Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 157-167). Also available on the Internet.

Thesis (DTech (Public Management))--Cape Peninsula University of Technology, 2007 / Since 1992 the National Research Foundation and the Department of Trade and Industry, with support from industry, have been running a funding initiative under the auspices of Technology for Human Resources in Industry Programme (THRIP). This initiative provides funding to qualifying academics/researchers in South Africa's tertiary institutions and science councils to conduct research and development-oriented (or applied) research. This collaborative funding of applied research is geared to facilitating cross-transference of knowledge, skills and resources across academic institutions, government science, engineering, technology institutions and the industrial sector. It is also expected that research and project outputs will be commercialised to improve the competitiveness of South African industry in the face of globalisation and technological advancement. With public money spent on research projects of national importance, impact and value for money become Vitally important, hence the need for impact assessment. A non-probabilistic sample of 52 research projects in seven standard industrial classification categories or sectors conducted by 44 project leaders (who are academics/researchers) based in seven traditional universities, one former technikon (now university of technology) and three divisions of the Council for Scientific and Industrial Research, were assessed for impact. A non-experimental design was used, involving synergising the goal-attainment and side-effects evaluation models, and reinforcing them with two elements of causal tracing, temporal precedence and coherence, to facilitate attribution of benefits and impacts. THRIP's strategic objectives served as relevant indicators for impact assessment since projects' objectives co-terminate with them. In the context of the research, a definition of 'performance indicator' as "evidence of what has actually happened" was adopted, lending weight to project leaders' reports of projects' impacts. 'Success', defined in terms of projects' not only accomplishing their objectives, but also yielding value to beneficiaries and stakeholders, is posited as a possibly problematic term given that different stakeholders might have different criteria of judging it. Responses obtained from questionnaires administered to project leaders and industry partners' or sponsors' contact persons, the latter for triangulation, were analysed and categorised into four broad thematic areas: human resource development/intellectual, commercial/economic, social and technological. A number of findings emerged from the main questionnaire. A little more than half (56%) of the projects were completed and 44% were ongoing; majority (85%) were implemented according to plan; three categories of primary beneficiaries were cited by project leaders; projects were meant to address multiple problems/situations; they had multiple objectives; and majority (92%) were successful and made many impacts. Managerial strategies, supplemented by environmental and other factors, contributed to projects' success. Several reasons were offered for failure or inconclusiveness.

Esta pesquisa teve por objetivo identificar a concepção de desenvolvimento da UTFPR Câmpus Pato Branco, localizado na região sudoeste do Paraná. Para isso, realizou-se uma pesquisa bibliográfica, documental e de campo exploratória. Os dados foram coletados por meio de: documentos da universidade, sendo: a Lei n. 11.184/2005, de criação da UTFPR; o Estatuto da Universidade Tecnológica Federal do Paraná; o Projeto Político-Pedagógico Institucional (PPI); e o Plano de Desenvolvimento Institucional (PDI 2009-2013); roteiro de entrevistas semiestruturado com os dirigentes do Câmpus, com coordenadores do Grupo Gestor do Território Sudoeste do Paraná (GGETESPA), e com representantes do Câmpus Pato Branco neste grupo. Para o tratamento dos dados nos documentos foram selecionadas algumas expressões relacionadas ao desenvolvimento: desenvolvimento local, comunitário, regional, do estado do Paraná, nacional, sustentável, econômico, político, social, ambiental, cultural, científico e tecnológico. A ideologia foi a categoria de análise que permeou a pesquisa. O estudo foi organizado em três partes. Na primeira, buscou-se contextualizar a região sudoeste paranaense, a UTFPR Câmpus Pato Branco e o GGETESPA. Na segunda, destacou-se o surgimento do conceito de desenvolvimento no mundo e como este se propagou no Brasil, inserindo-se nos mais diversos modelos de desenvolvimento. A terceira parte contém os resultados da pesquisa empírica. Os resultados obtidos na pesquisa evidenciaram a carência de clareza do Câmpus em relação ao desenvolvimento, bem como a carência de uma política institucional consistente sobre desenvolvimento. As manifestações/atuações do Câmpus em prol do desenvolvimento estão mais centradas em pessoas e/ou em cursos específicos. Embora nas falas dos entrevistados tenham predominado menções que evidenciam uma visão economicista de desenvolvimento, o Câmpus apresenta iniciativas relevantes, como a atuação de grupos de pesquisa e pós-graduação, os quais vêm contribuindo com discussões e ações em torno do desenvolvimento da região sudoeste do Paraná. Pode-se concluir que, a UTFPR Câmpus Pato Branco, inserida nas contradições da sociedade capitalista, é reflexo dessas contradições, revelando a ideologia que perpassa no seu interior. Falar em desenvolvimento no interior de uma universidade é considerar o quanto esta última vem sendo influenciada, cobrada, pelas novas necessidades do capital e o quanto ela pode contribuir para o enfrentamento dessa realidade, apresentando, assim, possibilidades e limites à construção de um projeto emancipador de educação e desenvolvimento. / The goal of this research was to identify the conception of development of UTFPR Campus Pato Branco, located in the southwest region of Paraná. For this, it was carried out a bibliographical research and field exploration. Data were collected through: documents of the university, as follows: The UTFPR creation law no. 11.184/2005, the Universidade Técnológica Federal do Paraná Statute, the Institutional Political and Educational Project (PPI) and the Institutional Development Plan (PDI 2009-2013); set of interviews semistructered with the leaders of the Campus, with coordinators of the Manager Planning Group of the southwest of Paraná (GGETESPA), and representatives of the Campus Pato Branco in this group. In order to treat the data in the documents were selected some expressions related to the development: local development, community, regional, Paraná state, national, sustainable, economic, political, social, environmental, cultural, scientific and technological. Ideology was a category of analysis that has pervaded the research. The study was organized into three parts. At first, it was tempted to contextualize the southwestern Paraná region, the UTFPR Campus Pato Branco and GGETESPA. After that, the highlight was the emergence of the concept of development in the world and how it has spread in Brazil, inserting itself in various development models. The third part contains the results of empirical research. The results obtained in this research showed a lack of clarity of the Campus related to development, as well as the lack of a consistent policy on institutional development. The demonstrations / performances of the Campus for development are more people-centered and / or in specific courses. Although the speeches of respondents have prevailed entries that show an economistic view of development, the Campus presents relevant initiatives such as the performance of research groups and postgraduate studies, which have contributed to discussions and actions around the development of the southwest of Paraná. It can be concluded that, UTFPR Campus Pato Branco, inserted into the contradictions of capitalist society, is the reflect of these contradictions, revealing the ideology that pervades inside. Speaking in development within a university is to consider how the last one has been influenced, charged by the new needs of capital and how it can contribute to face this reality, showing then, possibilities and limits of the construction of an emancipatory project of education and development.

Esta pesquisa teve por objetivo identificar a concepção de desenvolvimento da UTFPR Câmpus Pato Branco, localizado na região sudoeste do Paraná. Para isso, realizou-se uma pesquisa bibliográfica, documental e de campo exploratória. Os dados foram coletados por meio de: documentos da universidade, sendo: a Lei n. 11.184/2005, de criação da UTFPR; o Estatuto da Universidade Tecnológica Federal do Paraná; o Projeto Político-Pedagógico Institucional (PPI); e o Plano de Desenvolvimento Institucional (PDI 2009-2013); roteiro de entrevistas semiestruturado com os dirigentes do Câmpus, com coordenadores do Grupo Gestor do Território Sudoeste do Paraná (GGETESPA), e com representantes do Câmpus Pato Branco neste grupo. Para o tratamento dos dados nos documentos foram selecionadas algumas expressões relacionadas ao desenvolvimento: desenvolvimento local, comunitário, regional, do estado do Paraná, nacional, sustentável, econômico, político, social, ambiental, cultural, científico e tecnológico. A ideologia foi a categoria de análise que permeou a pesquisa. O estudo foi organizado em três partes. Na primeira, buscou-se contextualizar a região sudoeste paranaense, a UTFPR Câmpus Pato Branco e o GGETESPA. Na segunda, destacou-se o surgimento do conceito de desenvolvimento no mundo e como este se propagou no Brasil, inserindo-se nos mais diversos modelos de desenvolvimento. A terceira parte contém os resultados da pesquisa empírica. Os resultados obtidos na pesquisa evidenciaram a carência de clareza do Câmpus em relação ao desenvolvimento, bem como a carência de uma política institucional consistente sobre desenvolvimento. As manifestações/atuações do Câmpus em prol do desenvolvimento estão mais centradas em pessoas e/ou em cursos específicos. Embora nas falas dos entrevistados tenham predominado menções que evidenciam uma visão economicista de desenvolvimento, o Câmpus apresenta iniciativas relevantes, como a atuação de grupos de pesquisa e pós-graduação, os quais vêm contribuindo com discussões e ações em torno do desenvolvimento da região sudoeste do Paraná. Pode-se concluir que, a UTFPR Câmpus Pato Branco, inserida nas contradições da sociedade capitalista, é reflexo dessas contradições, revelando a ideologia que perpassa no seu interior. Falar em desenvolvimento no interior de uma universidade é considerar o quanto esta última vem sendo influenciada, cobrada, pelas novas necessidades do capital e o quanto ela pode contribuir para o enfrentamento dessa realidade, apresentando, assim, possibilidades e limites à construção de um projeto emancipador de educação e desenvolvimento. / The goal of this research was to identify the conception of development of UTFPR Campus Pato Branco, located in the southwest region of Paraná. For this, it was carried out a bibliographical research and field exploration. Data were collected through: documents of the university, as follows: The UTFPR creation law no. 11.184/2005, the Universidade Técnológica Federal do Paraná Statute, the Institutional Political and Educational Project (PPI) and the Institutional Development Plan (PDI 2009-2013); set of interviews semistructered with the leaders of the Campus, with coordinators of the Manager Planning Group of the southwest of Paraná (GGETESPA), and representatives of the Campus Pato Branco in this group. In order to treat the data in the documents were selected some expressions related to the development: local development, community, regional, Paraná state, national, sustainable, economic, political, social, environmental, cultural, scientific and technological. Ideology was a category of analysis that has pervaded the research. The study was organized into three parts. At first, it was tempted to contextualize the southwestern Paraná region, the UTFPR Campus Pato Branco and GGETESPA. After that, the highlight was the emergence of the concept of development in the world and how it has spread in Brazil, inserting itself in various development models. The third part contains the results of empirical research. The results obtained in this research showed a lack of clarity of the Campus related to development, as well as the lack of a consistent policy on institutional development. The demonstrations / performances of the Campus for development are more people-centered and / or in specific courses. Although the speeches of respondents have prevailed entries that show an economistic view of development, the Campus presents relevant initiatives such as the performance of research groups and postgraduate studies, which have contributed to discussions and actions around the development of the southwest of Paraná. It can be concluded that, UTFPR Campus Pato Branco, inserted into the contradictions of capitalist society, is the reflect of these contradictions, revealing the ideology that pervades inside. Speaking in development within a university is to consider how the last one has been influenced, charged by the new needs of capital and how it can contribute to face this reality, showing then, possibilities and limits of the construction of an emancipatory project of education and development.

<p> This dissertation was designed using a qualitative research mode of inquiry that utilized a mixed methodology approach. This dissertation was an ethnographic narrative study tracking eight young women who were &ldquo;aging out&rdquo; or forced to leave their orphanage in Peru, where most of them had spent a majority of their lives. The study examined the way in which a collaborative art community could support the participants as they narrated their lives over a 16-month period of time through photojournaling and social media outlets. </p><p> This study relied upon interviews, on-site observations, personal journaling, and photographing, in addition to an overall thematic analysis of the output of each of the eight participants and two nuns. From these data, six key themes emerged concerning the outcomes of each young girl&rsquo;s continuing life at the Hogar and their endeavors outside of the orphanage. The focal points of this study were community building via art making and building of personal aesthetic, community engagement, reflection on self-identity, cross-cultural art education, and shared experience via photo-art narratives and social media. </p><p> This research also examined the role of collaborative art experiences in helping these young women structure new identities and form collaborations with their peers designed to sustain them into their future lives. This dissertation studied not only the formation of singular identities but how these functioned within a collaborative identity that supported the young participants as they moved out of their orphanage and forward into the outside world.</p><p>

M.Com. (Business Management) / The complex nature of problems that the world is currently facing necessitates the emergence of new ways of producing knowledge relevant for dealing with these challenges. These challenges are multi-faceted and must be broken down into a variety of components as well as serially managed in order to ensure that a suitable plan of action can be formulated. A key aspect of dealing with these complex issues is through the integration of knowledge from a variety of disciplinary sources. Higher education institutions, through research, have the capability to elucidate the necessary disciplinary options from which these issues can be resolved. One approach that can be exploited in academia is transdisciplinary research. Transdisciplinary research integrates the best available knowledge sources and creates a platform from which researchers can create ownership of the problems and provide options for solving them. With this in mind, strategies that enhance transdisciplinary at academic institutions have become essential. One such strategy that can be employed is coopetition. Coopetition is a strategy that combines both cooperation and competition. This strategy is derived from the belief that competitors can benefit from one another if they collaborate and eliminates the traditional mindset that deters competitors from working together. However, before coopetition can be formalised, it is important to identify whether researchers are willing to adopt the behaviour required for it. Thus, this research, using the Theory of Planned Behaviour (TPB) model, aims to identify whether researchers possess the behavioural intent towards the adoption of coopetition, which can foster a culture of transdisciplinary research. The study elaborates on the attitudes, norms and perceived self-efficacy of actively engaged researchers from two higher education institutions (one private, the other public) in South Africa. The attitudes, norms and perceived self-efficacy were then used to compute a behavioural intent score. The analysis occurred on two levels: within the institution, and across institutions. The results revealed that actively engaged researchers at these two institutions possess a moderately high likelihood of engaging in coopetitive relationships despite the extent to which individuals are influenced by norms being low. This study concludes with suggestions of future research with regards to enhancing coopetition and transdisciplinary research.

No description available.

by Chan Yung. / Bibliography: leaves 53-58 / Thesis (M.A.Ed.) -- Chinese University of Hong Kong, 1983

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Change characterises life in the early twenty first century and higher education is no exception. Higher education in South Africa is currently in a considerable state of flux which ultimately is actualised at institutional level. It is academic staff who encounter these changes first hand. Technikon lecturers, in particular, are faced with additional challenges not faced by their university counterparts - they have been called upon to change from a primarily vocational to an academic alignment as a result of technikons being given the right to award degrees. This study conducts a cross sectional survey of academic staff at the Port Elizabeth Technikon to identify their academic workload, with particular reference to their research function. It also seeks to establish whether lecturers consider themselves to be adequately prepared for their research function. A review of the literature reveals that lecturers in higher education are involved in a wide variety of activities, the main ones being teaching, research, service, and scholarship. The literature review also shows that in overseas institutions with missions similar to the technikons, lecturers experienced changes to their workload as a result of the restructuring of higher education. The empirical study shows that academic staff at the Port Elizabeth Technikon have much in common with their international peers in terms of the changes and pressures that have been experienced. The work reality for lecturers at the named institution includes all the traditional elements associated with being academic: teaching, research, service and scholarship. Although research is a new function, this has been positively embraced by most staff and that in most cases lecturers consider themselves to be adequately prepared for this function. The empirical study also shows that more than one third of the respondents do not support the institutional vision of becoming "the first choice technological university of South Africa". Further, the study shows that, in common with other studies, staff were of the opinion that the institution undervalues teaching and that research attracts more recognition and rewards. Finally, it shows that significant numbers of staff work in excess of 50 hours per week and carry teaching loads that are greater than the institutional guidelines. Recommendations are made on the basis of these findings and a further avenue of research is suggested. / AFRIKAANSE OPSOMMING: Verandering is 'n kenmerk van die lewe in die vroee een-en-twintigste eeu en hoer onderwys is geen uitsondering nie. Hoer onderwys in Suid-Afrika ervaar tans 'n besonderse toe stand van veranderlikheid, maar dit is uiteindelik op onderwysinrigtingvlak wat did tot verwerkliking kom. Dit is akademiese personeel wat hierdie veranderings eerstehands ondervind. In die besonder word Technikonpersoneel gekonfronteer met uitdagings waaraan hulle universiteitsewekniee nie blootgestel word nie - daar word van hulle vereis om van 'n primere beroeps-orientering oor te skakel na 'n akademiese ingesteldheid as gevolg van die feit dat technikons die mandaat verkry het om grade toe te ken. Hierdie studie het 'n opname onder akademiese personeel aan die Port Elizabethse Technikon gedoen om vas te stel wat die personeel se akademiese werkslading is, met besondere verwysing na hulle navorsingsfunksie. Die ondersoek poog ook om vas te stel of lektore van mening is dat hulle genoegsaam voorberei is vir hulle navorsingsfunksie. 'n Literatuuroorsig toon dat lektore in hoer onderwys betrokke is by 'n bree verskeidenheid aktiwiteite, waarvan die belangrikste onderrig, navorsing, dienslewering en vakkundigheid (scholarship) is. Die literatuurstudie toon ook dat in ander lande aan inrigtings met soortgelyke doelstellings as die technikons, lektore veranderings in hulle werksladings ondervind het as gevolg van die herstrukturering van hoer onderwys wat teen die einde van die twintigste eeu plaasgevind het. Die empiriese studie toon dat akademiese personeel aan die Port Elizabethse Technikon met betrekking tot die veranderings en druk wat ondervind word veel in gemeen het met hulle intemasionale ewekniee, Die realiteit in die werkplek vir lektore by genoemde inrigting sluit al die tradisionele elemente in wat verband hou met die akademie: onderrig, navorsing, diens en vakkundigheid (scholarship). Alhoewel navorsing 'n nuwe funksie is, is dit deur die meerderheid personeel positief aanvaar en in die meeste gevalle is lektore van mening dat hulle vir hierdie funksie voldoende voorberei is. Die empiriese studie toon ook dat meer as een derde van die respondente nie die institusionele visie om "die eerste-keuse tegnologiese universiteit van Suid-Afrika te wees" ondersteun rue. Voorts toon die studie soos ook in ander studies, dat personeel van mening was dat die inrigting onderrig geringskat en dat meer erkenning en belonings aan navorsing gegee word. Laastens toon dit dat 'n beduidende aantal personeellede meer as 50 uur per week werk- en onderrigladings dra wat meer is as die riglyne van die inrigting. Op grond van hierdie bevindings word aanbevelings gemaak en 'n verdere navorsingsrigting voorgestel.

With over 1.5 million adults incarcerated each day in the United States, the development of successful criminal rehabilitation has now become imperative (Public Safety Performance Project, 2010). Higher education has emerged as a potential ‘solution’, with many undergraduate programmes for prisoners boasting lower rates of recidivism than any other rehabilitative programming available. This doctoral research is a mixed methods investigation of Hudson Link for Higher Education in Prison, an undergraduate degree programme operating at a maximum-security correctional facility in the New York State. While most work in the field of prison education asks whether or not participation reduces recidivism, my research set out to discover how students engage with the processes of education – how they use the tools offered by membership in the social world of the prison college to reframe their understanding of their own experiences, what it means for their identities to be college students in the larger context of the prison, and how education changes their day-to-day lives and their plans for the future. My understanding is informed primarily by student writing data, generated through the facilitation of autobiographical writing workshops with two groups of men from the programme. Over the course of two ten-week sessions, students in these workshops constructed narratives describing their experiences in education both before and during their prison terms. These narratives define education as experiences of learning – allowing for inclusion of those lessons taught by the family unit and/or “in the street” – rather than just those activities involving school. The workshop process allowed me to build and maintain a significant degree of participant trust, as well as to ask for more clarification and detail as necessary in order to build a rich and thorough understanding of their stories and experiences. This understanding was also supported by six months’ worth of ethnographic and participant observation data, and a quantitative profile of every student Hudson Link has served during its twelve years in operation. Data analysis using a cultural-historical framework reveals that these students make sense of their lives using tools offered to them by the figured world of the prison college. Reinterpreting past experiences allows them to come to terms with their lives before prison. Identity reconstruction is achieved through guided authoring of personal change narratives, incorporation of education into the sense of self, and discoursal practices of academic English. These constructions of identity are used to reclaim the sense of agency that prison is designed to take away, which in turn influences student and graduate behaviour.