Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2018. / Universities have been producing graduates at a fairly fast rate, yet the cry for technical expertise and educated graduates. Thousands of university graduates are not employed, or they end up in industries and places that have nothing to do with their education and or qualifications. Too often the unemployed graduates they owe money loaned for studies which they are not able to repay because they are essentially unemployable, the may be because of a stagnated economic growth thereby a general high level of unemployment. The levels of entrepreneurial activities have remained low and there are no expectations of a sudden turn around for the economy. The researcher looks at one aspect of the graduate studies, specifically human resources management qualifications offered by the Cape Peninsula University of Technology in the Western Cape South Africa from the period 2014 to 2017. The research was largely descriptive and partially exploratory which resulted in the use of an assorted method approach (qualitative and quantitative). The research focuses mainly on the activities of those employed as Human Resource practitioners and the expectations at their work stations. Together with this the respondents gave extra detail on what is expected of them together with duties frequently performed. Based on this, the data was captured and analysed for similarities of expectations from more than 50 organisations. The findings indicate that there is a serious disjuncture between what is taught in the class and what the industry practices and expects. Recommendations of the ideal course structure are added to the findings to enable institutions of higher learning to adjust their curricula in line with industry needs.

The purpose of this mixed methods sequential exploratory study was to develop an understanding of the ways in which graduates of liberal arts programs recognize, make meaning of, and apply the competencies developed as an undergraduate within the workplace. In the first quantitative phase of the study, the research questions addressed the association among liberal arts graduates’ perceived importance, academic preparation, and assessment of value attributed by employers of eight critical skills in the workplace and any differences based on participants’ academic domain. The data were collected via a self-developed web-based survey (N=328) sent to graduates of six institutions representing four different Carnegie classifications. The overall response rate was 9.4%. A chi-square analysis in conjunction with the Holm-Bonferroni procedure yielded a statistically significant relationship in five of nine academic domain relationships. A post-hoc contingency table analysis further revealed statistically significant results between academic domain and perception value categories. In the second qualitative phase, eight case studies, consisting of graduates of liberal arts programs from four Carnegie classifications and four academic domains, delved deeper into the results from the first phase. Four themes emerged during the within- and cross-case analysis related to participants’ perceptions of the use of critical skills in the workplace: (1) Personal accountability to the job, (2) workplace dynamics among coworkers, clients, and supervisors, (3) self-awareness of what is important in the workplace, and (4) employer support of the liberal arts in the workplace. The final phase of the study integrated the quantitative results and qualitative findings to determine broad-scale outcomes of the study. Based on the overall analysis, the study provides policy implications and recommendations related to practical skill development within liberal arts programs.

This thesis investigates the students who graduated from the Umeå university in respect to their migration patterns and their employment situation. The study focuses on young adults with higher education, who due to their age are highly mobile and are a significant part of human capital which provides an influx of collective intelligence and has a positive effect on the region. The migration is investigated in terms of defining different migration patterns and the employment is looked at in terms of horizontal match/mismatch.Additionally the factors that have relation to migration patterns and employment match are studied; among them are gender, family status, age and field of studies. It is also studied if there is an income penalty if the employment mismatch occurs.Descriptive statistics as well as logistic regressions are used to research the aim of the study. This is done by means of data from Statistics Sweden available at the Department of Geography and Economic History at Umeå University. The results show that graduates are highly mobile because of their age and the family status plays a more significant role than the employment match for migration. However, the probability to migrate is decreasing if an individual has a child, but it increases chances of being a return migrant. Still the decision to migrate is complex and cannot be determined by one factor only.The employment match appeared to be rather low for Umeå university graduates and there was an income penalty which slightly decreased with the flow of time.

No description available.

As a thesis topic I chose Awareness graduates of the course Life Skills in Zambia. The present thesis consists of two parts - theoretical and practical. The theoretical part with the support of specialized literature devoted to the general description of the development problems of sub-Saharan countries. Furthermore, the theoretical part I describe precisely Zambia in the context of development issues. The last part is devoted to the characteristics of the course Life Skills and NGO ARHA, under whose leadership the whole project was created. The aim of the thesis is to determine the degree of awareness of graduate course Life Skills in Zambia. Examined Life Skills circuits become sex education, HIV/AIDS and gender. These areas were chosen because they are among the most discussed topics in the countries of sub-Saharan Africa. The thesis I established three research questions that relate to the issue. In the research part of the thesis I tried to answer them. It was the following research questions: What is the awareness of graduate course Life Skills in sex education? What is the awareness of graduate course Life Skills for HIV/AIDS? What is the awareness of graduate course in Life Skills gender? For the realization of research, I chose a qualitative research method semi- structured interview. Own research conducted in the building of technical secondary school Kambule in Zambia, where a six-month course in Life Skills took a place. Individual interviews were carried out during the period October - November 2014. The results of research show that the level of awareness of graduate course Life Skills is determined in the context of socio-cultural factors. During the half-year course graduates were informed just by socially tolerated facts. The information transmitted within the preventive and educational programs are considerably truncated, especially in the area of sex education. Life graduates of the course are indeed aware of thepreventive use of condoms, but it is emphasized that premarital sex is a sin. Cult marriages in Zambia has an important role. Due to the fact that Zambia is characterized as patriarchal society are women, especially in marriage, denied many rights. For example it is not generally tolerated the use of condoms within marriage. The research results show just on the above-mentioned facts, which stems from a purely traditional social order. Preventive educational programs are focused exclusively on measures that are in line with the traditional values of society - sexual abstinence and decisive rejection of premarital sex. A major shortcoming of preventive education programs is precisely this form of rigidity, lacking flexible response to current problems in society. Unfortunately, during the six-month course Life Skills graduates weren´t given relevant information that would help them respond to current problems in society. For example promotion and distribution of condoms was prohibited before the course has already started. The above-mentioned facts can be described as barriers in education and in the development of Zambia. Traditional patterns of behavior in Zambia are very deeply rooted and overcoming them can be considered difficult. However, this fact does not involve only the poor form of preventive education programs, but also low awareness participants on the issue. Based on a six-month course Life Skills and research in collaboration with the NGO ARHA was made a publication, which summarizes the lessons learned and also suggests ways how to improve the efficiency of the upcoming course.

O Programa de Pós-Graduação em Geografia (POSGEA), Instituto de Geociências, Universidade Federal do Rio Grande do Sul (UFRGS), situa-se entre um dos melhores do país, desde a penúltima avaliação trienal da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), realizada em 2012, permanecendo nesse patamar na avaliação de 2017. O presente trabalho visa responder ao seguinte problema de pesquisa: O investimento pessoal na carreira durante a trajetória formativa favorece a inserção de egressos de doutorado em postos acadêmicos e de pesquisa, considerando que o POSGEA tem como meta a formação de profissionais acadêmicos altamente qualificados? Neste sentido, buscase, como objetivo geral, compreender os fatores de trajetória que interferem no destino profissional dos 80 doutores egressos do POSGEA/UFRGS, no período de 2008/1 a 2016/1. A coleta de dados foi realizada através de questionários online, com cerca de 40 questões, disponibilizados via plataforma Google Docs, no período de janeiro a junho de 2016. Os 67 questionários respondidos garantem o nível de confiança de 95%, com margem de 5% de erro para a pesquisa. Os dados foram analisados estatisticamente com o auxílio do software SPSS, versão 18. Os resultados obtidos apontam que a inserção prévia no mercado de trabalho e a participação em eventos ao longo da pós-graduação favorecem o ingresso de docentes nas instituições de ensino superior. / The Geography Postgraduate Program (POSGEA), from Geosciences Institute of Federal University of Rio Grande do Sul (UFRGS), is one of the best in the country, since 2012's triennial evaluation of Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), remaining at this level in the evaluation of 2017. Considering that, the present paper aims to answer the following question: does the personal investment in career during the formative trajectory benefits the insertion of doctorate graduates in both academic and research positions, considering that POSGEA aims to train highly qualified academic professionals?. In this sense, the general objective is to understand the trajectory factors that interferes in the professional destination of 80 POSGEA/UFRGS’ graduated doctors, from 2008/1 to 2016/1. Data collection was performed through an around 40-question online questionnaire, available on Google Docs platform, from January to June 2016. The 67 questionnaires answered guarantee around 95% on confidence level and a margin of 5% error for the search. The SPSS software, version 18, analyzed the data statistically. The results obtained indicate that both the preview insertion on labor market and the participation in events during the postgraduate period promotes the entry of those egresses into higher education institutions.

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-05-11T18:32:25Z No. of bitstreams: 1 Souza, Márcio Arcanjo de.pdf: 2481460 bytes, checksum: 6c7e2808cbb3d47c1cc282c1eef50308 (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2015-05-11T18:32:45Z (GMT) No. of bitstreams: 1 Souza, Márcio Arcanjo de.pdf: 2481460 bytes, checksum: 6c7e2808cbb3d47c1cc282c1eef50308 (MD5) / Made available in DSpace on 2015-05-11T18:32:45Z (GMT). No. of bitstreams: 1 Souza, Márcio Arcanjo de.pdf: 2481460 bytes, checksum: 6c7e2808cbb3d47c1cc282c1eef50308 (MD5) / O cenário atual da pós-graduação em Administração no Brasil apresenta uma tendência de aumento no número de matriculados e titulados. Neste contexto, a avaliação de egressos é uma ferramenta importante para que as instituições de ensino possam adaptar seus cursos para formação de perfis profissionais adequados às demandas do mercado de trabalho, bem como mensurar a contribuição dada por estes cursos à vida social e profissional de seus alunos. Dessa forma, esta pesquisa tem como objetivo principal avaliar o impacto dos cursos de pós-graduação stricto sensu em Administração da Universidade Federal da Bahia no desenvolvimento de competências, carreira e renda de seus egressos. Secundariamente, foram avaliadas as diferenças na percepção entre os egressos dos eixos acadêmico e profissional, quanto ao desenvolvimento de competências, carreira e renda. Trata-se de um estudo de natureza quantitativa, de caráter descritivo, por meio de levantamento do tipo survey. A coleta foi realizada por meio de questionário eletrônico encaminhado para os egressos do período compreendido entre os anos de 1998 e 2012. Os resultados encontrados apontam que, de forma geral, os participantes da pesquisa percebem o desenvolvimento de competências, carreira e renda após o curso. Quando comparados os egressos dos cursos dos eixos acadêmico e profissional, há uma percepção mais elevada de desenvolvimento de competências que exigem maior prática profissional aplicada nos egressos do eixo profissional. Nas demais competências, a percepção é similar entre os dois grupos. No que se refere ao desenvolvimento de carreira e renda não foi verificada diferença na percepção entre os grupos. Ficou constatado que o desenvolvimento percebido nessas duas dimensões pode ser atribuído, em parte, à formação obtida no curso. Esta pesquisa contribui com o campo teórico sobre avaliação de egressos, tanto do ponto de vista metodológico, devido ao tratamento estatístico realizado que é complementar a outras metodologias utilizadas, quanto do ponto de vista prático por oferecer aos cursos elementos de reformulação e aprimoramento de seus currículos e metodologias de ensino-aprendizagem, de forma que isso possa maximizar o desenvolvimento de competências, carreira e renda de seus egressos. / The current situation of post-graduation in Administration in Brazil, presents an increase trend in the number of enrollments and graduates. In this context, the evaluation of post graduates is an important tool for educational institutions to modify acceptable courses for the development, training and education of appropriate professional profiles to meet the needs of the labor market demands; also, to measure the contributions given by these courses, for the social and professional lives of the students. Thus, this research primarily aims to evaluate the impact of stricto sensu, post-graduation courses in Administration, from the Federal University of Bahia. It is also for the development of skills, careers and income of its post graduates. Additionally, the differences in perception among the post graduate students from the academic and professional types, in terms of development of skills, careers and incomes were evaluated. This study was quantitative and descriptive in nature, through a survey type. Data collection was conducted through electronic questionnaires sent to students who post graduated during the period between the years 1998 and 2012. The results, suggest that in general, the survey participants perceive the development of skills, careers and income, after the course was completed. When comparing post graduate students from courses of academic and professional categories, there was a higher perception of development of skills that required greater professional practice application for post graduates of professional types. For the remaining skills, perception was similar for both groups. In regard to career development and income, differences in perception were not observed between the groups. It was verified that the perceived development of these two dimensions can be, in part, related to the education acquired during the course. This research contributes to the theoretical field on evaluation of graduates, both from a methodological point of view, due to the performed statistical analysis that is complementary to other methods used, as from a practical point of view, for it offers reformulation elements to courses as well as curricula and methodologies of teaching and learning improvement, in order to maximize the development of skills, career and income of its graduates.

This work talks about the level of information knowledge of University students. It investigates what kind of knowledge of informatics the entering students have or should have. The students should understands the basics of informatics and be able to operate elementary software. The entry requirements determine RVP and ŠVP. The knowledge of informatics is tested in the ITT subject in an Information Technology test, which is necessary for registration of further subjects at the Department of Informatics. The exit requirements for the University students are set by the creation of their thesis (Bachelors and Masters). The author of the thesis analysis ŠVP and RVP of Informatics for high school education and the information contained in Cermat catalogues. The thesis also analysis the requirements of particular departments. The IT tests will be changed according to the newly discovered requirements. The author will also create a semi automated machine for evaluation of IT tests. The software will enable the students to upload their files and compare them with the correct solution. The software will also show the percentage of success of the results.

abstract: The Yavapai-Apache Nation represents one American Indian tribe whose experiences of historical trauma and alternative responses to historical trauma is not fully understood. This study sought to explore the presence of historical trauma among individuals who did not directly experience events of historical trauma, and ways those individuals have dealt with the possible impact of historical trauma. The foundation of this research reflected that pathological outcomes may not be universal responses to historical trauma for a sample of Yavapai-Apache Nation college graduates, as evidenced by their academic success, positive life outcomes, and resilience. The study utilized Indigenous methodologies and conversational and semi-structured interviews with Yavapai-Apache Nation co-researchers and four central themes emerged. The first theme of Family indicated the Yavapai-Apache Nation co-researchers with a strong orientation toward the family. Families provided support and this positive perception of family support provided the encouragement needed to cope with various experiences in their lives, including school, raising their own families, career goals and helping to impart teachings to their own children or youth within the community. The second theme, Identity, indicated the co-researchers experienced the effects of historical trauma through the loss of language, culture and identity and that while losses were ongoing, they acknowledged the necessity of identity re-vitalization. The third theme, Survival, indicated that despite hardships, the co-researchers acknowledge survival as a collective effort and achieved by an individual’s efforts within the group. The co-researchers described their personal understanding of education and success. They also discussed how they contribute to the survival of the Yavapai-Apache Nation. The fourth theme, Intersection, indicated the co-researchers’ stories and experiences in which the themes of family, identity and survival intersected with one another. It was necessary to include this final theme to show respect for the co-researchers’ stories and experiences. Also discussed are the study’s strengths, limitations, and the implications for research with the Yavapai-Apache Nation and research with Indigenous Communities. / Dissertation/Thesis / Doctoral Dissertation Social Work 2018

Submitted by Juliane Raniro Hehl null (juraniro@yahoo.com.br) on 2017-09-22T14:23:34Z No. of bitstreams: 1 Juliane Raniro - Tese de doutorado.pdf: 2078934 bytes, checksum: 1857ab45b016abb5c21333110571a3cf (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-09-25T19:54:12Z (GMT) No. of bitstreams: 1 raniro_j_dr_arafcl.pdf: 2078934 bytes, checksum: 1857ab45b016abb5c21333110571a3cf (MD5) / Made available in DSpace on 2017-09-25T19:54:12Z (GMT). No. of bitstreams: 1 raniro_j_dr_arafcl.pdf: 2078934 bytes, checksum: 1857ab45b016abb5c21333110571a3cf (MD5) Previous issue date: 2017-08-11 / No trabalho com o Ensino Superior, em cursos de Pedagogia e de formação de professores apenas o enfoque do ensino e a mera transmissão de conhecimentos parece não ser suficiente para compor docentes preparados para a atuação pedagógica. Deve-se assim, refletir sobre até que ponto a universidade cumpre o seu papel e não se torna um espaço distante quando se pensa na formação e constituição integral de futuros professores. Como os profissionais formados em cursos de Pedagogia a distância, que são iniciantes na carreira docente analisam sua formação, reconhecem e relacionam os saberes da ação pedagógica ao exercício de sua profissão? Esta foi a questão de pesquisa que conduziu esta tese. Os objetivos estabelecidos contemplaram a caracterização dos egressos que realizaram Pedagogia EaD; a identificação e o reconhecimento de saberes revelados por professores iniciantes para atuar na sala de aula e a discussão sobre as possíveis contribuições para a formação docente dos cursos de educação online. Os principais apoios teóricos se pautam em estudos referentes à área de educação, no que tange aos saberes docentes, relacionados à formação e atuação de professores iniciantes, como Gauthier et.al. (1998); Guarnieri (1996, 2010); Gatti e Barreto (2009); Libâneo e Pimenta (2002); Tardif (2002) e outros autores da educação a distância como Almeida; Iannone e Silva (2011); Moran (2002) e Belloni (2009). A partir da análise qualiquantitativa, esta pesquisa trilhou um caminho envolvendo o uso de questionários aplicados em cinquenta e sete egressos e a realização de entrevistas semiestruturadas com sete professoras iniciantes, ambos de cursos de Pedagogia EaD. O mapa traçado neste estudo concluiu que o perfil dos egressos se caracteriza por sujeitos que já possuem idade acima de vinte anos, apresentam experiência na área de atuação e estão procurando um reposicionamento ou um reenquadramento no mercado de trabalho, sendo poucos os professores em início de carreira. A análise das entrevistas realizadas com as sete professoras iniciantes revelou os seguintes saberes da ação pedagógica: estudar constantemente, compreender práticas e conteúdos, conhecer e entender os alunos e as relações escolares, ser versátil, organizar-se, preparar rotinas, desenvolver a capacidade de planejar-se, falar e se comunicar com todos. Tais elementos são primordiais para o exercício da docência. Ao que tudo indica, as egressas iniciantes parecem dominar saberes relacionados a organização do trabalho e a estrutura das atividades, buscam aperfeiçoar-se nos saberes relacionados ao planejamento, à interação dos alunos, ao ensino, às medidas disciplinares e a quantidade de instrução. Na mesma direção do que foi coletado pelo questionário respondido pelos egressos, a percepção das iniciantes entrevistadas também deixa claro que, o curso de Pedagogia a distância propiciou saberes que as ajudaram a desenvolver a docência, porém afirmaram que os saberes foram mais desenvolvidos com a própria ação do trabalho, na prática, do que com o curso de formação inicial, o que fez com que a maioria delas não se sentisse totalmente preparada para lecionar. Tais apontamentos confirmam a hipótese de que o distanciamento do curso de formação inicial da real situação de sala de aula também se faz presente nessa modalidade de formação. A pesquisa procurou trazer referências para as licenciaturas em diferentes áreas de conhecimento e, também, para outros cursos de graduação a distância, visto que a integração de dimensões científicas e práticas devem fundamentar e não segmentar o desenvolvimento dos saberes docentes, aprimorando o caminho de formação de professores no contexto da realidade brasileira. / At the work with Higher Education, in Pedagogy School and teacher training, only the focus of teaching and the mere transmission of knowledge seems not to be enough to make teachers prepared for the pedagogical performance. Should be reflected on the extent to which the university fulfills its role and does not become a distant space when we think of the formation and integral constitution of future teachers. How do the professionals graduated in Distance Pedagogy Schools who are beginners in the teaching profession analyze your training, recognize and relate the knowledge of the pedagogical action to the exercise of their profession? This was the research question that led to this thesis. The established objectives contemplated the characterization of the graduates that realized Distance Pedagogy Schools: the identification and recognition of knowledge revealed by beginning teachers to work in the classroom and the discussion about possible contributions to the teacher training of Online Education Schools. The main theoretical support is based on studies in the field of education, in relation to the teaching knowledge related to the training and performance of beginning teachers, such as Gauthier et.al. (1998); Guarnieri (1996, 2010); Gatti and Barreto (2009); Libâneo and Pimenta (2002); Tardif (2002) and other authors of distance education as Almeida; Iannone and Silva (2011); Moran (2002) and Belloni (2009). Based on the quantitative and qualitative analysis, this research coursed a path involving the use of questionnaires applied with fifty-seven graduates and the conduction of semistructured interviews with seven beginning teachers, both of courses in Pedagogy EaD. The map delineated on this study concluded that the profile of graduates is characterized by subjects who are already over 20 years old, have experience in the actuation area and are looking for a repositioning or reframing in the labour market, with few teachers which are at the beginning of their careers. The analysis of the interviews accomplished with the seven beginning teachers showed the following knowledge of the pedagogical action: to study constantly, to understand practices and contents, to know and understand students and school relations, to be versatile, to organize themselves, to prepare routines, develop the ability to plan, talk and communicate with everyone. These elements are essential for teaching. In all probability, the beginning teachers seem to dominate knowledge related to work organization and the structure of the activities, they seek to perfect themselves in the knowledge related to the planning, the interaction of the students, the teaching, the disciplinary measures and the amount of instruction. At the same direction that was collected in the questionnaire answered by the graduates, the perception of the interviewed beginners also makes it clear that, the distance pedagogy course provided knowledge that helped them to develop teaching, but they affirmed that the knowledge was more developed with the own practice work than with the initial formation course, which meant that most of them did not feel fully prepared to teach. Such notes confirm the hypothesis that the distance from the initial formation course and the real classroom situation is also present on this formation modality. The research looked for to bring references to graduation degrees in different areas of knowledge, and also to other distance graduation courses, once the integration of scientific and practical dimensions should support and do not segment the development of teaching knowledge, improving the formation path of teachers in the context on the Brazilian reality.