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Over the last year the Faculty of Biological Sciences at East Tennessee State University have been evaluating core coursework for biology majors and working towards transforming teaching approaches to enhance the undergraduate learning experience and improve overall learning outcomes among our graduates. Our institution serves a large population of low-income and first generation college students living and working in Southern Appalachian region. The most important motivation behind transformation is to provide highly-qualified graduates who can contribute to the economic development and growth of the area. In focusing on traineeship and skills development of graduates, we adopted an action plan focused on students, faculty, and curriculum development. Under the leadership of the chair, productive and positive discourse on curricular goals among faculty has shaped well-defined core concepts and competencies we envision for our graduates. Several faculty are using research-based methods to improve the core curriculum and to infuse best teaching practices in the classroom. The strengths of our program lie in having demonstrated success in providing students with authentic research experiences in upper-level courses. We are working towards infusing these ideas and skills-development into the introductory core curriculum in hopes of increasing the number of undergraduates who pursue professional graduate degrees. Our hopes are that investing in transformative changes in the classrooms and providing high-quality educational opportunities will increase the time our students devote to STEM career development and ultimately result in large-scale economic development on the Southern Appalachian community.

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Data de aprova??o retirada da vers?o impressa do trabalho. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-07-25T20:54:25Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) daniela_reis_miranda_freitas.pdf: 2609061 bytes, checksum: a046e5e5ae2063cff223ade15b25e3b1 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-10-05T19:01:53Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) daniela_reis_miranda_freitas.pdf: 2609061 bytes, checksum: a046e5e5ae2063cff223ade15b25e3b1 (MD5) / Made available in DSpace on 2018-10-05T19:01:53Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) daniela_reis_miranda_freitas.pdf: 2609061 bytes, checksum: a046e5e5ae2063cff223ade15b25e3b1 (MD5) Previous issue date: 2016 / A Universidade Federal dos Vales do Jequitinhonha e Mucuri ? UFVJM surge no cen?rio educacional brasileiro com a responsabilidade, dentre outras, de atendimento a um compromisso social com a regi?o. Neste sentido, este estudo visa analisar o perfil dos ingressantes nos programas de p?s-gradua??o da UFVJM, buscou ainda identificar se a oferta de vagas dos cursos contemplou o atendimento ? demanda da popula??o local e regional. Como eixos norteadores, a coleta dos dados, elencou informa??es quanto ao sexo, naturalidade, idade e local da resid?ncia atual dos participantes dos programas. ? importante ressaltar que essa pesquisa compreende apenas os programas de doutorado, mestrado acad?mico e profissional que s?o ministrados no campus UFVJM na cidade de Diamantina. O recorte temporal da pesquisa compreende o per?odo entre 2006 a 2015; pois o mesmo equivale aos anos de consolida??o e expans?o dos programas dessa universidade. A metodologia se apropriou do enfoque quantitativo, sem deixar de destacar a nuance qualitativa. A coleta de dados se deu por meio de an?lise documental, composta por informa??es de dom?nio p?blico. Nesta perspectiva, os formul?rios de matr?cula dos ingressantes discentes do referido per?odo, solidificaram a pesquisa. N?o diferentemente, o Plano de Desenvolvimento Institucional - PDI da universidade foi um elemento propulsor e determinante para o entendimento e an?lise dos dados. O aporte te?rico est? composto por v?rios pesquisadores como SILVA (2009), NEVES (2012), GIL (2002), BOTOM? e KUBO (2002), SAVIANI (2010), SEVERINO (2009), COELHO e VASCONCELOS (2009), MAGALH?ES (2004) e BOUFLEUER (2009), visto que esses abordam temas relativos ao perfil discente, inser??o social, bem como discuss?es sobre programas de p?s-gradua??o no Brasil. Os resultados evidenciaram uma resposta significativa para a cidade, munic?pios circunvizinhos e regi?o. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / The Federal University of the Jequitinhonha and Mucuri Valleys - UFVJM arises in the Brazilian educational scenario with, among others, the responsibility to accomplish a social commitment with the region. Thus, this study aims to analyze the profile of the new students in graduate programs at the UFVJM, seeking to identify if the number of admissions in the programs has met the local and regional demand of the population. As guiding principles, the data collection has listed information regarding to sex, national origin, age and the place where the current participants of the programs live. It?s important to highlight that this research applies only to doctoral, academic and professional master's programs, which are taught at the UFVJM campus in Diamantina. The time frame of the research covers the period between 2006 to 2015, because it is equivalent to the years of consolidation and expansion of the programs in the university. The methodology has appropriated the quantitative approach, although it also highlights the qualitative nuance. The data collection was carried out through documentation analysis which are public domain information. In this perspective, the students registration forms solidified the research. Not unlike, the Institutional Development Plan of the University ? PDI ? was a propeller and decisive factor for data understanding and analysis. The theoretical framework is composed of several researchers as SILVA (2009), NEVES (2012), GIL (2002), BOTOM? and KUBO (2002), SAVIANI (2010), SEVERINO (2009), COELHO and VASCONCELOS (2009), MAGALH?ES (2004), BOUFLEUER (2009), as they address issues related to student profile, social integration as well as discussions about graduate programs in Brazil. The results showed a significant response for the city, the surrounding towns and the region.

Para atuar na docência universitária é preciso, segundo a Lei de Diretrizes e Bases da Educação 9.394, formar-se em programas de mestrado ou doutorado acadêmico. Porém, pouco se sabe sobre a formação destes profissionais na academia, já que cada programa tem a liberdade de elaborar o seu próprio currículo. Assim, a presente pesquisa objetiva desvendar como ocorreu a formação para a atuação docente dos egressos de mestrado acadêmico e doutorado do Programa de Pós-Graduação em Administração da Universidade Federal do Rio Grande do Sul durante os anos 2007-2017. A metodologia de pesquisa adotada neste estudo foi o levantamento de tipo survey. Realizou-se um etapa exploratória qualitativa inicial que subsidiou a formulação de um questionário com 56 questões abertas e fechadas. Os dados permitiram o mapeamento do perfil sócio demográfico dos egressos e o levantamento dos saberes adquiridos durante essa formação compreendidos em três dimensões: saberes aprendidos (ou não), experiências que auxiliaram no desenvolvimento profissional docente e estágio docente supervisionado. Concluiu-se que a formação recebida contribuiu para o desenvolvimento da capacidade de reflexão dos egressos, porém ainda é necessária maior atenção aos aspectos didático-pedagógicos da formação docente. A atividade que mais contribuiu para a formação docente entre os pesquisados foi o estágio supervisionado, havendo a sugestão de ampliação da experiência para todos os alunos. Entre as melhorias sugeridas para o percurso formativo pelos egressos está a inserção de disciplina específica sobre docência na grade de ensino da pós-graduação. / The Law of Education and Guidance 9.394 provides that those who want to work in higher education should be trained in a master or phd programs. However little is known about how these professionals are trained, since the focus of the graduation in Brazil is primarily research (FISCHER, 2006). Given this context, the present research aims to unveil how was the teacher training for graduates of Business masters and phd of the Business Graduate Program of Federal University of Rio Grande do Sul took place during the years 2007-2017. The methodology used in this study was a survey, based on a qualitative exploratory step followed by a quantitative descriptive step. At the end of this stage, a questionnaire was obtained with 56 open and closed questions that allowed the mapping of the graduates’ profile with socio-demographic data and the collection of impressions about their experience divided into three dimensions: knowledge learned or not, experiences that may have assisted in the professional development of their jobs as teachers and the supervised teaching stage. It was concluded that the training received was based on reflection, but more attention is still needed to the didactic-pedagogical aspects of teacher training. The activity that most contributed to the teacher training was the supervised internship with a suggestion to extend the experience for all the students. Finally, with regard to the improvements suggested for the formative course by the graduates is the insertion of specific discipline on teaching in the graduation teaching grid.

Submitted by Valdinei Souza (neisouza@hotmail.com) on 2015-10-07T20:50:42Z No. of bitstreams: 1 DISSERTAÇÃO - CATIA DUARTE ANDRADE DE SANTANA.pdf: 1978967 bytes, checksum: facd529248b876f3b40a5595aca8451b (MD5) / Approved for entry into archive by Urania Araujo (urania@ufba.br) on 2015-10-29T18:46:50Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO - CATIA DUARTE ANDRADE DE SANTANA.pdf: 1978967 bytes, checksum: facd529248b876f3b40a5595aca8451b (MD5) / Made available in DSpace on 2015-10-29T18:46:50Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO - CATIA DUARTE ANDRADE DE SANTANA.pdf: 1978967 bytes, checksum: facd529248b876f3b40a5595aca8451b (MD5) / A pesquisa foi realizada com o objetivo de analisar as dissertações aprovadas no mestrado em Ciência da Informação do PPGCI/UFBA, no período de 2001 a 2012, de forma a identificar tendências temáticas destas dissertações. Para isso, procedeu-se, inicialmente, ao levantamento das dissertações em quatro diferentes ambientes (Biblioteca Digital de Teses e Dissertações da UFBA, Repositório Institucional da UFBA, Biblioteca do ICI/UFBA e Biblioteca Universitária Reitor Macedo Costa), localizando 113 dissertações, de onde foram coletados os dados pertinentes para embasar a posterior classificação em Categorias temáticas e Subcategorias temáticas. Em seguida, fez-se a relação das linhas de pesquisa do mestrado ao longo do período investigado, com uma abordagem da história do PPGCI/UFBA. A análise dos dados foi quali-quantitativa: isto é, utilizou-se a análise de conteúdo, para realizar a categorização temática, e a análise estatística, para quantificar os dados coletados. Ademais, continuou-se a análise, por meio da interpretação dos dados apresentados nas tabelas, quadros e gráficos. A análise das categorias e subcategorias temáticas das dissertações no período compreendido entre 2001 a 2012 revelou que nos anos de 2005 a 2008, a categoria temática mais recorrente foi “Relação entre a informação, suas tecnologias e estruturas organizacionais”, e que as categorias temáticas mais recorrentes nos anos de 2009 a 2012 foram “Infraestrutura e políticas de acesso e controle da informação, do documento e das tecnologias intelectuais” e “Competências informacionais e de programas de letramento e inclusão digital, comportamentos e hábitos informacionais”. Enquanto que a subcategoria temática mais recorrente é “Tecnologias da Informação”, com 39 ocorrências. / ABSTRACT This work aims to analyze Master’s dissertations approved in the Information Science Postgraduate Program from PPGCI/UFBA, in the period from 2001 to 2012, in order to identify thematic tendencies of these dissertations. First, it was made a survey of the dissertations available on four different places: UFBA’s Theses and Dissertations Database, UFBA’s Institutional Repository, ICI’s Library and Reitor Macedo Costa University Library. It was found 113 dissertations from which were collected relevant data to support subsequent classification into thematic categories and subcategories. Then, it was made a relation between the ICI’s Master research lines and the history of PPGCI/UFBA, over the period analyzed. Data analysis was qualitative and quantitative: it was applied content analysis to perform the thematic categorization and statistical analysis to quantify the collected data. The analysis continued by interpreting the data collected, which were disposed in tables, charts and graphs. The analysis of thematic categories and subcategories of the Master’s dissertations showed that between 2005 and 2008 the most recurrent thematic category was “The relation between information, its technologies and organizational structures”; while from 2009 to 2012 it was “Infrastructure and access and information control policies of document and intellectual technologies” and “Informational skills and literacy programs and digital inclusion, informational behaviors and habits.” On the other hand, the most recurrent thematic subcategory was “Information Technologies”, with 39 occurrences.

Para atuar na docência universitária é preciso, segundo a Lei de Diretrizes e Bases da Educação 9.394, formar-se em programas de mestrado ou doutorado acadêmico. Porém, pouco se sabe sobre a formação destes profissionais na academia, já que cada programa tem a liberdade de elaborar o seu próprio currículo. Assim, a presente pesquisa objetiva desvendar como ocorreu a formação para a atuação docente dos egressos de mestrado acadêmico e doutorado do Programa de Pós-Graduação em Administração da Universidade Federal do Rio Grande do Sul durante os anos 2007-2017. A metodologia de pesquisa adotada neste estudo foi o levantamento de tipo survey. Realizou-se um etapa exploratória qualitativa inicial que subsidiou a formulação de um questionário com 56 questões abertas e fechadas. Os dados permitiram o mapeamento do perfil sócio demográfico dos egressos e o levantamento dos saberes adquiridos durante essa formação compreendidos em três dimensões: saberes aprendidos (ou não), experiências que auxiliaram no desenvolvimento profissional docente e estágio docente supervisionado. Concluiu-se que a formação recebida contribuiu para o desenvolvimento da capacidade de reflexão dos egressos, porém ainda é necessária maior atenção aos aspectos didático-pedagógicos da formação docente. A atividade que mais contribuiu para a formação docente entre os pesquisados foi o estágio supervisionado, havendo a sugestão de ampliação da experiência para todos os alunos. Entre as melhorias sugeridas para o percurso formativo pelos egressos está a inserção de disciplina específica sobre docência na grade de ensino da pós-graduação. / The Law of Education and Guidance 9.394 provides that those who want to work in higher education should be trained in a master or phd programs. However little is known about how these professionals are trained, since the focus of the graduation in Brazil is primarily research (FISCHER, 2006). Given this context, the present research aims to unveil how was the teacher training for graduates of Business masters and phd of the Business Graduate Program of Federal University of Rio Grande do Sul took place during the years 2007-2017. The methodology used in this study was a survey, based on a qualitative exploratory step followed by a quantitative descriptive step. At the end of this stage, a questionnaire was obtained with 56 open and closed questions that allowed the mapping of the graduates’ profile with socio-demographic data and the collection of impressions about their experience divided into three dimensions: knowledge learned or not, experiences that may have assisted in the professional development of their jobs as teachers and the supervised teaching stage. It was concluded that the training received was based on reflection, but more attention is still needed to the didactic-pedagogical aspects of teacher training. The activity that most contributed to the teacher training was the supervised internship with a suggestion to extend the experience for all the students. Finally, with regard to the improvements suggested for the formative course by the graduates is the insertion of specific discipline on teaching in the graduation teaching grid.

This study aims to analyze the building process of scientific production in accounting in light of the quality attributes of good research. In so doing, it attempts to identify the stages of the research process in which these characteristics are revealed, to compare the literature on research attributes with the attributes identified in respondents\' practices, and to present an approach based on the attributes of good research to judge the quality of scientific production in the accounting field. This research uses the Modified Delphi Technique, which indicates that the first inputs came from the literature. The expert panel consisted of 37 faculty members from 19 Brazilian graduate programs in accounting who were recommended/recognized by the CAPES Foundation. Based on the literature, especially Brinberg and McGrath (1985), Spencer et. al. (2003), and Mays and Pope (2006), an orientation matrix was developed with 53 attributes/relationships related to general quality criteria and nine key features. Experts gave each proposition a grade from 1 to 10 based on their level of agreement regarding adherence to their research practices. The Delphi was applied in two rounds using online questionnaires with customized access. The findings reveal that most of the respondents obtained their doctoral degree in accounting at a national institution other than the one at which they currently work and that more than 70% of the respondents have been working as teachers or coordinators in graduate programs for fewer than seven years. With respect to the respondents\' research experience, most serve on journals\' editorial boards, act as journal referees, and at some point have obtained research funding from development institutions. Approximately one-third have received research productivity grants and almost one-half either currently serve or has served as a journal editor. Approximately 3/4 of the propositions achieved a strong level of agreement, and the following 10 propositions achieved a Delphi relative score of more than 90%: voluntary participation of subjects, goal/problem shown precisely, confidentiality of participants\' data, conclusions versus aim, results comparison with other studies, checklist of findings versus purpose, literature review versus main concepts, theory to support propositions, useful strategy for purpose, and previous findings versus hypotheses. Those attributes that demonstrated low or moderate levels of agreement involved items that may compromise the quality and integrity of research, including those related to ethical principles, demonstrations of how researchers addressed errors and biases, and disclosure of the impact of the research team\'s participation on the results. The approach chosen meant discussing the relationships between criteria and fundamental features versus levels of agreement, followed by presentation of a logic model to evaluate the research process. The research concludes that certain current practices employed by Brazilian researchers in accounting - combined with the local institutional environment - contribute to reduce the quality of accounting research. This position is supported by the high dispersion of answers on various items and the low acceptance of attributes related to ethics, both of which are mandatory requirements under Brazilian law. Additionally, the low level of agreement on issues regarding the criteria of rigor and internal validity/credibility or defensibility - in addition to items related to rigor, integrity, and feasibility - reached only the moderate level. / O propósito deste estudo é analisar o processo de construção da produção científica em Contabilidade à luz dos atributos de qualidade de uma boa pesquisa. Buscou-se observar em quais estágios do processo de pesquisa estes atributos são revelados, comparar os atributos da literatura com aqueles identificados nas práticas dos respondentes, e apresentar uma abordagem baseada em atributos de uma boa pesquisa para o julgamento da qualidade da produção científica na área. A metodologia utilizada foi a Técnica Delphi Modificada, em que as primeiras entradas têm origem na literatura. O painel de especialistas foi composto por 37 docentes de 19 Programas Brasileiros de Pós-Graduação (PPG) Stricto Sensu em Contabilidade recomendados/reconhecidos pela CAPES. Com base na literatura, especialmente Brinberg e McGrath (1985), Spencer et. al. (2003) e Mays e Pope (2006), foi elaborada uma matriz de orientação com 53 atributos/relações vinculados a critérios gerais de qualidade e a nove características-chave. Os especialistas atribuíram uma nota de 1 a 10 para cada atributo de acordo com o nível de concordância quanto à aderência às suas práticas de pesquisa. A Delphi foi aplicada em duas rodadas com o uso de questionários online e com acesso personalizado. Os achados revelaram que a maioria dos (das) respondentes tem Doutorado em Contabilidade obtido em uma Instituição nacional diferente da que atua, e mais de 70% têm até 7 anos de docência ou coordenação de PPG. Sobre a experiência de pesquisa, a maioria faz parte de conselhos editoriais de periódicos da sua área, atua como avaliador de periódicos e tem, ou já obteve, financiamento de instituições de fomento para pesquisa. Cerca de um terço tem bolsa de produtividade em pesquisa e quase metade atua ou já atuou como editor de periódico. Aproximadamente 3/4 das proposições receberam nível forte de concordância, e 10 delas alcançaram percentual superior a 90% no escore relativo da Delphi: participação voluntária dos sujeitos, objetivo/problema mostrado precisamente, confidencialidade dos dados dos participantes, conclusões versus objetivos, comparação de resultados com outros estudos, checar links entre achados versus propósito, revisão de literatura versus principais conceitos, teoria para suportar as proposições, estratégia útil ao propósito, e achados anteriores versus hipótese. Por outro lado, atributos que atingiram níveis baixo ou moderado de aceitação mostraram itens que podem comprometer a qualidade e integridade da investigação, como aqueles relacionados aos princípios éticos, à demonstração de como os pesquisadores lidaram com erros e vieses, e à divulgação dos impactos da participação da equipe de pesquisa sobre os resultados. A abordagem proposta consistiu na discussão das relações entre critérios e características-chave versus níveis de concordância, seguida da apresentação de um modelo lógico para avaliar o processo de pesquisa. Concluiu-se que algumas práticas correntes utilizadas por pesquisadores da área contábil no Brasil, combinadas com o ambiente institucional local, contribuem para a diminuição da qualidade da pesquisa no campo. Esta posição é apoiada pela elevada dispersão das respostas em vários itens e pela baixa aceitação de atributos relacionados à ética e que são requisito obrigatório pela legislação brasileira. Adicionalmente, pelo baixo nível de concordância sobre questões relacionadas com o rigor e a validade interna/credibilidade ou defensibilidade, bem como para itens relativos ao rigor, integridade e viabilidade, que atingiram o nível moderado.

Para atuar na docência universitária é preciso, segundo a Lei de Diretrizes e Bases da Educação 9.394, formar-se em programas de mestrado ou doutorado acadêmico. Porém, pouco se sabe sobre a formação destes profissionais na academia, já que cada programa tem a liberdade de elaborar o seu próprio currículo. Assim, a presente pesquisa objetiva desvendar como ocorreu a formação para a atuação docente dos egressos de mestrado acadêmico e doutorado do Programa de Pós-Graduação em Administração da Universidade Federal do Rio Grande do Sul durante os anos 2007-2017. A metodologia de pesquisa adotada neste estudo foi o levantamento de tipo survey. Realizou-se um etapa exploratória qualitativa inicial que subsidiou a formulação de um questionário com 56 questões abertas e fechadas. Os dados permitiram o mapeamento do perfil sócio demográfico dos egressos e o levantamento dos saberes adquiridos durante essa formação compreendidos em três dimensões: saberes aprendidos (ou não), experiências que auxiliaram no desenvolvimento profissional docente e estágio docente supervisionado. Concluiu-se que a formação recebida contribuiu para o desenvolvimento da capacidade de reflexão dos egressos, porém ainda é necessária maior atenção aos aspectos didático-pedagógicos da formação docente. A atividade que mais contribuiu para a formação docente entre os pesquisados foi o estágio supervisionado, havendo a sugestão de ampliação da experiência para todos os alunos. Entre as melhorias sugeridas para o percurso formativo pelos egressos está a inserção de disciplina específica sobre docência na grade de ensino da pós-graduação. / The Law of Education and Guidance 9.394 provides that those who want to work in higher education should be trained in a master or phd programs. However little is known about how these professionals are trained, since the focus of the graduation in Brazil is primarily research (FISCHER, 2006). Given this context, the present research aims to unveil how was the teacher training for graduates of Business masters and phd of the Business Graduate Program of Federal University of Rio Grande do Sul took place during the years 2007-2017. The methodology used in this study was a survey, based on a qualitative exploratory step followed by a quantitative descriptive step. At the end of this stage, a questionnaire was obtained with 56 open and closed questions that allowed the mapping of the graduates’ profile with socio-demographic data and the collection of impressions about their experience divided into three dimensions: knowledge learned or not, experiences that may have assisted in the professional development of their jobs as teachers and the supervised teaching stage. It was concluded that the training received was based on reflection, but more attention is still needed to the didactic-pedagogical aspects of teacher training. The activity that most contributed to the teacher training was the supervised internship with a suggestion to extend the experience for all the students. Finally, with regard to the improvements suggested for the formative course by the graduates is the insertion of specific discipline on teaching in the graduation teaching grid.

Thesis (MPhil)--University of Stellenbosch,2002. / ENGLISH ABSTRACT: Changing circumstances and new initiatives have made it necessary for Higher Education institutions to reflect on all aspects of their teaching portfolios. Recent global and national trends have had numerous implications for different aspects of the university as an entity, which in turn have important implications for teaching, and particularly postgraduate teaching. The need for greater transparency and efficiency is forcing universities into discussions around facing these challenges. The overarching aims of this study were twofold: firstly, to identify historical and current tendencies and patterns in postgraduate studies at the University of Stellenbosch and secondly, to determine the enabling and constraining factors relating to postgraduate studies at the University of Stellenbosch. It was decided to focus on both completed postgraduate students (years 1991 - 1999) as well as current postgraduate students (year 2000). Furthermore, "postgraduate" was defined as relating to all Master's and Doctoral students at the University of Stellenbosch. The empirical research for this study included three components. Firstly, two postal surveys were carried out at the University of Stellenbosch in 2000 in order to explore a representative sample of postgraduate students' attitudes and perceptions. Secondly, a secondary data analysis of existing data on the University database for postgraduate students was carried out in order to do an estimate of success- and follow through rates. Finally, interviews were conducted with coordinators of four postgraduate programmes at different departments in the Faculty of Arts at the University of Stellenbosch. Results show that the nature of postgraduate studies at the University follows the same form of dynamics, diversity and complexity that characterizes postgraduate studies worldwide. Although there has been an exceptional increase in the number of postgraduate students over the past decade, completion rates have stayed the same. This increase in numbers places enormous additional administrative, academic and managerial demands on the University. Although postgraduate students (both completed and current students) seem to have a general positive perception of the University, its academic and administrative services as well as the quality of postgraduate supervision, there are certain aspects that can still be improved upon. For example: the University has to realize that although the completion rates of postgraduate students have reasonably stayed the same over the last decade, the number of students who did not complete increased with almost 50%. The University has to put structures in place in order to cope with the increasing demands these students are placing on administration, departments and supervisors. Also, although it seems as if the University are open to the trends in higher education, they are not totally geared for part-time and non-resldentlal students. All four programmes in the Arts Faculty were initiated by individual academics within the departments. In terms of managing postgraduate students within departments, it seems that greater standardization regarding aspects of admission, administrative support, requirements for research proposals, examination and guidelines for the research components are needed. Supervisors and students both need to know what is expected from them. In terms of the supervisory process, supervisors must have guidelines in terms of what their responsibilities are and they have to realize the importance of their task. Students need to be informed about their rights and the whole process of postgraduate studies. Overall, it is the responsibility of the University, together with its postgraduate students and supervisors to ensure that the process of postgraduate studies is characterized by success, effectiveness and efficiency. / AFRIKAANSE OPSOMMING: Veranderende omstandighede en nuwe beleldsmaatreels maak dit noodsaaklik dat Hoer Onderwysinrigtings deurentyd besin oor aile aspekte van hul missies en funksies. Resente globale en nasionale tendense het verreikende implikasies vir verskeie aspekte van die universiteitswese, waarvan die gevolge vir die onderrigtaak, en in besonder nagraadse onderrig, van besondere belang is. Oproepe tot deursigtigheid, gekoppel aan die imperatief tot doeltreffendheid, is alles faktore wat universiteite tot besinning dwing. Die doel van hierdie studie was om die historiese en huidige tendense en patrone in nagraadse studie aan die Universiteit van Stellenbosch te skets asook om vas te stel wat is die bemiddelende en belemmerende faktore wat nagraadse studie by die Universiteit kenmerk. Daar is besluit om te fokus op beide afgestudeerde studente (vanaf 1991 tot 1999) asook huidige studente (ingeskryf in die jaar 2000). Verder is "nagraads" gedefinieer as verwysende na aile meesters en doktorale studente by die Universiteit van Stellenbosch. Die empiriese navorsing vir hierdie studie bestaan uit drie komponente. Eerstens is twee posopnames in 2000 uitgevoer om "n verteenwoordigende steekproef van nagraadse studente aan die Universiteit se persepsies rakende hul nagraadse studie te toets. Verder is daar "n sekondere analise uitgevoer van bestaande data op die Universiteit se databasis vir nagraadse studente spesifiek met die doel om sukses- en deurvloeikoerse van nagraadse studente te bepaal. Laastens is onderhoude gevoer met koordineerders van vier nagraadse programme aan verskillende departemente binne die Fakulteit Lettere en Wysbegeerte. Die resultate toon dat die aard van nagraadse studie aan die Universiteit van Stellenbosch dieselfde mate van dinamika, toenemende diversiteit en gepaardgaande kompleksiteit weerspleel as wat nagraadse studies wereldwyd kenmerk. Alhoewel daar "n buitengewone toename in nagraadse studentegetalle aan die Universiteit oor die afgelope dekade was, het die voltooiingskoerse van studente dieselfde gebly. Hierdie toename in getalle plaas geweldige ekstra administratiewe, akademiese en bedryfseise aan die Universiteit. Alhoewel nagraadse studente (beide afgestudeerd sowel as huidig) in die algemeen "n positiewe persepsie van die Universiteit, sy akadernlese en administratiewe dienste, sowel as die kwaliteit van nagraadse studieleiding blyk te he, is daar enkele sake waarop verbeter kan word. 50 byvoorbeeld moet die Universiteit besef dat alhoewel voltooiingskoerse konstant gebly het, het die getal van nagraadse studente wat nie voltooi nie, met ongeveer 50% gestyg. Die Universiteit moet strukture in plek stel om te kan voldoen aan die toenemende eise wat sy nagraadse studente aan administrasie, departemente en studieleiers stel. Alhoewel die Universiteit oop blyk te wees vir nuwe tendense in hoer onderwys, blyk dit dat hy nog nie heeltemal gerat is vir deeltydse studente en nle-resldenslele studente nie. AI vier die programme in die Fakulteit Lettere en Wysbegeerte het ontwikkel uit individuele akademici binne departemente. In terme van die bestuur van nagraadse studente binne departemente, is groter standardisasie van aspekte rakende toelating, administratiewe ondersteuning, vereistes rondom navorsingsvoorstelle, eksaminering en riglyne vir die navorsingskomponent van nagraadse studies nodig. Beide studieleiers en studente moet besef wat van hulle verwag word. In terme van die proses van studieleiding, moet studieleiers oor riglyne beskik van hulle verantwoordelikhede en verder moet die belangrikheid van die taak besef word. 5tudente moet ingelig word oor hulle regte en die proses van nagraadse studie. Die Universiteit, tesame met sy nagraadse studente en studieleiers, moet verseker dat die proses van nagraadse studies gekenmerk word deur sukses, effektiwiteit en doeltreffendheid.