Academic policies in higher education address institutional academic standards and student requirements including academic underachievement. Academic probation is one academic policy designed to alert students they are not meeting the minimum academic standards of the institution. Institutions offer a variety of student services to support institutional retention efforts and student persistence to graduation; however, there is little research that addresses academic policies and their role in the success of the college student (Brawner, Frillman, & Ohland, 2010). This qualitative case study was an exploration of the perceptions of undergraduate students and the administration by examining the policy of academic probation at one 4-year, private, small liberal arts college in southwest Virginia. The study explored what the institution intended the purpose of academic probation to serve and the perception of the policy by students who were placed on academic probation. Interviews were conducted with 1 undergraduate student who was currently on academic probation and 2 administrators of the institution who were familiar with the policy of academic probation. Survey questions were administered to 5 additional students on academic probation. A document review of the policy of academic probation was conducted. The findings of this study demonstrated that 3 students and both administrators viewed the policy as a way to alert students to refocusing their attention on academics in order to raise their GPA and meet the academic requirements needed for graduation. The study also revealed that students who were placed on academic probation did not feel they had sufficient knowledge of the policy before they were placed on probation.

Thesis (Ph. D.)--University of Texas Health Science Center at Houston, School of Public Health, 1992. / Typescript. Includes bibliographical references (leaves 287-293).

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-01-24T12:34:21Z No. of bitstreams: 1 LuisCardoso2.pdf: 15271687 bytes, checksum: fbb921b60818c1f04bf9dc096513b8ec (MD5) / Made available in DSpace on 2017-01-24T12:34:21Z (GMT). No. of bitstreams: 1 LuisCardoso2.pdf: 15271687 bytes, checksum: fbb921b60818c1f04bf9dc096513b8ec (MD5) Previous issue date: 2016-07-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This thesis on Education aims to investigate the process of constitution of the identity of the Methodist University of Piracicaba in the movement of construction of its Academic Policy (PA). The research is part of the field of the Brazilian University studies, having as its case Unimep, institution of private, confessional nature, with public and community spirit. The PA, approved in 1992, at the time constituted a sui generis case in the Brazilian University field, the methodology of its construction and the radical definition of its foundation and reason of been University, based on the ethics of “building of citizenship as collective heritage of the civil society”. In construction a historical narrative of Unimep, the building of its Academic Policy and other policies that around its integrator axis gravitating, the research sought to explain and understand the process and institutional movement (the institutionalization of the University), as well as its incidence in the constitution of the identity of Unimep. The method used in an exploratory way was based on the Grounded Theory. The data were obtained from the documents of the institutional historical archive and intensive semi-structured interviews with protagonists of the movement of the Academic Policy. The survey results came from a historical analysis of Unimep and found that in its establishing and development since the IEP Isolated and Integrated Colleges, founded in 1964, until the end of the first phase as a University in 1978, it went through different stages, all of them, however, crossed by the prevailing ideology in the historical context of the country, with lack of democracy, authoritarian and centralized management, with very low critical and collective participation. However, the movement of the academic community advanced and evolved in the opposite direction to the official management, demonstrating counter-ideological, marked by nonconformity and dissatisfaction with the status quo. The contradictions were made explicit and culminated in crises experienced in 1978 and 1985. In the administration and resolution of these crises, the resistance of the teachers and student’s movement played a key role, relying on the following steps with the support and political will of the new rectories, in such way that the University made significant jumps in the formation of its identity. Especially the construction of its Academic Policy (1989-1992) Unimep experienced a process of institutionalization and has established itself as University counter-ideological and counter-reproductivist, of democratic, collective-participatory character, based on the search for the inseparability of teaching, research and extension, which marks its pedagogical project. Particularly its identity, made over time in its historicity, was synthesized in the process and movement of the Academic Policy, which advocates quality in the education and quality policy, based on the ethics of “building of citizenship as a collective heritage of the civil society” as its utopia and reason for being. The grounded theory emerging arrived, therefore, to a triad of core analytical categories, with conceptual power, explanatory-understanding of the phenomenon of the “construction of the Academic Policy and the establishment of the identity of Unimep”, by the confluence and combination of the “nonconformity” of the academic community, of the “collective-participatory-dialectical method” and of the ethics of “construction of citizenship” as its deepest evaluative expression / A presente tese de Doutorado em Educação objetiva investigar o processo de constituição da identidade da Universidade Metodista de Piracicaba no movimento de construção de sua Política Acadêmica (PA). A pesquisa se inscreve no campo dos estudos da Universidade brasileira, tendo como seu caso a Unimep, instituição de natureza privada, confessional, com espírito público e comunitário. A PA, aprovada em 1992, à época constituiu-se em caso sui generis no campo universitário brasileiro, pela metodologia de sua construção e a definição radical de seu fundamento e razão de ser Universidade, pautada na ética valorativa da “construção da cidadania enquanto patrimônio coletivo da sociedade civil”. Ao traçarmos uma narrativa histórica da Unimep, da construção de sua Política Acadêmica e demais políticas, que em torno do seu eixo integrador gravitam, a pesquisa buscou explicar e compreender o processo e movimento institucional (a institucionalização da Universidade), bem como sua incidência na constituição da identidade da Unimep. O método utilizado, de forma exploratória, baseou-se na Grounded Theory – Teoria Fundamentada nos Dados. Os dados foram obtidos de documentos do arquivo histórico institucional e de entrevistas semiestruturadas intensivas, com protagonistas do movimento da Política Acadêmica. O resultado da pesquisa partiu de uma análise da história da Unimep e constatou que na sua formação e desenvolvimento, desde as Faculdades Isoladas e Integradas do IEP, fundadas em 1964, até o final da primeira fase como Universidade, em 1978, ela passou por diferentes etapas, todas elas, porém, atravessadas pela ideologia vigente no contexto histórico do país, com ausência de democracia, gestão autoritária e centralizadora, de baixíssima participação crítico-coletiva. Contudo, o movimento da comunidade acadêmica caminhou e evoluiu numa direção contrária ao da gestão oficial, evidenciando-se contraideológico, marcado pelo inconformismo e insatisfação com o status quo. As contradições se explicitaram e culminaram em crises, experimentadas em 1978 e 1985. Na administração e solução dessas crises, a resistência do movimento docente e discente teve papel fundamental, contando nas etapas seguintes com o apoio e vontade política das novas Reitorias, de modo que a Universidade deu saltos importantes na formação de sua identidade. Sobretudo pela construção de sua Política Acadêmica (1989-1992), a Unimep experimentou um processo de institucionalização e estabeleceu-se como Universidade contraideológica e contrarreprodutivista, de caráter democrático, coletivo-participativo, pautada na busca pela indissociabilidade do ensino-pesquisa-extensão, o que marca seu projeto pedagógico. Particularmente sua identidade, constituída ao longo do tempo, em sua historicidade, sintetizou-se nesse processo e movimento da Política Acadêmica, a qual preconiza qualidade do ensino e qualidade política, fundamentada na ética de “construção da cidadania enquanto patrimônio coletivo da sociedade civil” como sua utopia e razão de ser. A teoria fundamentada emergente chegou, portanto, a uma tríade de categorias analíticas centrais, com poder conceitual, explicativo-compreensivo do fenômeno da “construção da Política Acadêmica e da constituição da identidade da Unimep”, pela confluência e conjugação do “inconformismo” da comunidade acadêmica, do “método coletivo-participativo-dialético” e da ética da “construção da cidadania” como sua expressão valorativa mais profunda.

Technology has wrought paradigmatic shifts in societal, institutional, and individual power to instantly share and collaboratively produce knowledge, influencing the definition and perceived significance of academic ethics (AE), a continually evolving social construct. Student disregard of AE can generate wide-ranging conflicts affecting multiple student-success stakeholders: students, their families, instructors, administrators, schools, employers of graduates, and society. Dominant AE higher education institutional strategies typically position the individual student as the problem, leaving contextual influences on their academic conduct outside the AE conflict resolution discourse. The researcher conducted an exploratory research study to ascertain undergraduate students' opinions about AE at a university poised to coordinate and consolidate policy for its undergraduate student population--Nova Southeastern University (NSU). NSU recently announced the creation of a new College of Undergraduate Studies (CUS) to establish a single and unified undergraduate identity throughout its six undergraduate degree-conferring schools. Data was collected and analyzed to assess the opinions of exiting NSU undergraduate students': 1) beliefs about AE, 2) familiarity with school policies and rules, 3) perceived AE experience at NSU, and 4) awareness of conflicts generated by disregard of AE standards and objectives. Conflicts resulting from disparate understandings of academic ethics between students, faculty, and administrators can be reduced and prevented through enhanced communication. This study's findings provided a repository of knowledge to inform NSU/CUS institutional AE strategies by giving voice to students, thereby enhancing communication and the conflict resolution potential of institutional initiatives for the benefit of students and student-success stakeholders at NSU and all similarly-structured universities.

Le présent travail met en lumière la dialectique des relations entre l’État et le système de l’enseignement supérieur en Russie sur une période de cent ans : de 1917 à 2017. S’appuyant sur une multitude des sources hétérogènes véhiculant les raisons et les causes des changements dans la politique publique russe, nous révélons l’évolution du rôle de l’État dans la gouvernance du secteur de l’enseignement supérieur lors de deux époques : soviétique et postsoviétique.L’analyse de cette politique sectorielle est effectuée en lien avec la politique générale de l’État russe afin de mettre en évidence leurs interactions déterminées par le contexte et les grands objectifs de l’État, mais aussi par le poids du passé soviétique, l’hérédité institutionnelle et le besoin de se moderniser face au monde qui évolue vite. Nous démontrons que malgré des grands changements apportés par les événements politiques nationaux et des nouvelles tendances mondiales dans l’enseignement supérieur, l’État russe demeure un acteur principal du processus de la détermination de la politique universitaire russe et de la stratégie du développement de ce secteur / The present work brings into focus the dialectic relations between the State and the higher education system in Russia from 1917 to 2017. Based on various and heterogeneous sources conveying the reasons and the causes of changes in Russian public policy, this work throws light upon the evolution of the State’s role in the governance of higher education sector in Soviet and post-Soviet Russia.The sector-specifique policy is analysed together with the general policy of the Russian State in order to reveal their interactions determined by the context and the main goals of the State as well as its past legacy, an institutional inheritance and a constant need for modernisation in the face of a changing and highly competitive world. We argue that despite significant changes brought on by national political events and by international trends in higher education, the State in Russia remains a main actor in establishing higher education policy and strategy for its developement.