The purpose of this study was to examine a Higher Education Institution’s (HEI) process of internationalization. The theoretical model developed by Van Dijk and Miejer (1997) was used to review Florida International University (FIU)’s policy, support, and implementation dimensions and determine its position on the Internationalization Cube, and assess how FIU’s international activities fit into its different organizational processes. In addition, the study sought to shed light on student and faculty attitudes toward internationalization. Qualitative and quantitative data were collected from examining organizational documents, interviews, descriptive data on FIU’s international activities using the International Dimension Index, and the Student and Faculty Survey on Internationalization. FIU’s international activities results were analyzed in relation to a panel of experts’ item relevancy index. The Likert-type survey scales’ frequencies and percentages were calculated as well as Spearman Rho correlations between the survey’s three scales and demographic and experiences variables. The study found that FIU is located on position six of a possible eight positions on the Van Dijk and Meijer Internationalization Cube with the following characteristics: Priority Policy, One-Sided Support, and Structured Implementation toward internationalization. The analysis of FIU’s results on international activities showed that FIU exhibits all the activities considered to be strong indicators of internationalization but for position seven placement special attention is needed in the areas of foreign language study, international students, study abroad, faculty movement and involvement in international projects. The survey indicated students and faculty rated the Benefits of Internationalization highly but didn’t perceive strong institutional Support for Internationalization. Faculty age and offshore programs participation; student gender, race/ethnicity and class status; and for both, study abroad and knowledge of students travel grant had significant positive correlations with student and faculty attitudes. The study concluded that an association exists between FIU’s position on the Internationalization Cube and its international activities. Recommendations for policy, implementation, and future studies were made. It was concluded that advancing FIU’s position on the Cube will require adjustments in FIU’s policy, support and implementation dimensions. Differences in student and faculty views toward internationalization should be taken into account when planning internationalization efforts.

Dissertation presented for a Masters Degree in Development Studies in the Faculty of Humanities and School of Social Sciences, at the University of the Witwatersrand. 17 September 2014 / The manufacturing sector contributed to growth in the 20th century, which ultimately enhanced capabilities related to machinery and plants. However, towards the end of the 20th century, the manufacturing sector became less prominent as a catalyst for growth as the economy became increasingly bit-driven. A bit-driven or knowledge economy characterises the 21st century, where economic growth is created through the expansion of ideas and the enhancement of human capabilities (Evans, 2007). In order to analyse the requirements of economic growth in the 21st century, I relied on the New Growth theory and the capability approach of Amartya Sen. The capability approach reviews state policies in terms of its impact on developing its citizens’ capabilities, for instance, the ability to choose amongst Information and Communications Technology (ICT) courses at universities (Sen, 1990: 49). South Africa has several policies in place which acknowledge the importance of a knowledge-based economy. It has also referred to the efforts of the African National Congress (ANC) to build a Developmental State (DS). This research examined several policies aimed at creating a 21st century DS and asks whether they enhance the capabilities of citizens to partake in the knowledge economy. This paper looked at development during the industrialisation period (specifically after World War II). Here, economic growth was propelled through manufacturing. I drew on specific countries’ experiences such as Japan, Korea and Taiwan, which were 20th century DSs. However, as the 21st century approached, the industrial revolution was replaced with a knowledge-based economy (KBE). The 20th and 21st century DSs are linked in that the manufacturing sector in the latter DS needs the services sector as a catalyst for job creation and economic growth. Therefore the manufacturing industry needs to diversify to include the services sector (Zalk, 2014).

Yes / Higher Education [HE] policy makers play a major role in the application of international standards on gender equality. Depending on the particular characteristics of each Higher Education organisation, this responsibility is borne and/or shared by specific actors that may be located in Human Resources departments, and/or could be strategically placed throughout the organisational structure. It also rests on the actions and commitment of senior leaders and managers, who are visual and powerful champions for structural change. Either way, policy actors are particularly involved in monitoring and evaluation processes, and policy implementation, as well as legitimation of gender equality standards. Therefore, it is fundamental to work with a clear roadmap to integrate gender equality into organisational change, which would sustain context-specific, legally compliant and responsive policies that meet international and national standards of gender equality and non-discrimination. Accordingly, this resource offer a hands-on and transparent approach to gender mainstreaming in Higher Education institutions, constituting a support tool for policy makers and actors involved in policy development and implementation, which is key for regulating and legitimating organisational transformation along gender sensitive, gender competent, gender balanced and gender equal principles. / FP7

Yes / This paper examines trends in the content of reporting within 135 UK Higher Education Institutions (HEIs). It explores the extent to which Integrated Reporting (IR) content elements, reflecting integrated thinking, are disclosed voluntarily and whether HEI specific features influence the resulting disclosures. Existing IR guidelines given by the International Integrated Reporting Council (IIRC) and the adoption of content analysis have provided the opportunity to examine the trend and extent of IR content elements associated in HEI corporate reports. The evidence was obtained from 405 UK HEI annual reports covering the period 2014-2016. The results indicate a significant increase in the number of IR content elements embedded in HEI annual reports. The HEI specific characteristics examined, such as a) the establishment of HEI (before or after 1992), b) adoption of IR framework and c) size of HEI, are all significantly and positively associated with IR content elements disclosure. This paper argues that institutional theory, isomorphism and isopraxism are relevant for explaining the changes in the contents of HEI annual reports. The findings also suggest that universities are beginning to adopt an integrated thinking approach to the reporting of their activities. The study is based on IR content elements only and could be extended to include the fundamental concepts and basic principles of the IR framework. There are other factors that have a potentially crucial influence on HEI core activities (such as teaching and learning research and internationalisation) which have been omitted from this study. The findings will allow policymakers to evaluate the extent to which integrated thinking is taking place and influencing the UK HEI sector in the selection and presentation of information. A further implication of the findings is that an appropriate a sector-wide enforcement and compliance body, for instance, the British Universities Finance Directors Group (BUFDG), may consider developing voluntary IR guidance in a clear, consistent, concise and comparable format. Also, it may pursue regulatory support for this guidance. In doing so, it may monitor the compliance and disclosure levels of appropriate IR requirements. Within such a framework, IR could be used to assist HEIs to make more sustainable choices and allow stakeholders to better understand aspects of HEI performance. The research has implications for society within and beyond the unique UK HEI sector. Universities are places of advanced thinking and can lead the way for other sectors by demonstrating the potential of integrated thinking to create a cohesive wide-ranging discourse and create engagement among stakeholder groups. Specifically, IR builds on the strong points of accounting, for instance, robust quantitative evidence collecting, relevance, reliability, materiality, comparability and assurability, to explain the sustainability discourse into a ‘‘language’’ logical to HEIs organisational decision-makers. Consequently, IR may generate better visibility and knowledge of the financial values of exploiting capitals (financial, intellectual, human, manufactured, social, and natural) and offer a multifaceted approach to reassess HEIs organisational performance in various sectors that support the growth of integrated thinking.

The overall objective of this thesis work is to highlight the general principles of TQM involvedand to point out how this approach has been and can be used to improve the quality of anacademic institution. This work has been specified for higher education of University College ofBorås, and it will cover the whole of institution, administrative structure, rather than academicarea, specific program, department, or services.This objective is conducted towards an evaluation and assessment of the current quality work ofthis university. In fact, the way in which this university is working with quality issues now, willbe compared with a TQM approach and the weaknesses and strengthens of the quality work ofthis institution will be recognized.After reviewing the current situation of this university college in the context of quality andidentifying possible existing problems, the authors will offer some recommendations andsuggestions for improvement. For this purpose, in the theoretical frame of reference, a specificTQM approach will be developed and some detail descriptions of terms involved in thisapproach will be reviewed.In order to reach to the objectives of this thesis work, researcher will use primary data in theform of interviews, and secondary data from literatures, scientific articles, and books andWebPages. In addition, the researchers will use abduction methodology within this research.In conclusion, authors are aim to provide a complete documentation in its kind in the field ofquality and Total Quality Management, which can facilitate this university college to improvethe quality of its higher education. / Uppsatsnivå: D

Thesis (Th. M.)--Covenant Theological Seminary, 1994. / Abstract. Includes bibliographical references (leaves 70-73).

nÃo hà / A partir de meados do sÃculo passado abre-se, atravÃs da Lei de Diretrizes e Bases da EducaÃÃo (LDB), a possibilidade de InstituiÃÃes de Ensino Superior (IES) privadas fornecer cursos de graduaÃÃo e pÃs-graduaÃÃo. Em virtude disso, amplia-se a concorrÃncia nessa Ãrea, pois nesse perÃodo surgem vÃrias IES privadas no sentido de atender a uma nova demanda. Face a atual concorrÃncia educacional, passa a existir a necessidade de gerir estrategicamente essas instituiÃÃes. No intuito de contribuir para o atendimento da gestÃo das mesmas, o presente estudo surge com o objetivo geral de estudar as ferramentas de gestÃo estratÃgica de custos, Margem de ContribuiÃÃo e Ponto de EquilÃbrio, em uma IES privada. Para o atingimento do objetivo geral, procedeu-se a efetivaÃÃo dos objetivos especÃficos, onde a pesquisa ocupou-se em dimensionar os conceitos da Margem de ContribuiÃÃo, e seu estabelecimento, definir o Ponto de EquilÃbrio e sua aplicabilidade, e por fim, estabelecer a geraÃÃo de um mÃtodo adequado de anÃlise de desempenho baseada nas ferramentas supracitadas, tudo isso aplicado em uma IES privada. Concretiza-se o estudo atravÃs de pesquisa de campo que se efetiva enquanto estudo de caso ao realizar uma pesquisa aÃÃo em oito cursos de graduaÃÃo de uma IES privada. Ao final da mesma, conseguiu-se atingir os objetivos gerais e especÃficos anteriormente relacionados, alÃm que ter a questÃo problema respondida, pois, apesar de algumas dificuldades encontradas quando da concretizaÃÃo das fases e etapas propostas consegui-se retratar como os elementos na anÃlise de custos contribuem para a identificaÃÃo e projeÃÃo de resultados, tais como a identificaÃÃo dos cursos que dÃo os melhores e piores resultados, a projeÃÃo da quantidade de alunos necessÃria para manter um curso bem como as possibilidades de alavancagem de cursos, dentre outros. / From the middle of the last century opens , through the Law of Education Guidelines and Bases ( LDB) , the possibility of Higher Education Institutions (HEIs) provide private undergraduate and graduate . As a result, extends to competition in this area, because in this period there will be various private institutions in order to meet the new demand . In the face of current educational competition , comes into existence the need to strategically manage these institutions . In order to contribute to the care of their management , this study comes up with the general objective of studying the tools of strategic cost management , contribution margin and breakeven , in a private institution . For the achievement of the overall objective , we proceeded to the realization of specific objectives , where the research took in size the concepts of contribution margin , and your property , set the balance point and its applicability , and finally establish the generation of an appropriate method of performance analysis based on the above tools , all applied this in a private institution . This is made the study through field research that is effective as a case study to perform an action research in eight degree from a private institution courses. At the end of it, we were able to achieve the goals and objectives listed above , in addition to have the question answered problem because , despite some difficulties encountered with the implementation of the phases and steps proposed was to portray as the elements in the analysis of costs contribute to the identification and projection of results , such as the identification of courses that give the best and worst results , the projection of the number of students required to maintain a course as well as courses leverage opportunities , among others.

The research focused on the importance of and the problem of English proficiency/literacy regarding Grade 12 learners exiting the school system and seeking entry at Institutions of Higher Learning (IHLs). Grade 12 learners’ final results have been used as a benchmark for admission into tertiary education for many years. These results have come under scrutiny over the past few years. IHLs are faced with the problem to generate ways to address the access of ill-prepared learners exiting Grade 12 and then to solve the problem of low levels of throughput and high drop-out rates among first year students, therefore the multi-faceted nature of access into South African IHLs was discussed, as well as alternative routes to enter IHLs. The researcher has experienced that the dropout rates of first year BEd English major students have been rather high. The purpose of this research was to determine what the predictive power of two measures, the English matric results of the National Senior Certificate (NSC) and the English Literacy Skills Assessment (ELSA) were on the academic success of first year BEd English major students of the North-West University on the Vaal Triangle Campus. This was primarily done to improve first year BEd English major students’ English proficiency/literacy, as well as to increase their throughput rate. The major findings of this study pointed to the lack of English language proficiency/literacy of first year BEd English major students and the low throughput rate of these students. Although the ELSA proved to be the best predictor of academic success for first year BEd English major students, the Grade 12 English results also showed a statistical significant prediction capability. The results showed that there was no significant difference between ELSA 1 (which was used as pre-test) and ELSA 2 (which was used as post-test). An improvement in the ELSA 2 results was expected, as it was written as a post-test at the end of the first year BEd English major modules, indicating that the curriculum of the first year BEd English major students had little or no positive influence on the results of the ELSA 2. This resulted in the recommendation that it would be to the advantage of first year BEd English major students to change the current first year BEd English major curriculum in order to improve students’ English proficiency/literacy, as well as their throughput rate, which will result in improved academic success. / PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012

The research focused on the importance of and the problem of English proficiency/literacy regarding Grade 12 learners exiting the school system and seeking entry at Institutions of Higher Learning (IHLs). Grade 12 learners’ final results have been used as a benchmark for admission into tertiary education for many years. These results have come under scrutiny over the past few years. IHLs are faced with the problem to generate ways to address the access of ill-prepared learners exiting Grade 12 and then to solve the problem of low levels of throughput and high drop-out rates among first year students, therefore the multi-faceted nature of access into South African IHLs was discussed, as well as alternative routes to enter IHLs. The researcher has experienced that the dropout rates of first year BEd English major students have been rather high. The purpose of this research was to determine what the predictive power of two measures, the English matric results of the National Senior Certificate (NSC) and the English Literacy Skills Assessment (ELSA) were on the academic success of first year BEd English major students of the North-West University on the Vaal Triangle Campus. This was primarily done to improve first year BEd English major students’ English proficiency/literacy, as well as to increase their throughput rate. The major findings of this study pointed to the lack of English language proficiency/literacy of first year BEd English major students and the low throughput rate of these students. Although the ELSA proved to be the best predictor of academic success for first year BEd English major students, the Grade 12 English results also showed a statistical significant prediction capability. The results showed that there was no significant difference between ELSA 1 (which was used as pre-test) and ELSA 2 (which was used as post-test). An improvement in the ELSA 2 results was expected, as it was written as a post-test at the end of the first year BEd English major modules, indicating that the curriculum of the first year BEd English major students had little or no positive influence on the results of the ELSA 2. This resulted in the recommendation that it would be to the advantage of first year BEd English major students to change the current first year BEd English major curriculum in order to improve students’ English proficiency/literacy, as well as their throughput rate, which will result in improved academic success. / PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012

Submitted by Diogo Misoguti (diogo.misoguti@gmail.com) on 2016-06-20T15:10:54Z No. of bitstreams: 1 renata-nassrala-kassis.pdf: 5944305 bytes, checksum: c1fa3da47a0528ef88759c742c98f0ab (MD5) / Approved for entry into archive by Diogo Misoguti (diogo.misoguti@gmail.com) on 2016-06-20T15:11:22Z (GMT) No. of bitstreams: 1 renata-nassrala-kassis.pdf: 5944305 bytes, checksum: c1fa3da47a0528ef88759c742c98f0ab (MD5) / Made available in DSpace on 2016-06-20T15:11:22Z (GMT). No. of bitstreams: 1 renata-nassrala-kassis.pdf: 5944305 bytes, checksum: c1fa3da47a0528ef88759c742c98f0ab (MD5) Previous issue date: 2015-12 / Esta pesquisa tem como objetivo analisar as contribuições da Formação Inicial, ocorrida em Instituições de Ensino Superior (IES) privadas da Grande São Paulo, na prática docente polivalente das professoras que atuam nos anos iniciais do Ensino Fundamental. O problema da investigação centra-se em compreender em que medida essa formação dialoga com as práticas docentes das professoras polivalentes iniciantes que atuam em escolas públicas estaduais. A pesquisa, de cunho qualitativo, examina o conteúdo das falas de treze professoras polivalentes obtidas em encontros de Grupo Focal. Os dados empíricos são interpretados à luz do referencial teórico de Pimenta, Libâneo, Freire, Tardif, Silva Cruz, Fusari, Brzezinski, entre outros. O estudo demonstra que a formação inicial em Pedagogia nas IES privadas está muito distante das necessidades da escola pública, preparando professoras polivalentes com pouca fundamentação teórica e distanciamento da realidade das salas de aula. Nota-se que a noção de polivalência, característica formal de sua profissão, não é levada em conta na formação inicial e que seus saberes são constituídos na socialização com as professoras mais experientes. Aponta, ainda, para a necessidade da reestruturação do estágio curricular obrigatório oferecido pela IES no sentido de firmar parcerias com escolas das redes públicas. Infere-se, portanto, a urgência do Estado comprometer-se com a formação dos professores e professoras polivalentes, em IES públicas, a partir da construção de políticas que tornem isso possível ou que, minimamente, possa regular as IES privadas para que atuem com qualidade e em consonância com as necessidades da educação escolar pública. / This research aims to analyze the contributions of Initial Training, held in private Higher Education Institutions (HEIs) in the metropolitan area of São Paulo, in the multipurpose teaching practice of teachers who work in the early years of elementary school. The problem of research focuses on understanding the extent to which this training dialogues with the teaching practices of recently graduated multipurpose teachers who work in public state schools. The research, of qualitative nature, examines the contents of thirteen multipurpose teachers’ statements, obtained in focus group meetings. The empirical data is interpreted in the light of theoretical framework based on the following writers: Pimenta, Libâneo, Freire, Tardif, Silva Cruz, Fusari and Brzezinski. The study shows that initial training in pedagogy in private Higher Education Institutions is way too distant from the public school needs, preparing multipurpose teachers with little theoretical basis and apart from the reality of classrooms. It is observed that the notion of multipurpose development, formal characteristic of their profession, is not taken into account in the initial training and their knowledge is constituted while socializing with the most experienced teachers. The research also points out to the need of restructuring the mandatory curricular apprenticeship program, offered by HEIs, in order to establish partnerships with public schools. It’s inferred, therefore, that the State Government must be urgently committed to the multipurpose teacher training in public HEIs, starting with the creation of policies that make this training possible or, at least, supervise private HEIs in order to ensure that they act with quality and in accordance with the needs of public school education.