nÃo hà / Ante as atuais exigÃncias tecnolÃgicas e econÃmicas da sociedade do conhecimento, associadas à carÃncia de literatura a respeito da gestÃo de bibliotecas universitÃrias, o intento deste estudo à o de produzir um modelo de avaliaÃÃo para as bibliotecas universitÃrias, baseado no princÃpio-chave de alinhamento do Balanced Scorecard (BSC), dirigido à sinergia das aÃÃes das bibliotecas Ãs polÃticas de ensino de graduaÃÃo das instituiÃÃes de ensino superior. O mÃtodo proposto foi elaborado em sete fases que objetivam conhecer as diretrizes dos cursos descritas no projeto pedagÃgico do curso de oceanografia, a visÃo do corpo docente da instituiÃÃo, a percepÃÃo dos estudantes em relaÃÃo a produtos e serviÃos e os seus fatores crÃticos de sucesso. Os resultados esperados dizem respeito à pessoal, a produtos e serviÃos, a estrutura tecnolÃgica, estrutura fÃsica e organizaÃÃo de acervos, a fatores crÃticos de sucesso da biblioteca, gestÃo e avaliaÃÃo, evidenciando a necessidade de uma biblioteca comprometida com a assimilaÃÃo da visÃo sistÃmica da Universidade.

Existe uma tendência entre as organizações por optarem pela abordagem de gestão por processos no lugar da abordagem funcional tradicional, porém a falta de integração dos projetos de gestão por processos leva a desperdícios de recursos e diminuição no retorno sobre o investimento. Os Escritórios de Processos podem ser uma proposta de resposta à falta de integração dos projetos de gestão por processos. Em contrapartida, as Instituições de Ensino Superior (IES) necessitam ampliar sua eficácia gerencial e a gestão por processos pode ser uma solução. A oportunidade de investigação relacionando os temas levou a seguinte pergunta de pesquisa: \"O que propor em um Escritório de Processos para uma Instituição de Ensino Superior?\". Para responder a essa pergunta o objetivo geral deste trabalho era propor um Escritório de Processos em uma Instituição de Ensino Superior. Para alcançar o objetivo principal, foram traçados dois objetivos específicos: desenvolver um framework para propor um Escritório de Processos e desenvolver uma proposta de um Escritório de Processos em uma IES. Para atender a estes objetivos, este trabalho combina a utilização de duas abordagens metodológicas: revisão bibliográfica e estudo de casos. Como resultados da pesquisa foram desenvolvidos o framework para propor um Escritório de Processos e a proposta do Escritório de Processos para um IES. A pesquisa contribuiu para o estado da arte sobre o assunto Escritório de Processos. A proposta do Escritório de Processos e framework foram inovadores do ponto de vista bibliográfico, uma vez que trouxeram um modelo de Escritório de Processos que a literatura não aborda. Esse estudo auxiliou à referida IES a iniciar a constituição de seu Escritório de Processos. Dentre os interessados no estudo, destacam-se IESs, organizações de um modo geral, responsáveis por processos de negócios, pesquisadores e consultores. / There is a tendency among organizations opt for a Business Process Management approach instead of the traditional functional approach. BPM Center of Excellence can be a proposed answer to the lack of integration of process management projects. In contrast, the Higher Education Institutions (HEIs) need to broaden their managerial effectiveness and process management can be a solution. The opportunity to research relating the themes led to the following research question: \" What proposing in a BPM Center of Excellence for an Institution of Higher Education ? \" . To answer this question the overall goal of this work was to propose an BPM Center of Excellence in a Higher Education Institution. To achieve the main objective, two specific objectives were set: to develop a framework to propose a Process Office and develop a proposal for an Center of Excellence in an HEI. To meet these objectives, this paper combines the use of two methodological approaches: literature review and case studies. The results of the research framework were developed to propose a BPM Center of Excellence and the proposal of the Office of Proceedings for IES. The research contributed to the state of the art on the subject BPM Center of Excellence. The proposal of the Office and framework were innovative from the point of view of literature as it brought a model of a BPM Center of Excellence that literature does not address. This study helped to said HEIs to start setting up BPM Center of Excellence. Among those interested in the study, we highlight HEIs , organizations in general , responsible for business processes , researchers and consultants .

O interesse das organizações pela gestão de processos de negócio ou BPM (Business Process Management) tem aumentado nos últimos anos em todo mundo, tendo como principal motivador a redução de custos por meio de processos mais eficientes. Assim como as outras organizações, as Instituições de Ensino Superior (IES) também buscam aperfeiçoar sua gestão e têm recebido maior atenção política e acadêmica em todo o mundo em função da geração de valor para as comunidades regionais. No Brasil, as IES particulares, que representam em número 88,17% das instituições de ensino, enfrentam o desafio da formação de grandes grupos educacionais aumentando as exigências de reestruturação baseadas na redução de custos. No caso das IES públicas brasileiras, o aperfeiçoamento da gestão é promovido por iniciativas do governo, como o Programa Nacional de Gestão Pública e Desburocratização - GesPública, que inclui a gestão de processos de negócio em seus fundamentos. Ainda existem poucos estudos empíricos detalhando a adoção dessa abordagem de gestão, não sendo identificado nenhum que caracterize a gestão de processos entre as IES. Estes fatores motivaram a realização do presente estudo para caracterizar a gestão de processos de negócio das IES brasileiras e identificar oportunidade de melhoria na gestão de processos. Para alcançar este objetivo, foi realizada uma revisão bibliográfica sistemática e uma pesquisa de campo. A revisão sistemática abordou estudos empíricos quantitativos sobre o tema, em duas bases de dados: ISI/Web of Science e Scopus com a finalidade de construir um framework dos aspectos que melhoram os resultados de BPM. A pesquisa de campo envolveu a aplicação de um questionário online (survey) a uma amostra de 139 IES brasileiras com a finalidade de caracterizar como essas instituições estão gerenciando os seus processos. Foi possível constatar que a gestão de processos está presente em mais de 90% das instituições pesquisadas em diferentes níveis de adoção, sendo um tema com importância crescente para 82% delas. A análise dos dados dessa amostra à luz da revisão bibliográfica e do referencial teórico permitiu a identificação de oportunidades de melhoria na gestão de processos nas IES e a proposição de uma agenda de pesquisa para estudos futuros. Outra contribuição desta pesquisa é a possibilidade de utilização dos resultados para benchmarking (análise comparativa) permitindo as IES avaliarem sua posição em relação aos concorrentes na gestão de processos. / The interest of organizations in managing business processes or BPM (Business Process Management) has increased in the last years worldwide, and its main motivator is the reduction of costs by means of more efficient processes. Just as other organizations, higher education institutions also seek to enhance their management and have received greater political and academic attention worldwide because of the value generation for the regional communities. In Brazil, private higher education institutions, which represent 88,17% of the educational institutions, face the challenge of the formation of great educational groups, increasing the demand to restructure based on the reduction of costs. In the case of public Brazilian higher education institutions, the enhancing of management is promoted by government initiatives, such as the National Program of Public Management and Debureaucratization - GesPública, which includes the management of business processes in its foundations. There are still few empirical studies detailing the adoption of this management approach, and none of them characterize the processes management among higher education institutions. Such factors motivated this study to characterize the management of business processes of Brazilian higher education institutions and identify improvement opportunities in the management of processes. In order to reach this aim, a sistematic bibliographic review and a field research were carried out. The sistematic review approached quantitative empirical studies on the subject, in two data bases: ISI/Web of Science and Scopus, aiming at building a framework of the aspects which improved the results of BPM. The field research involved the application of an online questionnaire to a sample of 139 Brazilian higher education institutions seeking to chacarterize how this institutions are managing their processes. It was possible to verify that the processes management exists in more than 90% of the studied institutions in different adoption levels, and this is a subject with an increasing importance for 82% of them. The analysis of the data of this sample based on the bibliographic review and the theoretical background allowed the identification of improvement opportunities in the processes management of higher education institutions and the proposing of a research agenda for subsequent studies. Another contribution of this study is the possibility of using the results for benchmarking, allowing the insititutions to evaluate their position in relation to the competitors in the processes management.

M.Comm. (Strategic Communication) / Please refer to full text to view abstract

This thesis is a study of a phenomenon in Swedish education: the RegionalDevelopment Centre (Regionalt utvecklingscentrum, RUC). Insetting up RUC, the Swedish state’s original intention was to enhancecollaboration between teacher education and training, research andschool development. RUC was specified in the appropriation directionsfor Swedish higher education institutions (HEIs) that trained teachers in1997–2010. The purpose of this thesis is to clarify and analyse differinginterpretations and implications of RUC as a phenomenon and conceptualisethe task of addressing them in a changing education-policy context.Empirical sources for the study are central government publicationsand interviews with RUC representatives at 22 HEIs. This empiricalmaterial has been modified and analysed in four stages: a survey of RUCas a phenomenon, construal of ‘ideal types’ of RUC, testing of the construedideal types as analytical tools, and application of the construedideal types as analytical tools to gain an ‘explanatory understanding’ ofRUC. Through analysis of needs, actors and value, five ideal types empiricallybased on transcribed interviews are construed: the receiveroriented,trust-creating, region-boosting, conceptualising and salesorientedtypes. A model shows how these ideal types can be mutuallyunderstood and conceptualised. Examples are given, based on this model,of specific interpretations and implications that may fit each idealtype. RUC’s legitimacy in 2012 still entails a marked emphasis on RUCas a receiver-oriented associate. Three aspects enhancing the likelihoodof RUC, in 2012, being deemed important to retain at an HEI appear tobe the HEI’s goodwill towards RUC, its dependence on remits from theSwedish National Board of Education and schools’ research needs. Focusingmore on RUC as the region-boosting partner would mean oncemore uniting RUC’s role in teacher education with school developmentand research, but on the basis of ‘common needs’ within the frameworkof a distinct growth policy.

Background and Aim The South African higher education sector has undergone numerous changes over the past years due to external factors such as globalisation, managerialism and neo-liberalism (Ntshoe, Higgs, Higgs&Wolhuter, 2008). Furthermore De Villiers and Steyn (2009) add that state funding of higher education in South Africa has been decreased to such an extent that higher education institutions (HEI’s) have been unable to parallel the increase in the number of students enrolled per year. As mentioned by Mouton (2010) universities in sub-Saharan Africa continue to operate under conditions which are seriously under-resourced, which poses significant challenges for the scholars concerned. The changes in the Higher Education Institutional environment have forced HEI’s to increase their level of output in terms of: enrollments, qualifications awarded, research output and institution size and number of disadvantaged students (De Villiers&Steyn, 2009) in order to remain competitive. The number of changes in performance outputs as well as the growing market for competitive higher education (HE) has greatly impacted the job demands of academics in South Africa. The environment in which academics in South Africa function now demands more of them than in previous years. For example the employment relationship has changed (i.e. teacher-driven to student-driven), altering the type of work that people do, when they work and how much they do (Barkhuizen, Rothmann&Van de Vijver, in press). Accordingly, it appears that the job demands of academics have escalated, whilst the levels of support and other resources have declined. The objective of this study was to investigate whether job demands and resources are significant predictors of dispositional employability of academics in South Africa. Method A cross–sectional research design was followed. The Job Characteristics Scale developed by Barkhuizen and Rothman (2005) and the Dispositional Measure of Employability (Fugate&Kinicki, 2008) were used as measures in this study. A total of 360 questionnaires were sent out to the sample, of which 158 completed questionnaires were received, but only 146 of these responses could be used for data analyses. This represents a 40.55% response rate. Results The results showed that there is a significant relationship between job demands and the change identity of the academics and that job demands do act as a predictor of the dispositional employability of academics in terms of their change identity. No significant relationship between the job resources and the dispositional employability of the academics were found, however all of the dimensions of DE had a positive relationship with job resources. A significant relationship between job demands and the ethnicity, home language, age, the respondent’s job level and the number of hours they work was found. However, no statistically significant differences were found within gender, qualifications, job categories, years in service and the number of years in current positions. According to the results the white ethnic group experiences higher job demands than the black ethic group. Furthermore respondents speaking either Afrikaans or English experience higher job demands then respondents speaking indigenous languages. In relation to this, the age group 50 to 59 experience higher job demands compared to that of the age group 20-29. Associate professors experience higher job demands than junior lecturers. No significant relationship between the academics’ perception of their job resources and their demographic characteristics was found. There are significant differences between the DE of the academics and their ethnicity, home language, job category, years in service and hours of work. No statistically significant differences were found within gender, age, qualifications, job level or years in the current position. The Black ethnic group indicates higher levels of resilience and motivation compared to the other ethnic groups, and indigenous languages have higher levels of resilience compared to the other two language groups. Academics that function as both researchers and lecturers have higher levels of career proactivity compared to the academics that function only as a researcher or lecturer. Respondents that have been in the industry for between zero to 10 years have a higher level of resilience compared to the respondents who have served for longer. The working hours of group four (between 31 to 40 hours) show higher levels of resilience compared to the other groups. / Dissertation (MCom)--University of Pretoria, 2012. / Human Resource Management

The emergence of open educational resources has gained popularity and acceptance in higher education institutions and beyond the basic education sector. This brought a persisting shift in depending on information communication technologies for tuition and research provision. Information technology artifact was not treated in isolation to user perspective. The study established how academics accept, feel, perceive, and what skills, opportunities, challenges exist to hinder the domestication. The study context had no uniform guidelines or tools and policy in place for the domestication of open educational resources. The study adopted the exploratory approach guided by the interpretivism paradigm. The study employed Domestication theory. This study conducted in an heterogenous single case study, which is the open distance e-learning (University of South Africa). That was done for an in-depth investigation by relying on multi-methods for data triangulation such as semi-structured interviews, focus group interviews, document analysis, and actual artifact analysis. The total of participants were 52. The study found that most academics played a role in the domestication of open educational resources besides the minority who were unable. The experience and prior knowledge were found to be a factor hindering the domestication process. Open distance e-learning found to relevant space for open educational resources. Such institutions play a role in the adoption and development of open educational resources and mostly rely in information technology for tuition and research. Information technology infrastructure found to be an enabler and disabler in the domestication process. This study contribution to the world of knowledge is based on the theory and practice. Eight theoretical propositions were suggested. The study further contributed by extension of domestication theory as recommended two additional phases which are non-appropriation and dis-appropriation. The current proposed Domestication theory has five phases. Lastly, the study recommended the actual guidelines for adoption and development of open educational resources. This guideline can be adopted by higher education institutions by infusing them in policy development or for general guidance in actual adoption and developments.

Background: The rapid advancement of artificial intelligence (AI) has significantly impacted various sectors, with higher education institutions (HEIs) being no exception, necessitating strategic changes to harness its benefits, such as enhanced educational practices and efficiency, while addressing challenges like ethical concerns and job displacement risks. However, the integration of AI in higher education (HE) is not uniform and varies across various disciplines, influenced by factors such as technological readiness, professional culture, and stakeholders. By applying contingency theory, insights are provided into the alignment of organizational strategies with specific environmental factors. Purpose: The purpose of this study is to investigate the impact of the rise of AI on strategic changes within HEIs and examine how these changes are contingent on distinct organizational cultures across various disciplines. Method: A single case qualitative study was utilized with an abductive approach, collecting empirical data from 10 participants with roles of higher responsibility in the HEI through semi-structured interviews. Additionally, a thematic analysis was used to examine the gathered data. Conclusion: The findings of this study reveal that the rise of AI necessitates strategic changes within HEIs, driven by opportunities and challenges. Integrating AI is seen as an ongoing process requiring flexibility and adaptability to changing environments, related to contingency theory. While some institutions begin to incorporate education about AI and develop guidelines, full implementation is still in the planning stages for many. The study underscores variations in AI adoption across disciplines, highlighting the need to tailor strategies to organizational cultures, including aspects such as different professional cultures and technological readiness cultures. Ultimately, this research enhances the understanding of strategic change management as a reaction to the rise of AI, offering an overarching framework for HEIs to adapt to a dynamic educational environment.

When people hear the word "nurse," they often think of qualities such as compassion and patience. While these are essential characteristics, nurses must go even further when striving for professionalism. Nurses also need strong morals and ethics and the commitment to always act in the best interests of their patients. The term professionalism embraces a set of attitudes, skills and behaviours, attributes and values which are expected from those to whom society has extended the privilege of being considered a professional. The core values of professionalism include: honesty, integrity, altruism, respect, responsibility, accountability, compassion, empathy, dedication, self-improvement, competency of clinical skills and knowledge. Professional nursing practice is a commitment to compassion, caring and strong ethical values, continuous development of self and others, accountability and responsibility for insightful practice, demonstrating a spirit of collaboration and flexibility. Rapid changes in the nursing sector have recently occurred across all areas and settings, making for a chaotic and seldom unstable work environment. All of these changes have impacted the ability of ENA learners to maintain high levels of professionalism and collaboration. In particular, the researcher, as an educator within a private NEI responsible for teaching ENA learners, experienced a lack of professionalism amongst ENA learners during the course of their training, as well as after their enrolment with the South African Nursing Council (SANC). Currently, there seems to be a difference between the professionalism portrayed by ENA learners and that which is expected of them. The overall aim of this research is to enhance the professionalism of ENA learners in a private NEI in Potchefstroom, North West. The following objectives have been identified in order to reach this aim: * To explore and describe professionalism amongst ENA learners in a private NEI in Potchefstroom, North West, and * To formulate recommendations to advance professionalism amongst ENA learners in a private NEI in Potchefstroom, North West. This study was conducted by means of a case study approach as the selected topic focuses only on a private nursing education institution situated in Potchefstroom, North West. From the qualitative instrumental case study approach, a qualitative, explorative, contextual research design was followed. The population in the study was all the ENA learners of a private NEI in Potchefstroom, North West. A sample was selected through non-probable, purposive sampling according to inclusion criteria (n=25). Data collection was conducted by means of a ―World Café‖ method and a focus group. The data collected through the World Café method was recorded and transcribed and reconstructed by means of thematic analysis. The main theme that crystallised from data analysis was that ENA learners viewed professionalism as a set of behaviours that are displayed in their external environment. The behaviours are grouped into the following five subgroups, namely punctuality versus absenteeism, adhering to scheduling and duty hours, responsibility of observations and awareness, the role of dress code and the image of nursing and finally obedience to organisational rules and regulations and tolerance towards others. The World Café and focus group results were integrated with case records according to repetitive themes. From the results and conclusions, recommendations were formulated for nursing practice, nursing education and nursing research to enhance professionalism amongst ENA learners in general. / MCur, North-West University, Potchefstroom Campus, 2014

O atual cenário das Instituições de Ensino Superior (IES) privadas brasileiras, caracterizado por alta competitividade, pressupõe que o perfil do coordenador de curso, entendido neste processo como gestor universitário, deve ser adequado às novas demandas para a função. Este estudo buscou reconhecer se o conjunto de competências identificáveis nestes pode ser inerente ao exercício da função de coordenador de curso de IES privada, e, com vistas a garantir a visão sistêmica para atuação como gestor de curso, se estas competências estabelecem-se nos campos políticos, gerenciais, acadêmicos e institucionais, que contribuiriam para a sobrevivência deste curso no mercado. Foram pesquisados coordenadores de curso, cujas graduações alcançaram conceito máximo no ENADE (Exame Nacional de Desempenho de Estudantes). A metodologia utilizada consistiu na utilização de pesquisas bibliográfica e de campo. A pesquisa de campo considerou a aplicação de um protocolo de investigação proposto por Franco (2002), que busca identificar o coordenador ideal, precedido por instrumento confeccionado para identificar o perfil do coordenador, da IES e do curso. Foram realizados estudos com a finalidade de construir conhecimento contextualizado e relevante para contribuir, de forma crítica e responsável, para as políticas de capacitação e para a gestão de IES privadas brasileiras, com vistas à transformação do conhecimento em diferencial competitivo, e incentivar o processo de inovação e de transferência de conhecimento formalizado para a atividade da gestão acadêmica destas IES, auxiliando no desenvolvimento de uma cultura institucional condizente com o contexto da gestão do conhecimento. Foi refletida a singularidade desta função no atual processo de gestão acadêmica das IES privadas e as diferentes formas de investigar a fronteira acadêmico-administrativa nesta função. Os resultados deste estudo permitem uma análise crítica sobre a forma como os responsáveis pela coordenação de cursos privados de graduação vêm buscando atender às diversas demandas contemporâneas para a função. Embora as funções pesquisadas tenham sido consideradas de responsabilidade das coordenações de cursos pelos próprios coordenadores, uma vez que atingiram altos escores na maioria dos quesitos avaliados nas quatro funções pesquisadas, o que também expressaria alinhamento destes gestores às premissas de um coordenador-gestor, quando se compara os perfis destes profissionais às atividades por eles exercidas contemporaneamente, constata-se relativa incoerência. Mesmo reconhecendo-se que a construção de um coordenador ideal passe por toda esta gama de responsabilidades, o que nos remete a um perfil pronto e acabado, não foi possível reconhecer no profissional estudado, que experimenta resultados significativos nas avaliações tradicionais do ensino superior no curso que coordena, a expressão da essência de um profissional suficiente para esta função frente às atuais demandas. Reconhece-se a necessidade ainda contínua de manter a atitude de aprendiz deste coordenador, que busca a superação constante para alcançar a plenitude da liderança e gerência esperadas, e que possa dar atendimento às prováveis tendências e futuros direcionamentos do mercado do curso que atua. / The current scenario of private Brazilian Higher Education Institutions (HEIs), characterized by its high competitive edge, assumes that the profile of the course coordinator, understood by this process as a university administrator, should be suitable to the new demands for such function. This study sought to recognize whether the set of identifiable skills in it can be inherent to the exercise of the course coordinators function at private HEIs, and in order to ensure a systemic vision to act as the course manager, if these skills are established in political, managerial, academic and institutional fields, which would contribute to the courses survival on the market. Course coordinators whose academic ranks reached maximal concept at ENADE (National Student Performance Examination) were surveyed. The methodology consisted in the use of both bibliographic research and fieldwork. The last one considered the adhibition of a research protocol proposed by Franco (2002), which seeks to identify the ideal coordinator, preceded by instrument made to identify a coordinator, a HEI and a course profile. Studies have been performed in order to build contextual and relevant knowledge to contribute critically and responsibly to the training policies and the management of Brazilian private institutions, with a view to transforming knowledge into competitive advantage, as well as encouraging the process of innovation and formalized knowledge transfer activity for the academic management of these HEIs, assisting in the development of a consistent institutional culture to the context of knowledge management. The uniqueness of this function in the current process of academic management of private HEIs and different ways to investigate the academic-administrative boundary have been reflected upon this function. The results of this study allow a critical analysis on how those responsible for coordinating private undergraduate courses have sought to meet the diverse contemporary demands for such function. Although the surveyed functions have been considered as a course coordination responsibility provided by the own coordinators, once achieved high scores on most variables evaluated in the four studied functions, which also would express an alignment of these managers to the premises of an manager-coordinator, when comparing these professional profiles to the activities performed contemporaneously by them, a relative incoherence appears. Even recognizing that the construction of an ideal coordinator go through all this range of responsibilities, which brings to a finished and ready profile, it could not be recognized in the professional study, experiencing significant results in traditional assessments of higher education in the course which they coordinate, the professional enough expression of the essence to forward this function to current demands. We recognize the unceasing need to further maintain this coordinators apprentice attitude, who constantly seeks to overcome in order to achieve the expected fullness of leadership and management, and who can give treatment to the likely future trends and directions of labor market from the respective courses.