Dissertation (Ph.D.)--University of South Florida, 2009. / Title from PDF of title page. Document formatted into pages; contains 224 pages. Includes vita. Includes bibliographical references.

Závěrečná diplomová práce se zabývá problematikou Evaluace řízení vzdělávacího na vysoké škole. Cílem diplomové práce je zmapování současného stavu problematiky řízení vysokých školách z odborné literatury světových i domácích autorů a zejména z šetření provedeného okých školách. Práce je zaměřena na zjištění současného stavu evaluace kvality vzdělávacího procesu. Práce přináší přehled doporučovaného obsahu, kterému by měla být věnována pozornost při zpracování plánu na řízení evaluace kvality vzdělávacího procesu a měla by tak pomoci manažerům škol a sloužit jako praktický návod při vlastním zpracování části literární rešerše jsou teoreticky shrnuty požadavky, které jsou potřebné vybranému tématu. Výsledkem vlastní práce je analýza dokumentů týkajících se řízení kvality na vybraných vysokých školách a analýza vlastního šetření.

The purpose of this dissertation is to review the work of the personnel department at a chosen company. The theoretical-methodological part contains the description of the personnel dep. activity with the regard to the importance for a small company. The analytical part includes the analysis of the current process of the individual personnel activities and the description of the revealed weaknesses. The final part summarize the found facts and contains my recommendations to the member of the personnel department.

[pt] Em meio aos debates sobre a baixa qualidade da educação pública brasileira, em especial no ensino médio, com altos índices de reprovação e evasão, este trabalho teve como objetivo investigar as políticas de gestão implementadas pelos estados brasileiros procurando identificar, por meio da análise dos seus programas, projetos, modelos de gestão e indicadores educacionais, se há relação entre gestão e desempenho na educação pública de nível básico nesses estados. O pano de fundo para o desenvolvimento da tese foi a importância que vem sendo conferida à gestão pública para o alcance dos objetivos de qualidade e equidade na educação a partir dos movimentos internacionais de reforma educacional das décadas de 1980/90, que influenciaram os textos legais e promoveram mudanças na forma de se pensar a educação pública no Brasil. Inicialmente foi realizada uma revisão de literatura sobre os movimentos de reforma da gestão pública no Brasil e no mundo, o modelo de gestão por resultados resultante, as experiências internacionais de reforma educacional e os princípios e premissas das mudanças promovidas no sistema educacional brasileiro. Baseadas na questão inicialmente colocada, no objetivo e na metodologia de estudo de múltiplos casos, foram investigadas as experiências de gestão educacional de sete estados brasileiros – São Paulo, Pernambuco, Goiás, Espírito Santo, Rio de Janeiro, Ceará e Minas Gerais. Observou-se que as mudanças promovidas por esses estados na gestão educacional tiveram efeitos positivos sobre os indicadores educacionais e para ampliar o conhecimento de cada um deles sobre sua realidade educacional, possibilitando a formulação de políticas educacionais voltadas para atender a demandas e solucionar problemas específicos das suas redes de ensino. / [en] Amid the debates about the low quality of Brazilian public education, particularly at high school, with high rates of disapproval and avoidance, this work aimed to investigate the management policies implemented by the Brazilian states seeking to identify, through the analysis of their programs, projects, management models and educational indicators, if there is a relationship between management and performance in basic education in these states. The background for the development of this thesis was the importance that has been conferred to public management to reach the objectives of quality and equity in education from the international educational reform movements of the 1980s and 1990s, which influenced the legal texts and changed the way of thinking public education in Brazil. Initially a literature review was carried out on the public management reform movements in Brazil and in the world, and on the resulting results-based management model, the international experiences of educational reform and the principles and premises of the changes promoted in the Brazilian educational system. Based on the question initially proposed, the objective and methodology of multiple case study, the educational management experiences of seven Brazilian states were investigated – São Paulo, Pernambuco, Goiás, Espírito Santo, Rio de Janeiro, Ceará and Minas Gerais. It was observed that the changes promoted by these states in educational management had positive effects on educational indicators and to increase their knowledge about their educational reality, enabling the formulation of educational policies aimed at meeting the demands and solving specific problems of their schools and teaching departments.

Planning for and management of athletic education facilities -- Grades K-12.

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Made available in DSpace on 2015-12-03T18:33:08Z (GMT). No. of bitstreams: 1 Laerte_Cressoni_Neto.pdf: 420638 bytes, checksum: 67527209be1486d3413461fb492cecab (MD5) Previous issue date: 2014-05-22 / Institutions of higher learning (IHL) in Brazil have suffered from idleness in classroom courses, mainly due to the higher number of places offered in the last ten years. Many IHL consider the distance education, and regionalization strategy that this method enables, a way to maintain or increase their margins. However, the development and operation of these courses require expertise not normally found in traditional classroom structure of institutions. Thus, most managers of IHL find some difficulty in financial planning of the distance education project and its feasibility analysis, this occurs because of the complexity and the amount of variables that impact the definition of income and all expenses, including items from tutors to reviewers, editors, cameramen etc. In this context, this study presents a complete breakdown of the variables that influence the financial outcomes of a distance learning course. The assumptions of the variables are divided into five groups: Organizational Management, Content Development, Information Technology, Mentoring and Market, and its valuation distributed among income, investments and costing. Further it also performed simulations and analysis of financial results to a better practical understanding of the model / As Institui????es de Ensino Superior no Brasil v??m sofrendo com a ociosidade nos cursos presenciais, fruto, principalmente, do aumento expressivo do n??mero de vagas nos ??ltimos dez anos. Muitas IESs veem no ensino a dist??ncia e na estrat??gia de regionaliza????o que este m??todo permite uma forma de manter ou aumentar suas margens. Por??m, o desenvolvimento e a opera????o desses cursos demandam expertises normalmente n??o encontradas na estrutura presencial tradicional das institui????es. Desse modo, a maioria dos gestores das IESs encontra dificuldade em fazer o planejamento financeiro do projeto de EaD e analisar sua viabilidade, dada a complexidade e a quantidade de vari??veis que impactam na defini????o das receitas e de todos seus gastos, incluindo itens que v??o desde tutores at?? revisores, editores, cinegrafistas etc. Diante desse panorama, este trabalho apresenta um detalhamento completo das vari??veis que influenciam o resultado financeiro de um curso a dist??ncia, cujas premissas foram divididas em cinco grandes grupos: Gest??o Organizacional, Produ????o de Conte??dos, Tecnologia da Informa????o, Tutoria e Mercado e sua valora????o, distribuindo-se entre Receitas, Investimentos e Custeio. Tamb??m foram realizadas simula????es financeiras e an??lises de seus resultados para um melhor entendimento pr??tico do modelo

Thesis (M.A.)--Naval Postgraduate School, 2000. / Title from title screen (viewed Aug. 20, 2003). "December 2000." Includes bibliographical references. Also issued in paper format.

Thesis (M.S., Strategic Studies) -- Army War College (Carlisle Barracks, Pa.) / Title from title screen (viewed June 10, 2009). "25 March 2008." "ADA479725"--URL. APPROVED FOR PUBLIC RELEASE. Includes bibliographical references (p. 20-24). Also issued in paper format.

The purpose of this study is to investigate the motivations for international academic alliance development, the configuration of alliance networks and their sustained management in Business Schools within the European Higher Education Area (EHEA). A purposive sample of Higher Education Institutions (HEIs) engaged with international alliance activities was selected from seven Business Schools within the target markets of France, Germany and Scotland. In order to investigate issues inherent within international alliance development this sample provided access to academic and administrative elites competent to discuss their alliance portfolios, from a strategic perspective, through semi-structured interview conducted in their home institutions. A key feature of the research was that, in the interest of minimising the potential for superficial or pre-conceived conclusions to be drawn, interviews with participants from two respondent institutions were positioned outside the researcher's direct ‘preferred partner' network. This insider-outsider perspective reduced potential bias through over-familiarity with solely networked institutional respondents when analysing the development, configuration and management of international academic alliances and alliance portfolios (APs).The study identifies three key findings on the basis of the analysis of institutional alliance activity. Firstly, that HEIs, operating within an appropriate regulatory environment can utilise both exploitation and exploration alliance strategies simultaneously to extend their resource base. The two strategies can be mutually reinforcing, and are not contradictory in tertiary education. Secondly, the analysis indicates that the extent to which resource extension may be achieved is reflected in the alliance strategy employed as HEIs internationalise. The movement from exploitation to exploration alliance strategy signifies a fundamental change in strategic intent and direction of the Business School, so new internationalisation strategy definitions are proposed for tertiary education. Thirdly, alliance management capability has the potential to develop, within complex partnership scenarios, as an institutional core competence, providing the potential for sustainable competitive advantage. On the basis of this analysis tools are developed which can assist in the strategic decision-making process for further evolution of alliance networks within institutional internationalisation strategies. The resultant application of these strategic tools allows for Business Schools to determine the characteristics of appropriate alliance partners to fill the gaps identified within their alliance network or portfolio.