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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)

This case study focuses on Ontario higher education policy and the Colleges of Applied Arts and Technology (CAATs). A sequence of policy shifts occurred during the last decade of the twentieth century and the early years of the new millennium. By 2002, the Government of Ontario had reviewed its position with regard to baccalaureate degree credentials being the exclusive domain of publicly supported universities. Governance arrangements for the CAATs had also changed. The new policy framework was set with two pieces of legislation, the Postsecondary Education Choice and Excellence Act, 2000, and the Ontario Colleges of Applied Arts and Technology Act, 2002. The purpose of this case study is to explain why these policy changes occurred. To facilitate inquiry, John W. Kingdon’s Multiple Streams Model was used as a platform and lens to guide data collection and organize the findings. For Kingdon, policy is the outcome of a complex pre-decision process that requires the ‘coupling’ of the problem, policy, and political streams at the time of an open policy window. A qualitative approach was adopted, and primary and secondary documents covering the period 1990 to 2002 were collected. In addition, in-depth semi-structured interviews were conducted with key policy actors and policy entrepreneurs.  The study found evidence to support the Multiple Streams Model's contention of streams of processes. However, with respect to this study, two types of policy problems were found flowing in the problem stream: macro-structural policy problems shaped conditions and the scope of options available with respect to policy goals and policy solutions; and micro-specific policy problems were localized, actor identified, constructed, and linked to specific interests. The study also found that historical institutional structures, and intermediate institutions, had a significant impact on policy development. The policy changes occurred as the result of two open policy windows, and in both instances, policy entrepreneurs were able to couple the policy streams to effect change. In view of the findings, a Structured Dynamics Model of Policy Development is offered as an explanation of the policy changes and for consideration in future inquiry.

This case study focuses on Ontario higher education policy and the Colleges of Applied Arts and Technology (CAATs). A sequence of policy shifts occurred during the last decade of the twentieth century and the early years of the new millennium. By 2002, the Government of Ontario had reviewed its position with regard to baccalaureate degree credentials being the exclusive domain of publicly supported universities. Governance arrangements for the CAATs had also changed. The new policy framework was set with two pieces of legislation, the Postsecondary Education Choice and Excellence Act, 2000, and the Ontario Colleges of Applied Arts and Technology Act, 2002. The purpose of this case study is to explain why these policy changes occurred. To facilitate inquiry, John W. Kingdon’s Multiple Streams Model was used as a platform and lens to guide data collection and organize the findings. For Kingdon, policy is the outcome of a complex pre-decision process that requires the ‘coupling’ of the problem, policy, and political streams at the time of an open policy window. A qualitative approach was adopted, and primary and secondary documents covering the period 1990 to 2002 were collected. In addition, in-depth semi-structured interviews were conducted with key policy actors and policy entrepreneurs.  The study found evidence to support the Multiple Streams Model's contention of streams of processes. However, with respect to this study, two types of policy problems were found flowing in the problem stream: macro-structural policy problems shaped conditions and the scope of options available with respect to policy goals and policy solutions; and micro-specific policy problems were localized, actor identified, constructed, and linked to specific interests. The study also found that historical institutional structures, and intermediate institutions, had a significant impact on policy development. The policy changes occurred as the result of two open policy windows, and in both instances, policy entrepreneurs were able to couple the policy streams to effect change. In view of the findings, a Structured Dynamics Model of Policy Development is offered as an explanation of the policy changes and for consideration in future inquiry.

This thesis is addressing the Student Assistance Policy in the context of reform of public higher education. The study analyzed the changes after the institutionalization of PNAES in IFES, through the operationalization of the UFS student assistance. The survey consisted of bibliographic and documentary, with emphasis on the dimension qualiquantitaiva, exploratory and descriptive, guided by the perspective of dialectical and historical materialism. As a problem to be solved, wondered if the UFS could effect a policy of student assistance as provided in PNAES. Regarding the general objective aimed to verify whether there were changes in the student assistance PROEST after the institutionalization of PNAES in UFS. As data sources were used in institutional documents, being prioritized Management Reporting and Accountability of UFS and CODAE / PROEST the years 2008 to 2012, but others were also analyzed, such as resolutions, laws, tables historical and institutional budgets. The study allowed us to analyze the trends and characteristics of the student assistance after the institutionalization of PNAES in UFS. Realized that the obstacles in effecting a policy of student assistance are directly linked to the priorities defined in the midst of neoliberal policies, in which hegemony is markets, also associating the student assistance to the service logic and not of law. Therefore, the steps taken to seek compliance with pre-set targets by REUNI who will play in PNAES. The survey results show that the policy of student assistance is an important mechanism for ensuring students´ rights. Let obvious difficulties for establishing a policy of assistance in the form of a public policy, as provided in PNAES. In view of this it must be stated that there were no significant changes in welfare policy implemented by PROEST / UFS after deployment PNAES. / A presente dissertação tem como tema a Política de Assistência Estudantil no contexto de reforma da educação superior pública. O estudo analisou as mudanças ocorridas após a institucionalização do PNAES nas IFES, a partir da operacionalização da assistência estudantil da UFS. A pesquisa realizada consistiu de estudo bibliográfico e documental, com ênfase na dimensão qualiquantitaiva, de caráter exploratório e descritivo, norteado pela perspectiva do materialismo histórico e dialético. Como problema a ser desvendado, indagou-se se a UFS conseguiu efetivar uma política de assistência estudantil conforme preceitua o PNAES. No tocante ao objetivo geral buscou verificar se houve mudanças na assistência estudantil da PROEST após a institucionalização do PNAES na UFS. Como fontes de dados, foram utilizados os documentos institucionais, sendo priorizados os Relatórios de Gestão e de Prestação de Contas da UFS e da CODAE/PROEST dos anos de 2008 a 2012, mas também foram analisados outros, tais como resoluções, legislações, históricos institucionais e etc. O estudo permitiu analisar as tendências e características da assistência estudantil após a institucionalização do PNAES na UFS. Percebeu-se que os obstáculos na efetivação de uma política de assistência estudantil estão diretamente vinculados às prioridades definidas no bojo das políticas neoliberais, nas quais a hegemonia é dos mercados, associando também a assistência estudantil à lógica de serviço e não de direito. Portanto, as medidas adotadas buscam o cumprimento de metas pré-estabelecidas pelo REUNI que vão se reproduzir no PNAES. Os resultados da pesquisa mostram que a política de assistência estudantil é um mecanismo importante para a garantia de direitos dos alunos. Deixa evidentes as dificuldades de estabelecer uma política de assistência no formato de uma política pública, conforme preceitua o PNAES. Em vista disso, deve-se afirmar que não houve mudanças significativas na política de assistência executada pela PROEST/UFS após a implantação do PNAES.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-10-05T14:38:47Z No. of bitstreams: 1 Raquel da Silva Santos.pdf: 5186362 bytes, checksum: 1b02ec8a5495063dd019e582ceddf340 (MD5) / Made available in DSpace on 2018-10-05T14:38:47Z (GMT). No. of bitstreams: 1 Raquel da Silva Santos.pdf: 5186362 bytes, checksum: 1b02ec8a5495063dd019e582ceddf340 (MD5) Previous issue date: 2018-04-27 / Esta investigación se refiere a la presencia de la dimensión internacional en las políticas brasileñas contemporáneas de educación superior, tomando para estudiar la política de internacionalización desarrollada institucionalmente en la Universidad Federal del ABC (UFABC), ubicada en la región metropolitana paulista del Gran ABC, tradicional polo de la industria automovilística y, de organización del sindicalismo obrero. Con un recorte temporal comprendido entre los años 2005, fecha de creación de la institución, a 2017, cuando se realizó la investigación empírica, esta investigación trabajó con la conjetura de que esa universidad forma parte de un conjunto de cambios propuestos por los gobiernos Lula da Sddcilva (2003 -2010) y Dilma Rosseff (2011-2016) que buscaron enfrentar los desafíos y condicionamientos de la formación superior del siglo XXI, marcada por la globalización de mercados, por la idea de sociedad del conocimiento y por la organización y difusión de rankings. El objetivo del trabajo es comprender los fundamentos teórico-políticos que orientan la misión de estos nuevos modelos de universidad en Brasil, con un enfoque particular en la política interna de internacionalización de la UFABC. Las referencias teóricas utilizadas son los investigadores que debaten la educación superior en registro contra hegemónico, en la tensión que se establece entre dos macroestrategias de internacionalización de la educación superior, la cooperativa y la competitiva, y que impactan políticas y sistemas de educación superior en Brasil. Proponemos una investigación de naturaleza cualitativa que utiliza el ciclo de políticas de Ball y Bowe (1992) como enfoque metodológico de análisis de política pública, y la entrevista como procedimiento metodológico de recolección de datos, teniendo como sujetos de investigación formuladores del proyecto institucional de la UFABC , sus gestores y agentes de internacionalización. En el marco del Proyecto "Universidad Popular en Brasil" (Capes-Obeduc), además del recurso a una revisión bibliográfica sobre educación popular e internacionalización universitaria, utilizamos el acervo de testimonios recogidos en universidades del mismo tipo investigadas en el marco del Proyecto "Universidad Popular en Brasil" (Capes-Obeduc), además del recurso a una revisión bibliográfica sobre educación popular e internacionalización universitaria. Los datos recolectados fueron analizados por medio de la técnica de Análisis del Discurso, teniendo Orlandi (2009) como referencia más significativa. Las conclusiones principales de este estudio indican que la política de internacionalización de la UFABC atiende las recomendaciones del Banco Mundial en lo que concierne a la estructura de las World Class Universities, como fundamento teórico político, contribuyendo a la inserción de la UFABC en el escenario internacional por el sesgo de la internacionalización competitiva, las demandas de la globalización del mercado. / This research refers to the presence of the international dimension in contemporary Brazilian policies of higher education, taking to study the internationalization policy developed institutionally at the Federal University of ABC (UFABC), located in the metropolitan region of Grande ABC, a traditional hub of the automobile industry and organization of workers' unionism. With a temporal cut from the year 2005, when the institution was created, to 2017, when the empirical research was carried out, this research worked with the conjecture that this university is part of a set of changes proposed by the governments Lula da Sddcilva (2003) -2010) and Dilma Rosseff (2011-2016) who sought to face the challenges and constraints of 21st century higher education, marked by the globalization of markets, the idea of a knowledge society and the organization and dissemination of rankings. The objective of this work is to understand the theoretical-political foundations that guide the mission of these new university models in Brazil, with a particular focus on the internationalization policy of UFABC. The theoretical references used are the researchers who debate higher education in a counter-hegemonic register, in the tension that is established between two macro strategies of internationalization of higher education, the cooperative and the competitive one, and that impact policies and systems of higher education in Brazil. We propose a research of a qualitative nature that uses Ball and Bowe's policy cycle (1992) as a methodological approach to public policy analysis, and the interview as a methodological procedure for data collection, having as research subjects formulators of the UFABC institutional project , its managers and internationalization agents. We also used the collection of testimonies collected in universities of the same type researched in the scope of the "Popular University in Brazil" Project (Capes-Obeduc), in addition to the bibliographical revision on popular education and university internationalization. The collected data were analyzed through the Discourse Analysis technique, with Orlandi (2009) being the most significant reference. The main conclusions of this study indicate that the internationalization policy of UFABC complies with the recommendations of the World Bank regarding the structure of the World Class Universities, as a theoretical political foundation, contributing to the insertion of UFABC in the international scenario through the competitive internationalization bias, demands of globalization of the market. / Esta pesquisa se refere à presença da dimensão internacional nas políticas brasileiras contemporâneas de educação superior, tomando para estudo a política de internacionalização desenvolvida institucionalmente na Universidade Federal do ABC (UFABC), localizada na região metropolitana paulista do Grande ABC, tradicional polo da indústria automobilística e de organização do sindicalismo operário. Com recorte temporal compreendido entre os anos de 2005, data de criação da instituição, a 2017, quando realizada a investigação empírica, esta pesquisa trabalhou com a conjectura de que essa universidade faz parte de um conjunto de mudanças propostas pelos governos Lula da Silva (2003-2010) e Dilma Rousseff (2011-2016) que buscaram enfrentar os desafios e condicionamentos da formação superior do século XXI, marcada pela globalização de mercados, pela ideia de sociedade do conhecimento e pela organização e difusão de rankings. O objetivo do trabalho é compreender os fundamentos teórico-políticos que orientam a missão desses novos modelos de universidade no Brasil, com foco particular na política interna de internacionalização da UFABC. As referências teóricas utilizadas são os pesquisadores que debatem a educação superior em registro contra hegemônico, na tensão que se estabelece entre duas macroestratégias de internacionalização do setor, a cooperativa e a competitiva, e que impactam políticas e sistemas de educação superior no Brasil. Propomos uma investigação de natureza qualitativa que utiliza o ciclo de políticas de Ball e Bowe (1992) como abordagem metodológica de análise de política pública, e a entrevista como procedimento metodológico de coleta de dados, tendo como sujeitos de pesquisa os gestores e agentes de internacionalização da UFABC. Utilizamos, ainda, o acervo de depoimentos coletados em universidades de mesmo tipo pesquisadas no âmbito do Projeto “Universidade Popular no Brasil” (Capes-Obeduc), além do recurso a uma revisão bibliográfica sobre internacionalização da educação superior brasileira. Os dados coletados foram analisados por meio da técnica de Análise do Discurso, tendo Orlandi (2009) como referência mais significativa. As conclusões principais deste estudo indicam que a política de internacionalização da UFABC atende às recomendações do Banco Mundial e busca a inserção da instituição no cenário internacional a partir dos fundamentos teórico-políticos das chamadas World Class Universities, constituindo, portanto, um processo de internacionalização competitiva que tem os mercados globalizados como foco.

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)

No description available.