The purpose of the study is to investigate the actual and desired levels of shared decision making in some private and secondary schools in Ankara, Turkey. The sample of the study consisted of 253 teachers from 12 private primary and secondary schools in Ankara. Shared Education Decisions Survey-Revised by Prof.Dr.Donna Ferrara was used to collect data. Descriptive statistics were applied to analyze data. The results revealed that teachers are consulted in some but not all areas of school decisions. They always participate in the decisions about the general issues of their schools. Other areas which they are consulted in are curriculum/instruction, student achievement, pupil personnel, and parental involvement. Likewise, the decisions which they sometimes participate in are in the areas of policy, staff personnel, and staff development. However, it seems that teachers think they rarely or never participate in the decisions about school/community relations, budget, and plant management. According to the results of the survey, teachers always desire to be consulted in most of the decisions. It is understood that only for the curriculum/instruction area some of them stated that they sometimes would like to participate in the decisions.

This thesis explored the measurement of performance of New Zealand tertiary education institutions (TEIs) and the demand for their services. This involved analysing the research performance of New Zealand universities, analysing the productive efficiency of New Zealand TEIs and examining the choice of provider by bachelor’s degree starters. Bibliometric data was used to measure the research productivity of New Zealand universities. This showed that following a fall during the early 2000s, the research productivity of New Zealand universities increased following the introduction of the Performance-Based Research Fund (PBRF). A multi-dimensional analysis of university research performance between 2000 and 2005 showed that no individual university was top in all four of the performance measures assessed. The overall performance of three universities, Massey University, Lincoln University and Auckland University of Technology, were noticeably below that of the other five universities. Data Envelopment Analysis (DEA) was then applied to input and output data of New Zealand TEIs to analyse their productive efficiency. In 2006, polytechnics that had: low levels of bachelor’s degree provision, were not regionally based, had a high proportion of subcontracting and were larger institutions, achieved higher levels of pure technical efficiency. The analysis showed that several polytechnics could improve their technical efficiency by reducing their scale of operations. In polytechnics, higher technical efficiency was associated with better financial performance. A number of technically efficient polytechnics struggled financially, indicating that the overall efficiency of the polytechnic sector was not high, or the funding model they operate under is not appropriate. The analysis also showed that decreasing bachelor’s degree provision, poor financial performance in the previous year, an increase in provision of community education, was associated with higher growth in total factor productivity between 1996 and 2006. The application of DEA to Australasian university data between 1997 and 2005 showed that New Zealand universities performed relatively well in terms of relative pure technical efficiency, compared with their Australian counterparts. However, the total factor productivity of New Zealand universities increased at a lower rate, on average, than that of the Australian Group of Eight and newer Australian universities. The application of DEA to a dataset of the participating TEIs in the PBRF showed that polytechnics had lower technical efficiency, on average, than other TEIs. The choices of bachelor’s degree starters in 2006 were analysed for evidence of a lack of parity of esteem between university and polytechnic degrees. The results showed that a lack of parity of esteem between polytechnic and university degrees may be influencing student choices. Students from higher deciles schools, with higher secondary school qualifications, Asians, students who travel for study, were all more likely to enrol in a university to start a bachelor’s degree. There was less clear cut evidence of a lack of parity of esteem between selected groupings of New Zealand universities. However, there did appear to be a lack of parity of esteem between the four older metropolitan universities and the two newest universities, with signs the former were held in higher esteem.

Thesis (MPhil (Information Science))--Stellenbosch University, 2008. / Computer literacy plays a major role in today’s education system. The South African Department of Education has included computer literacy to be one of the subjects from primary school education. The purpose of this study is to identify barriers of e-learning amongst postgraduate black students in higher education in South Africa. Most of the higher education institutions in South Africa have introduced the e-learning method as one of the mediums of instruction in offering courses at their institutions. For some higher education institutions, e-learning has proven to be a good teaching and learning method and for some it has been a problem from the implementation phase. There are some factors that have not been identified as barriers for e-learning to take place successfully. By identifying those factors it will bring more benefit to those higher education institutions that are finding e-learning a delight to work with. The institutions that are battling with e-learning may find solutions on how to successfully implement and get benefits from e-learning. This study will identify the challenges that learners, instructors and course developers experience on the e-learning path. Solutions to the challenges experienced in the South African higher education system may serve in promoting e-learning to higher education institutions and corporate organisations in the country. Traditional learners may also be motivated and encouraged to give e-learning a try. As a country, South Africa is exposed to challenges like poverty and increased unemployment rate; education may serve as a tool in addressing the challenges. The country shows success in distance education, many working people have managed to develop their skills and qualification through distance education. It is a challenge for government and higher education institutions to make elearning work in the South African education system. Identifying and eliminating barriers to e-learning may give the South African education system a chance to embrace elearning in the same way it did to traditional learning, or even more.

This study is concerned with determining the role, responsibility, qualifications, and changing trends regarding the position of chief financial officer in higher education : institutions as perceived by presidents and chief financial officers. After a comprehensive review of the literature, a questionnaire was developed, validated, and sent to the presidents and chief financial officers of 100 private and 100 public institutions which had randomly been selected. One-hundred seven presidents and 117 chief financial officers returned the completed questionnaires which produced data upon which the findings of the study are based.

The problem of this study was to determine the status of marketing activities among four-year, publicly-controlled institutions of higher education in the United States. A survey was conducted of all 549 four-year, publicly controlled institutions listed in the 1980 Education Directory. Questionnaires were mailed to those administrators whose titles implied public relations responsibilities. This group of respondents was presumed to comprise the individuals who were most likely to be knowledgeable about marketing activities in their institutions. Responses were received from 364 (66.3 per cent) of the officers, who represented 364 institutions from 49 states.

Submitted by Paula Oliveira (paulaoliveirabc@gmail.com) on 2018-04-09T21:08:57Z No. of bitstreams: 1 Paula S. de Oliveira_Dissertação de Mestrado.pdf: 1743246 bytes, checksum: 1618f2b30e5fbf72e481d78429c96851 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2018-04-10T16:31:10Z (GMT) No. of bitstreams: 1 Paula S. de Oliveira_Dissertação de Mestrado.pdf: 1743246 bytes, checksum: 1618f2b30e5fbf72e481d78429c96851 (MD5) / Made available in DSpace on 2018-04-10T16:31:10Z (GMT). No. of bitstreams: 1 Paula S. de Oliveira_Dissertação de Mestrado.pdf: 1743246 bytes, checksum: 1618f2b30e5fbf72e481d78429c96851 (MD5) / Esta pesquisa abordou o processo de internacionalização da educação superior em nível institucional à luz dos movimentos globalizantes que vêm afetando diretamente a educação superior. Para tanto, realizou-se um estudo de caso múltiplo com foco na Universidade Federal da Bahia e na Universidade do Estado da Bahia e, utilizando a versão personalizada do modelo de Ciclo da Internacionalização, focalizou sete dimensões do processo de internacionalização: seu contexto de desenvolvimento, a tomada de consciência e comprometimento com a dimensão internacional, a clarificação das razões e abordagens para internacionalização, e o planejamento e operacionalização de suas ações. Observou-se que estas instituições percebem a internacionalização enquanto uma dimensão estratégica de seu desenvolvimento institucional que, alinhada aos seus objetivos, tem potencial para contribuir com os processos de produção do conhecimento, além de melhorar sua visibilidade internacional. Sem embargo, barreiras como a falta de uma política formal de internacionalização têm obscurecido os rumos da internacionalização nestas instituições, colocando-as a mercê das imposições do ambiente externo. Assim, este estudo indica a necessidade de abertura crítica destas instituições para o mundo, em vista de melhorias na qualidade do ensino, pesquisa e extensão, da formação intercultural de suas comunidades acadêmicas e do desenvolvimento da sociedade em que estão inseridas. / ABSTRACT This research endeavour addressed the process of internationalization of higher education at its institutional level in light of globalizing movements that directly affect higher education. A multiple case study was carried out in the Federal University of Bahia and in the State University of Bahia. Using the customized version of the Internationalization Cycle, the study focused on seven dimensions of the internationalization process: its context of development, the awareness of and commitment with the international dimension, the clarification of the rationales and approaches for internationalization, and the planning and operationalization of its actions. It was observed that these institutions perceive the internationalization as a strategic dimension of their institutional development and that, in line with their objectives, it has the potential to contribute to the processes of knowledge production, as well as the improvement of their international visibility. However, barriers such as the lack of a formal internationalization policy have obscured the paths of internationalization in these institutions, leaving them open to external environment interference. Thus, this study indicates the need for critical opening of these institutions to the world, in view of the improvements in the quality of teaching, research and extension, the intercultural training of their academic communities and the development of the society in which they are inserted.

333 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-24T17:17:57Z No. of bitstreams: 1 Tese_Francisca Silva.pdf: 1210728 bytes, checksum: 3d5ed565a0fcdff263ac00b607853d55 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-04-30T18:55:26Z (GMT) No. of bitstreams: 1 Tese_Francisca Silva.pdf: 1210728 bytes, checksum: 3d5ed565a0fcdff263ac00b607853d55 (MD5) / Made available in DSpace on 2013-04-30T18:55:26Z (GMT). No. of bitstreams: 1 Tese_Francisca Silva.pdf: 1210728 bytes, checksum: 3d5ed565a0fcdff263ac00b607853d55 (MD5) Previous issue date: 2005 / O escopo principal deste trabalho está na criação e aplicação de indicadores de sustentabilidade para a gestão de Instituições de Ensino Superior (IES). Isso por acreditar-se que a educação superior poderá ser a mola propulsora da formação de profissionais, já que estes estarão à frente de empreendimentos, projetos, planos e programas. Poderão ocupar cargos de decisão nas esferas públicas e privadas, nos âmbitos municipal, estadual e federal. Aplicaram-se indicadores à IES, subdivididos em 3 enfoques institucionais: a) administrativo; b) pedagógico; e c) socioformativo. A partir de cada um desses enfoques criaram-se categorias com seus respectivos indicadores. Eles foram auxílios úteis à análise das IES escolhidas como amostra, dentre aquelas que oferecem cursos de graduação em turismo no Estado da Bahia. Analisaram-se as IES em sua oferta de educação adequada, semi-adequada, ou não-adequada aos princípios da sustentabilidade. A partir desses indicadores, construiu-se uma proposta de Modelo de Educação Sperior Sustentável, na qual a IES exerce um papel de maior relevância na pomoção de valres, competências e habilidades para um atuar sustentável. Os ndicadores criados podem se aplicar não somente em IES, mas em outras instituições de ensino, em empresas, em órgãos governamentais, em residências em outros espaços. Enfim, pensa-se que esses indicadores poderão assumir papel de relevância na forma de viver de cada cidadão, através das suas atitudes, pensamentos e sentimentos. Acredita-se que, a partir da sua adoção na formação de pessoas, haverá indivíduos mais responsáveis consigo, com o outro, com o meio ambiente e mais conseqüentes em relação ao futuro. / Salvador

Background: Research is essential for the development of a unique body of knowledge, a hall mark of any profession. It should be utilised to provide the basis for professional theory and practice. Aim: The purpose of the study was to develop guidelines that will assist professional nurses in the utilisation of research findings. Design and setting: Quantitative, descriptive research was used to determine professional nurses’ (N=284) perception of utilization of research findings in practice. The structured questionnaire was used to collect data. Data were analysed using Statistical Package for the Social Sciences (SPSS) version 23 since this is a quantitative study. The study focused on professional nurses at the two selected hospitals that were providing the comprehensive programme in the uMgungundlovu district. Results: 284 respondents answered the questionnaire. Of the respondents, 73.3% agreed that they lacked knowledge of research. The frequency of respondents that lacked research knowledge was 208. Of the respondents, 211 (74.3%) recommended use of research findings in practice versus 24 (8.5%) who were unsure and 9 (3%) respectively who did not know whether research should be used or not. Conclusions: The findings revealed that there is a need for changes to be made in the nursing education system to try and improve research utilisation by professional nurses in practice since the professional nurses working in the clinical area are produced by nursing education institutions / Health Studies / M.A. (Health Studies)

A renovação da administração pública brasileira tem se caracterizado por significativas reformulações, principalmente, no que se refere aos instrumentos e às práticas de gestão. Nesse contexto, temas relacionados à gestão do desempenho têm tido papel fundamental para a modernização do setor público. No entanto, implantar um sistema que mensure os resultados frente aos objetivos e contribua na definição de ações de melhorias ainda é um grande desafio para a lógica segmentada da gestão pública. Nesta perspectiva, este trabalho buscou construir e implantar um sistema de medição, baseado em indicadores de desempenho, para os processos de gestão de pessoas de uma universidade pública federal. Para isso, baseou-se no modelo de gestão de desempenho de processos de Heckl e Moormann (2010), com o desenvolvimento das seguintes etapas: (i) identificação dos processos de gestão de pessoas, (ii) definição dos objetivos e fatores críticos de sucesso dos processos, (iii) identificação dos indicadores de desempenho dos objetivos e fatores críticos, (iv) avaliação e seleção dos indicadores, (v) definição da forma de apuração dos indicadores, (vi) definição do modelo de sistema de medição de desempenho, (vii) alimentação do sistema, e (viii) validação do sistema. Os problemas relacionados à disponibilidade e extração de dados se revelaram como a maior dificuldade para o desenvolvimento do trabalho. Apesar disso, o sistema foi avaliado positivamente quanto as suas propriedades e procedimentos, assim como quanto aos seus propósitos. / The renewal of Brazilian public management has been characterized by significant reformulation, mainly regarding management instruments and practices. In this context, themes related to performance management have played a fundamental role to modernize the public sector. However, implementing a system to measure results against objectives and contribute to define improvement actions is still a considerable challenge considering the current segmented logic observed in the public management. In this perspective, this research aimed to build and implement a measurement system, based in performance indicators, designed to support people management processes in a public federal university. For this, the study was based in the processes performance management model from Heckl and Moormann (2010), comprising the development of the following stages: (i) people management processes identification, (ii) definition of processes objectives and critical success factors, (iii) identification of performance indicators based on the objectives and critical factors, (iv) indicators evaluation and selection, (v) definition of indicators’ calculation method, (vi) definition of the performance measurement system model, (vii) system’s data feed, (viii) system’s validation. The problems related with the data availability and extraction proved to be the greatest difficulty for the development of this research. Nevertheless, the system was positively evaluated in relation to its properties and procedures, as well as its purposes.

Este trabalho tem como objetivo geral desenvolver um painel de indicadores de desempenho para auxiliar no processo de gestão em instituições comunitárias de ensino superior. Para isso o trabalho se propõe a: (I) definir constructo para definição de um painel de indicadores de desempenho em IES; (II) Definir indicadores qualitativos e quantitativos associados a cada constructo; (III) avaliar o grau de importância de indicadores de avaliação de desempenho em IES comunitárias. Esta tese está baseada numa abordagem qualitativa e quantitativa, utilizando grupo focal com gestores de uma IES comunitária, no sentido de propor um conjunto de indicadores, elencados dentro de 4 (quatro) constructos: (I) Ensino; (II) Pesquisa; (III) Extensão e (IV) Gestão. A avaliação do grau de importância dos indicadores propostos no painel, ocorreu por meio de aplicação de questionário a 9 (nove) gestores de IES comunitárias, sendo 3 (três) pertencentes ao Sistema ACAFE; 2 (duas) associadas ao COMUNG, e, 4 (quatro) confessionais. Estabeleceu-se como ponto de corte, indicadores que atingiram uma média inferior a 3,5, estabelecida como ponto de corte, excluindo-se do painel 4 indicadores. A principal contribuição desta tese, é um painel de indicadores de desempenho com 118 indicadores associados a 4 (quatro) constructos e 14 (quatorze) sub-constructos, podendo ser aplicado em Instituições de Ensino Superior comunitárias, alinhando ao planejamento estratégico de longo prazo. / This work has as the main goal to develop a performance indicators panel to assist the higher education community institutions in their management process. For this reason, the study aims to: (I) define dimensions for the definition of a performance indicators panel in IES (higher education institutions); (II) define qualitative and quantitative indicators associated with each dimension; (III) assess the degree of importance of evaluation indicators of performance in higher education community institutions. This thesis is based on a qualitative as well as quantitative approach, using the managers of a higher education community institution as the focus group, in the sense of proposing a set of indicators, listed within the 4 (four) dimensions: (I) Teaching; (II) Research; (III) University Extension, and (IV) Management. The evaluation of the degree of importance of the indicators proposed in the panel, occurred through the application of a questionnaire to nine (9 ) managers of community universities, three (3 ) belonging to the ACAFE System ; Two (2 ) associated with COMUNG , and four (4 ) catholic. The indicators which reached an average of less than 3.5, were established as the cutting point, excluding 4 indicators from the panel. The main contribution of this thesis, is a panel of performance indicators with 118 indicators associated with four (4) dimensions and fourteen (14) sub - dimensions, which can be applied to higher education community institutions, aligning them to the strategic planning long term.