Higher education institutions (HEIs) are now adopting the management styles that are being practised in profit-making organisations in the private sector. The top management in HEIs embark on monitoring performance of all categories of their employees, including academic staff. This has become necessary in order to encourage and enhance quality in teaching and also to achieve increased research productivity. This means that the same principles involved in managing the private sector, such as introducing performance management systems, are now applied in the public sector. Empirical evidence from previous studies suggests that the introduction and implementation of performance management systems in academic institutions often result in tension between academic employees and management, thereby heightening the age-long debate on the necessity for academic freedom in institutions of higher learning globally. The present study evaluated the perception of academic staff members regarding the implementation of a performance management system in an open distance learning institution in South Africa. The study adopted a survey research design, using a quantitative research approach. The total sample of the study comprised of 492 academic staff members of the institution. A structured self-administered web-based questionnaire that was tested for high reliability and validity content was used to collect primary data from the respondents. The data were analysed using both descriptive and inferential (one-way sample t-test) statistics. The research findings indicate that academic staff members at the institution are satisfied with the performance management system implemented by management. The study further found that academics do not consider the resultant performance bonus from the implementation of the performance management system sufficiently motivating and that it should therefore be reviewed by management. Overall, the outcome of the present study was to a large extent inconsistent with the empirical evidence presented by previous studies. / Business Management / M. Com. (Business Management)

Made available in DSpace on 2014-07-29T15:04:43Z (GMT). No. of bitstreams: 1 Juliana de Oliveira Roque e Lima.pdf: 569591 bytes, checksum: 3707579feaac98ea7ea9e77d6adfe220 (MD5) Previous issue date: 2009-02-17 / The National Curriculum Guidelines for Undergraduate Courses in Nursing (DCN / ENF) say that the Higher Education Institutions (HEIs) to ensure the students a training that values the ethical and humanistic dimensions, so that he develops attitudes and values oriented to citizenship and solidarity. This study aimed to examine the implementation of the ethical and humanistic reference inserted in the DCN / ENF in the HEI n Nursing in Goiânia, identify and describe the integration of ethical and humanistic reference in the training of nurses in the Pedagogic Curricular Projects PCP of undergraduate nursing courses in Goiânia, check with the teachers of these courses, as they incorporate into their teaching practices, the implementation process of the DCN / ENF regarding ethical and humanistic reference, consider the advantages and difficulties encountered in the implementation of the DCN / ENF, for reference to the ethical and humanist. This descriptive and exploratory study of qualitative approach, was developed in five HEIs in Goiânia that have Undergraduate Courses in Nursing. The data were collected through desk research of the PCP, individual interview with the coordinators of the courses and some teachers of each institution. The data that emerged from the analysis of the PCP and the interviews were submitted to analysis given the guidelines of Bogdan and Biklen (1994). The careful reading of PCP also identified the following categories of coding: ethical, humanist, solidarity, interpersonal relationship, valorization and integrality. These were grouped in two categories: "The training of professional ethical-humanist" and "The focus of the entire context of the Pedagogic Curricular Projects," whose analysis identify relevant issues on ethical and human reference in the PCP in the institutions studied, how: the concern to train their students in accordance with this approach and the importance given by the HEIin the care of their students fully and train them so that they see their clients in full. The coordinates reported the construction process of the PCP and the facilities and difficulties to build and implement the same. However, the construction process did not happen the same way in all HEIs. Different teaching practices for the implementation of ethical and humanistic reference were informed by teachers, and facilities and the difficulties were related to students, the teachers themselves and the institution. Thus, the path is still long way to changes that are necessary, based on the views of those involved in the process. We suggest further studies in this area, in order to stimulate ideas and proposals for the realization of the ethical and humanistic reference in the training of nurses. / As Diretrizes Curriculares Nacionais para os Cursos de Graduação em Enfermagem (DCN/ENF) afirmam que as Instituições de Ensino Superior (IES) deverão assegurar ao aluno uma formação que valorize as dimensões éticas e humanistas, para que ele desenvolva atitudes e valores orientados para a cidadania e solidariedade. Este estudo teve como objetivos: analisar o processo de implementação do referencial ético-humanista inserido nas DCN/ENF nas IES de Enfermagem de Goiânia; identificar e descrever a inserção do referencial ético-humanista na formação do enfermeiro nos Projetos Pedagógicos dos Cursos (PPC) de Graduação em Enfermagem de Goiânia; verificar, junto aos docentes dos referidos cursos, como estes incorporam, nas suas práticas pedagógicas, o processo de implementação das DCN/ENF em relação ao referencial ético-humanista; analisar as dificuldades e facilidades encontradas na implementação das DCN/ENF, em relação ao referencial ético-humanista. Este estudo descritivo e exploratório, de abordagem qualitativa, foi desenvolvido em cinco IES de Goiânia que possuem Curso de Graduação em Enfermagem. Os dados foram coletados por meio da pesquisa documental dos PPC, entrevista individual com os coordenadores dos cursos e com alguns docentes de cada instituição. Os dados que emergiram da análise dos PPC e das entrevistas foram submetidos à análise, atendendo as orientações de Bogdan e Biklen (1994). A leitura atenta dos PPC possibilitou identificar as seguintes categorias de codificação: ético, humanista, solidariedade, relação interpessoal, valorização e integralidade. Essas foram agrupadas e formaram duas categorias: A formação do profissional ético-humanista e O enfoque da integralidade no contexto dos Projetos Pedagógicos dos Cursos , cuja análise permitiu identificar aspectos relevantes sobre o referencial ético-humanista nos PPC das instituições estudadas, como: a preocupação em formar seus alunos de acordo com essa abordagem e a importância dada pelas IES em cuidar dos seus alunos de forma integral e formá-los para que eles também vejam seus clientes integralmente. As coordenadoras nos relataram o processo de construção dos PPC e as facilidades e dificuldades encontradas para construir e implementar o mesmo. Porém, o processo de construção não aconteceu da mesma maneira em todas as IES. Diferentes práticas pedagógicas para a implementação do referencial ético-humanista foram informadas pelas docentes, e as dificuldades e facilidades foram relacionadas aos alunos, aos próprios professores e à instituição. Assim, o caminho ainda é longo rumo às mudanças que se fazem necessárias, fundamentadas nas opiniões dos envolvidos no processo. Sugerimos outros estudos nessa área, a fim de suscitar reflexões e propostas para a efetivação do referencial ético-humanista na formação do enfermeiro.

O Objeto de Estudo dessa Dissertação é a Faculdade Nossa Cidade - FNC. IES situada no município de Carapicuíba, SP. O Objetivo Geral da Dissertação foi o de descrever em profundidade o diagnóstico situacional da FNC em dois períodos distintos no tempo, quanto aos esforços de comunicação para a divulgação do processo seletivo 2012 e 2013. Como Objetivos Específicos, a Dissertação buscou analisar de maneira sistemática os dados coletados, avaliar o retorno dos investimentos em comunicação da IES e propor orientações para o desenvolvimento da Campanha de Comunicação Mercadológica da FNC para a venda dos cursos oferecidos. Foram utilizados como Procedimentos Metodológicos a Pesquisa Exploratória com a utilização de Estudo de Caso, dividido em duas Fases, a saber: Fase 1- Delimitação das teorias que sustentam o arcabouço teórico sobre Educação Superior no Brasil e a atual educação superior como \"negócio rentável\", além da delimitação teórica sobre Gestão Mercadológica para empresas de Serviços, Retorno de Investimentos em Comunicação, e Planejamento de Comunicação. Fase 2 - Pesquisas Primárias (entrevistas com o corpo diretivo da IES, com os docentes e com os discentes ingressantes e concluintes), e Pesquisas Secundárias - análise dos registros das campanhas do processo seletivo 2012 e 2013, e a análise dos resultados do Relatório da Comissão Própria de Avaliação (CPA - 2014). De acordo com o diagnóstico apresentado a FNC apresenta significativos pontos fortes institucionais, pedagógicos, financeiros, de marketing e de gestão e organização. Os pontos a melhorar são de conhecimento da alta direção e têm recebido atenção por parte da direção pedagógica, que responde pela IES junto ao MEC. O enquadramento e classificação dos cursos oferecidos pela FNC na Matriz BCG foram confirmados pelo cálculo do MCP de cada um dos cursos na avaliação do período 2012-2014. Para a análise GE, após a realização dos cálculos de notas ponderadas para a atratividade de mercado e para o posicionamento do negócio em seu mercado, a FNC foi enquadrada como um negócio de alta atratividade de mercado e alto posicionamento do negócio em seu mercado. O diagnóstico demonstrou, ainda, que a FNC realiza ações para o atendimento dos 14 objetivos da comunicação e essas ações são reconhecidas pela comunidade acadêmica. A análise do retorno de investimento em comunicação indicou que a FNC apresenta viabilidade econômica, financeira e patrimonial sólidas. Como orientações ao Planejamento da Comunicação o texto indica que a FNC precisa administrar de maneira consciente suas promessas de serviço; deve manter canal aberto de informações junto aos candidatos à matrícula na IES e, sobretudo, junto ao corpo docente e corpo discente da Faculdade; deve também educar seus diferentes públicos, sobretudo os alunos, uma vez que sua entrega de serviços é de característica de alta participação do cliente em todo o processo e deve, ainda, cuidar com muita atenção da comunicação interna junto aos funcionários técnico-administrativos e docentes. Tudo isso pode ajudar o processo de comunicação a fim de evitar que se gere insatisfação por parte do cliente. / The study object of this thesis is the Faculdade Nossa Cidade - FNC. IES in the municipality of Carapicuiba, SP. The Dissertation of the General Purpose was to describe in depth the situational diagnosis of FNC in two different periods in time, as the communication efforts for the dissemination of the Selection Process in 2012 and 2013. As specific objectives, the dissertation aimed to analyze systematically the data collected, evaluate the return on investments in communication IES and propose guidelines for the development of the FNC Communication Campaign for the sale of courses offered. They were used as Methodological Procedures exploratory research with the use of case study, divided into two phases, namely: Phase 1 - Delimitation of theories that support the theoretical framework on Higher Education in Brazil and the current higher education as a \"profitable business\" in addition to the theoretical definition of marketing management for service companies, Investment Return on Communication and Marketing Communication Planning. Stage 2 - Primary Research (interviews with the governing body of IES, with teachers and with students entering and graduating), and Research Secondary - analysis of records of the campaigns of the Selection Process in 2012 and 2013 and the analysis of the results of the Report Committee for Assessment (CPA - 2014). According to the diagnosis introduced to FNC presents significant institutional, pedagogical, financial strengths, marketing, and management and organization. The areas for improvement are the knowledge of senior management and have received attention from the pedagogical direction, which responds by IES with the MEC. The framework and classification of courses offered by the FNC in the BCG Analysis were confirmed by MCP calculation of each of the courses in the evaluation period 2012- 2014. For GE Analysis, after the purposes of the calculation of weighted grades for market attractiveness and the business positioning in its market, FNC was framed as a highly attractive market business and high positioning of the business in your market. The diagnosis has also shown that the FNC takes action to meet the 14 Objectives of Communication and these actions are recognized by the academic community. Analysis of the communication payback indicated that the FNC has economic feasibility, financial and solid equity. As guidelines to Communication Planning for FNC must manage consciously their service promises; it must maintain an open channel of information from the candidates for enrollment in IES and especially with the faculty and student body of the Faculty; It must also educate its stakeholders, particularly students, since its delivery of services is of high share of customer feature throughout the process and must also take care carefully of internal communication with the technical and administrative staff and teachers. All this can help the communication process in order to avoid that generate dissatisfaction by the customer.

Submitted by Míriam Rodrigues (miriam-rodrigues@uol.com.br) on 2013-03-18T20:02:58Z No. of bitstreams: 1 Tese Míriam Rodrigues - 2013.pdf: 2461598 bytes, checksum: cfb03163a70f7117ec91586a26b5e9bf (MD5) / Approved for entry into archive by Suzinei Teles Garcia Garcia (suzinei.garcia@fgv.br) on 2013-03-18T20:15:50Z (GMT) No. of bitstreams: 1 Tese Míriam Rodrigues - 2013.pdf: 2461598 bytes, checksum: cfb03163a70f7117ec91586a26b5e9bf (MD5) / Made available in DSpace on 2013-03-18T20:48:12Z (GMT). No. of bitstreams: 1 Tese Míriam Rodrigues - 2013.pdf: 2461598 bytes, checksum: cfb03163a70f7117ec91586a26b5e9bf (MD5) Previous issue date: 2013-02-27 / This study has as its object the investigation of bullying from the perspective of teachers in courses of Business Administration of Higher Education Institutions (HEIs) private in São Paulo, with the aim to analyze the practice of bullying and conditions that organizational favor. To answer the question: ‘What organizational conditions favor occur and how the practices of bullying from the perspective of teachers of courses in Business Administration in private HEIs in São Paulo?’, a survey was conducted by a qualitative approach, guided by the interpretive paradigm, and the data collected through interviews and document analysis were subjected to content analysis. The results showed that bullying occurs in many instances, is motivated both by personal questions, as per organizational issues and has multiple faces, which manifest themselves in different forms of violence suffered by the teacher. The study contributes to the understanding of the practice of harassment in the academic environment, revealing that this phenomenon has as elements triggers the placement of private HEIs in the competitive landscape in which they operate and the weakness or absence of this rules and procedures relating to the prevention and treatment of cases of bullying. / Este estudo tem como objeto a investigação do assédio moral a partir da perspectiva de professores em cursos de Administração de Empresas de Instituições de Ensino Superior (IES) privadas na cidade de São Paulo, sendo seu objetivo analisar as práticas de assédio moral e das condições organizacionais que as favorecem. Para responder à questão: ‘Quais condições organizacionais favorecem e como ocorrem as práticas de assédio moral, na perspectiva de professores dos cursos de Administração de Empresas em IES particulares na cidade de São Paulo?’, foi realizada uma pesquisa de natureza qualitativa, norteada pelo paradigma interpretativo, sendo que os dados colhidos mediante entrevistas e análise documental foram submetidos à análise de conteúdo. Os resultados evidenciaram que o assédio moral ocorre em diversas instâncias, é motivado tanto por questões de ordem pessoal, quanto por questões organizacionais e possui múltiplas faces, que se manifestam nas diferentes formas de violência sofrida pelo docente. Este estudo contribui para a compreensão das práticas de assédio no ambiente acadêmico, revelando que este fenômeno tem como elementos deflagradores o posicionamento das IES privadas no cenário competitivo em que estão inseridas e a fragilidade ou inexistência de normas e de processos referentes à prevenção e ao tratamento de casos de assédio moral.

The dropout of students funded by the National Student Financial Aid Scheme (NSFAS) is a perennial problem in many higher education institutions (HEIs) in South Africa. Despite this, little research has been conducted to investigate this phenomenon, and this study sought to address this gap by investigating the dropout of NSFAS-funded students from HEIs in Northern Gauteng. The study adopted a qualitative methodology and a phenomenological design to explore the lived experiences of students who dropped out of HEIs. Thirty-one NSFAS-funded students, three senior management officials from three HEIs and one NSFAS senior official were purposively selected to form part of the study. Semi-structured interviews, document analysis and observations were utilised as reseach instruments and interpretative phenomenological analysis (IPA) was employed to analyse data. The findings of the study established that a lack of support for students, and personal, socioeconomic, institutional and health factors contributed to the dropout of students from HEIs. It was further established that the majority of students who dropped out did so because of the inefficient operations of NSFAS and the new student-centred model. The study also found that insufficient funding, late allocation of funds, stringent NSFAS requirements, lack of communication, late payment or nonpayment of allowances contributed to students’ dropout. To address these shortfalls, the study recommends that the student-centred model should be overhauled and replaced with an integrated system including departments such as DOH, SARS, DSD and DOL to identify students who are eligible for funding and assist in the efficient administration of NSFAS. It is further recommended that funding administered by both the national and provincial government departments be centralized and administred by the NSFAS to circumvent double dipping. Finally, it is recommended that students who fall within the R0 – R350,000 per annum household income category including SASSA beneficiaries be flagged by the system to automatically qualify for funding. / Educational Management and Leadership / D. Ed. (Education Management)

The new South Africa is encouraging multilingualism. The Department of Education has given a mandate to promote African languages. The Department of Higher Education came up with higher education language policy in 2002. All the higher education institutions have to choose indigenous languages to promote. Tshwane University of Technology has decided to promote Setswana and siSwati as their primary and secondary languages, respectively, to be used within the university. This study is about assessing the implementation of the Tshwane University of Technology’s language Policy. The researcher uses mixed methods to conduct the research. A survey and observation were used as tools to collect data. The researcher observed the implementation of the language policy at Tshwane University of Technology (Soshanguve Campus). The researcher also reviewed the language policies for Higher education and the Tshwane University of Technology’s language policy. The signage, marketing tools, billboards, directions and university documents were observed. This research was based on promoting the indigenous languages. From the data collected, Setswana is not used to convey the message within the university; therefore the indigenous languages are not yet implemented or promoted / African Languages / M.A. (African Languages)

The study investigated whether the South African Research Chairs and the research programmes of the Department of Science and Technology and the National Research Foundation Programme (DST/NRF programmes), have made an effective contribution towards the acceleration of transformation in Higher Education Institutions (HEIs) in South Africa. The study argues that the implementation of the Higher Education (HE) policies by HEIs and the South African Research Chairs are seriously undermined by legacies of colonialism and apartheid. It is further contended that unless more funds are made available to black students to study full-time, the pillars of democracy of social justice, redress and equality remain meaningless ideological slogans. Guided by the insights provided by literature review on CDA, the study focuses more on the top-down relations of dominance (policy) that fuels continuing racial discrimination in higher education institutions, which the 2008 Final Report of the Ministerial Higher Education Committee isolated for criticism. The study posits that the thematic structural unifier, which links all the pieces of the multiplicity of the competing ideas and voices and threads through the whole study, is the endless probing and unravelling of the cultural and historical factors that continue to undermine the higher education transformation agenda. The findings of this study suggest that the policy implementation of the HE transformation agenda continues to be constrained by mismatch between policy objectives and implementation results. The findings also indicate that although the research-driven performance of South African Research Chairs has progressively improved each year and student support and research outputs increased between the 2008/09 and 2009/10 financial years, the direct impact of the SARChI programme can only be determined when performance is measured against the South African Research Chair Holders‟ baseline performance. The data also suggest that despite access to educational services at HEIs improving, the existence of various forms of discriminatory 15 practices, are still employed, a major challenge attributed to the “great man” leadership styles adopted by many university‟s vice chancellors and councils. This evaluation study utilises a small-scale purposive sample composed of three experts, with unstructured in-depth face-to-face interviews conducted with the experts. / Educational Studies / M. Ed. (Philosophy of Education)

M. Tech. (Department of Information and Communication Technology, Faculty of Applied and Computer Sciences), Vaal University of Technology. / The work-integrated learning (WIL) concept was introduced to enhance the employability of students completing their IT qualification at universities of Technology (UoTs) in South Africa. Employability is defined as a combination of characteristics that make a person a useful and thereby desirable employee. WIL is defined as a component of a curriculum to improve the value of student learning by integrating academic training and practical workplace exposure. However, a large cohort of students registered for the IT qualification at UoTs do not find company placement for WIL, resulting in these students having to complete this final qualifying module of their qualification by undertaking a group project on campus. The group project entails developing a software system for a client. The overall sentiment expressed by employers, lecturers and students in this study is that students who remain on campus for the group project are not as well-prepared as those who find placement at a company for their in-service training. This study aimed to develop and propose an approach to a creative pedagogy in the form of a simulated working environment on campus within a tertiary educational setting to contribute towards enhancing the learner-content relation of WIL students, in order to improve the employability of students by providing the on-campus project students with an equal opportunity to those going into industry for their in-service training. The philosophy adopted for this research is interpretivism, with the Vaal University of Technology as the case of the research. The investigation adopted a mixed-method approach where respondents were requested to complete questionnaires focusing on their perceptions of on-campus group work vs. in-service training at companies for the WIL component of the IT qualification. Five respondent groups were identified for participation in the study, namely: i) In-service training students, i.e. WIL students who found placement in a company; ii) Project students, i.e. WIL students who remained on campus to do a group project; iii) Graduates, i.e. students who already completed WIL and graduated; iv) Employers of WIL students who found placement at a company; and v) Lecturers involved in WIL training on campus. The responses of the various respondent groups were analysed qualitatively and quantitatively. Comparisons of the perceptions of the respective groups were made to explore the possibility of a viable solution to the on-campus group work challenges that were identified. Based on reviewing recent literature, analysing the data collected from the completed to questionnaires by different role players, and adapting and the institutional strategy framework for WIL developed by Jacobs in 2015, an approach to a creative pedagogy in the form of a virtual company on campus for WIL students is presented to provide students who cannot find placement in industry for their in-service training with an equal experience to the in-service training company students. The proposed pedagogical approach incorporates the five standards defined by Tharp in 2018 as requirements for an effective and successful curriculum in the development of the actual virtual company. These include: contextualisation, challenging activities, joint productive activity, intellectual conversation and language development. The proposed approach adopts a three-layered approach to a creative pedagogy, with the aim of improving the employability of on-campus WIL students. The first layer lays the basis for implementing a virtual company on campus and includes aspects such as the objective for a simulated working environment on campus, employer preferences, and the skills set students should possess for employers to offer them a placement in their company for in-service training. The second layer focuses on the details that should be in place for a virtual company to be successfully implemented. This practical layer in the implementation of the virtual company focuses on infrastructure, Finance, HR, legislative approval, and appropriate assessments. The third layer only follows when the second layer has been put into place. This layer deals with how academic content can be included in the proposed pedagogical approach. The study also revealed that in addition to adopting the concept of a virtual company on campus for WIL students, a substantial focus should be on soft skills training. The exit level outcomes (ELOs) related to a simulated working environment for the WIL module of the IT are specified in the HEQF (Higher Education Qualifications Framework) document as set out by the South African Qualifications Authority.

Today, the role of higher education institutions (HEIs) is education, research, and to contribute to society. The requirement of contributing to society especially requires that the institutions contribute to sustainable development. It is therefore relevant to analyse how HEIs can address and contribute to sustainability and sustainable development. The purpose of this thesis is twofold. Firstly, it aims to analyse the impact that HEIs have on sustainable development by identifying and mapping indicators of impact. Secondly, it aims to illustrate with the empirical case of a technological university in Sweden - the studied technological university is KTH Royal Institute of Technology. The study was conducted as an exploratory single-case study. The study's data consists of qualitative interview data as well as quantitative secondary data. The secondary data was collected from a variety of sources at KTH, including its development plan, objective plans, vision, business plans, annual reports, progress reports on objectives, and follow-up reports. The qualitative data was collected through 11 semi-structured, open-ended interviews with faculty and employees at KTH. The study finds that HEIs - through various sustainability actions in their activities education, research, and collaboration and outreach - can achieve impacts such as pro-environmental behaviour and sustainable development. These measures related to all three pillars of sustainability. The HEIs' impact can be identified through indicators such as number of courses on sustainability and sustainable development and share (%) of the total external funding for research that supports research in the sustainability field. As for KTH specifically, the study shows that KTH is able to impact the areas of environmental, social, and economic sustainability and that the impact can be direct, indirect, short-term, long-term, intended, and positive. / Idag innefattar uppdraget för lärosäten för högre utbildning forskning, utbildning och att bidra till samhället. Uppdraget att bidra till samhället kräver specifikt att lärosätena bidrar till hållbar utveckling. Det är därför relevant att analysera hur lärosäten för högre utbildning kan hantera och bidra till hållbarhet och hållbar utveckling. Denna avhandling har två syften. För det första syftar avhandlingen analysera lärosätenas påverkan på hållbar utveckling genom att identifiera och kartlägga indikatorer på effekt. För det andra syftar avhandlingen exemplifiera och illustrera det första syftet med ett empiriskt fall av ett tekniskt universitet - det studerade universitetet är Kungliga Tekniska Högskolan. Studien genomfördes som en utforskande fallstudie där ett fall studerades. Studiens data består av både kvalitativ intervjudata och av kvalitativ och kvantitativ sekundärdata. Datat samlades in från två olika beviskällor - dokumentation och intervjuer. När det gäller dokumentationen samlades data och information in från en mängd olika dokument från KTH, inklusive dess utvecklingsplan, målplaner, vision, affärsplaner, årsrapporter, lägesrapporter och uppföljningsrapporter. Gällande intervjuerna genomfördes 11 halvstrukturerade intervjuer med öppna frågor. Intervjupersonerna bestod av lärare och anställda från olika kontor och avdelningar vid KTH. Studien visar att lärosäten för högre utbildning, genom olika hållbarhetsåtgärder i sin verksamhet kring utbildning, forskning och samarbete, kan uppnå effekter såsom miljövänligt beteende och hållbara livsstilar, minskning av koldioxidpåverkan, ekonomisk tillväxt, jobbskapande, kunskapsutbyte och ekonomiska och sociala fördelar. Tillsammans täcker dessa effekter alla tre typer av hållbarhet, vilket i sin tur innebär att lärosäten kan bidra till en hållbar utveckling i samhället. Lärosätenas påverkan kan identifieras genom indikatorer såsom antal kurser om hållbarhet och hållbar utveckling och andelen (%) av den totala externa forskningsfinansieringen som stödjer forskning inom hållbarhetsområdet. När det gäller KTH specifikt visar studien att KTH kan påverka områdena miljömässig, social och ekonomisk hållbarhet samt att effekterna kan vara direkta, indirekta, kortsiktiga, långsiktiga, avsedda och positiva.

Trends in tuition and financial aid policy have increased the number of students who borrow for higher education and the aggregate debt students acquire. Most research on student borrowing over the years has analyzed the effects of borrowing and the prospects of indebtedness on individual students' choices and persistence. However, dynamics at the institutional level such as the need to ensure a stable flow of resources may accelerate or slow down student borrowing. Drawing on resource dependence theory, this study examined changes in student borrowing at private not for profit four year institutions in the US to identify trends and implications. A fixed effects regression analysis was applied to panel data from the Delta Cost project and the National Association of College and University Business Officers. Analytical focus was on the financial and enrollment characteristics of private not for profit four-year institutions, the relationship between these characteristics and student borrowing, and whether these relationships are stable or change over time. Findings revealed that the financial and enrollment characteristics of private not for profit institutions during the study period were characterized by gradual variation. The results also revealed that most of the financial characteristics were predictive of student borrowing and that these relationships vary with time. Evidence from this study cautions higher education policy makers that high tuition dependence and the attendant student loan burden may disadvantage some students. Policy makers concerned about providing equitable access to higher education to all student subpopulations should try to moderate competition among institutions and tuition rises that intensify student borrowing. Institutional practices such as tuition maximization and selective price discrimination must be moderated so that financial aid, including loans, can realize the objective of encouraging fairness and choice in higher education entry.