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Student Centrality in University-Industry InteractionsPonomariov, Branco Leonidov 14 July 2006 (has links)
This thesis proposes and estimates a model of university scientists interactions with the private sector; in this model students are conceptualized as an important enabler of such interactions. The results of the study show that university scientists student-related behaviors such as grant support of students and research collaboration with students, and student-related attitudes such as mentoring orientation positively affect the probability that scientists will enter interactions with industry as well as the intensity of such interactions. Behaviors such as teaching and advising of students are not related to interactions with industry.
This study is motivated by the increased emphasis on closer relationships between universities and industry as a means to facilitate the commercial application of university research. Today, numerous policies and programs attempt to achieve such goals. As a result, university scientists are called on to perform many tasks which on the surface seem misaligned. There is substantial study of conflict between the teaching and research missions of universities, and a growing body of study on conflict related to university based commercial and technology transfer related activities. Fewer, there are studies suggesting that these activities are not so misaligned after all. This study falls into the latter category as it posits a complementary relationship between university scientists student related activities and their work related interactions with industry, research and otherwise.
Speculations regarding the importance of students in university industry relations and indirect evidence are scattered through the relevant literature, but little or no systematic empirical tests of their importance exist. This study uses data from a national survey of university researchers to discern the centrality of students to university-industry interactions. Theoretically, students are conceptualized as a dimension of university scientists respective research capacities that enable cross-sectoral processes of accumulative advantage and thereby help to enable their interactions with industry. As a component of scientists scientific and technical human capital, students help university scientists to identify and act upon on research opportunities originating in the private sector. Moreover, students increase the appeal of university scientists to industry agents seeking research partners in academe. Implications for theory and policy are discussed.
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The institutionalisation of the SADC protocol on education and training: a comparative study of higher education in two South African countriesWatson, Pamela January 2010 (has links)
<p>Regional integration is being proposed as a means to development in Southern Africa. As a part of the formal agreements regarding this cooperation, a Protocol on Education in the Southern African Development Community region has been signed. This research set out to compare the higher education systems of two Southern African countries and to examine the extent to which this Protocol has had an impact on national policies and practices. The research sought to investigate this by means of exploring the extent to which the Protocol has provided an institutional frame which is guiding the development of higher education policy in each of the two countries. The findings of the study indicate that the Protocol, rather than providing leadership in the area of education policy, is to a large extent a symbolic document, reflective of norms already existent in national policy in the two countries studied.  /   /   /   /   /   / </p>
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Lost in translation? : non-STEM academics in the 'entrepreneurial' universityDodd, Derek January 2018 (has links)
This study set out to explore the ways in which non-STEM academics, working within UK universities that had positioned themselves publicly as ‘entrepreneurial’ institutions, interpret and negotiate the related concepts of the entrepreneurial academic and university. The entrepreneurial university concept has become a ubiquitous theme in higher education and policy literatures in recent decades, having been described variously as an ‘idea for its time’ (Shattock, 2010) and the ‘end-point of the evolution of the idea of the university’ (Barnett, 2010, p.i). This research set out to interrogate some of the key ways in which this institutional form, and the corresponding concept of the entrepreneurial academic, have been discursively constructed by advocates in the UK and beyond. Further to this, the study aimed to collect narratives of experience from non-STEM academics employed by self-described ‘entrepreneurial’ universities, both to enquire into how they interpreted the ‘entrepreneurial paradigm’, and to invite them to report on how they felt that their university’s assumption of an enterprise mission had, or had not, influenced its organisational ‘culture’ and their subjectively experienced academic work-lives. The researcher’s interest in the relationship between enterprise discourse and the organisational ‘culture’ of universities stemmed from the apparent consensus within the scholarly and policy literature about the need for universities to develop an integrated ‘entrepreneurial culture’ (Clark, 1998, p.7)(Gibb, 2006b, p.2)(Rae, Gee and Moon, 2009) by pursuing a policy of ‘organisational culture change’, with culture here denoting ‘the realm of ideas, beliefs, and asserted values’ (Kwiek, 2008, p.115) which inhere within institutions. To this end, a series of semi-structured, interpretive interviews were carried out with participants from a range of non-STEM disciplines, working in a variety of university types in the UK. The researcher then employed a discourse-analytic method to delineate some of the ‘discursive repertoires’ that participants used to account for their professional practices, and report on their experiences in - and understandings of - the entrepreneurial university. What emerged from this analysis was a complex picture of ‘enterprise discourse’ within the contemporary university setting, as well as a general tendency amongst participants to adopt a position of ontological scepticism where the issue of ‘university culture’ was concerned. Further to this, it was determined that the ‘inclusive’ interpretation of entrepreneurialism typically employed by advocates for the paradigm had not generally been taken up by participants, for whom it was, for the most part, a phenomenon associated variously with ‘managerialism’, ‘market values’, ‘the business agenda’, ‘income generation’, ‘money making’, and the figure of the ‘individual, lone, romantic, heroic capitalist’. Additionally, where subjects were conversant in broader, more ‘social’ conceptions of academic entrepreneurialism, they typically reported that it was rarely articulated in the internal communications of their respective universities.
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Mapping the Borderland of the Knowledge Society: Strategic Global Partnerships and Organizaitonal Responses of Universities in TransitionSzyszlo, Peter 14 August 2018 (has links)
Globalization has motivated universities to calibrate institutional responses for strategic purposes. Yet, specific challenges remain for Ukrainian National Research Universities insofar as the interplay between global and (post-)Soviet knowledge discourses reveal a dual framework, whereby adaptive responses to globalization and entrenched state-centered logics run parallel, and often in conflict, with one another. This study took a critical approach to identify and interpret how the phenomenon of internationalization manifested in the development of strategic partnerships, was translated and re-contextualized into structural innovations, and resulted in systemic institutional change.
The thesis delves into the institutional behaviour of three flagship universities in Kyiv, Ukraine and their respective doctoral schools. The selected universities – Kyiv-Mohyla Academy, Kyiv Polytechnic Institute and Taras Shevchenko National University of Kyiv – represent a mixture of organizational types which fall into one or more of the three education archetypes, including the Humboldtian, Soviet and Anglo-American models. These governance models allow for differentiation of institutional interpretations of internationalization and a means of capturing the various ways in which university actors negotiate their spaces of action and translate higher education discourses into practice. The analysis addresses issues of ‘hybridity’ which is not evident in this categorization. The study attempts to problematize internationalization anew by shifting focus on non-linear accounts of the phenomenon in order to comprehend the complex, multi-faceted and often contradictory ways the process plays out across different university landscapes. The inquiry employs conceptualizations combining the Delta Cycle for Internationalization (Rumbley 2010) and a new institutional approach (North 1990).
The study is structured as a single-case embedded case study design as described by Yin (2015). Data were collected via 45 semi-structured interviews with university actors and higher education stakeholder agencies, including: senior administrators, mid-level leaders, faculty members and doctoral candidates. The data were supported by scholarly literature, official documents, reports, strategy papers, grey materials, policy statements, field notes. as well as university and ministerial websites. These data were analyzed for content and triangulated according to a modified content analysis approach.
This study expands and contributes knowledge on the internationalization of higher education by distinguishing variations of how the phenomenon manifested within different university settings. It examines the place of the university as an organization that not only produces and disseminates knowledge, but assimilates and adapts global knowledge to national needs. Finally, the inquiry explores internationalization as an academic innovation and a process of institutional change which shapes academic identities and legitimizes the university as a global actor.
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O trabalho educativo e o profissional de apoio administrativo educacional de Mato Grosso : uma demanda para as Universidades PúblicasAndrade, Guelda Cristina de Oliveira 26 June 2015 (has links)
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Previous issue date: 2015-06-26 / A pesquisa elege como tema “O trabalho educativo e o profissional de apoio administrativo
educacional de Mato Grosso: uma demanda para as universidades públicas” tendo em vista
a busca pelo entendimento de como a formação na educação superior reflete no trabalho
educativo desenvolvido pelo profissional de apoio administrativo educacional (AAE), no
espaço da escola pública de educação básica. O procedimento metodológico do trabalho está
ancorado na pesquisa bibliográfica, documental e de campo, fundamentada na perspectiva
do materialismo histórico-dialético. A princípio, aborda-se o papel da universidade na
sociedade, o acesso desse profissional à formação na educação superior, o referencial teórico
da formação e da gestão democrática com destaque para a atuação do profissional de AAE
nos espaços democráticos da escola, bem como, o conceito de educador a partir da lei nº
12.014/09 e de trabalho educativo. A pesquisa apresenta a história do referido profissional e
a busca pela formação na educação superior, os marcos legais da formação que fortaleceram
todo o processo de luta e conquistas na carreira, ainda aponta a invisibilidade desse
profissional nas pesquisas acadêmicas, sobretudo, desafia as Instituições de Educação
Superior à ofertarem tal formação ao profissional de AAE. Os resultados da pesquisa,
retratam que esse profissional permaneceu sem formação durante quase dois séculos e
mesmo com a garantia da legislação, a política de formação superior para o profissional de
AAE, além de ser insuficiente pra atender a demanda, parece não ter se firmado do ponto de
vista da implementação e do seu sentido formativo. As entrevistas mostram que, a formação
na educação superior reflete tanto o universo da escola como na vida pessoal do indivíduo,
com vistas na valorização profissional e no trabalho educativo. O estado de Mato Grosso
não tem desenvolvido e/ou implementado nenhuma política de formação voltada ao
profissional em questão, entre o período de 1998 a 2013, além do projeto Sala de Educador,
embora, o sindicato tenha assumido seu papel de fomentar essa política pública, considerando sua importância no contexto da escola pública de educação básica. / The research aims the following theme "The educational work and professional educational
administrative support of Mato Grosso: a demand for public universities" in order to search
the understanding on how the schooling in superior education reflects in the educational
work of the professional educational administrative support (AAE) within the public school
of basic education. The methodological procedure of work is anchored in literature,
documentary and field, based on the perspective of historical and dialectical
materialism. The main theme addresses the role of the university in society, access to this
professional training in higher education, the theoretical training and democratic
management with emphasis on the role of the AAE in professional school democratic spaces,
as well as the concept of educator from the Law No. 12,014 / 09 and educational work. The
research presents the referred professional history and the search for training in higher
education, the legal frameworks of training that strengthened the process of struggle and
achievements in career, it also shows the invisibility of this professional in academic
research, above all, defies the Higher Education institutions to offer such training to AAE
professional. The survey results depict that they remained without professional training for
almost two centuries and even with the assurance of legislation, higher education policy for
the AAE professional as well as being insufficient to meet demand, it seems not to have
signed the point of view of implementation and their formation direction. The interviews
show that the training in higher education reflects both the school universe as in the
individual's personal life, it has been aimed at professional development and educational
work. The state of Mato Grosso has not developed and / or implemented any focused on
vocational training policy in question, between the period 1998 to 2013, beyond the Educator
room design, although the union has assumed its role to promote this public policy
considering its importance in the context of public school basic education.
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Formação superior de educadores do campo: análise das propostas pedagógicas dos cursos do PRONERA da UFPBBrito, Rosa Maria de Jesus 14 October 2011 (has links)
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Previous issue date: 2011-10-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In the context in which they discuss the programs and policies for training in higher education, developed by public universities, targeting the rural social groups with a view to consolidate research in Rural Education. We present our study on higher education courses in Education, History and Agricultural Sciences offered to farmers in agricultural reform implemented at the Federal University of Paraíba (UFPB), in partnership between social movements and UFPB, through an agreement with the National Institute Colonization and Agrarian Reform / Paraíba (INCRA / PB) and the Ministry of Agrarian Development (MDA), through the National Programme for Education in Agrarian Reform (prone). The training courses are experiences of higher education teachers to work in schools in the field, starting from the reflection and the needs of social movements and joint national "Education For a Field" in the context of affirmative action policies in response the struggles of social movements for a quality education, in context with its peculiarities. Thus, this study sought to analyze the above courses from their pedagogical proposals seeking to establish the relationship between these and the fundamentals of field education, and so have a look for the training of educators seeking to investigate and understand that teaching model higher for the field being worked by UFPB courses targeted to farmers and peasants. It is a qualitative survey carried out from the documentary analysis of the Pedagogical Political Project (PPP) of Pedagogy, History and Agricultural Sciences, as well as conducting interviews with the coordinators of these courses, which are directly involved in the preparation in the organization and implementing them. / No contexto em que se discutem os programas e as políticas públicas de formação em Educação Superior, desenvolvidas pelas universidades públicas, direcionados aos grupos sociais rurais, na perspectiva de consolidar a pesquisa em Educação do Campo. Apresentamos nosso estudo sobre os Cursos de Pedagogia, História e Ciências Agrárias oferecidos para os camponeses assentados da reforma agrária implementados na Universidade Federal da Paraíba (UFPB), em parceria entre os movimentos sociais e a UFPB, através de convênio com o Instituto Nacional de Colonização e Reforma Agrária/Paraíba (INCRA/PB) e com o Ministério do Desenvolvimento Agrário (MDA), por meio do Programa Nacional de Educação na Reforma Agrária (PRONERA). Os Cursos são experiências de formação superior de educadores para atuação nas escolas do campo, que partem da reflexão e das necessidades dos movimentos sociais e da articulação nacional Por uma Educação do Campo no contexto das políticas públicas de ações afirmativas, em resposta às lutas dos movimentos sociais por uma educação de qualidade, contextualizada com as suas peculiaridades. Assim, buscamos nesta pesquisa analisar as propostas pedagógicas os Cursos supracitados procurando estabelecer a relação existente entre esses e fundamentos da Educação do Campo, e assim lançar um olhar para a formação de educadores e educadoras buscando investigar e compreender como a formação superior para o campo está sendo trabalhada pelos cursos da UFPB, direcionados aos camponeses e camponesas. Trata-se de uma pesquisa qualitativa realizada a partir da análise documental dos Projetos Políticos Pedagógicos (PPP‟s) dos cursos de Pedagogia, História e Ciências Agrárias, bem como da realização de entrevistas semi-estruturadas com os coordenadores desses, os quais se envolveram diretamente na elaboração, organização e execução dos mesmos.
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Higher education and indigenous peoples: national contexts to place the experiences / Educación Superior y pueblos indígenas: marcos nacionales para contextualizar las experiencias del dossierOlivera Rodríguez, Inés, Dietz, Gunther 05 April 2018 (has links)
Con la intensión de ofrecer el marco de referencia para comprender y comparar las experiencias canalizadas en este número, el siguiente texto presenta la situación de los jóvenes indígenas en la educación superior en México y Perú. Esta descripción contextual ha sido construida desde la comprensión de que todo lo avanzado en esta materia ha sido el resultado de procesos de configuración de una demanda, su traducción como política pública y su re-traducción en la gestión, aplicación o uso de la misma. De esta forma, el texto presenta los casos de México y Perú en dos ejes: la formulación de la demanda y la construcción de la oferta de educación superior intercultural o para pueblos indígenas. / In order to provide a contextual frame to understand and to compare the experiences analyzed in this issue, this introductory text presents the situation indigenous youth is facing in higher education in Mexico and Peru. This contextual presentation has been shaped by our conviction that what has been achieved is a result of a larger process of indigenous struggles and claims, their translation into public policy and its implementation inside higher education institutions. Accordingly, this text introduces the cases of Mexico and Peru through two dimensions: the emergence of the specific claims, on the one hand, and the respective construction of intercultural higher education for indigenous people, on the other hand.
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Avaliação dos impactos de um programa de mobilidade acadêmica internacional: o caso Brasil-França, ao nível de graduação em ciências agrárias / Assessment of impacts of an international academic mobility program: Brazil- France case, at the undergraduate level in agricultural sciencesGoes, Marcos Linhares 05 April 2016 (has links)
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Previous issue date: 2016-04-05 / The internationalization of higher education refers to the increasing interconnections among
national education systems, in which the sending and receiving of students, professors and
technical-administrative staff is an essential component. In this context, the present study
aims at assessing the international academic mobility program CAPES-BRAFAGRI, from
2006 to 2014, contained in the public policy of internationalization of higher education
Binational University Partnerships. The study takes as starting point regulatory documents
from CAPES and from UFG and processes mapping that describe the actions of BRAFAGRI
program: funding, eligible undergraduate courses, selection, sending and receiving of students
and evaluation of the activities performed. To measure the academic performance during the
mobility period, were collected data on the studied subjects, approved and utilized in
academic processes and, to measure the students perceptions on international academic
mobility and employability trend, was submitted to them a structured questionnaire. Through
documents and mapping processes it was described the public policy cycle of the program in
which were identified: the actors, the activities, the arenas and the institutional environment.
Academic processes information have showed that the number of vacancies offered for
academic mobility in French institutions is larger than the demand; students have been
approved in 70% of subjects taken, however, only 50% of these disciplines are utilized in
specific core of the curriculum structures from original courses; Engineering Food is most
likely to celebrate double University Degree. Data on students perceptions have shown:
international academic mobility was very important for University Graduation and then
employability; the expectation of mobility has been satisfied; language teaching and
interculturalism are better in French higher education institutions; few previous foreign
languages knowledge hindered the implementation of academic and social integration
activities. The internationalization policy of higher education directed to undergraduate
students fills a gap by providing to Brazilian students, including low-income, take courses and
perform stages in different countries, which contributed to the improvement of student
graduation and increased internationalization of Brazilian universities. Studies to adopt the
methodology developed in this work can be done in other programs that make up the policy of
Capes Binational University Partnerships. As a contribution to the understanding of
internationalization of higher education, we suggest further studies on the strategic
positioning of the internationalization of higher education in the strategic plans of
universities, comparative studies of strategies and outcomes among internationalization of
policies made in Brazil and in other countries. / A internacionalização do ensino superior refere-se ao aumento de interligações entre os
sistemas nacionais de educação, em que o envio e o recebimento de estudantes, docentes e
funcionários técnico- administrativos é um dos componentes essenciais. Neste contexto, o
presente estudo visa avaliar o programa de mobilidade acadêmica internacional CAPESBRAFAGRI,
de 2006 a 2014, contido na política pública de internacionalização do ensino
superior Parcerias Universitárias Binacionais. O estudo parte de documentos normatizadores
da CAPES e da UFG e do mapeamento de processos que descrevem as ações do programa
BRAFAGRI: financiamento, cursos de graduação elegíveis, seleção, envio e retorno dos
estudantes e avaliação das atividades executadas. Para mensurar o desempenho acadêmico
durante o período de mobilidade, foram coletados dados sobre disciplinas cursadas, aprovadas
e aproveitadas nos processos acadêmicos e para mensurar as percepções dos estudantes sobre
a mobilidade acadêmica internacional e tendência de empregabilidade, foi submetido aos
estudantes um questionário estruturado. Por meio dos documentos e do mapeamento de
processos foi descrito o ciclo de política pública do programa em que foram identificados: os
atores, as atividades, as arenas e o ambiente institucional. As informações dos processos
acadêmicos mostraram que a quantidade de vagas ofertadas para mobilidade acadêmica em
instituições francesas é maior do que a demanda; os estudantes foram aprovados em 70% das
disciplinas cursadas, porém, apenas 50% dessas disciplinas são aproveitadas no núcleo
específico das estruturas curriculares dos cursos de origem; o curso de Engenharia de
Alimentos é o que tem maior probabilidade para celebrar duplo-diploma. Os dados sobre as
percepções dos estudantes mostram que: a mobilidade acadêmica internacional foi muito
importante para a formação profissional e para empregabilidade; a expectativa sobre a
mobilidade foi satisfeita; o ensino de línguas e interculturalidade são melhores nas instituições
de ensino superior francês; o baixo conhecimento anterior sobre idiomas estrangeiros
dificultou a execução de atividades acadêmicas e integração social. A política de
internacionalização do ensino superior direcionada aos estudantes de graduação preenche uma
lacuna, ao proporcionar aos estudantes brasileiros, inclusive os de baixa renda, cursar
disciplinas e realizar estágios em diversos países, o que contribuiu com a melhoria da
formação do estudante e incremento da internacionalização das universidades brasileiras.
Estudos que adotem a metodologia desenvolvida nesse trabalho podem ser feitos em outros
programas que compõem a política Parceria Universitária Binacional da Capes. Como
contribuição ao entendimento sobre internacionalização do ensino superior, sugerem-se outros
estudos sobre o posicionamento estratégico da internacionalização do estudo superior nos
planejamentos estratégicos das universidades, estudos comparativos de estratégias e
resultados entre as políticas de internacionalização feitas no Brasil e em outros países.
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Buffer for universities or agent of government? Examining the roles and functions of the Tertiary Education Council in higher education in BotswanaLebotse, Keitumetse G January 2014 (has links)
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.
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Education policy and social justice in higher education : a South African case studyTjabane, Masebala 24 April 2010 (has links)
The study is a critical investigation of social justice concerns in higher education policy in emerging democracies such as South Africa. The study focuses on three initiatives at the University of Pretoria as exemplary projects that address social justice concerns in order to redress the situation in post-apartheid South Africa. These initiatives are the Institute of Women and Gender Studies, IGWS, which attempts to achieve gender equality, eliminate patriarchal tendencies and unleash women‘s potentialities within the University of Pretoria; The Centre for the Study of HIV/AIDS which seeks to eliminate any discriminatory tendencies against University of Pretoria members who are living with HIV/AIDS and contribute meaningfully in reducing the scourge of the pandemic; and The University of Pretoria Foundation Year Programme, UPFY, which attempts to increase the participation rates of the previously disadvantaged in areas of scarce skills such as mathematics and science. The study seeks to share new insights into the limits of grand policy frameworks that promise much by way of social justice but deliver very little in real terms. This policy gap trajectory between intent and practice begins and ends at the University of Pretoria as a case study that provides important lessons for cognate institutions and other social structures. The study is further likely to contribute insights into how higher education can implement programmes so as to purportedly address and redress social injustices and inequalities when in essence; these programmes achieve little more than a public relations objective. The intent of this case study is to illuminate attempts, through various programmes, by higher education to address social justice concerns such as inequality and discrimination, and reflects the inadequacy of such efforts that are not developed within an institution‘s capacity in order to affect the existing institutional culture. In reflecting on the persistent policy challenges and the marginalisation of social justice agenda, the study points to the dominance of the neo-liberal discourse on a global and local scale and its manifestation in higher education in the form of commodification and marketisation. As a result, the study proposes the revival of a radical social justice agenda so as to mainstream social justice concerns in higher education and promote its emancipatory possibilities. / Thesis (PhD)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted
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