In 2002 New Zealand�s government set out to "accelerate" the nation�s "transformation into a knowledge society" (Ministry of Education, 2002a, p. 16). Underpinning the development of this so-called 'knowledge society' was a new approach in the way tertiary education was funded. This included introducing a new contestable model of research funding called Performance-Based Research Funding (PBRF). The research reported here was conducted at a critical juncture in the ongoing development and implementation of PBRF because it captures the experiences of fifteen academics as they encounter PBRF and the Quality Evaluation exercise for the first time. Their experiences of the inaugural 2003 Quality Evaluation exercise were examined using a discourse analysis approach informed by Michel Foucault�s (1926-1984) ideas of 'subjection' and 'governmentality'. 'Subjection' occurs when individuals shape their identities by responding to the multiple discourses that are available to them at any particular time and within any historical context (Foucault, 1969). 'Governmentality' refers to a particular instrument, technique or activity that guides and shapes conduct by producing a compliant human subject capable of supporting the interests and objectives of the state (Foucault, 1994a). In the case of academics this might mean conforming to PBRF policies and practices and participating in the development and transformation of a new 'knowledge society'. In this thesis I examine the potential for PBRF to reshape and redirect the nature of research and suggest that some assessment elements of the 2003 Quality Evaluation were flawed and, as a result, a number of participants in this study were now making decisions about their research that appeared contrary to their best interests. I also investigate PBRF as a field of compliance and argue that the Quality Evaluation exercise represents a technology of government that targets the activities and practices of New Zealand�s research academics with the effect of manifesting a more docile and compliant academic subject. I then question PBRF�s impact on the career aspirations and opportunities of academics and claim that the PBRF Quality Evaluation framework has already shifted from being a mechanism for distributing funds for research to one that identifies and rewards the most 'talented' researchers via institutional appointments and promotions. Finally, I interrogate the pursuit and practice of academic freedom and argue that as a consequence of PBRF, a number of participants in this study have positioned themselves in ways that could diminish and constrain their traditional rights to academic freedom. PBRF has the potential to locate academics within a new status-driven hierarchy of professional validation whereby the Quality Evaluation exercise will purportedly measure, evaluate and reward the most 'talented' researchers and the 'best' research. In this thesis I argue that the PBRF Quality Evaluation framework operates as a form of disciplinary power exercised as part of an international trend of intensifying audit and assessment practices in higher education. In this sense, I claim that PBRF exists as an instrument of governmentality capable of constituting a new type of academic subject by significantly shifting the way academics will have to think and conduct their professional selves in relation to their work and research.

Thesis (Doctor of Philosophy)--Miami University, Dept. of Political Science, 2004. / Title from second page of PDF document. Includes bibliographical references (p. 150-158).

The study was undertaken to explore the remote users of services available public university libraries in Kenya. Scarce literature was available locally on the subject of the study. Provision of quality and relevant information services to support teaching, learning and research remains a central objective of libraries in higher education world over. Higher education institutions in Kenya continue to experience unprecedented growth in student population against limited human capital and physical infrastructure, among the library services. This reality has prompted Universities to adopt different education delivery models; distant learning, e-learning, and part time modules to accommodate the extra numbers seeking higher education. Depending on the preferred module, the students can be categorized into three main groups: on-campus, off-campus and remote user groups. Higher learning standards require that all users to have equitable and inclusive access to resources. This study explores the nature and availability of support services and resources available for remote library users in public university libraries in Kenya. The research methodology adopted was a descriptive research design; where qualitative data was collected using Focus Group Discussions (FGDs). The findings revealed that public university libraries in Kenya have various forms of resources and services that can support remote user needs. However they face certain challenges that hinder the use of the available remote user resources and services in providing equitable access to information services to all its types of users. Key among the challenges was that remote users were not identified as a special user group in the libraries studied contrary to what the study grounded. The results of the study are discussed under three main thematic areas: services for remote users, facilities available for remote users, and policies and regulations that govern remote use of library resources. Equally included in the study are discussions, conclusions and recommendations based on the findings besides identified informational gaps for further research. / Information Science / M.A. (Information Science)

Dit is nie oordrewe om te beweer dat die Suid-Afrikaanse onderwyssisteem tans midde-in 'n krisis staan nie. Dat ook die tersiere onderwyssektor ten nouste deur die omvang van hierdie krisis geraak word, kan nie betwis word nie. Die dilemma soos wat dit huidig binne die onderwys manifesteer, is direk herleibaar tot die jarelange apartheidsbeleid van die verlede. Dit is besonderlik die tersiere onderwyssektor wat 'n onvoldoende verrekening van die behoeftes van die gemeenskap weerspieel - veral die onderwysgerigte probleme en uitdagings binne die breer Afrikakonteks. In 'n poging om die onderwysspeelveld gelyk te maak, is indringende veranderings en hervormings besig om plaas te vind aan die bree onderwysfront. Verskeie onderwysimperatiewe tree na vore:Regstellings met betrekking tot die diskrepansie in onderwysstandaarde; Die toekomstige onderwysbehoeftes van die groeiende bevolking wat geakkommodeer moet word; Opgeleide mannekrag wat voorsien moet word ten einde 'n lewensvatbare en progressiewe ekonomie te verseker Die eiesoortige probleme van groot massas individue wat ongeskoold is of wat beskik oor 'n minderwaardige skoolopleiding, wat aangespreek moet word. Een van die grootste struikelblokke wat staan in die weg om die voorgenoemde probleemareas daadwerklik aan te spreek, is dosente aan tersiere onderwysinstansies se oenskynlike gebrek aan toereikende onderrig- en begeleidingsvaardighede. In die literatuurstudie is verskeie navorsingsbevindinge aangehaal wat daarop dui dat die meerderheid dosente vasgevang is in 'n nimmereindigende gejaag na die verwerwing van kwalifikasies en die publisering van navorsingsresultate - ongelukkig ten koste van doeltreffende onderrig en begeleiding van studente. Hierbenewens het dit ook aan die lig gekom dat meer as 80% van alle dosente aan geselekteerde tersiere onderwysinstansies in Suid-Afrika, oor geen vorm van formele onderrigkwalifikasies beskik nie.n Vraelys is ontwikkel ten einde te bepaal tot watter mate bevestiging vir die literatuurbevindinge in die praktyk gevind kon word en ook om dosente se algemene persepsies te toets met betrekking tot die doseerprofessie in sy geheel. Daar is veral klem gele op die onderskeie komponente van dosentskap - begeleiding en onderrig, navorsing, administrasie en gemeenskapsdiens. Drie bree kategoriee dosente is betrek by die studie, naamlik diegene verteenwoordigend van: Histories Afrikaanse Instellings; Histories Engelse Instellings; en Histories Swart Instellings. Uit hoofde van die bevindinge van die empiriese ondersoek, is praktykgerigte riglyne vir onderrig en begeleiding binne andragogiese konteks neergele. / It is not an exaggeration to maintain that the educational system in South Africa finds itself in the midst of a crisis. It can furthermore not be denied that tertiary education in particular is profoundly involved in this crisis. The dilemma which presently manifests in the educational sector is without doubt the result of the prolonged apartheidspolicy of the past. The tertiary sector, in particular, reflects an inadequate consideration of the unique needs of the broader community. In an effort to level the educational playfield, incisive changes and reconstruction are currently taking place in the broader educational sector. Various educational imperatives emerge:Affirmative action with regard to the discrepency in educational standards have to be addressed; The future educational needs of the growing South African population have to be accommodated; Qualified manpower that has to be provided so as to ensure a viable and progressive economy; The unique problems of large numbers of individuals who are unskilled or who are in possession of an inferior school education, have to be considered. A major obstacle in the way of addressing the aforementioned problem areas, is lecturers' apparent lack of sufficient teaching and accompaniment skills. Various research findings are quoted which point to the fact that the majority of lecturers are trapped in a spiral of obtaining qualifications and publishing research findings. This process unfortunately impacts negatively on effective teaching and the accompaniment of students. ·A related finding confirms that more than 80% of all lecturers at selected tertiary institutions in South Africa are not in possession of a professional teaching qualification. A questionnaire was developed in order to establish to which degree confirmation could be found in practice for the literature findings and also to establish lecturers' general perceptions with regard to the teaching profession. Emphasis was placed on the different components of the lecturing task. Three broad categories of lecturers were involved in the study, namely those representing: Historically Afrikaans Institutions; Historically English Institutions; and Historically black institutions. In view of the findings of the empirical study, practice-based guidelines for teaching and accompaniment within andragogical context were put forward. / Educational Studies / D.Ed. (Orthopedagogics)

Esta pesquisa investiga os meandros e as redes da relação público/privado que consistiu na implantação do Instituto Federal do Paraná (IFPR), campus Palmas no ano de 2009, explicitando a que demandas sociais correspondeu o processo de “federalização” do Centro Universitário Católico do Sudoeste do Paraná (UNICS). A pesquisa está assentada, epistemologicamente, no método do materialismo histórico dialético e, metodologicamente consultadas fontes primárias (leis, documentos, entre outros), entrevistas com os envolvidos diretamente no processo estudado e levantamento bibliográfico em obras clássicas, livros, artigos de periódicos, entre outros materiais. Primeiramente foi apontado o cenário da educação superior nos governos de FHC e Lula, e, em particular, a expansão numérica de instituições, na sua maioria privadas. Em seguida, problematizou-se sobre o desenvolvimento histórico de Palmas e a Igreja Católica neste contexto. Posteriormente abordou-se a historicidade do ensino superior em Palmas e o processo de implantação do Instituto Federal (IF). Constatou-se que, a implantação do ensino superior em Palmas, gestado pela Igreja Católica na década de 1960 e, mantida pelo Centro Educacional e Assistencial Dom Carlos (CPEA), balizado pelas políticas educacionais dos governos militares, enfrentou, no decorrer de sua história, problemas de ordem financeira fazendo com que seus gestores e sua mantenedora recorressem, em algumas ocasiões, ao Estado, visando pleitear subsídios que garantissem a manutenção das atividades. A partir do primeiro quinquênio do ano 2000 a crise financeira se agravou ocasionada pela diminuição do número de alunos. Neste sentido, houve um movimento conduzido pelo CPEA/UNICS, apoiado por políticos dos poderes executivo e legislativo, empresários/comerciantes, conduzido pela relação de amizade entre o Bispo Emérito da Diocese de Palmas e Francisco Beltrão, Dom Agostinho José Sartori e o governador do Paraná, Roberto Requião para a “federalização” do UNICS. Este processo se concretizou numa triangulação das esferas público federal, público estadual e privado – o Estado do Paraná procedeu a desapropriação da estrutura física, indenizando a mantenedora, e transferiu ao governo Federal para a implantação de um campus do IF – para a qual foram determinantes as relações de patrimonialismo e afinidades pessoais, demostrando que ainda não se superou no Brasil a distinção entre público e privado confundindo-os, neste caso, ainda mais. O estudo demonstrou também, que a “federalização” não foi um projeto de política pública de Estado para atender as demandas sociais e necessidades da classe trabalhadora por educação pública e gratuita. Foi um projeto arquitetado pela Igreja Católica tendo como representante o CPEA, fazendo uso do Estado para salvar a sua falência. Foi literalmente a “arte de cair em pé”. / This research investigates the networks and intricacy of public / private relationship which consisted on the implementation of the Federal Institute of corresponded to the process of "federalization" of the Catholic University Center of southwest Paraná - UNICS. The research is epistemologically based on the dialectical and historical materialism method, primary sources (laws, documents and others) methodologically consulted, interviews with the ones directly involved in the studied process, and literature findings in classical works, books, journal articles, among other materials. It was first pointed out the scenario of higher education in the FHC and Lula governments, and in particular, the numerical expansion of institutions, mostly private ones. Then it was discussed the historical development of Palmas and the Catholic Church in this context. Later, the historicity of higher education in Palmas and the implementation process of the Federal Institute (FI). It was found that the implementation of higher education in Palmas, gestated by the Catholic Church in the 1960s and maintained by the Education and Assistance Center Dom Carlos (CPEA), marked by the educational policies of the military government, faced financial problems in the course of history, this way taking its managers and sponsor to resort to the State for money in order to help keep the educational activities. In early 2000s, the financial crisis worsened, causing a decrease in the number of students. In this sense, there was a movement led by CPEA / UNICS, supported by politicians from the executive and legislative branches, traders/ businessmen, led by the friendship between Emeritus Bishop of Diocese of Palmas-Francisco Beltrão, Dom Agostinho Jose Sartori and the governor of Parana, Roberto Requião for the "federalization" of UNICS. This process was possible due to the union of the three spheres: federal, state and private. The State of Paraná held expropriation of the physical structure, indemnifying the sponsor , and transferring to the Federal Government for the implementation of a campus FI – For this to happen, the patrimonial relationships and personal affinities were very important, showing that in Brazil the distinction between public and private has not exceeded yet, in this case, making them even more confusing. The study also showed that the "federalization" was not a State public policy project to meet social demands and needs of the working class for free and public education. It was a project devised by the Catholic Church having CPEA as a representative making use of the state to avoid its bankruptcy. It was literally “the art of bouncing back from a hard time.

Esta pesquisa investiga os meandros e as redes da relação público/privado que consistiu na implantação do Instituto Federal do Paraná (IFPR), campus Palmas no ano de 2009, explicitando a que demandas sociais correspondeu o processo de “federalização” do Centro Universitário Católico do Sudoeste do Paraná (UNICS). A pesquisa está assentada, epistemologicamente, no método do materialismo histórico dialético e, metodologicamente consultadas fontes primárias (leis, documentos, entre outros), entrevistas com os envolvidos diretamente no processo estudado e levantamento bibliográfico em obras clássicas, livros, artigos de periódicos, entre outros materiais. Primeiramente foi apontado o cenário da educação superior nos governos de FHC e Lula, e, em particular, a expansão numérica de instituições, na sua maioria privadas. Em seguida, problematizou-se sobre o desenvolvimento histórico de Palmas e a Igreja Católica neste contexto. Posteriormente abordou-se a historicidade do ensino superior em Palmas e o processo de implantação do Instituto Federal (IF). Constatou-se que, a implantação do ensino superior em Palmas, gestado pela Igreja Católica na década de 1960 e, mantida pelo Centro Educacional e Assistencial Dom Carlos (CPEA), balizado pelas políticas educacionais dos governos militares, enfrentou, no decorrer de sua história, problemas de ordem financeira fazendo com que seus gestores e sua mantenedora recorressem, em algumas ocasiões, ao Estado, visando pleitear subsídios que garantissem a manutenção das atividades. A partir do primeiro quinquênio do ano 2000 a crise financeira se agravou ocasionada pela diminuição do número de alunos. Neste sentido, houve um movimento conduzido pelo CPEA/UNICS, apoiado por políticos dos poderes executivo e legislativo, empresários/comerciantes, conduzido pela relação de amizade entre o Bispo Emérito da Diocese de Palmas e Francisco Beltrão, Dom Agostinho José Sartori e o governador do Paraná, Roberto Requião para a “federalização” do UNICS. Este processo se concretizou numa triangulação das esferas público federal, público estadual e privado – o Estado do Paraná procedeu a desapropriação da estrutura física, indenizando a mantenedora, e transferiu ao governo Federal para a implantação de um campus do IF – para a qual foram determinantes as relações de patrimonialismo e afinidades pessoais, demostrando que ainda não se superou no Brasil a distinção entre público e privado confundindo-os, neste caso, ainda mais. O estudo demonstrou também, que a “federalização” não foi um projeto de política pública de Estado para atender as demandas sociais e necessidades da classe trabalhadora por educação pública e gratuita. Foi um projeto arquitetado pela Igreja Católica tendo como representante o CPEA, fazendo uso do Estado para salvar a sua falência. Foi literalmente a “arte de cair em pé”. / This research investigates the networks and intricacy of public / private relationship which consisted on the implementation of the Federal Institute of corresponded to the process of "federalization" of the Catholic University Center of southwest Paraná - UNICS. The research is epistemologically based on the dialectical and historical materialism method, primary sources (laws, documents and others) methodologically consulted, interviews with the ones directly involved in the studied process, and literature findings in classical works, books, journal articles, among other materials. It was first pointed out the scenario of higher education in the FHC and Lula governments, and in particular, the numerical expansion of institutions, mostly private ones. Then it was discussed the historical development of Palmas and the Catholic Church in this context. Later, the historicity of higher education in Palmas and the implementation process of the Federal Institute (FI). It was found that the implementation of higher education in Palmas, gestated by the Catholic Church in the 1960s and maintained by the Education and Assistance Center Dom Carlos (CPEA), marked by the educational policies of the military government, faced financial problems in the course of history, this way taking its managers and sponsor to resort to the State for money in order to help keep the educational activities. In early 2000s, the financial crisis worsened, causing a decrease in the number of students. In this sense, there was a movement led by CPEA / UNICS, supported by politicians from the executive and legislative branches, traders/ businessmen, led by the friendship between Emeritus Bishop of Diocese of Palmas-Francisco Beltrão, Dom Agostinho Jose Sartori and the governor of Parana, Roberto Requião for the "federalization" of UNICS. This process was possible due to the union of the three spheres: federal, state and private. The State of Paraná held expropriation of the physical structure, indemnifying the sponsor , and transferring to the Federal Government for the implementation of a campus FI – For this to happen, the patrimonial relationships and personal affinities were very important, showing that in Brazil the distinction between public and private has not exceeded yet, in this case, making them even more confusing. The study also showed that the "federalization" was not a State public policy project to meet social demands and needs of the working class for free and public education. It was a project devised by the Catholic Church having CPEA as a representative making use of the state to avoid its bankruptcy. It was literally “the art of bouncing back from a hard time.

In this study an exploration was conducted of change and transformation at an institution of higher education in South Africa using Anstey’s conceptual framework. This framework incorporated the work of major change theorists as well as the balanced scorecard of Kaplan and Norton. A quantitative and exploratory approach was used. The research question for this study was formulated as follows: How successful was the organizational transformation process at the newly established university in the period 2003 – 2007? The first objective of the study was to describe the organizational transformation process as it unfolded at the newly established university. The second objective was to evaluate the success of the organizational transformation process by using Anstey’s conceptual framework. Eight factors were identified in Anstey’s framework according to which the success of the merger was analyzed. These factors were: constructive unease; harnessed urgency; clear purpose; challenging vision with clear measurable objectives; champions at all levels; culture and community; competitive competencies; coherent strategy, and communication and consultation. A computerized survey tool was utilized to design a structured questionnaire with both fixed response and open-ended questions. Some 13 percent of the employees responded to the questionnaire. The internal consistency of the scores derived from the instrument was confirmed using Cronbach’s alpha. Descriptive statistics revealed that 62.5 percent of factor scores were neutral and 37.5 percent negative with regard to staffs’ perceptions of the merger. Inferential statistics disclosed that academic staff viewed the merger more negatively on factor 3 challenging vision with clear measurable objectives than their administrative colleagues. The total success of the merger can be summarized by the following statement of one of the participants ‘If the NMMU merger is compared to other mergers in Higher Education in South Africa then it is clear that, from a systems and procedural perspective, it was managed satisfactory. Unfortunately the ‘people’ dimension of the merger did not feature as a priority and many staff members were alienated as a result of this.’ The limitation of the study was the small sample size. This study was also contextual in nature, meaning that it focused on the transformation process as it unfolded at a specific university in South African between the years 2003 – 2007. No results generated in this study can be generalized as they only presented a shot-in-time reflecting the transformation process at a particular organization at a particular period in time. This study also confirmed the usefulness of Anstey’s conceptual framework in assessing transformation at an institution of higher education.

This study investigated the perceptions of influential relationships between Texas public university presidents, university system chancellors, and state legislators. The study's purpose was to examine Texas public universities engagement in lobbying type behaviors and whether public policy is affected through interaction and communication with legislative leaders. Moreover, of importance for this study was to identifying if Texas public universities actively work to influence the Texas legislature and if lobbying behavior exists whether or not that behavior influences public policy formation within the Texas legislative process. Lastly, this study focused on perceptions dealing with the Texas statute prohibiting state governmental agencies, including public universities and university systems, from influencing legislation through use of state funds. The study was conducted in the winter of 2003 and had 29 president / chancellor respondents and 88 legislator respondents. Three survey instruments were developed by the researcher to determine Texas public university president, system chancellor, and state legislator perceptions and attitudes concerning lobbying type activities, influence, and state statute compliance. Data reported consist of percentages, t-Test of significance, and Cohen's d effect size measure. Results from the study show agreement between the groups in areas of activities utilized to influence the legislative process and actual influence of public policy. Disagreement within statute compliance was reported between the groups.

Every college age student should have the opportunity to attend college and earn a degree, but the fiscal realities for lower income students prevent the majority from attending and the vast majority from completing college, thus perpetuating an intergenerational trend of limited postsecondary education and a likelihood of marginal income and status. Past research studies have shown that, among lower income students, those who receive higher levels of grant funding to offset college expenses are more likely to persist toward completing their educations than those who do not receive the same level of grant funding and thus are forced to rely upon other means, such as student loans or employment, to pay for college. The majority of this research was conducted prior to the recession that began in December 2007 (National Bureau of Economic Research, 2008), which has been more severe and longer lasting than any economic contraction since the Great Depression (Dwyer & Lothian, 2012); more current research is needed to determine whether the educational retention behaviors of lower income students in the current challenging economic climate are positively impacted by grant funding. In this study I used quantitative methods to analyze a specific state policy change to determine whether a significant change in the grant funding provided to lower income students resulted in increased retention rates for these students. This study examines school years from 2006-2010, thus encompassing the recent financial crisis and affording an opportunity to explore the persistence behaviors of lower income students during the greatest financial crisis of modern times. The ultimate purpose of the study is to provide conclusions from the research to postsecondary policy makers in the hopes of informing policy and supporting continuing funding of need-based financial aid for lower income students.

Research findings suggest clear differentiation of institutional identities through time. Before 1978 when China embarked upon a process of ambitions reform efforts, the typical image of a university was 'a university of the masses', which actually relegated them to a 'tool' for the powers that be. After the Cultural Revolution, universities adopted the role of a 'frontier' and a 'national builder'. However, with the presence of the state and its tight ideological control, universities around that time were labeled as 'socialist universities' under the leadership of the party. Since 1992, universities have become increasingly involved in the market as the 'market economic system' has been developed and China has become more active in the global economy. The logic of the market and its mechanisms are no longer novel to universities. A trend forward corporatization can even be identified in the higher sector. / Since the late 1970s, higher education has undergone significant reform across the world, from the Western countries to the Chinese Mainland. In the Chinese Mainland, a central theme in higher education reform has been the debate on the construction of organizational forms for higher institutions. / The concept of 'identity' is adopted as the focus of research. Organization theorists believe that an organization, like a person, has an identity in modern society. Organizational identity, moreover, is closely related to the state and the market. It is argued that an organizational identity is usually constructed as a result of the interaction between the institution, the state, and the market. In this context, the change and re-constitution of the identity of Chinese universities are explored. This study adopts the nattative approach and Peking University is selected as the case for study. / The major underpinning of the study is that China is still---by centralized administration. Between 1949 and 1978, the characteristics of universities were mainly constructed between the state and universities in the presence of a planned economic system and the absence of a market. Since the implementation of which the market was introduced to the higher education as a spere for exploration, the state has remained the most important and the most powerful 'stakeholder'. Thus, many characteristics of the corporatization of Chinese higher education differ from those in the West. Some superficial, or even distorted forms of corporation can be identified in China. However, little significant change has taken place in terms of the organizational structure and administration governance of higher institutions. (Abstract shortened by UMI.) / The purpose of this study is to explore what has happed to universities under reform and to depict the universities present today. It is hoped that the study can contribute to our understanding of the kind of change that have affected universities, and to help us reflect on past decisions, policies, and incidents. Dicusions change will further illuminate the complex relationships between the state, university and the market. / 羅雲. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 133-149). / Advisers: Nai Kwai Leslie Lo; Wing Kwong Tsang. / Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0907. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 133-149). / Luo Yun.