"Multiple Case Study of (Re)-Design and Restructuring of Studio Arts Schools and Departments in the Research University Environment" investigates the effect of a changing academic value system, as it is manifest through activities of studio arts program redesign and restructuring within the specific context of large, public research universities in the United States of America. A multiple case study (of three distinct American studio arts units) of the academic restructuring phenomenon within this specific locus, examining the interplay of studio arts culture with the larger institutional mandates in the restructuring process, this work approaches restructuring as a series of cultural and survivalist responses to a complex and changing environment.

abstract: The number of community college honors programs has significantly increased since the 1980s. This study analyzes qualitative data collected from employee, student, and faculty participants associated with a community college honors program in the western United States during the months of April 2011 and January-March 2012. Using a theoretical framework derived from literature on Institutional Isomorphism and Academic Capitalism, this work explores the motivations behind the creation of a community college honors program, the implementation of the program, and the program's effects on the micro-level experiences of those affiliated. The data analysis reveals that the motivations for the incorporation and continuation of the Honors Program are driven by hopes of improving the college's reputation and attracting new funding sources for its academic programs. These findings are consistent with arguments about Institutional Isomorphism and Academic Capitalism. However, consistent with literature on program implementation, I identified barriers in the form of staff and student perceptions that impede Honor's program conformity to ideal standards. I refer to this finding as "incomplete isomorphism." / Dissertation/Thesis / M.A. Sociology 2012

This study examines the presence of the pressure to publish while in college as an undergraduate or graduate student, and the impact that pressure has on students’ ability to produce creative work. After interviewing participants, the researcher created an ethnodrama to best represent participants’ emotions and unique experiences with publishing while in school. An examination of the literature reveals that master’s-level students are often overlooked in scholarly research on the subject of publishing. This study uses a qualitative research method to identify key emotional experiences from students at the master’s and undergraduate level in the hopes of providing a platform for these marginalized voices.

Esta tese aborda a temática dos modelos institucionais de universidade no cenário de transformação ao qual o campo da educação superior é submetido no contexto da sociedade do conhecimento. O modelo analisado é o das universidades comunitárias regionais do Rio Grande do Sul. Essas instituições, localizadas no interior do estado, podem ser consideradas experiências públicas não-estatais, que emergiram da iniciativa das sociedades locais e caracterizam-se pelo engajamento em suas regiões de abrangência. No cenário atual de mudanças na educação superior, o modelo comunitário é tensionado a aderir à lógica do capitalismo acadêmico, mas, também, a preservar atividades ligadas ao seu compromisso social. Esta tese procurou compreender quais são os principais tensionamentos entre o público e o privado vivenciados pelas universidades comunitárias no atual contexto. Buscou-se, também, identificar os desdobramentos de tais tensões na configuração dessas instituições. Para tanto, se fez necessário, antes, construir um modelo referencial de análise, de caráter teórico-metodológico, para a apreensão dos tensionamentos na realidade empírica. Recorreuse, assim, a uma fundamentação teórica que alarga o alcance da visão sobre a relação públicoprivado, superando os enquadramentos tradicionais que a circunscrevem à dicotomia Estado versus mercado. Trabalhou-se, nesse sentido, com uma combinação entre uma concepção econômica de bens públicos e privados, de Paul Samuelson, e uma concepção política formada a partir de três conceitos: de bem público, de esfera pública e de público como aquilo que é submetido ao controle e regulação, apoiando-se principalmente em John Dewey, Hannah Arendt e Jürgen Habermas. Com Simon Marginson, partiu-se do pressuposto de que a educação superior e suas instituições são públicas e privadas ao mesmo tempo, na forma de uma composição variável. O modelo referencial de análise construído é formado por onze descritores, organizados em três dimensões, e permite apreender a composição entre público e privado em universidades, possibilitando identificar os tensionamentos decorrentes. Esse modelo referencial de análise foi aplicado junto às quatro universidades comunitárias definidas para amostra. Os dados consistiram em entrevistas com representantes das IES e documentos nacionais e institucionais. Os resultados evidenciaram, como principais tensionamentos privados, a necessidade da sustentabilidade econômico-financeira frente a um contexto de concorrência mercantil e, também, o compartilhamento por parte da comunidade acadêmica de uma concepção de educação superior como bem privado. Em decorrência, configuram-se no modelo institucional comunitário o avanço de uma concepção de ensino de cunho instrumental e uma inflexão na busca pela pesquisa de caráter comercial. Em contrapartida, as universidades comunitárias são tensionadas para sua dimensão pública pela estrutura colegiada e participativa de gestão prevista nos documentos institucionais. No entanto, essa estrutura é submetida, no cotidiano, a propostas de mudanças em direção a um padrão de gestão de inspiração corporativo-empresarial. O compromisso social, que está na origem das universidades comunitárias, também representa um tensionamento público, que leva as IES a zelar pela preservação de atividades que demonstram o comprometimento com a comunidade, especialmente por meio da extensão. A tese demonstrou que as universidades comunitárias compõem um modelo institucional peculiar, que, em meio a um contexto permeado por contradições e tensionamentos, mostra-se tendente ao equilíbrio dentro de uma feição eminentemente híbrida, a qual configura composições entre público e privado que, ao mesmo tempo em que podem lhe fornecer plasticidade para se mover com agilidade frente aos desafios que emergem do capitalismo acadêmico, também podem consubstanciar resiliência para preservar a ideia de educação superior como bem público. / This thesis approaches the theme of the institutional models of university in the scenario of transformation in which the field of higher education is subjected in the context of the knowledge society. The analyzed model is the one from the regional community universities of Rio Grande do Sul. These institutions, located in the interior of the state, may be considered non state-run public experiences, which emerged from the initiative of the local societies and are characterized by the engagement in the comprised regions. In the present scenario of changes in higher education, the community model is tensioned to join the logic of the academic capitalism, but also, to preserve activities linked to its social commitment. This thesis has tried to understand which are the main tensions between the public and the private experienced by the community universities in the current context. It was also attempted to identify the consequences of such tensions in the settings of these institutions. For this purpose, it was necessary, beforehand, to construct a referential model of analysis, of a theoretical methodological nature, to the apprehension of the tensions in the empirical reality. It was therefore used a theoretical foundation that extends the vision about the public-private relationship surpassing the traditional frameworks that circumscribe it to the dichotomy State versus market. The work was carried out with a combination between an economic conception of public and private goods, by Paul Samuelson, and apolitical conception formed from three concepts: of public good, of public sphere and the public like that which is submitted to the control and regulation, relying mainly on John Dewey, Hanna Arendt and Jürgen Habermas. About Simon Marginson, we started with the assumption that the higher education and its institutions are public and private at the same time, in the form of variable composition. The referential model of built analysis is formed by eleven descriptors, organized into three dimensions, and it allows to apprehend the composition between public and private at universities, making it possible to identify the resulting tensions. This referential model of analysis was applied in the four community universities set to sample. The data consisted in interviews with the representatives of IES and national and institutional documents. The results highlighted as the main private tensions, the necessity of the economic and financial sustainability in face of a context of market competition and, also, the sharing among the academic community of a conception of higher education as a private good. As a result, the advance of a conception of an instrumental nature and an inflection in the search of a commercial character research are configured in the community institutional model. Conversely, the community universities are tensed to their public dimension by the collegiate and participative structure of the foreseen management in the institutional documents. However, this structure is submitted, in every day life, to change proposals toward a management standard of business inspiration. The social commitment, which is in the origin of the community universities, also represents a public tension, that leads the IES to ensure the preservation of activities that show the commitment to the community, especially by means of the extension. The thesis has demonstrated that community universities shape a peculiar institutional model, which, within a context full of contradictions and tensions, is hybrid. It shapes compositions between public and private that, at the same time they provide plasticity to get quickly approach challenges that emerge from the academic capitalism, they also can generate resilience to preserve the idea of higher education as a public good.

The unbundling of the faculty role occurs when e-learning course tasks normally performed by a single faculty member--such as course design, development, delivery, grading, interaction with students, course improvement, and advisement--are segmented or unbundled so that they can be performed by other personnel or with technologies. Using a qualitative methods approach, this study examines the unbundling and restructuring of the faculty professional role in large enrollment e-learning courses. This study was conducted at three community colleges in a large, urban community college district, and presents three models of e-learning course production that affect the unbundling of the faculty role: craft, collegial, and virtual assembly line. This research also examines how e-learning faculty members seek to rebundle tasks associated with their professional role and identity, and the tasks they perceive as meeting student needs and demand. This study contributes to professional and economic theories concerning faculty members in the e-learning context, and advances theories associated with academic labor, managed professionals, Academic Capitalism, and the globalization of the community college.

Esta tese aborda a temática dos modelos institucionais de universidade no cenário de transformação ao qual o campo da educação superior é submetido no contexto da sociedade do conhecimento. O modelo analisado é o das universidades comunitárias regionais do Rio Grande do Sul. Essas instituições, localizadas no interior do estado, podem ser consideradas experiências públicas não-estatais, que emergiram da iniciativa das sociedades locais e caracterizam-se pelo engajamento em suas regiões de abrangência. No cenário atual de mudanças na educação superior, o modelo comunitário é tensionado a aderir à lógica do capitalismo acadêmico, mas, também, a preservar atividades ligadas ao seu compromisso social. Esta tese procurou compreender quais são os principais tensionamentos entre o público e o privado vivenciados pelas universidades comunitárias no atual contexto. Buscou-se, também, identificar os desdobramentos de tais tensões na configuração dessas instituições. Para tanto, se fez necessário, antes, construir um modelo referencial de análise, de caráter teórico-metodológico, para a apreensão dos tensionamentos na realidade empírica. Recorreuse, assim, a uma fundamentação teórica que alarga o alcance da visão sobre a relação públicoprivado, superando os enquadramentos tradicionais que a circunscrevem à dicotomia Estado versus mercado. Trabalhou-se, nesse sentido, com uma combinação entre uma concepção econômica de bens públicos e privados, de Paul Samuelson, e uma concepção política formada a partir de três conceitos: de bem público, de esfera pública e de público como aquilo que é submetido ao controle e regulação, apoiando-se principalmente em John Dewey, Hannah Arendt e Jürgen Habermas. Com Simon Marginson, partiu-se do pressuposto de que a educação superior e suas instituições são públicas e privadas ao mesmo tempo, na forma de uma composição variável. O modelo referencial de análise construído é formado por onze descritores, organizados em três dimensões, e permite apreender a composição entre público e privado em universidades, possibilitando identificar os tensionamentos decorrentes. Esse modelo referencial de análise foi aplicado junto às quatro universidades comunitárias definidas para amostra. Os dados consistiram em entrevistas com representantes das IES e documentos nacionais e institucionais. Os resultados evidenciaram, como principais tensionamentos privados, a necessidade da sustentabilidade econômico-financeira frente a um contexto de concorrência mercantil e, também, o compartilhamento por parte da comunidade acadêmica de uma concepção de educação superior como bem privado. Em decorrência, configuram-se no modelo institucional comunitário o avanço de uma concepção de ensino de cunho instrumental e uma inflexão na busca pela pesquisa de caráter comercial. Em contrapartida, as universidades comunitárias são tensionadas para sua dimensão pública pela estrutura colegiada e participativa de gestão prevista nos documentos institucionais. No entanto, essa estrutura é submetida, no cotidiano, a propostas de mudanças em direção a um padrão de gestão de inspiração corporativo-empresarial. O compromisso social, que está na origem das universidades comunitárias, também representa um tensionamento público, que leva as IES a zelar pela preservação de atividades que demonstram o comprometimento com a comunidade, especialmente por meio da extensão. A tese demonstrou que as universidades comunitárias compõem um modelo institucional peculiar, que, em meio a um contexto permeado por contradições e tensionamentos, mostra-se tendente ao equilíbrio dentro de uma feição eminentemente híbrida, a qual configura composições entre público e privado que, ao mesmo tempo em que podem lhe fornecer plasticidade para se mover com agilidade frente aos desafios que emergem do capitalismo acadêmico, também podem consubstanciar resiliência para preservar a ideia de educação superior como bem público. / This thesis approaches the theme of the institutional models of university in the scenario of transformation in which the field of higher education is subjected in the context of the knowledge society. The analyzed model is the one from the regional community universities of Rio Grande do Sul. These institutions, located in the interior of the state, may be considered non state-run public experiences, which emerged from the initiative of the local societies and are characterized by the engagement in the comprised regions. In the present scenario of changes in higher education, the community model is tensioned to join the logic of the academic capitalism, but also, to preserve activities linked to its social commitment. This thesis has tried to understand which are the main tensions between the public and the private experienced by the community universities in the current context. It was also attempted to identify the consequences of such tensions in the settings of these institutions. For this purpose, it was necessary, beforehand, to construct a referential model of analysis, of a theoretical methodological nature, to the apprehension of the tensions in the empirical reality. It was therefore used a theoretical foundation that extends the vision about the public-private relationship surpassing the traditional frameworks that circumscribe it to the dichotomy State versus market. The work was carried out with a combination between an economic conception of public and private goods, by Paul Samuelson, and apolitical conception formed from three concepts: of public good, of public sphere and the public like that which is submitted to the control and regulation, relying mainly on John Dewey, Hanna Arendt and Jürgen Habermas. About Simon Marginson, we started with the assumption that the higher education and its institutions are public and private at the same time, in the form of variable composition. The referential model of built analysis is formed by eleven descriptors, organized into three dimensions, and it allows to apprehend the composition between public and private at universities, making it possible to identify the resulting tensions. This referential model of analysis was applied in the four community universities set to sample. The data consisted in interviews with the representatives of IES and national and institutional documents. The results highlighted as the main private tensions, the necessity of the economic and financial sustainability in face of a context of market competition and, also, the sharing among the academic community of a conception of higher education as a private good. As a result, the advance of a conception of an instrumental nature and an inflection in the search of a commercial character research are configured in the community institutional model. Conversely, the community universities are tensed to their public dimension by the collegiate and participative structure of the foreseen management in the institutional documents. However, this structure is submitted, in every day life, to change proposals toward a management standard of business inspiration. The social commitment, which is in the origin of the community universities, also represents a public tension, that leads the IES to ensure the preservation of activities that show the commitment to the community, especially by means of the extension. The thesis has demonstrated that community universities shape a peculiar institutional model, which, within a context full of contradictions and tensions, is hybrid. It shapes compositions between public and private that, at the same time they provide plasticity to get quickly approach challenges that emerge from the academic capitalism, they also can generate resilience to preserve the idea of higher education as a public good.

Esta tese aborda a temática dos modelos institucionais de universidade no cenário de transformação ao qual o campo da educação superior é submetido no contexto da sociedade do conhecimento. O modelo analisado é o das universidades comunitárias regionais do Rio Grande do Sul. Essas instituições, localizadas no interior do estado, podem ser consideradas experiências públicas não-estatais, que emergiram da iniciativa das sociedades locais e caracterizam-se pelo engajamento em suas regiões de abrangência. No cenário atual de mudanças na educação superior, o modelo comunitário é tensionado a aderir à lógica do capitalismo acadêmico, mas, também, a preservar atividades ligadas ao seu compromisso social. Esta tese procurou compreender quais são os principais tensionamentos entre o público e o privado vivenciados pelas universidades comunitárias no atual contexto. Buscou-se, também, identificar os desdobramentos de tais tensões na configuração dessas instituições. Para tanto, se fez necessário, antes, construir um modelo referencial de análise, de caráter teórico-metodológico, para a apreensão dos tensionamentos na realidade empírica. Recorreuse, assim, a uma fundamentação teórica que alarga o alcance da visão sobre a relação públicoprivado, superando os enquadramentos tradicionais que a circunscrevem à dicotomia Estado versus mercado. Trabalhou-se, nesse sentido, com uma combinação entre uma concepção econômica de bens públicos e privados, de Paul Samuelson, e uma concepção política formada a partir de três conceitos: de bem público, de esfera pública e de público como aquilo que é submetido ao controle e regulação, apoiando-se principalmente em John Dewey, Hannah Arendt e Jürgen Habermas. Com Simon Marginson, partiu-se do pressuposto de que a educação superior e suas instituições são públicas e privadas ao mesmo tempo, na forma de uma composição variável. O modelo referencial de análise construído é formado por onze descritores, organizados em três dimensões, e permite apreender a composição entre público e privado em universidades, possibilitando identificar os tensionamentos decorrentes. Esse modelo referencial de análise foi aplicado junto às quatro universidades comunitárias definidas para amostra. Os dados consistiram em entrevistas com representantes das IES e documentos nacionais e institucionais. Os resultados evidenciaram, como principais tensionamentos privados, a necessidade da sustentabilidade econômico-financeira frente a um contexto de concorrência mercantil e, também, o compartilhamento por parte da comunidade acadêmica de uma concepção de educação superior como bem privado. Em decorrência, configuram-se no modelo institucional comunitário o avanço de uma concepção de ensino de cunho instrumental e uma inflexão na busca pela pesquisa de caráter comercial. Em contrapartida, as universidades comunitárias são tensionadas para sua dimensão pública pela estrutura colegiada e participativa de gestão prevista nos documentos institucionais. No entanto, essa estrutura é submetida, no cotidiano, a propostas de mudanças em direção a um padrão de gestão de inspiração corporativo-empresarial. O compromisso social, que está na origem das universidades comunitárias, também representa um tensionamento público, que leva as IES a zelar pela preservação de atividades que demonstram o comprometimento com a comunidade, especialmente por meio da extensão. A tese demonstrou que as universidades comunitárias compõem um modelo institucional peculiar, que, em meio a um contexto permeado por contradições e tensionamentos, mostra-se tendente ao equilíbrio dentro de uma feição eminentemente híbrida, a qual configura composições entre público e privado que, ao mesmo tempo em que podem lhe fornecer plasticidade para se mover com agilidade frente aos desafios que emergem do capitalismo acadêmico, também podem consubstanciar resiliência para preservar a ideia de educação superior como bem público. / This thesis approaches the theme of the institutional models of university in the scenario of transformation in which the field of higher education is subjected in the context of the knowledge society. The analyzed model is the one from the regional community universities of Rio Grande do Sul. These institutions, located in the interior of the state, may be considered non state-run public experiences, which emerged from the initiative of the local societies and are characterized by the engagement in the comprised regions. In the present scenario of changes in higher education, the community model is tensioned to join the logic of the academic capitalism, but also, to preserve activities linked to its social commitment. This thesis has tried to understand which are the main tensions between the public and the private experienced by the community universities in the current context. It was also attempted to identify the consequences of such tensions in the settings of these institutions. For this purpose, it was necessary, beforehand, to construct a referential model of analysis, of a theoretical methodological nature, to the apprehension of the tensions in the empirical reality. It was therefore used a theoretical foundation that extends the vision about the public-private relationship surpassing the traditional frameworks that circumscribe it to the dichotomy State versus market. The work was carried out with a combination between an economic conception of public and private goods, by Paul Samuelson, and apolitical conception formed from three concepts: of public good, of public sphere and the public like that which is submitted to the control and regulation, relying mainly on John Dewey, Hanna Arendt and Jürgen Habermas. About Simon Marginson, we started with the assumption that the higher education and its institutions are public and private at the same time, in the form of variable composition. The referential model of built analysis is formed by eleven descriptors, organized into three dimensions, and it allows to apprehend the composition between public and private at universities, making it possible to identify the resulting tensions. This referential model of analysis was applied in the four community universities set to sample. The data consisted in interviews with the representatives of IES and national and institutional documents. The results highlighted as the main private tensions, the necessity of the economic and financial sustainability in face of a context of market competition and, also, the sharing among the academic community of a conception of higher education as a private good. As a result, the advance of a conception of an instrumental nature and an inflection in the search of a commercial character research are configured in the community institutional model. Conversely, the community universities are tensed to their public dimension by the collegiate and participative structure of the foreseen management in the institutional documents. However, this structure is submitted, in every day life, to change proposals toward a management standard of business inspiration. The social commitment, which is in the origin of the community universities, also represents a public tension, that leads the IES to ensure the preservation of activities that show the commitment to the community, especially by means of the extension. The thesis has demonstrated that community universities shape a peculiar institutional model, which, within a context full of contradictions and tensions, is hybrid. It shapes compositions between public and private that, at the same time they provide plasticity to get quickly approach challenges that emerge from the academic capitalism, they also can generate resilience to preserve the idea of higher education as a public good.

Administrators of 2-year colleges are working in an environment where they seek to balance the social development of the student and the community's demand for a trained workforce to achieve economic development. This balance has resulted in ambiguity about the mission and purpose of 2-year colleges. The purpose of this case study was to explore a community college's experiences with mission change by exploring the interaction between a neoliberal public policy environment and the traditional social democratic mission of academia. Harvey's conceptualization of neoliberalism was used as the theoretical framework. Data were collected through 15 semi-structured interviews with members of college leadership, faculty members, staff, and members of the college's advisory council. Other data included documentation about policy, mission, and publicly available documents related to the mission change at the institution. These data were deductively coded, and then subjected to content analysis. Key findings indicated that the college initially stalled in the mission change process, and as a result, identified alternative pathways to achieve the goals of career-relevant training the neoliberal environment demanded. In this sense, the perspective of academic capitalism was born from necessity for self-reliance and illustrates the commonality of finding entrepreneurial solutions. The implications for positive social change include recommendations to leaders of 2-year colleges on managing mission change in a way that responds to the needs of the college community while retaining the relevance of students' social development.

This research seeks to interpret the academic activism of Academics for Peace in Turkey. It argues that the occurrence of the Academics for Peace results from the intertwinement of neoliberal and authoritarian ideology. The writer of this research suggests that Academics for Peace build networks of solidarity based on resistive critique and truth-telling practices. Solidarity (alternative) academies in Turkey are the seeds of this engagement in solidarity, self- adapting practices, activist truth, and parrhesia, and they appear as phenomena that carry out prefigurative-instituent practices. The research suggests that Solidarity academies can be evaluated as a 'threshold' cultivating our understanding of the 'commons' and 'commoning practices.'

Gendered organizational conditions create the context for persisting differences between men and women in the workplace. Within, higher education, this manifests as a salary gap between male and female faculty members. The academic capitalistic policy environment creates the conditions for increasing competition for external funding, especially in the areas of research and science and engineering. The change in the academic climate may sustain or intensify the gendering of universities as organizations. Universities with the highest level of research activity were chosen for this study and formed the 130 public institution sample. This study used fixed effects panel regression analysis to explore the relationship between the faculty gender salary gap and institutional emphasis on research as well as science and engineering. In addition, the relationship between institutional emphasis and the faculty gender salary gap was explored over time with the inclusion of a time trend and temporal interaction terms. Results showed that the higher the percentage of female faculty members, the greater the faculty gender salary gap for assistant professors. In addition, science and engineering emphasis over time had a significant impact on the professor salary gap with a decreasing effect both at the mean and one standard deviation above the mean, but with an increasing effect on the salary gap for institutions one standard deviation below the mean. When taking action to increase gender equity, it is important for universities to recognize that the faculty gender salary gap occurs in an organizational context impacted by institutional-level conditions.