Esta pesquisa tem como objeto de estudo uma política – o Programa Alfabetização Solidária e, em particular, a sua implementação pelas Instituições de Ensino Superior. Os objetivos foram: A) explicar as características das políticas sociais decorrentes do contexto de reformas e mudanças no papel dos Estados latino-americanos, particularmente o brasileiro, políticas influenciadas pelo neoliberalismo pela via da descentralização, da privatização e da focalização para, assim, explicar o caráter social-assistencial do Programa; B) analisar as políticas educacionais da década, especialmente a municipalização, a implantação do Fundo de Manutenção e Desenvolvimento do Ensino Fundamental e Valorização do Magistério (FUNDEF), que excluiu a Educação de Jovens e Adultos do financiamento, e a expansão da educação superior, para compreender o surgimento deste Programa; C) explicar, analisar e interpretar a política na ação, mostrando como as Instituições de Ensino Superior, as quais passavam por um processo de expansão com novas regras de avaliação, credenciamento e reconhecimento, implementaram esse Programa, percebido, nesse novo contexto, como um saldo positivo. O referencial teórico escolhido teve como base o estudo das políticas sociais latinoamericanas e das políticas educacionais na década de 1990, especialmente no Brasil. Os procedimentos metodológicos utilizados foram o levantamento de bibliografia e de documentos produzidos sobre e pelo Programa, entrevistas com diferentes participantes do Programa (pró-reitores de extensão, coordenadores, alfabetizadores, professores etc) e observações de aulas. Os resultados mostram que o Programa foi, realmente, uma política governamental de alfabetização de jovens e adultos, apesar de se postular como não governamental. Seu formato difundiu um modelo de implementação de políticas sociais que aplicou idéias neoliberais adaptadas ao Brasil, tais como: financiamento público e privado, utilização de mão de obra barata e temporária, filantropização das problemáticas sociais e terceirização na implementação por meio de Instituições de Ensino Superior. A essas, o Programa proporcionou o desenvolvimento de atividades como extensão e estágios, e valiosas experiências de pesquisa, produção de materiais e envolvimento com a problemática da Educação de Jovens e Adultos. / The object of this research is a policy – the Solidarity in Literacy Program –and, particularly, its execution by Higher Education Institutions. The aims were: A) to explain the characteristics of the social policies deriving from the context of reform and changes in the role of the Latin-American States, specially the Brazilian, policies that were influenced by neoliberalism that, through decentralization, privatization and targeting, acquire new forms to, therefore, explain the social-assistant character of the Program; B) analyze the educational policies of the decade, specially the municipalization, the introduction of the Fund for the Maintenance and Development of Basic Education and Teachers Valorization (FUNDEF), that excluded the youth and adult education of the finance, and the expansion of higher education, to understand the arising of this Program; C) to explain, analyze and interpret the politics in action, showing how the Higher Education Institutions that went through a process of expansion with new rules for evaluation, accreditation and recognition, implanted this Program, known, in this new context, as a positive balance. The chosen theoretical reference was based on the study of the Latin-American social policies and educational policies from the nineties, especially in Brazil. The methodological procedure used were the gathering of bibliography and documents produced on and for the Program, interviews with different participants of the Program (extension rectors, coordinators, teachers of reading and writing, etc) and class observation. The results show that the Program was, indeed, a governmental policy of literacy for youth and adults, though it claims to be non-governmental. Its shape spread a model of execution of social policies that used neo-liberal ideas adapted to Brazil such as: public and private finance, use of cheap and temporary labor force, the philantropization of social problematic and outsourcing in the execution through Higher Education Institutions. The Program gave opportunity to those institutions to develop activities such as extension and training, and valuable experiences of research, material production and involvement with the problematic of Youth and Adult Education.

Submitted by Janduhy Camilo Passos (janduhycamilopassos@hotmail.com) on 2013-10-26T02:55:22Z No. of bitstreams: 1 TESE VERSÃO FINALIZADA. JANDUHY CAMILO.pdf: 1582011 bytes, checksum: 82f67194cc0e75cb5df7d3dc22177245 (MD5) / Approved for entry into archive by Suzinei Teles Garcia Garcia (suzinei.garcia@fgv.br) on 2013-10-28T11:50:28Z (GMT) No. of bitstreams: 1 TESE VERSÃO FINALIZADA. JANDUHY CAMILO.pdf: 1582011 bytes, checksum: 82f67194cc0e75cb5df7d3dc22177245 (MD5) / Made available in DSpace on 2013-10-28T11:51:25Z (GMT). No. of bitstreams: 1 TESE VERSÃO FINALIZADA. JANDUHY CAMILO.pdf: 1582011 bytes, checksum: 82f67194cc0e75cb5df7d3dc22177245 (MD5) Previous issue date: 2013-09-27 / Mobility is a social phenomenon, complex and intrinsic to human life, for it gathers from economic to cultural and affective elements and imaginary space for individuals and groups. Under this approach, it is clear that, at present, in addition to having unique characteristics, in line with the economic and social transformations of the twentieth century, mobility has assumed importance as a field of study, leading several researches because of the dramatic human displacement on geographical space motivated by professional reasons. Therefore, this thesis has as its object of investigation the phenomenon of mobility and aimed to examine, through the concept of mobile career, its implications on personal and professional teachers experience who works in business Schools, taught at a University in the cities affected by Uberlândia / MG, the hub educational Triangulo Mineiro and Alto Parnaíba. We observed that, to fulfill their professional activities, these teachers are subject to mobility, because living in Uberlândia, but perform continuous displacements across the cities affected by that county , promoting meetings in diverse cultural contexts and frequent interactions with social situations and diverse organizational, which leads to our research question is: what are the implications of mobility on the personal and professional lives of business teachers, who lives in Uberlândia/MG and works at university at cities that are under the influence of this educational hub? This is a qualitative study, guided by the interpretive paradigm, and data were collected through interviews, and subjected to content analysis. The results show that the Mobile teaching career brings positive consequences, such as allowing the teacher supercharge their resume and develop teaching skills, aspects that later allows his admission in Public Institutions. Mobility also contributes to teachers to improve their relationship skills, flexibility to adapt to intercultural contexts, and promote the establishment of new social and professional network. However, the frequent shifts enhance the teacher's work, collaborate for the removal of their family, damage their health and compromise the overall quality of their life. / A mobilidade é um fenômeno social, complexo e intrínseco à vida do homem, pois congrega desde aspectos culturais e econômicos até elementos afetivos, imaginários e espaciais relativos aos indivíduos e grupos. Sob esse enfoque, percebe-se que, na atualidade, além de possuir características peculiares, consonantes com as transformações econômicas e sociais do século XX, a mobilidade tem assumido relevância como campo de estudos, originando diversas pesquisas em virtude dos acentuados deslocamentos humanos sobre o espaço geográfico motivados por questões profissionais. Por conseguinte, esta tese possui como objeto de investigação o fenômeno da mobilidade e, como objetivo examinar, por meio do conceito de carreira móvel, as suas implicações na vivência pessoal e profissional de professores que atuam em cursos de graduação em Administração, ministrados em instituições de Ensino Superior (IES) situadas nas cidades influenciadas pelo município de Uberlândia/MG, polo educacional da mesorregião do Triângulo Mineiro e Alto Paranaíba. Observamos que, para cumprirem as suas atividades profissionais, esses professores estão sujeitos à mobilidade, pois residem em Uberlândia, mas realizam contínuos deslocamentos entre as várias cidades influenciadas por esse município, promovendo encontros em contextos culturais diversificados e interações frequentes com situações sociais e organizacionais diversas, o que nos conduz à nossa pergunta de pesquisa que é: quais as implicações da mobilidade sobre a vida pessoal e profissional dos docentes de curso de graduação em Administração, residentes em Uberlândia-MG, e que atuam em IES situadas em municípios que estão sob a influência desse polo educacional? Trata-se de um estudo de natureza qualitativa, norteado pelo paradigma interpretativo, cujos dados foram coletados por meio de entrevistas, e submetidos à análise de conteúdo. Os resultados mostram que a carreira docente móvel traz consequências positivas, como: permitir que o professor incremente o seu currículo e desenvolva competências didáticas, aspectos que posteriormente favorecem o seu ingresso nas instituições federais. A mobilidade também contribui para que os docentes melhorem as suas competências de relacionamento, a flexibilidade para adaptação a contextos interculturais, além de promover o estabelecimento de novas relações sociais e rede de contatos profissionais. Contudo, os deslocamentos frequentes intensificam o trabalho do professor, colaboram para o afastamento da sua família, prejudicam a sua saúde e comprometem o estado geral da sua qualidade de vida.

Dynamic capabilities, a relatively new concept in strategic management, are subject to a variety of streams and points of view in the available literature, where the focus is still mainly on debating the general concepts, overall frameworks and classifications. The current consensus is that dynamic capabilities are highly context-based, depending on firm types, timeframes and a variety of other factors. However, what current research fails to adequately address are studies of individual cases of particular types of firms in their specific business environments, as well as how dynamic capabilities and their foundations are created and how they evolve in a specific, limited context. What these individual cases can contribute to the overall area of research are refined tools and frameworks for context-specific creation of dynamic capabilities, and thus their importance cannot be ignored. This study uses qualitative research to observe a case of a commercial higher-education institution in Sarajevo, Bosnia and Herzegovina, a developing market. The organization is highly IT-reliant, and one of the main characteristics of the institution is its flexibility and adaptability to change. In the recent couple or years, the institution switched several crucial partners, whose resources it uses for teaching. These factors make this organization interesting for investigation of dynamic capabilities in the particular context of constant change. The study uses mainly observation, but is supplemented by an interview and questionnaires. The researcher spent time working at the institution during a crucial timeframe of alliance-switching, and this experience fuels the observation. The results, including a developed model, present a good way to observe dynamic capabilities in a particular context, one based on activities and foundations that fuel dynamic capabilities in organizations.

Philosophiae Doctor - PhD / This research was undertaken to propose a model for eLearning adoption in Higher Education in Africa and to identify and empirically test measures to assess the model. The model identified eLearning, individual and organisational factors affecting eLearning adoption in higher education. eLearning factors were deemed to be aligned with the individual and organisational factors and therefore, the measurement of individual and organisational factors of eLearning adoption is essential in determining the current state, and future development that could enhance eLearning adoption in higher education. This study is a first attempt in Africa to define and present a conceptualization of an eLearning adoption framework. The framework is a combination of frameworks and models from various disciplines, including social psychology, information systems, anthropology, sociology, education, communication, marketing, management, geography, economics and cognitive psychology. These frameworks for eLearning adoption in Higher Education are synergised and contextualised in the study. / South Africa

Magister Educationis - MEd / The study shows the financial impacts on costs per student at academic module level, at departmental level, at faculty level, and at institutional level, thereby showing the effects of cross-subsidisation at all levels of management. The reports were developed in termsof the guidelines compiled in terms of Llewellyn's five levels of theorisation.

Magister Educationis - MEd / The purpose of the study is to understand the roles, functions and perceived performance of the Tertiary Education Council (TEC) in higher education governance in Botswana. The study describes the relationship between the government, the TEC and higher education institutions in Botswana. The main objectives of the study are to: a) Examine the roles and functions of the TEC in Botswana’s higher education regarding policy formulation, quality assurance and coordination in the planning and development of tertiary education. b) Explore potential tensions between the roles and functions of the TEC and those of some of its stakeholders. c) Establish the performance of the TEC in relation to the three functions of policy formulation, quality assurance and coordination in the planning and development of tertiary education. The study is located within the broader framework of higher education governance. It examines the different models of higher education governance (such as state control, state interference and state supervision models) and the relationship involved between different stakeholders in governance of higher education. Furthermore, the framework focuses on the implications of the dynamics of higher education governance on the roles and functions of buffer bodies. The study adopted a single case study approach and it was designed to allow for the use of multiple sources of evidence. Data was collected through a review of both institutional and policy documents, semi-structured interviews with eight informants from the TEC and the Ministry of Education and Skills Development, as well as a survey targeting institutional heads of higher education institutions in Botswana. The use of qualitative and quantitative methods of data collection provided useful and in-depth data and allowed for triangulation. The data was analysed both quantitatively and qualitatively. The findings of the study reveal that there are differing conceptions of the TEC’s role in higher education in Botswana. Whereas the TEC sees itself as ‘middleman’ between the government and higher education institutions, the higher education institutions conceptualise the role of the TEC as an extension of government. The differing views on the TEC’s role, as either buffer or agent, result in different expectations of the roles and functions of the TEC. In addition, the study revealed that Botswana’s higher education system is characterised by fragmentation and duplication of roles, which limit the mandate of the TEC, thereby creating tensions between the TEC and other constituencies in the Botswana higher education system. The study thus contributes to the understanding of the roles and functions of the TEC in the governance of higher education in Botswana. It also contributes to the understanding of the relationship between the different stakeholders involved in the governance of higher education and the implications of this relationship on the roles and functions of buffer bodies. Overall, the study shows the complexities involved in the governance of higher education in a young and evolving system of higher education, and in a context in which the roles and functions of the key players are contested and inconsistently understood.

O cenário nas empresas vem mudando, gradativamente, em razão das transformações sociais, econômicas e culturais apontadas no ambiente educacional pelo processo ensino-aprendizagem. Nesse contexto, a temática deste estudo versa sobre a responsabilidade social e as instituições de ensino superior particulares da cidade de Imperatriz (MA). Essas instituições desenvolvem atividades de extensão universitária, buscando atender às necessidades da comunidade frente às políticas públicas, estabelecendo uma relação com o ensino principalmente no sentido de oferecer ações ao seu entorno, em prol do desenvolvimento social. A proposta foi estudar os projetos e programas de extensão desenvolvidos e implantados pelo Instituto de Ensino Superior do Sul do Maranhão, IESMA/UNISULMA, face aos parâmetros do Plano Nacional de Extensão (2011/2020) como indicativos de responsabilidade social, pois historicamente, a extensão universitária é considerada uma atividade de menor valor acadêmico, apesar de conquistas legais no sentido de equiparação com as áreas de ensino e pesquisa. Diante dessa constatação, propôs-se, nesta pesquisa, avaliar a opinião dos graduandos que participam da Extensão Universitária em relação à relevância dessa atividade acadêmica na sua formação, ou seja, verificar se ela contribui, de fato, para sua formação. Apresenta, também, um estudo analítico sobre a importância das teorias aplicadas em sala de aula com as práticas dos acadêmicos na elaboração, desenvolvimento e execução de atividades de extensão, promovendo o desenvolvimento mútuo com a sociedade. O objetivo deste trabalho é identificar e comparar os projetos desenvolvido pela Instituição de Ensino Superior (IES) com as diretrizes do PNExt, apontando os possíveis indicativos de responsabilidade social apresentados em suas atividades sociais. A pesquisa, quantitativa, tem caráter descritivo, documental, com estudo de campo. O instrumento utilizado na coleta de dados é o questionário, direcionado para discentes e docentes da IESMA/UNISULMA, que possibilitou verificar os trabalhos realizados na cidade referentes ao tema exposto, além de fornecer informações acerca de duas importantes variáveis: a satisfação e o conhecimento dos entrevistados em relação aos projetos de responsabilidade social. Os resultados obtidos mostram a importância do papel social das instituições de ensino superior. Compreende as mudanças, oportunidades e desenvolvimento gerados com a implantação de projetos de cunho social, executados por atividades de responsabilidade social que proporcionam um elo entre universidade e sociedade, interna e externamente. / The scenario in companies has been changing gradually, because of social, economic and cultural transformations outlined in the educational environment for teaching-learning process. In this context, the theme of this study deals with social responsibility and private higher education institutions in the city of Imperatriz (MA). These institutions of university extension activities, seeking to meet the front community needs public policies, establishing a relationship with the teaching mainly towards offering shares to its surroundings, in favor of social development. The proposal was to study the projects and developed outreach programs and implemented by the Institute of Higher Education South of Maranhão, IESMA / UNISULMA, given the parameters of the National Extension Plan (2011/2020) as social responsibility indicative because historically, university extension is considered an activity of lesser academic value, although legal achievements towards assimilation with the areas of teaching and research. Given this finding, it is proposed in this research, evaluate the opinion of the students participating in the University Extension on the relevance of this academic activity in their training, that is, verify that it contributes, in fact, for their training. It also presents an analytical study of the importance of the theories applied in the classroom with the practices of scholars in the design, development and implementation of outreach activities, promoting mutual development with society. The objective of this work is to identify and compare the projects developed by the Higher Education Institution (HEI) with pNext guidelines, pointing out the possible social responsibility indicative presented in their social activities. The research, quantitative, has descriptive, documentary character, with field study. The instrument used for data collection is the questionnaire, directed to students and teachers of IESMA / UNISULMA, which enabled us to verify the work carried out in the city concerning the above subject, in addition to providing information about two important variables: the satisfaction and knowledge of interviewed in relation to social responsibility projects. The results show the importance of the social role of higher education institutions. Understand the changes and development opportunities generated by the implementation of social projects, executed by social responsibility activities that provide a link between the university and society, internally and externally.

This study is concerned with the problem of determining the status of.specific student retention efforts at the departmental and institutional levels in institutions of higher education offering baccalaureate degrees in nursing. The purposes of the study include (1) the determination of the percentages of those institutions which have specific programs to increase student retention in place and functioning at the various administrative levels, (2) the determination of those aspects of the many possible retention efforts that are being utilized, (3) identification of those retention efforts which may be most effective, and (4) comparison of retention rates between those institutions with organized retention programs and those without these programs. The population of the study is composed of all 430 of the National League for Nursing (NLN) accredited, Registered Nurse Baccalaureate Degree programs in the United States. The specially designed survey instrument produced a 62 percent response return. Response frequencies and percentages were calculated to show the relative success rates of various retention efforts. In addition, the data were subjected to several statistical procedures to determine if there were statistically significant differences between the various types and levels of retention efforts. The findings indicate that the presence of an organized and functioning program to increase student retention does produce a statistically significant increase in the mean retention rate for those institutions with such programs as compared with those institutions without organized retention programs. This significant increase was constant across the three types or levels of retention programs surveyed (departmental level only, university level only, both university and departmental levels). The majority of the respondents (55.5 percent) do have retention programs in place and functioning at some level in their institutions. Of the six major areas of retention efforts listed on the questionnaire, the area dealing the "Administrative Activities" to increase student retention was present most often among that group of respondents with the highest retention rates.

京都大学 / 0048 / 新制・課程博士 / 博士(地球環境学) / 甲第22102号 / 地環博第188号 / 新制||地環||37(附属図書館) / 京都大学大学院地球環境学舎地球環境学専攻 / (主査)准教授 SINGER JANE, 教授 佐野 亘, 講師 BAARS ROGER CLOUD / 学位規則第4条第1項該当 / Doctor of Global Environmental Studies / Kyoto University / DFAM

MCom (Human Resource Management) / Department of Human Resource Management and Labour Relations / The study investigated the relationship between leadership styles and organisational commitment in two selected higher education institutions in South Africa. Transformation is a topical issue in the South African higher education institutions. The slow progress in attempts to transform the sector can be attributed to leadership styles and commitment. The study employed a quantitative research design and made use of a self-administered questionnaire to gather data. The Multifactor-Leadership and Organisational Commitment questionnaires were used for data collection. The researcher used stratified sampling by grouping employees from each institution into academic and non-academic strata. In this study, descriptive statistics, Pearson correlation, multiple regression analysis were performed. The study indicated that transformational leadership and transactional leadership styles are significantly correlated with some of the organisational commitment constructs. The results further revealed that transformational leadership style explained the variance on organisational commitment better than transactional and laissez faire. Therefore, the study concludes that there is no one size fit all and recommended that each institution should diagnose its own situation for better pictorial view of what will work for that organisation. It is further recommended that leaders in higher education institutions should embrace more of transformational leadership as it has potential of transforming these institutions.