleg entre el model de l'alumnat i la tipologia de preguntes i activitats que planteja. 2. En relació a la potencialitat del programa per a estimular l'evolució de la representació del model ésser viu el programa: a) afavoreix el canvi en la representació del model de l'alumnat i en les seves propostes de preguntes i activitats; b) potencia la presència de categories corresponent a l'àmbit "Perspectiva Sistèmica"; c) el canvi es poc rellevant en els àmbits "Estudis sobre atzar i indeterminació" i "Estudis sobre irreversibilitat"3. En relació a les orientacions de canvi per a reelaborar el programa avaluat, respecte a la representació del model mental aquest hauria: a) presentar els fenòmens com a processos orientats en el temps; b) prendre com a referència el nivell meso i plantejar la serva relació amb el macro i el micro; c) proposar situacions que demanden preveure l'evolució dels fenòmens en el temps. Respecte a l'elaboració de propostes d'unitats didàctiques el programa hauria de proposar preguntes i activitats que afavoreixin el desenvolupament de les habilitats cognitivolingüístiques de "Justificar", "Explicar" i "Descriure". / FinalityThe investigation is part of the complexity paradigm, bringing forward elements for its definition and its relationship with the school science. It has as a purpose:- Come along with the programmes evaluation, which ones orient the teaching learning processes of the first grade of teacher formation, from the subject of Experimental Science Didactics', taking as a referent the paradigm of the complexity. - To define orientations that could help to design the programs which facilitate the processes of adaptation of the students toward the conceptual patterns defined for the Experimental Science since the complexity paradigm. Theoretic frameworkThe made investigation is situated in the complexity paradigm framework. Its consideration in the scientific education is planned as a possible way which can favour the citizenship capability to think, feel and do in a democratic, global and complex society. The paradigm of complexity show consideration for goes to and fro from the total to the parts to return to the total, establishing a dialogue between antagonistic and scales. It constitutes a way of being in front of world phenomenons which makes easy its vision as a process. A vision where the conceptual model takes relevance from the analysis of the ethic perspectives situation to the action above the medium that it takes part of.The paradigm of the complexity enriches the contribution that, from the scholar science, has been done above the teaching learning processes of experimental sciences. It invites to think about the need of reconsidering the teaching conceptual models, thinking again the relation between disciplines, developing a complex thought locating the language importance, such as considering the action and the feelings in the educative processes. The dialogue between the complexity paradigm and scholar science guide a new way to understand the scientific education and it constitutes a challenge to any teacher.MethodologyThe investigation is centred in the evaluation program modality. It is contextualized on the subject of the Experimental Science Didactics which is thought at Primary education degree. It takes as an analysis sample the productions made by the students working with the leaving creature model.The referent to assign value to the programme is basic in the contributions of the Experimental Science affecting the leaving creature model since the complexity perspective. They have allowed to define analysis units organized by areas, categories and indicators to orient the evaluation.The analysis made, fundamentally qualitative, fixates on two aspects: a) on the changes, related with the leaving creature model representation, that the students realize along the programme; b) the ones generated by the questions and activities when programme unites are proposed for the Primary education classroom.Conclusion1. In relation to the evaluating instrument the areas, categories and suggested indicators such as analysis units are shown as a useful tool. They let: a) to establish functional and meaningful connections between the conceptual model and the representation of the students' mental model; b) to establish dialogue between the students' model and the kinds of questions and activities planned.2. In relation to the programme potential for stimulating the evolution representation of the leaving creature model programme: a) It favours the change on the representation of the students' mental model and on its proposals of questions and activities; b) it promotes the presence of categories corresponding to the " Systematic Perspective" area; c) it is not so important according to the "Studies about Casualness" area; d) it is not important if it refers to the "Studies about the chance and In-determination" and "Studies about irreversibility" areas.3. Related with the changes to remake the evaluated programme, referring to the representation of the students' mental model it should: a) to present some phenomenon such timing orientation processes; b) to take as a referent the middle level ant to plan its relation with the macro and the micro; c) to suggest situations which ones demand to anticipate the evolution of the timing phenomenon. Concerning to the elaboration of the didactic unit proposal, the programme should propose questions and activities which will favour the development of the cognitive-linguistic abilities of "Justify", "Explain" and "Describe".

L'objectiu d'aquesta investigació és conèixer l'orientació pedagògica del professor universitari i els elements que incideixen en el desenvolupament professional de la seva carrera com a docent.L'estructura del present estudi inclou quatre grans blocs diferenciats. El primer bloc consta d'introducció i una justificació, s'estableixen els objectius generals i específics i el pla de treball a seguir. El segon bloc revisa, analitza i resumeix la principal literatura relacionada amb l'objecte d'estudi.- En el primer capítol, "Context de la docència universitària", es descriuen les principals característiques de l'entorn sociocultural, polític i acadèmic del treball del professor universitari.La inclinació que pren la recerca en docència universitària parteix de la perspectiva que aquesta ha de procurar aprenentatges significatius en els estudiants. Això s'aconsegueix quan aquests canvien i desenvolupen concepcions pròpies sobre la matèria. Però els estudis que han relacionat la docència de qualitat amb els resultats d'aprenentatge dels estudiants s'han dedicat principalment a analitzar les estratègies de la pràctica educativa dels professors i pocs s'han centrat a estudiar les concepcions o teories implícites dels docents respecte de per què porten a terme dites estratègies i no d'altres. A la segona part del capítol intentem analitzar els principals enfocaments d'ensenyament i aprenentatge i les concepcions docents dels professors universitaris.- En el segon capítol "Desenvolupament professional del professor universitari" defineix desenvolupament docent i presenta els factors que influeixen en el mateix. Ens serveix per explicar el desenvolupament professional del docent i el significat de les etapes i transicions en el desenvolupament docent. Tanmateix pretén aprofundir en els factors afavoridors i els limitadors del desenvolupament del professor universitari com a docent. Aquesta qüestió, poc resolta a l'ensenyament universitari, no deixa de ser transcendental i essencial per conèixer on cal incidir a l'hora de dissenyar i desenvolupar programes de formació.- Esbrinar quin és el model de desenvolupament docent més adient a les característiques del nostre professorat en els diferents moments de la seva trajectòria professional passa per estudiar les principals teories del desenvolupament docent. Així, el tercer capítol ofereix una àmplia perspectiva de les "Teories sobre el desenvolupament professional del professor universitari": teories sobre l'edat i el cicle vital de les persones adultes, teories del desenvolupament cognitiu, moral i del jo, teories sobre l'aprenentatge dels adults i dels professors, teories del desenvolupament de la carrera docent i teories del desenvolupament pedagògic. - El quart capítol del marc teòric "Models i programes de formació i desenvolupament professional del professor universitari" exposa els principals enfocaments sobre el desenvolupament professional que ens ajudaran a especificar quina formació inicial i contínua ha de ser la més adient per perfeccionar la docència del professorat en funció de les etapes de la carrera docent, fent un especial èmfasi a l'etapa d'iniciació a la docència.El tercer bloc conté l'estudi empíric de la recerca. El primer capítol, "Disseny i instrumentalització de l'estudi de camp", concreta el disseny de l'estudi de camp, la instrumentalització (qüestionari, entrevista i anàlisi de documents) i la mostra (professors de la UAB i la UPC) i les seves principals característiques. El següent capítol, "Desenvolupament de l'estudi de camp", explica el procés de construcció i validació dels instruments. El darrer capítol d'aquest bloc, titulat "Resultats", presenta el conjunt de dades obtingudes després del tractament de la informació.En el darrer bloc d'aquesta investigació, es formulen unes conclusions generals i específiques que sintetitzen aquells aspectes més importants explorats a través de la recerca. Tanmateix s'apunten unes propostes d'intervenció, es mostren les limitacions de l'estudi i es fan uns suggeriments respecte de futures línies d'investigació que es puguin obrir arran de la mateixa. / El objetivo de esta investigación es conocer la orientación pedagógica del profesor universitario y los elementos que inciden en el desarrollo profesional de su carrera como docente.La estructura del presente estudio incluye cuatro grandes bloques diferenciados. El primer bloque consta de una introducción y una justificación, se establecen los objetivos generales y específicos y el plan de trabajo a seguir.El segundo bloque revisa, analiza y resume la principal literatura relacionada con el objeto de estudio.- En el primer capítulo, "Contexto de la docencia universitaria", se describen las principales características del entorno sociocultural, político y académico del trabajo del profesor universitario. La inclinación que toma la investigación en docencia universitaria parte de la perspectiva que ésta ha de procurar aprendizajes significativos en los estudiantes. Esto se consigue cuando los estudiantes cambian y desarrollan concepciones propias sobre la materia. Pero los estudios que han relacionado la docencia de calidad con los resultados de aprendizaje de los estudiantes se han dedicado principalmente a analizar las estrategias de la práctica educativa de los profesores y pocos se han centrado en el estudio de las concepciones o teorías implícitas de los docentes respecto de porqué llevan a cabo dichas estrategias y no otras. La segunda parte del capítulo analiza las principales concepciones docentes de los profesores universitarios.- El segundo capítulo "Desarrollo profesional del profesor universitario" define el concepto de desarrollo docente y presenta los factores que influyen en el mismo. Nos sirve para explicar el desarrollo profesional del docente y el significado de las etapas y transiciones en el desarrollo docente. Al mismo tiempo pretende profundizar en los elementos favorecedores y limitadores de su desarrollo. Esta cuestión, poco discutida en la educación superior, no deja de ser trascendental y esencial para conocer donde incidir a la hora de diseñar y desarrollar programas de formación.- Averiguar qué modelo de desarrollo docente es el más adecuado en función de las necesidades y preocupaciones del profesorado en los diferentes momentos de su trayectoria profesional pasa por estudiar las principales teorías del desarrollo docente. El tercer capítulo ofrece una amplia perspectiva de las "Teorías sobre el desarrollo profesional del profesor universitario": teorías sobre la edad y el ciclo vital de las personas adultas, teorías del desarrollo cognitivo, moral y del yo, teorías sobre el aprendizaje de los adultos y de los profesores, teorías del desarrollo de la carrera docente y teorías del desarrollo pedagógico. - El cuarto capítulo del marco teórico "Modelos y programas de formación y desarrollo profesional del profesor universitario" expone los principales enfoques sobre el desarrollo profesional que nos ayudarán a especificar qué formación inicial y permanente ha de ser la más adecuada para perfeccionar la docencia del profesorado en función de las etapas del desarrollo de la carrera docente, haciendo especial hincapié en la etapa de iniciación a la docencia.El tercer bloque presenta el estudio empírico de la investigación. En el primer capítulo, "Diseño e instrumentalización del estudio de campo" se concreta el diseño, la instrumentalización (cuestionario, entrevista y análisis de documentos) y la muestra (profesores de la UAB y la UPC) y sus principales características. El siguiente capítulo sobre el "Desarrollo del estudio de campo" explica el proceso de construcción y validación de los instrumentos. El último capítulo de este bloque, "Resultados", presenta el conjunto de datos conseguidos después del tratamiento de la información.En el último bloque de la investigación, se formulan conclusiones generales y específicas, se apuntan propuestas de intervención, se muestran las limitaciones del estudio y se realizan unas sugerencias sobre futuras líneas de investigación. / The objective of this research is twofold: to know how university teachers approach their teaching and to know what kind of factors influence such approach and the professional development of their teaching career.The study is structured in four different parts: The first part contains an introduction and a justification of the subject matter, then the general and specific objectives are established and finally we set the work plan we are going to follow.The second part reviews the main literature related with the subject of the research.- In the first chapter, "Context of the university teaching", we describe the main characteristics of the sociocultural, political and academic context in which university teachers work.Present research on university teaching reveals the assumption that teaching has to procure students meaningful and deep learning. This can be achieved when they change and develop their own conceptions about the subject. But the studies that have related quality teaching to the learning outcomes have mainly looked at the teachers' teaching strategies and only a few have focused on conceptions or implicit teaching theories about why teachers develop such strategies. In the second part of this chapter we analyse the main teaching and learning approaches and the teaching conceptions of university professors.- In the second chapter, "Professional development of university teachers" we explore how teachers develop and we present the elements that influence its professional development. It helps us explain the stages and transitions in the teaching development. It also goes in depth with the factors that foster and limit the professional development of the professor as a teacher. We believe this is an essential question to look at in order to know where we should insist when we design and develop teacher development programs.- In order to know what professional development approach is more convenient to the different characteristics of our teachers in the different stages of their professional careers we must consider the main teacher developmental theories. The third chapter offers a wide perspective of the "Teachers' developmental theories": theories about the age and vital cycles of adult people; cognitive, moral and ego developmental theories; theories about how adult learners and professors learn; career stage theories, and pedagogical developmental theories.- The fourth chapter of the theoretical framework "University teachers' professional development models and programmes", exposes the present approaches about professional development which will help us specify what initial and continuous training is the most appropriate to improve teachers teaching in the different stages of their careers.The third part of the research contains the empirical study. As its name indicates, its first chapter, "Design and instruments of the field of study", explains the design of the study, the instruments we have used (questionnaire, interviews and document analysis) and the sample of the research (professors of two Catalan universities: Universitat Autònoma de Barcelona and Universitat Politècnica de Catalunya). The following chapter, "Development of the field of study", explains the process of construction and validation of the instruments. The last chapter of this block "Results" presents the data we have obtained after the statistical treatment. The last part of this research formulates some general and some specific conclusions that synthesize the most important aspects explored throughout the research. We also point out some intervention proposals, we show the study limitations and formulate some suggestions regarding future topics of research to be explore.