Higher education institutions everywhere are subject to global trends, such as the growing commodification and commercialization of knowledge, which are pulling universities closer to the market (Altbach, 2001). Rationales for the internationalization of higher education, consistent with neo-liberalism, increasingly emphasize the importance of developing human capital and income generation through study and life abroad. Exploring this entrepreneurial turn, my research revealed that international education shows signs of developing a professionalized workforce. Through the use of various theoretical frameworks, including institutional ethnography, a Foucauldian focus on discourse and anti-colonial theoretical perspectives, I disclose how the managerial-driven discourse of professionalism of international educators facilitates control “at a distance” (Fournier, 1999) and prioritizes organizational interests over their everyday/night experiences. At the same time, by conceptualizing professionalization as a site of struggle (Tobias, 2003), I describe ways in which these “ruling relations” may be subverted and how an alternative professionalization strategy may be pursued by international educators in their efforts to advocate for social justice in international education.

Higher education institutions everywhere are subject to global trends, such as the growing commodification and commercialization of knowledge, which are pulling universities closer to the market (Altbach, 2001). Rationales for the internationalization of higher education, consistent with neo-liberalism, increasingly emphasize the importance of developing human capital and income generation through study and life abroad. Exploring this entrepreneurial turn, my research revealed that international education shows signs of developing a professionalized workforce. Through the use of various theoretical frameworks, including institutional ethnography, a Foucauldian focus on discourse and anti-colonial theoretical perspectives, I disclose how the managerial-driven discourse of professionalism of international educators facilitates control “at a distance” (Fournier, 1999) and prioritizes organizational interests over their everyday/night experiences. At the same time, by conceptualizing professionalization as a site of struggle (Tobias, 2003), I describe ways in which these “ruling relations” may be subverted and how an alternative professionalization strategy may be pursued by international educators in their efforts to advocate for social justice in international education.

This qualitative case study explores the decision-making process of administrative staff in a private senior high school when they face an ethical dilemma, aiming to discover the beliefs and principles applied when the staff make decisions and the factors that underlie those decisions. In the study, semi-structured interviews were conducted to ten administrative staff at the positions of division director and sub-division chief in a senior high school in New Taipei City. The summarized findings are as follows: 1. Ethical dilemmas being constantly faced by administrative staff in the private high school are: 1) conflict of beliefs; 2) human relations versus system; 3) difficulties in interpreting roles; and 4) struggle between ideal and reality. 2. Steps of a decision-making process for administrative staff in the private high school are: 1) determine the nature of the dilemma; 2) make sure the right objective; 3) gather extensive information; 4) study feasible solutions; 5) evaluate the scope of influence and outcomes for each solution; 6) select the best solution; 7) execute the solution; and 8) review and adjust the solution. However, interviewees who discuss the decision-making process are mostly division¡¦s directors, while sub-division chiefs tend to ¡§take orders¡¨ from above and seldom have the opportunities to decide the steps during the decision-making process. 3. Beliefs held by the administrative staff during a decision-making process for an ethical dilemma are: 1) protect students¡¦ rights and interests; 2) maintain fairness and justice; 3) communication with rational respect; 4) commitment in the administrative professionalism; and 5) establish a mutual objective. 4. Principles applied by the administrative staff during a decision-making process while facing an ethical dilemma are: 1) solve the dilemma fairly; 2) communicate genuinely; 3) keep open mind; 4) behave following regulations; 5) act professionally; 6) respect and empathize; and 7) follow instructions from above. 5. Factors that affect the administrative staff¡¦s decision-making process for an ethical dilemma can be divided into two categories: 1) internal and personal factors; and 2) external and circumstantial factors. Based on research findings, the study suggests the administrative staff in the private senior high school to adopt the following practice in order to reduce ethical dilemmas: 1) to make sure the school¡¦s directions and its educational objectives; 2) to acquire consensus among organizational members through frequent communication; 3) cultivate respect, trust, and a harmonious environment; 4) nurture organizational members to increase their professional capacity and to stimulate creative thinking. Keywords: ethical dilemma, decision making, decision-making process, administrative staff¡¦s beliefs, administrative principles, private senior high school, administrative staff

M. Tech. (Business Administration, Faculty of Management Sciences), Vaal University of Technology / Administrative staff members are important human capital in higher education because they perform diverse duties that are essential to the day-to-day operations of universities. As a result, their job satisfaction and organisational commitment are imperative to universities. However, there is a paucity of research focusing on the job satisfaction and organisational commitment of administrative staff members in the South African higher education sector. The primary objective of this study was to investigate the effect of overall job satisfaction on the organisational commitment of administrators at a university in Gauteng. To achieve the aforementioned objective, a quantitative survey approach was used to examine the relationship between overall job satisfaction and organisational commitment among 383 administrative staff members. Descriptive statistics was used to determine the levels of both job satisfaction and organisational commitment, results of which were significant, revealing that the administrative staff members were satisfied and committed to the university. Statistics using Spearman’s rho correlation analysis showed that there was a significantly strong correlation between job satisfaction and affective commitment; and significantly moderate correlations between job satisfaction and moral imperative and indebted obligation. However, weak correlations were found between job satisfaction and continuance commitment. Regression analysis revealed that job satisfaction contributed positively to the prediction of affective commitment, moral imperative, indebted obligation and continuance commitment. The findings suggest that managers at the university could enhance the commitment of the administrative staff members by increasing the levels of job satisfaction. The levels of job satisfaction of the administrative staff members at the university could be enhanced through job design, career advancement opportunities and the introduction of fair and transparent policies and rules. Organisational commitment could be improved through the provision of job security, equitable salaries and conducive working conditions.

<p><font size="3"> <p>This qualitative study aims to use some of Frantz Fanon&rsquo / s critical insights to explore how individuals within the Health Sciences Faculty at the UCT experienced change and perceived the transformation process instituted by University management and the change taking place in the wider society. Frantz Fanon, a critical theorist born in a Martinique, university-educated in France and later employed in Algeria, wrote extensively on how the colonial condition affects the psychology of individuals, thus inter-linking psychology and politics. This study selected six individuals who had experienced the institutional context before and during the process of transformation. Data was collected by way of unstructured interview schedules. A Fanonian psychoanalytic-inspired discourse analysis was employed to analyse the data. The data showed that broader discourses influences the way people talk about phenomena. Our past still plays a role in the way we construct current realities.</p> </font></p>

<p><font size="3"> <p>This qualitative study aims to use some of Frantz Fanon&rsquo / s critical insights to explore how individuals within the Health Sciences Faculty at the UCT experienced change and perceived the transformation process instituted by University management and the change taking place in the wider society. Frantz Fanon, a critical theorist born in a Martinique, university-educated in France and later employed in Algeria, wrote extensively on how the colonial condition affects the psychology of individuals, thus inter-linking psychology and politics. This study selected six individuals who had experienced the institutional context before and during the process of transformation. Data was collected by way of unstructured interview schedules. A Fanonian psychoanalytic-inspired discourse analysis was employed to analyse the data. The data showed that broader discourses influences the way people talk about phenomena. Our past still plays a role in the way we construct current realities.</p> </font></p>

Submitted by Isaac Francisco de Souza Dias (isaac.souzadias@ufpe.br) on 2016-03-02T18:33:06Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO George de Almeida Andrade.pdf: 1069618 bytes, checksum: 836da70d27a97e37f383643dff840b32 (MD5) / Made available in DSpace on 2016-03-02T18:33:06Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO George de Almeida Andrade.pdf: 1069618 bytes, checksum: 836da70d27a97e37f383643dff840b32 (MD5) Previous issue date: 2015-01-29 / A presente dissertação tem como objetivo principal analisar como os componentes e antecedentes de comprometimento organizacional são percebidos pelos servidores técnico-administrativos do Centro Acadêmico do Agreste, da Universidade Federal de Pernambuco. Para tal propósito, procurou-se identificar como são percebidos os níveis das dimensões afetiva, instrumental e normativa e os principais antecedentes de comprometimento organizacional sob a análise de importância e percepção na realidade laboral. O estudo teve como lócus de pesquisa o Centro Acadêmico do Agreste da UFPE, localizado no município de Caruaru, na região do agreste do estado. A população do estudo foi de setenta e cinco servidores, sendo a amostra da investigação composta por cinquenta e nove participantes. Realizou-se um levantamento teórico acerca do tema envolvido no problema de pesquisa, o comprometimento organizacional, tendo os seguintes focos de análise: o comprometimento em si, suas origens, bases, dimensionalidades e seus antecedentes. Os dados da pesquisa foram coletados por meio de um questionário composto por três partes: a primeira apresentava o modelo tridimensional de comprometimento organizacional desenvolvido por Meyer e Allen (1991; 1997). A segunda parte apresentava o modelo de antecedentes de comprometimento desenvolvido por Medeiros (2003). Os itens foram analisados em escala do tipo Likert de cinco pontos sob duas óticas distintas: a importância e a percepção na realidade laboral. A terceira parte foi composta por perguntas sociodemográficas e funcionais. Para análise dos resultados utilizaram-se procedimentos estatísticos descritivos simples (frequências, médias e desvios-padrão). Os resultados revelaram um moderado grau de comprometimento geral dos respondentes (60%) e um relevante grau de não-comprometimento na dimensão normativa (48%) e na instrumental (44%). Acerca do modelo de Meyer e Allen (1991; 1997), percebeu-se que, na dimensão afetiva, todos os itens foram mais bem pontuados na análise de importância do que na percepção real; já na dimensão instrumental, todos os itens apresentaram maiores pontuações na percepção de realidade. E por fim, a dimensão normativa apresentou valores bem aproximados entre importância e percepção no trabalho. Os resultados do modelo de Medeiros (2003) apontaram que, dos 28 itens estudados, 26 foram mais bem avaliados na escala de importância do que na escala de percepção no trabalho. Pode-se concluir que, para a amostra estudada, os servidores da instituição consideram como importante ou muito importante os itens de comprometimento afetivo, e como pouco importante ou importante os itens das dimensões instrumental e normativa. Na realidade laboral, os servidores estão mais comprometidos na dimensão afetiva do que nas dimensões instrumental e normativa. Acerca dos antecedentes de comprometimento, foi percebida uma alta diferença entre os escores de importância e percepção no trabalho, principalmente nas dimensões de políticas de recursos humanos e valores da organização. / This thesis aims to analyze how the components and antecedents of organizational commitment are perceived by technical and administrative staff of the Centro Acadêmico do Agreste, Universidade Federal de Pernambuco. For this purpose, it was identified how they perceived levels of affective, instrumental and normative dimensions of organizational commitment and the main antecedents, in importance analysis and insight into working reality one. The study was researched at Centro Acadêmico do Agreste, UFPE, located in Caruaru, agreste region of the state. The study population was seventy-five servers, and the sample of the research consists of fifty-nine participants. It was made a theoretical survey on the subject involved on the research problem, organizational commitment, with the following focuses: the commitment itself, its origins, bases, dimensionalities and antecedents. Survey data were collected via a questionnaire consisting of three parts. The first one featured the three-dimensional model of organizational commitment developed by Meyer and Allen (1991; 1997). The second part presented the model of antecedents of commitment developed by Medeiros (2003). The items were analyzed in the Likert scale of five points on two distinct points of view: the importance and perceived reality in the workplace. The third part consisted of sociodemographic and functional questions. For data analysis it was used descriptive statistical procedures simple (frequencies, means and standard deviations). The results show a moderate degree of commitment overall respondents (60%) and a significant degree of non-commitment in the normative dimension (48%) and instrumental (44%). About the Meyer and Allen model (1991; 1997), it was realized that the affective dimension, all items were better scorers in the analysis of importance than the actual perception; on the contrary the instrumental dimension, all items had higher scores in perceived reality. Finally, the normative dimension presented well approximated between importance and perceived work values. The results of the Medeiros model (2003) showed that, of the 28 items studied, 26 were best evaluated on the scale of importance than the scale of perception at work. At the conclusion, for the studied sample, the servers of the institution consider it as important or very important items of affective commitment, and how minor and major items of instrumental and normative dimensions. At the labor reality, the servers are more committed in the affective dimension than instrumental and normative ones. About the antecedents of commitment is high perceived difference between the scores of importance and perception at work, particularly in the dimensions of human resource practices and values of the organization.

Magister Psychologiae - MPsych / This qualitative study aims to use some of Frantz Fanon’s critical insights to explore how individuals within the Health Sciences Faculty at the UCT experienced change and perceived the transformation process instituted by University management and the change taking place in the wider society. Frantz Fanon, a critical theorist born in a Martinique, university-educated in France and later employed in Algeria, wrote extensively on how the colonial condition affects the psychology of individuals, thus inter-linking psychology and politics. This study selected six individuals who had experienced the institutional context before and during the process of transformation. Data was collected by way of unstructured interview schedules. A Fanonian psychoanalytic-inspired discourse analysis was employed to analyse the data. The data showed that broader discourses influences the way people talk about phenomena. Our past still plays a role in the way we construct current realities.

本研究旨在探討大學組織公平與行政人員組織公民行為之關係，並依據研究結果提出建議。首先，進行文獻探討，建立研究架構與工具。之後，以公立大學行政人員為研究對象，透過隨機抽樣進行問卷調查，總計有效樣本為 250 份，分別以描述統計、獨立樣本t檢定、Pearson積差相關分析、單因子變異數分析及多元迴歸分析等統計方法加以分析。依據研究結果分析，本研究主要發現如下： 一、目前大學行政人員對組織公平與組織公民行為之現況良好，在組織公平三個構面中，以「互動公平」平均數最高，「程序公平」最低。在組織公民行為三個構面中，以「利他人行為」平均數最高，「利組織行為」最低。 二、不同的現職服務學校年資、身分、職務、職等、學校規模及學校類別之行政人員對大學組織公平知覺有顯著差異。 三、不同年齡、現職學校服務年資、身分、職務及學校規模的行政人員之組織公民行為程度有顯著差異。 四、大學組織公平與行政人員組織公民行為具有高度相關，其中程序公平與整體組織公民行為、利組織行為呈現高度相關。 五、大學組織公平對行政人員組織公民行為具有預測力，其中以程序公平預測力最高，分配公平預測力最低。 最後，根據研究結果提出相關建議，提供大學組織與未來研究之參考。 / The purpose of this research is to investigate the relationship between the public university’s organizational justice and administrative staff’s organizational citizenship behavior . The research methods are literature review and questionnaire survey. The data was collected from 250 administrative staffs serving in public universities and was analyzed by descriptive statistics, t-test, one-way-ANOVA, correlation and multiple regressions. The conclusions are as follows: 1.The administrative staff’s perception toward university’s organizational justice and organizational citizenship behavior is positive. Among the three aspects of university’s organizational justice, the highest score appears in “interactional justice“ and the lowest in “procedure justice“. Among the three aspects of administrative staff’s organizational citizenship behavior, the highest score appears in “organizational citizenship behavior - individual” and the lowest in “organizational citizenship behavior - organization”. 2.Administrative staffs with different years of service, identity, position, grade, university size and university category show significant differences on university’s organizational justice. 3.Administrative staffs with different age, years of service, identity, position and university size show significant differences on administrative staff’s organizational citizenship behavior. 4.There are positive correlations between the university’s organizational justice and administrative staff’s organizational citizenship behavior. Wherein the procedure justice, overall organizational citizenship behavior and organizational citizenship behavior – organization presented highly correlated. 5.The university’s organizational justice is able to predict administrative staff’s organizational citizenship behavior. Wherein the procedure justice is highly coorelated to prediction and distributive justice has lower correlation. The findings and conclusions as above can be references provided to universities for strategic management. In addition, the major results of this research can be also provided as references for future research in this area.

Evaluating the organizational climate is a tool that provides knowledge about the work environment with information that managers may use strategically to make sense of scenario changes. This allows them to apply corrective measures, especially for improving quality and productivity gains, thus ensuring the success in the evaluation process from CAPES. Therefore, the objective of this study was to identify related factors to organizational climate that influence the workplace of students and employees of the Post-Graduate Program (PPGs) of a Public Institution of Higher Learning. For this purpose, we carried out a climate research by means of a questionnaire based on models of Rizzatti (2002) and Luz (2003) and adapted to the reality of each program that it was intended to investigate. The results obtained, through the perception of the academic public, validated a set of components and respective indicators to investigate the organizational climate for learners and teachers of PPGs studied. On the basis of the analysis carried out, we conclude that the academic community notices the organizational climate factors that influence the work environment similarly in different dimensions. Students, teachers and technical-administrators evaluate the workplace in a very satisfactory way, mainly in relation to the activity which play in programs, resulting commitment, hard work, and dedication in carrying out tasks. This provides motivated behavior, especially between students and teachers, where the chances of placing on the market, growth opportunities, and the curriculum represent a stimulus in this process, which otherwise generates competition between colleagues, especially between different groups within the PPGs. On the other hand, the relationship between colleagues of the same workgroup shows a climate of integration, cooperation, and friendship. However, related factors include interpersonal relationships between different groups of work, working conditions, financial support for research and events, and the quantity of hours of class. Additionally, disciplines and work overload and topics pertaining to managers negatively interfere in the workplace, compromising the establishment of an organizational climate. In this way, the aim of this study has been reached, to the extent that it has contributed information and useful research tools for effectively managing process PPGs. With this information, the managers may detect the possible causes and consequences of occurring problems, and may apply corrective measures, especially in improving the quality and academic productivity, which will contribute to the success in the process of program evaluation from CAPES. Also, this will help the development of studies by improving the various processes that make up not only the study programs of IES, but also others who wish to avail themselves of this research instrument. / A avaliação do clima organizacional surge como uma ferramenta que permite conhecer o ambiente de trabalho, fornecendo informações que os gestores poderão utilizar estrategicamente para dar sentido às mudanças de cenários, aplicando medidas corretivas, principalmente para a melhoria da qualidade e o aumento da produtividade, garantindo assim, o sucesso no processo de avaliação junto a CAPES. Logo, o objetivo desse estudo foi identificar os fatores relacionados ao clima organizacional que influenciam no ambiente de trabalho dos discentes e servidores de Programas de Pós-Graduação (PPGs) de uma Instituição Pública de Ensino Superior. Para tanto, realizou-se uma pesquisa de clima por meio de um questionário baseado nos modelos de Rizzatti (2002) e Luz (2003) e adaptado à realidade de cada programa e ao que se pretendia investigar. Com os resultados obtidos, por meio da percepção do público acadêmico, validou-se um conjunto de componentes e seus respectivos indicadores para investigação do clima organizacional de discentes e docentes dos PPGs estudados. Por meio das análises realizadas, conclui-se que a comunidade acadêmica percebe os fatores do clima organizacional que influenciam no ambiente trabalho de forma semelhante nas suas diferentes dimensões. Discentes, docentes e técnico-administrativos avaliam o local de trabalho de forma bastante satisfatória, principalmente em relação à atividade que desempenham nos programas, resultando comprometimento, empenho e dedicação na realização das tarefas, proporcionando um comportamento motivado, especialmente entre discentes e docentes, onde as chances de colocação no mercado, as oportunidades de crescimento e o currículo representam um estímulo neste processo que, entretanto, gera competitividade entre colegas, especialmente entre diferentes grupos dentro dos PPGs. Por outro lado, o relacionamento entre colegas de mesmo grupo de trabalho revela um clima de integração, cooperação e amizade. No entanto, fatores relacionados às relações interpessoais, entre diferentes grupos de trabalho, às condições de trabalho, o apoio financeiro para pesquisa e eventos, a quantidade de horas-aula e disciplinas e a sobrecarga de trabalho, além de aspectos relacionados aos gestores, interferem negativamente no ambiente de trabalho, prejudicando o estabelecimento de um clima organizacional favorável. Desta forma, o propósito deste estudo foi alcançado, na medida em que contribuiu com informações e instrumentos de pesquisa efetivamente úteis para o processo de gestão dos PPGs. De posse dessas informações os gestores poderão detectar as possíveis causas e consequências de problemas ocorridos, aplicando medidas corretivas, principalmente, na melhoria da qualidade e produtividade acadêmica e, por conseguinte, para o sucesso no processo de avaliação dos programas junto a CAPES. Além disso, contribuirá para o desenvolvimento de estudos que visem à melhoria dos diversos processos que compõem não apenas os programas da IES estudada, como as demais que desejarem se valer deste instrumento de pesquisa.