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L'action sociale des universités à l'épreuve des mutations de l'enseignement supérieur en Europe / Universities' social action and the European higher education mutationsMaes, Renaud David 13 February 2014 (has links)
Les réformes de l'enseignement supérieur européen reconfigurent en profondeur les missions et l'organisation des universités. L'objet de notre thèse est de décrire les caractéristiques de la « nouvelle université capitaliste » telle qu’elle émerge progressivement par la mise en application du « modèle » de l’université de marché.<p>Dans une première partie, nous questionnons l'origine de ce modèle d'université de marché, en le confrontant aux différents "modèles historiques" qui ponctuent l'histoire des universités modernes. Nous étudions alors l'évolution des missions de recherche et d'enseignement des universités.<p>Afin d'interroger la description ainsi offerte de la nouvelle université capitaliste à l'aune de constat empiriques, nous interrogeons dans la seconde partie les différentes manières par lesquelles elle contribue à reproduire les inégalités sociales, à produire des héritiers et des « miraculés ». Cela nous permet de raffiner la description et de montrer quelques propriétés particulières de l'université en cours d'avènement.<p> / Doctorat en Sciences politiques et sociales / info:eu-repo/semantics/nonPublished
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An investigation of parenthood policy among student parents in a Kenyan public university : a socio-educational perspectiveMwangi-Chemnjor, Charity 06 1900 (has links)
This research is set within the context of the Kenyan Public Universities, where with
the changing student population dynamics, students are increasingly choosing to
combine parenting with studies. Many of these student parents both male and
female have had to negotiate the academic requirements as well as the burden of
parenthood. Such a study is important at this time of privatization and liberalization
of higher education in order to open up public discourse on the provision of higher
education and the effect on the socio-economic status of the students. Using
qualitative research analysis based on socio-educational, socio cultural as well as
socio-economic status (SES), a study was designed and conducted with the question
posed: What are the socio-educational approaches of public universities with respect
to student parents. Eighteen (18) interviews of ten (10) university officials and eight
(8) student parents formed the research sample. Qualitative research questions
were prepared in an in-depth interview guide and a focus group questioning route.
Data revealed that there are students both male and female who are actively
parenting in the public university and that they face role conflict and financial
challenges which impacts on retention and completion rates of students in the public
university. The research argues that there is need to create awareness of socioeconomic
status (SES) in the university approach to inclusiveness of all students as
well as student parents. Recommendations based on this study should be helpful as
guidelines for a model on guidance for student parents as well as documentation of a
clear policy on approaches or support for student parenthood in the public university. / Educational Studies / D. Ed. (Socio-Education)
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How students display dialogue, deliberation and civic-mindednessWeiss, H. Anne 02 April 2014 (has links)
Indiana University-Purdue University Indianapolis (IUPUI)
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Parental involvement in primary schools : a case study of three socio-economic disparate schools in Ile-Ife, NigeriaRofiat Omolola Obayopo 03 July 2018 (has links)
Parental involvement (PI) in three socio-economic disparate primary schools in Ile-Ife in Nigeria was investigated in the study. The study explored the effect of socio-economic status on PI using three schools representing the Lower socioeconomic status (LSES), Middle socio-economic status (MSES) and Higher socioeconomic status (HSES). The study reported how parents of three different income groups practice and perceive PI and how teachers perceive PI at the schools and what their expectations are regarding PI. The data used for empirical investigation was drawn from 15 parents and 15 teachers at each of the three schools. The parents were selected using convenience sampling and were individually interviewed while teachers are selected by purposeful random sampling and data was collected using focus group interviews and survey questionnaires. Results shows that parents’ available time, interest, level of education, social capital, parent-teacher contact and socio-economic status (SES) affected PI of which time, SES and interest were the most important factors affecting PI. PI is evidenced in all SES groups as joint cooperation between parents and teachers in support of children’s scholastic pursuit. The study suggests that, contrary to conventional opinion, parents of LSES generally have high educational goals for their children and evidence noteworthy PI practices. PI should be strengthened by building on existing positive endeavors and addressing areas of PI which are lagging behind. Strategies to strengthen these endeavors are recommended in conclusion of the study. / Educational Leadership and Management / M. Ed. (Education Management)
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