Made available in DSpace on 2016-04-27T14:30:48Z (GMT). No. of bitstreams: 1 Christiane Amaral Lunkes Argenta.pdf: 1936553 bytes, checksum: 75eae4b6fe062ee66f32d71d1bca6020 (MD5) Previous issue date: 2011-10-06 / The objectives of this study are: to identify the major challenges in the actions of the course coordinators of private higher education institutions and provide suggestions for overcoming them; to diagnose the required competences to the coordinators of undergraduate courses. For that, it was adopted a qualitative approach of the information with characteristics of action-research. The three stages of this research were decisive for the collection, analysis and categorization of data, especially when the Meeting of the Course Coordinators was held in the second stage. The methodological procedures used consisted in document analysis, semi-structured interviews, questionnaire application, and partial transcription of the Meeting. The results of this study provide basis: to reveal the importance of the partnership between the Higher Education Institutions, to identify the profile of the University administrators, to identify ten challenges for the performance of the course coordinators, to offer suggestions to overcome them and the required competences to the course coordinators from the overview of the University Management actors. Thus, based on that context, the course coordinators may contribute to their Institutions in the attempt to meet the requirements of the Ministry of Education (SINAES) and the current scenario of Higher Education in Brazil. This work does not end the debate; on the contrary, it encourages the course coordinators to face new commitment challenges and to build up a training program, which may support new researches / Os objetivos deste estudo são: identificar os principais desafios na atuação dos coordenadores de curso de instituições de ensino superior privadas e fornecer sugestões para a sua superação; diagnosticar as competências necessárias aos coordenadores de curso de graduação. Para tanto, adotou-se a abordagem qualitativa das informações com característica de pesquisa-ação. As três etapas desta pesquisa foram decisivas para a coleta, análise e categorização dos dados, principalmente, a segunda etapa, quando foi realizado o Encontro de Coordenadores de Curso. Os procedimentos utilizados foram a análise documental; entrevistas semiestruturadas, aplicação de questionário e transcrição parcial do Encontro. Os resultados revelam a importância da parceria entre as IES, identificam o perfil dos gestores universitários, identificam dez desafios para a atuação dos coordenadores de curso e oferecem sugestões para superá-los, além das competências necessárias aos coordenadores de curso a partir dos múltiplos olhares dos atores da gestão universitária. Assim, com base neste contexto, os coordenadores de curso poderão colaborar para que suas instituições atendam às exigências do MEC (SINAES) e do atual cenário do ensino superior brasileiro. Este trabalho não encerra o debate, ao contrário, estimula o enfrentamento dos desafios de comprometimento, por parte dos coordenadores de curso e a construção de um Programa de Formação, que partindo dos resultados encontrados, possa subsidiar novas pesquisas

[EN] Access to the Spanish public university system is a complex process that involved administration, offering a certain number of places in different degrees that offer universities, and students, who must prioritize their preferences in a list. Determine what are the reasons that motivate a student, and their family and personal environment, to choose a particular degree and University to develop his studies, is a complex problem and that we have approached from the point of view of structural analysis. The aim of this work is to propose a partial multivariate model that can give an account of the weight of the different variables and identified factors involved in the decision about the choice of studies and University. The model we propose is specified based on a series of structural relationships involving a set of variables and context data, which we have grouped in the following factors: - Individual factors, associated with aspects related to student and personal interests, some academic and others clearly not. - Social factors, related with aspects that have to do with the social perception of the degree, their employability, the perception that we have of the University prestige, the degree, or the profession that gives access. - Context data, relative to the value of the access mark, the offer of seats or demand that has occurred in a certain degree and University in the years immediately prior to the taking of the decision. For this purpose a structural model and a questionnaire are proposed to evaluate the model, Model validation concludes with an extensive survey and analysis of the model results. / [ES] El acceso al Sistema Universitario Público Español es un proceso complejo en el que interviene la administración, ofreciendo un número determinado de plazas en las distintas titulaciones que ofertan las Universidades, y el estudiante, que debe priorizar en una lista sus preferencias. Determinar cuáles son las razones que mueven a un estudiante, y a su entorno familiar y personal, a elegir una determinada titulación y/o Universidad para cursar sus estudios superiores, es un problema complejo que hemos abordado desde el punto de vista del análisis estructural. El objetivo de este trabajo es proponer un modelo multivariado y parcial que pueda dar cuenta del peso de las distintas variables y factores identificados que influyen en la decisión acerca de la elección de estudios y universidad. El modelo propuesto se especifica en base a una serie de relaciones estructurales en las que intervienen un conjunto de variables y datos de contexto que hemos agrupado en los siguientes factores: - Factores individuales, vinculados a aspectos relacionados con el estudiante y sus intereses personales, algunos de carácter académico y otros claramente no. - Factores sociales, relacionados con aspectos que tienen que ver con la percepción social de la titulación, su empleabilidad, la percepción que se tiene del prestigio de la Universidad, del título, o de la profesión a la que da acceso.. - Datos de contexto, relativos al valor de la nota de corte de una titulación, a la oferta de plazas o a la demanda que se ha producido en una determinada titulación y universidad en los años inmediatamente anteriores al de la toma de la decisión. Para ello se propone un modelo estructural y se propone un cuestionario para evaluar las variables del modelo. La validación de modelo y cuestionario concluye con una amplia encuesta y el análisis de los resultados del modelo. / [CAT] L'accés al Sistema Universitari Públic Espanyol és un procés complex en el qual intervé l'administració, oferint un nombre determinat de places en les diferents titulacions que ofereixen les universitats, i l'estudiant, que ha de prioritzar en una llista seves preferències. Determinar quines són les raons que mouen a un estudiant, i al seu entorn familiar i personal, a triar una determinada titulació i/o Universitat per cursar els seus estudis superiors, és un problema complex que hem abordat des del punt de vista de l'anàlisi estructural. L'objectiu d'aquest treball és proposar un model multivariat i parcial que puga donar compte del pes de les diferents variables i factors identificats que influeixen en la decisió sobre l'elecció d'estudis i universitat. El model proposat s'especifica en la base d'una sèrie de relacions estructurals en què intervenen un conjunt de variables i dades de context que hem agrupat en els següents factors: - Factors individuals, vinculats a aspectes relacionats amb l'estudiant i els seus interessos personals, alguns de caràcter acadèmic i altres clarament no. - Factors socials, relacionats amb aspectes que tenen a veure amb la percepció social de la titulació, la seva ocupabilitat, la percepció que es té del prestigi de la Universitat, del títol, o de la professió a la qual dóna accés .. - Dades de context, relatius al valor de la nota de tall d'una titulació, a l'oferta de places o la demanda que s'ha produït en una determinada titulació i universitat en els anys immediatament anteriors al de la presa de la decisió. Per a això es proposa un model estructural, es proposa un qüestionari per avaluar les variables del model. La validació del model conclou amb una àmplia enquesta i l'anàlisi dels resultats del model. / Soriano Jiménez, PP. (2016). Un modelo estructural para el análisis de los factores asociados a la elección de estudios universitarios [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/64076 / TESIS

No description available.

Universitätskultur kann als eines der Haupthindernisse für die Implementierung von strategischem Management an Universitäten angesehen werden. Vorhandene Ansätze der Organisationsforschung betrachten zwar Veränderungsprozesse, diskutieren die Rolle der Organisationskultur jedoch nur am Rande und fragen nicht nach dem Wie der Umsetzung einer solchen organisationalen Veränderung. Dieser Artikel betrachtet strategisches Management an Universitäten aus einer kulturtheoretischen Perspektive und überträgt das kohäsionsorientierte Organisationsmodell auf den Hochschulkontext. Es wird gezeigt, wie dieses Modell strategische Prozesse unterstützen kann, so dass es einen praktischen Nutzen für das Hochschulmanagement bietet. / University culture is seen as one of the main obstacles to the successful implementation of the process of strategic university management. Although existing organisational approaches of changing processes give theoretical insight, they fail to consider the cultural perspective and how change can be implemented successfully. This article focuses on a cultural approach and therefore introduces a cohesive cultural model to the Higher Education (HE) context. It will be shown how this paradigm can be used in strategic management processes at universities and how it can support them. It therefore offers an approach that is applicable to the practice of university management.

Universities, facing both pressures and opportunities created by globalisation, are currently seeking a way to reinforce their capabilities by enhancing their academic strength through internationalisation. In such a setting, the development of international partnerships has been increasingly recognised as a central strategy for the success of internationalisation. Understanding the increasing importance of international partnerships for universities, this study will attempt to understand what could make a successful partnership and identify which management approach is most likely to realise a successful international partnership between universities. A successful international partnership in this thesis is assumed to be the one that is able to function smoothly and effectively towards achieving the goals set by the partnership. This thesis argues that the best management approach for successful international partnerships is a phase- and principle-based management approach. This approach enables a partnership to facilitate the essential ‘phases’ of development and sustainable growth by embedding some critical principles into its management practices to facilitate those essential ‘phases’. This study proposes there are three essential phases and three critical principles. The three essential phases are ‘building a partnership’, ‘consolidation and catalysing maturity’ and ‘maintaining a positive cycle between growth and consolidation’. The three critical principles are accountability, transparency, and learning capacity. While discussing a phase- and principle-based management approach, this thesis develops the premise that an international university partnership is an organic and dynamic phenomenon and the success of an international partnership is underpinned by entrepreneurial culture. This thesis involves case studies with multiple universities from Japan, the United Kingdom, Belgium, Sweden, and Australia, engaging in different types of international partnerships. Through the case studies, this thesis explores whether existing universities consider the three phases and the three critical principles as important, and how they have developed and improved their management structures and processes to implement their international partnerships. To be more precise, two types of international university partnerships are studied, namely a partial and task-specific double degree programme (DDP) partnership between a Japanese university and its partners, which is an example of a standard management model, and a comprehensive and organised strategic alliance between multiple universities from different countries, which is an example of the best management model. Those two models are compared using the phase- and principle-based model as comparator criteria. International university partnership development in a Japanese context is another key theme. This thesis examines the state of international partnerships recently developed by Japanese universities. It makes a comparison of the current situation of Japanese universities using the best identified management model. At present, the most popular type of international partnership in Japanese higher education is that of a DDP, which is a basic and task-specific type of partnership. Many universities around the world are developing DDP partnerships. Such partnerships are therefore appropriate for a case study of a standard management approach. To examine the DDP partnerships developed by a Japanese university, this thesis focuses on the case of Kyushu University, Japan and its partners; the aim is to identify the strengths and weaknesses of a basic and task-specific partnership model with respect to current and future circumstances. This thesis studies the strategic alliance between Monash University and the University of Warwick for the best management approach. The Monash Warwick Alliance is an advanced comprehensive partnership with diverse projects involving wide range of stakeholders including researchers, educators, students, administrators, and outside stakeholders. Considering its broad range of scope and stakeholders, it could embrace greater complexity in terms of management, thereby more mature and sophisticated management structures and processes could be required. Based upon understanding the essential features of the best management approach, this thesis attempts to figure out whether and how the limitations of a partial and task-specific DDP partnership, could be rectified and provide recommendations for universities in Japan to aid the further advancement of their international partnership projects and the overall internationalisation of universities. Possible improvements suggest that their management structure should possess the capability to steer and coordinate a partnership by developing accountable management structures and implementing effective communication and information strategies, developing a vigorous system of quality and performance review, creating a mechanism to institutionalise learning, and integrating expertise in the management structures and processes.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / O presente trabalho abordou a temÃtica da qualidade do ensino universitÃrio brasileiro. Para tal, buscou identificar a associaÃÃo que hà entre a qualidade da gestÃo e da docÃncia em cursos de graduaÃÃo, com os resultados do Conceito Preliminar de Cursos (CPC). A avaliaÃÃo da qualidade dos cursos de graduaÃÃo foi tratada com o auxilio do modelo conhecido pelo anagrama CIPP â contexto, insumos (inputs), processos e produtos (outputs), o qual abrange os momentos de planejamento e estruturaÃÃo das decisÃes, implementaÃÃo e reciclagem das decisÃes. Para cada um desses momentos existe uma forma especÃfica para avaliaÃÃo: (1) - avaliaÃÃo do contexto; (2) â avaliaÃÃo dos insumos (input); (3) â avaliaÃÃo de processos e, finalmente, (4) â avaliaÃÃo do produto. A presente pesquisa foi desenvolvida em uma amostra de 35 cursos de graduaÃÃo da Universidade Federal do Cearà (UFC), que possuem CPC, de um universo de 112 cursos, divididos em Grupo Inferior ( CPC &#8804; 2 ), Grupo Mediano ( 2 < CPC &#8804; 3 ) e Grupo Superior ( CPC > 3 ). Foi enviado um e-mail-grupo para 16.383 alunos regularmente matriculados nos 35 cursos, obtendo-se 1.433 respondentes ao questionÃrio de avaliaÃÃo da qualidade da docÃncia e 1.178 respondentes ao questionÃrio de avaliaÃÃo de qualidade da gestÃo acadÃmica. Os resultados indicaram existir associaÃÃo positiva entre a qualidade do curso e as notas do CPC. Com relaÃÃo à gestÃo acadÃmica, foi verificado que do grupo inferior para o grupo mediano houve uma associaÃÃo positiva, entretanto do grupo mediano para o grupo superior, houve um decrÃscimo em termos de qualidade avaliada pelos discentes, demonstrando baixa qualidade da gestÃo acadÃmica nos cursos de excelÃncia. No caso da docÃncia, apurou-se que o planejamento pedagÃgico foi muito bem avaliado, ocorrendo o inverso na atuaÃÃo docente e em sala de aula. Como indicaÃÃo de trabalhos futuros temos: a) aprofundar investigaÃÃo acerca da execuÃÃo da atuaÃÃo docente em sala de aula e b) averiguar o motivo da baixa qualidade da gestÃo nos cursos de excelÃncia. / This study addressed the issue of the teachinig quality of university level. To this end, we sought to identify the association that exists between the quality of management and teaching in undergraduate courses, with the results of the Concept Preliminary of Course (CPC). Assessing the quality of undergraduate courses was treated using the aid of the model known by the anagram CIPP - context, inputs, processes and products, which covers the phases of planning and decision structuring, implementation and decisions recycling. For each of these moments there is a specific way of assessing it: (1) â Context evaluation; (2) â Inputs evaluation (input); (3) - Process evaluation and, finally, (4) â Product evaluation. This research was conducted on a sample of 35 undergraduate courses of the Federal University of Cearà (UFC), who possesses CPC, of a universe of 112 courses, divided into Lower Group ( CPC &#8804; 2 ), Average Group (2 < CPC &#8804; 3), and Superior Group ( CPC > 3 ). It was sent an email for 16,383 students regularly enrolled in the 35 courses sampled, yielding 1,433 respondents to the questionnaire for evaluating the teaching quality, and 1,178 respondents to the evaluation of academic management quality questionnaire. The results indicated that there is a positive association between the course quality and the CPC scores. With relation to academic management, it was found that the lower to the middle group there was a positive association, however from the median to the upper group, it was identified a decrease in the quality evaluated by students, demonstrating low management quality in academic courses of excellence. In the case of teaching, it was found that pedagogical planning was highly rated, while the opposite occurred in the classroom teaching practice. As an indication to future work are listed: a) further research on the implementation of classroom teaching practice, and b) investigate the reason for the identified low quality for the management in courses of excellence.

American higher education in general, and Historically Black Colleges and Universities (HBCUs) in particular, have experienced a 30-year decline in faculty satisfaction, which has had a negative impact on overall institutional effectiveness. The purpose of this phenomenological case study was to explore managerial solutions for faculty satisfaction by applying Herzberg's 2-factor theory to the insights and experiences of 12 tenure-track faculty members at an HBCU in the southeastern United States. Data were collected through semistructured interviews. The results were sorted, coded, and organized using content analysis software into key Herzberg factors that influenced faculty satisfaction at the study site. Work conditions, institutional administration and policies, personal attainment, and the nature of work were the primary themes. One major cause of faculty dissatisfaction was difficulty in teaching underprepared students. The results suggest the institution should focus on faculty development initiatives for effective teaching strategies, develop a faculty on-boarding process, establish an administrative leadership program, and improve the tenure and promotion process. Upon their implementation, such initiatives will promote a positive ambiance at the study site and improve faculty satisfaction and, thus, overall institutional effectiveness. The results are also applicable to similar institutions aspiring to enhance, faculty performance, satisfaction, and organizational excellence. The results of this study also create positive social change by providing managerial research that contributes to the vibrancy of Historically Black Colleges and Universities.

LAVOR, João Ferreira de. Qualidade da gestão acadêmica e da docência em cursos de graduação: validando relações com o conceito preliminar de cursos (CPC). 2014. 182f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-08-06T11:57:37Z No. of bitstreams: 1 2014_tese_jflavor.pdf: 1341216 bytes, checksum: 964f7d3eef694081ba47e4da68353690 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-08-06T13:48:52Z (GMT) No. of bitstreams: 1 2014_tese_jflavor.pdf: 1341216 bytes, checksum: 964f7d3eef694081ba47e4da68353690 (MD5) / Made available in DSpace on 2014-08-06T13:48:52Z (GMT). No. of bitstreams: 1 2014_tese_jflavor.pdf: 1341216 bytes, checksum: 964f7d3eef694081ba47e4da68353690 (MD5) Previous issue date: 2014 / This study addressed the issue of the teachinig quality of university level. To this end, we sought to identify the association that exists between the quality of management and teaching in undergraduate courses, with the results of the Concept Preliminary of Course (CPC). Assessing the quality of undergraduate courses was treated using the aid of the model known by the anagram CIPP - context, inputs, processes and products, which covers the phases of planning and decision structuring, implementation and decisions recycling. For each of these moments there is a specific way of assessing it: (1) – Context evaluation; (2) – Inputs evaluation (input); (3) - Process evaluation and, finally, (4) – Product evaluation. This research was conducted on a sample of 35 undergraduate courses of the Federal University of Ceará (UFC), who possesses CPC, of a universe of 112 courses, divided into Lower Group ( CPC ≤ 2 ), Average Group (2 < CPC ≤ 3), and Superior Group ( CPC > 3 ). It was sent an email for 16,383 students regularly enrolled in the 35 courses sampled, yielding 1,433 respondents to the questionnaire for evaluating the teaching quality, and 1,178 respondents to the evaluation of academic management quality questionnaire. The results indicated that there is a positive association between the course quality and the CPC scores. With relation to academic management, it was found that the lower to the middle group there was a positive association, however from the median to the upper group, it was identified a decrease in the quality evaluated by students, demonstrating low management quality in academic courses of excellence. In the case of teaching, it was found that pedagogical planning was highly rated, while the opposite occurred in the classroom teaching practice. As an indication to future work are listed: a) further research on the implementation of classroom teaching practice, and b) investigate the reason for the identified low quality for the management in courses of excellence. / O presente trabalho abordou a temática da qualidade do ensino universitário brasileiro. Para tal, buscou identificar a associação que há entre a qualidade da gestão e da docência em cursos de graduação, com os resultados do Conceito Preliminar de Cursos (CPC). A avaliação da qualidade dos cursos de graduação foi tratada com o auxilio do modelo conhecido pelo anagrama CIPP – contexto, insumos (inputs), processos e produtos (outputs), o qual abrange os momentos de planejamento e estruturação das decisões, implementação e reciclagem das decisões. Para cada um desses momentos existe uma forma específica para avaliação: (1) - avaliação do contexto; (2) – avaliação dos insumos (input); (3) – avaliação de processos e, finalmente, (4) – avaliação do produto. A presente pesquisa foi desenvolvida em uma amostra de 35 cursos de graduação da Universidade Federal do Ceará (UFC), que possuem CPC, de um universo de 112 cursos, divididos em Grupo Inferior ( CPC ≤ 2 ), Grupo Mediano ( 2 < CPC ≤ 3 ) e Grupo Superior ( CPC > 3 ). Foi enviado um e-mail-grupo para 16.383 alunos regularmente matriculados nos 35 cursos, obtendo-se 1.433 respondentes ao questionário de avaliação da qualidade da docência e 1.178 respondentes ao questionário de avaliação de qualidade da gestão acadêmica. Os resultados indicaram existir associação positiva entre a qualidade do curso e as notas do CPC. Com relação à gestão acadêmica, foi verificado que do grupo inferior para o grupo mediano houve uma associação positiva, entretanto do grupo mediano para o grupo superior, houve um decréscimo em termos de qualidade avaliada pelos discentes, demonstrando baixa qualidade da gestão acadêmica nos cursos de excelência. No caso da docência, apurou-se que o planejamento pedagógico foi muito bem avaliado, ocorrendo o inverso na atuação docente e em sala de aula. Como indicação de trabalhos futuros temos: a) aprofundar investigação acerca da execução da atuação docente em sala de aula e b) averiguar o motivo da baixa qualidade da gestão nos cursos de excelência.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-03-15T11:45:20Z No. of bitstreams: 1 arquivototal.pdf: 2043483 bytes, checksum: 74a2518a2cb5f255bb2cb95323562da3 (MD5) / Made available in DSpace on 2016-03-15T11:45:20Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2043483 bytes, checksum: 74a2518a2cb5f255bb2cb95323562da3 (MD5) Previous issue date: 2015-11-11 / Organizations have been looking to ensure their survival in an increasingly demanding and competitive market; therefore, they need to expand their resources of work regarding information, knowledge and communication. Institutions of Higher Education – IHE also established organizations, need to work the knowledge management, need to define management processes and this role includes the course coordinator that articulates himself among students, teachers, staff and the company. The research aims to diagnose how the management of the under graduated courses in a Private Institution of Higher Education, held by its coordinators, contributes to the achievement of organizational goals. At the first stage, it is a bibliographic research by the need of theoretical background on the topic; a field survey was conducted afterwards. The studied population consists of 13 course coordinators of a private institution, the analyzed variables were measured by semi-structured questionnaire, composed of 45 objective questions related to personal information, professional, scenery of IES and developed functions. Course coordinators, aware of this initial personal contact, met the proposed schedule for data collection, according to their availability. The collected data was transported to a statistical program, the Statistical Package for Social Sciences - SPSS 20.0 IDM, being held descriptive statistics and inferential analysis according to the standard normality sample. The research was able to demonstrate to the proposed scenario, how important it is to have the leader of the course aware of his/her role in the organization, to define the desired profile for the coordinators and identify that some of them aren´t aligned with the organizational goals. It became evident the need for a clear definition of the processes, with the implementation of a uniform management system, apart from the need of specific training for the coordinators and secretaries of the course. / As organizações têm procurado garantir a sobrevivência em um mercado cada vez mais exigente e competitivo, para isso precisam ampliar os seus recursos de trabalho, no que diz respeito à informação, ao conhecimento e a comunicação. As Instituições de Ensino Superior - IES também concebidas organizações, precisam trabalhar a gestão do conhecimento, necessitam definir processos de Gestão e esse papel também inclui o coordenador de curso que se articula entre os discentes, docentes, funcionários e a empresa. A pesquisa tem como objetivo diagnosticar como a Gestão dos Cursos de Graduação em uma Instituição de Ensino Superior Privada, realizada por seus coordenadores, contribui para o alcance dos objetivos organizacionais. Em um primeiro momento, trata-se de uma pesquisa bibliográfica pela necessidade de fundamentação teórica sobre o tema, posteriormente foi realizada uma pesquisa de campo. A população estudada é constituída por 13 coordenadores de curso de uma IES privada, as variáveis analisadas foram mensuradas por meio de questionário semiestruturado, constituído por 45 questões objetivas relacionadas a informações pessoais, profissionais, cenário da IES e funções desenvolvidas. Os coordenadores de curso, sensibilizados por meio de um contato inicial presencial, atenderam o cronograma proposto para coleta dos dados, conforme disponibilidade deles. Os dados coletados foram transportados para um programa estatístico o Statistical Package for the Social Sciences - SPSS 20.0 IDM, sendo realizada análise estatística descritiva e inferencial, conforme o padrão de normalidade amostral. A pesquisa conseguiu demostrar, para o cenário proposto, o quanto é importante ter o líder do curso consciente de seu papel na organização, definir o perfil desejado para os coordenadores e identificar que nem todos estão alinhados com os objetivos organizacionais. Ficou clara a necessidade de uma definição clara dos processos, com a implantação de um sistema de Gestão uniforme, além da necessidade de capacitação de coordenadores de curso e secretários de curso.

University culture is seen as University culture is seen as one of the main obstacles to the successful implementation of the process of strategic university management. Although existing organisational approaches of changing processes give theoretical insight, they fail to consider the cultural perspective and how change can be implemented successfully. This article focuses on cultural approach and therefore introduces a cohesive cultural model to the Higher Education (HE) context. It will be shown how this paradigm can be used in strategic management processes at universities and how it can support them. It therefore offers an approach that is applicable to the practice of university management. / Universitätskultur kann als eines der Haupthindernisse für die Implementierung von strategischem Management an Universitäten angesehen werden. Vorhandene Ansätze der Organisationsforschung betrachten zwar Veränderungsprozesse, diskutieren die Rolle der Organisationskultur jedoch nur am Rande und fragen nicht nach dem Wie der Umsetzung einer solchen organisationalen Veränderung. Dieser Artikel betrachtet strategisches Management an Universitäten aus einer kulturtheoretischen Perspektive und überträgt das kohäsionsorientierte Organisationsmodell auf den Hochschulkontext. Es wird gezeigt, wie dieses Modell strategische Prozesse unterstützen kann, so dass es einen praktischen Nutzen für das Hochschulmanagement bietet.