Esta tese investiga as Representações Sociais de violência em jovens da camada popular e a descontinuidade na violência a partir da inserção em Organizações Não Governamentais, cuja proposta seja prevenir e/ou suspender a violência. Nortearam o trabalho os objetivos de interpretar a cultura das ONGs pesquisadas a partir das concepções de juventude que as atravessam e a relação com as formas de promover o atendimento do público juvenil; compreender os significados das representações sociais de jovens sobre a “cultura da violência” e dos indicadores da apropriação da condição de sujeitos de direitos, com reflexos na descontinuidade na relação com a violência. O pressuposto defendido é que a relação dos jovens com a violência passa por descontinuidades a partir das oportunidades que atendem às necessidades juvenis e da compreensão da condição de sujeito de direitos. O arcabouço teórico do trabalho articula as abordagens da Teoria das Representações Sociais proposta por Moscovici; da Sociologia da Juventude com apoio em Margulis, Pais, Sposito, Abramo, entre outros, considerando a paradoxal relevância conquistada pela juventude na sociedade ao lado das tradicionais concepções negativas sobre os jovens; as visões antropológica, sociológica e filosófica de cultura e de violência(s) a partir de Arendt, Chauí, entre outros; a explicitação de violência fundadora, conforme René Girard; as nuances da exclusão, segundo Robert Castel; a definição de carência, necessidades e desejo, segundo Heller. A juventude é abordada considerando sua inserção no mundo contemporâneo e caracterizada a partir dos pressupostos do Estatuto da Criança e do Adolescente. O binômio juventude e violência, a cultura das ONGs – locus da pesquisa, as representações sociais manifestadas pelos jovens sobre violências e a aproximação da condição de sujeitos de direitos, são objeto de discussão. A pesquisa qualitativa integrou observações etnográficas; a constituição de grupos de conversação, um em cada ONG, e um grupo de controle com jovens não participantes de ONGs; entrevistas individuais com jovens e com monitores das ONGs, sobre práticas que facilitaram o entendimento da condição de sujeitos de direitos. Os grupos de conversação registraram experiências dos jovens enquanto vítimas e autores de violências, sentimentos, propostas, necessidades, bem como os entendimentos mais amplos sobre a sociedade. A análise dos indicadores empíricos deu-se em três níveis: o primeiro envolveu a análise da cultura das ONGs, identificando as conceituações de jovem em situação de vulnerabilidade a que se filiam e como interpretam as necessidades juvenis e a condição de sujeitos de direitos. O segundo se debruçou sobre as representações sociais de violência, levando em conta as hegemônicas, emancipadas e polêmicas. Houve predomínio das representações hegemônicas de violência, as quais foram organizadas por problemáticas como violência e machismo, preconceito, abuso de poder, violência vivida como aventura, furto, entre outras. O terceiro nível de análise deu-se sobre a descontinuidade nas representações sobre violência(s) e seu efeito na condição de jovens como sujeitos de direitos, indicando que há os que demonstram iniciativas para transitar pela sociedade com civilidade, capacidade para acionar o protagonismo positivo cotidiano e articular redes possíveis. As reflexões e recomendações finais remetem ao fortalecimento da educação não escolar conectado ao aprofundamento do conhecimento sobre as necessidades dos jovens e à constituição de estratégias preventivas e em rede. Esperamos haver contribuído com o reconhecimento do longo caminho a ser articulado em prol da constituição dos jovens como sujeitos de direitos. / This thesis investigates the social representations of violence, by young people from popular layer and their discontinuity starting from the insertion in Non-Governmental Organizations, which proposal is to prevent and/or to suspend the violence. The objectives that orientate the work are: to interpret the culture of the researched NGOs starting from youth's concepts that cross them and the relationship with the forms of promoting the juvenile public's service; to understand the meanings of the young’s social representations on the "culture of the violence" and of the appropriation indicators, by them, of the subject of rights’ condition, with reflexes in the alteration of the relationship with the violence. The defended presupposition is that the relationship between young people with the violence discontinues starting from the understanding the condition of subject of rights, through opportunities that assist the juvenile needs. The theoretical outline of the work articulates the approaches of the Social Representations Theory proposed by Moscovici; the Youth's Sociology supported by Margulis, Pais, Sposito, Abramo, among others, considering the paradoxical relevance conquered by the youth in the society beside the traditional negative concepts about the young people; the anthropological, sociological and philosophical visions of culture and violence starting from Foucault, Arendt, Chauí, among others; the explicitness of founded violence, according to René Girard; the exclusion nuance, as stated by Robert Castel; the definition of lack, needs and desire, according to Heller. The youth is approached considering its insertion in the contemporary world and characterized starting from the presuppositions of the Child and Adolescent’s Statute. The binomial youth and violence, the culture of NGOs (the research locus), the representations manifested by the young people about violence and their discontinuity due to the approach to the condition of subject of rights, these are objects of discussion The qualitative research integrated ethnographies observations; the constitution of focal groups, one in each NGO, a control group with young people nonparticipants of NGOs and individual interviews in order to register the representations about violence, and with monitors of NGOs, on practices that facilitated the understanding to the condition of the subject of rights. The focal groups registered the young people’s experiences while victims and authors of violence, feelings, proposes, needs, as well as wider understandings about the society. The analysis of the empiric indicators happened in three levels: the first one involved the analysis of the NGOs´ culture, identifying the understandings about young people in situation of vulnerability that cross them and how they interpret their needs and the condition of subject of rights. The second one leaned over the social representations of violence taking in consideration the hegemonies, emancipated and controversies. There was prevalence of the hegemonic representations of violence, which were organized by problems such as violence and sexism, prejudice, abuse of power, violence as a type of adventure, theft, among others. The third analysis level was about the discontinuity in the representations of violence and the effect in the young people condition as subject of rights, indicating that some of them take initiatives moving through the society with civility, with capacity to work the daily positive protagonism and to articulate possible nets. The final reflections and recommendations referred to the fortification of the non-formal education connected to the deepen knowledge about the young people needs and to the constitution of preventive strategies and in net. We hoped that we have contributed with the recognition of the long path to be articulated on behalf of the young's constitution as subject of rights.

Esta tese investiga as Representações Sociais de violência em jovens da camada popular e a descontinuidade na violência a partir da inserção em Organizações Não Governamentais, cuja proposta seja prevenir e/ou suspender a violência. Nortearam o trabalho os objetivos de interpretar a cultura das ONGs pesquisadas a partir das concepções de juventude que as atravessam e a relação com as formas de promover o atendimento do público juvenil; compreender os significados das representações sociais de jovens sobre a “cultura da violência” e dos indicadores da apropriação da condição de sujeitos de direitos, com reflexos na descontinuidade na relação com a violência. O pressuposto defendido é que a relação dos jovens com a violência passa por descontinuidades a partir das oportunidades que atendem às necessidades juvenis e da compreensão da condição de sujeito de direitos. O arcabouço teórico do trabalho articula as abordagens da Teoria das Representações Sociais proposta por Moscovici; da Sociologia da Juventude com apoio em Margulis, Pais, Sposito, Abramo, entre outros, considerando a paradoxal relevância conquistada pela juventude na sociedade ao lado das tradicionais concepções negativas sobre os jovens; as visões antropológica, sociológica e filosófica de cultura e de violência(s) a partir de Arendt, Chauí, entre outros; a explicitação de violência fundadora, conforme René Girard; as nuances da exclusão, segundo Robert Castel; a definição de carência, necessidades e desejo, segundo Heller. A juventude é abordada considerando sua inserção no mundo contemporâneo e caracterizada a partir dos pressupostos do Estatuto da Criança e do Adolescente. O binômio juventude e violência, a cultura das ONGs – locus da pesquisa, as representações sociais manifestadas pelos jovens sobre violências e a aproximação da condição de sujeitos de direitos, são objeto de discussão. A pesquisa qualitativa integrou observações etnográficas; a constituição de grupos de conversação, um em cada ONG, e um grupo de controle com jovens não participantes de ONGs; entrevistas individuais com jovens e com monitores das ONGs, sobre práticas que facilitaram o entendimento da condição de sujeitos de direitos. Os grupos de conversação registraram experiências dos jovens enquanto vítimas e autores de violências, sentimentos, propostas, necessidades, bem como os entendimentos mais amplos sobre a sociedade. A análise dos indicadores empíricos deu-se em três níveis: o primeiro envolveu a análise da cultura das ONGs, identificando as conceituações de jovem em situação de vulnerabilidade a que se filiam e como interpretam as necessidades juvenis e a condição de sujeitos de direitos. O segundo se debruçou sobre as representações sociais de violência, levando em conta as hegemônicas, emancipadas e polêmicas. Houve predomínio das representações hegemônicas de violência, as quais foram organizadas por problemáticas como violência e machismo, preconceito, abuso de poder, violência vivida como aventura, furto, entre outras. O terceiro nível de análise deu-se sobre a descontinuidade nas representações sobre violência(s) e seu efeito na condição de jovens como sujeitos de direitos, indicando que há os que demonstram iniciativas para transitar pela sociedade com civilidade, capacidade para acionar o protagonismo positivo cotidiano e articular redes possíveis. As reflexões e recomendações finais remetem ao fortalecimento da educação não escolar conectado ao aprofundamento do conhecimento sobre as necessidades dos jovens e à constituição de estratégias preventivas e em rede. Esperamos haver contribuído com o reconhecimento do longo caminho a ser articulado em prol da constituição dos jovens como sujeitos de direitos. / This thesis investigates the social representations of violence, by young people from popular layer and their discontinuity starting from the insertion in Non-Governmental Organizations, which proposal is to prevent and/or to suspend the violence. The objectives that orientate the work are: to interpret the culture of the researched NGOs starting from youth's concepts that cross them and the relationship with the forms of promoting the juvenile public's service; to understand the meanings of the young’s social representations on the "culture of the violence" and of the appropriation indicators, by them, of the subject of rights’ condition, with reflexes in the alteration of the relationship with the violence. The defended presupposition is that the relationship between young people with the violence discontinues starting from the understanding the condition of subject of rights, through opportunities that assist the juvenile needs. The theoretical outline of the work articulates the approaches of the Social Representations Theory proposed by Moscovici; the Youth's Sociology supported by Margulis, Pais, Sposito, Abramo, among others, considering the paradoxical relevance conquered by the youth in the society beside the traditional negative concepts about the young people; the anthropological, sociological and philosophical visions of culture and violence starting from Foucault, Arendt, Chauí, among others; the explicitness of founded violence, according to René Girard; the exclusion nuance, as stated by Robert Castel; the definition of lack, needs and desire, according to Heller. The youth is approached considering its insertion in the contemporary world and characterized starting from the presuppositions of the Child and Adolescent’s Statute. The binomial youth and violence, the culture of NGOs (the research locus), the representations manifested by the young people about violence and their discontinuity due to the approach to the condition of subject of rights, these are objects of discussion The qualitative research integrated ethnographies observations; the constitution of focal groups, one in each NGO, a control group with young people nonparticipants of NGOs and individual interviews in order to register the representations about violence, and with monitors of NGOs, on practices that facilitated the understanding to the condition of the subject of rights. The focal groups registered the young people’s experiences while victims and authors of violence, feelings, proposes, needs, as well as wider understandings about the society. The analysis of the empiric indicators happened in three levels: the first one involved the analysis of the NGOs´ culture, identifying the understandings about young people in situation of vulnerability that cross them and how they interpret their needs and the condition of subject of rights. The second one leaned over the social representations of violence taking in consideration the hegemonies, emancipated and controversies. There was prevalence of the hegemonic representations of violence, which were organized by problems such as violence and sexism, prejudice, abuse of power, violence as a type of adventure, theft, among others. The third analysis level was about the discontinuity in the representations of violence and the effect in the young people condition as subject of rights, indicating that some of them take initiatives moving through the society with civility, with capacity to work the daily positive protagonism and to articulate possible nets. The final reflections and recommendations referred to the fortification of the non-formal education connected to the deepen knowledge about the young people needs and to the constitution of preventive strategies and in net. We hoped that we have contributed with the recognition of the long path to be articulated on behalf of the young's constitution as subject of rights.

Esta tese investiga as Representações Sociais de violência em jovens da camada popular e a descontinuidade na violência a partir da inserção em Organizações Não Governamentais, cuja proposta seja prevenir e/ou suspender a violência. Nortearam o trabalho os objetivos de interpretar a cultura das ONGs pesquisadas a partir das concepções de juventude que as atravessam e a relação com as formas de promover o atendimento do público juvenil; compreender os significados das representações sociais de jovens sobre a “cultura da violência” e dos indicadores da apropriação da condição de sujeitos de direitos, com reflexos na descontinuidade na relação com a violência. O pressuposto defendido é que a relação dos jovens com a violência passa por descontinuidades a partir das oportunidades que atendem às necessidades juvenis e da compreensão da condição de sujeito de direitos. O arcabouço teórico do trabalho articula as abordagens da Teoria das Representações Sociais proposta por Moscovici; da Sociologia da Juventude com apoio em Margulis, Pais, Sposito, Abramo, entre outros, considerando a paradoxal relevância conquistada pela juventude na sociedade ao lado das tradicionais concepções negativas sobre os jovens; as visões antropológica, sociológica e filosófica de cultura e de violência(s) a partir de Arendt, Chauí, entre outros; a explicitação de violência fundadora, conforme René Girard; as nuances da exclusão, segundo Robert Castel; a definição de carência, necessidades e desejo, segundo Heller. A juventude é abordada considerando sua inserção no mundo contemporâneo e caracterizada a partir dos pressupostos do Estatuto da Criança e do Adolescente. O binômio juventude e violência, a cultura das ONGs – locus da pesquisa, as representações sociais manifestadas pelos jovens sobre violências e a aproximação da condição de sujeitos de direitos, são objeto de discussão. A pesquisa qualitativa integrou observações etnográficas; a constituição de grupos de conversação, um em cada ONG, e um grupo de controle com jovens não participantes de ONGs; entrevistas individuais com jovens e com monitores das ONGs, sobre práticas que facilitaram o entendimento da condição de sujeitos de direitos. Os grupos de conversação registraram experiências dos jovens enquanto vítimas e autores de violências, sentimentos, propostas, necessidades, bem como os entendimentos mais amplos sobre a sociedade. A análise dos indicadores empíricos deu-se em três níveis: o primeiro envolveu a análise da cultura das ONGs, identificando as conceituações de jovem em situação de vulnerabilidade a que se filiam e como interpretam as necessidades juvenis e a condição de sujeitos de direitos. O segundo se debruçou sobre as representações sociais de violência, levando em conta as hegemônicas, emancipadas e polêmicas. Houve predomínio das representações hegemônicas de violência, as quais foram organizadas por problemáticas como violência e machismo, preconceito, abuso de poder, violência vivida como aventura, furto, entre outras. O terceiro nível de análise deu-se sobre a descontinuidade nas representações sobre violência(s) e seu efeito na condição de jovens como sujeitos de direitos, indicando que há os que demonstram iniciativas para transitar pela sociedade com civilidade, capacidade para acionar o protagonismo positivo cotidiano e articular redes possíveis. As reflexões e recomendações finais remetem ao fortalecimento da educação não escolar conectado ao aprofundamento do conhecimento sobre as necessidades dos jovens e à constituição de estratégias preventivas e em rede. Esperamos haver contribuído com o reconhecimento do longo caminho a ser articulado em prol da constituição dos jovens como sujeitos de direitos. / This thesis investigates the social representations of violence, by young people from popular layer and their discontinuity starting from the insertion in Non-Governmental Organizations, which proposal is to prevent and/or to suspend the violence. The objectives that orientate the work are: to interpret the culture of the researched NGOs starting from youth's concepts that cross them and the relationship with the forms of promoting the juvenile public's service; to understand the meanings of the young’s social representations on the "culture of the violence" and of the appropriation indicators, by them, of the subject of rights’ condition, with reflexes in the alteration of the relationship with the violence. The defended presupposition is that the relationship between young people with the violence discontinues starting from the understanding the condition of subject of rights, through opportunities that assist the juvenile needs. The theoretical outline of the work articulates the approaches of the Social Representations Theory proposed by Moscovici; the Youth's Sociology supported by Margulis, Pais, Sposito, Abramo, among others, considering the paradoxical relevance conquered by the youth in the society beside the traditional negative concepts about the young people; the anthropological, sociological and philosophical visions of culture and violence starting from Foucault, Arendt, Chauí, among others; the explicitness of founded violence, according to René Girard; the exclusion nuance, as stated by Robert Castel; the definition of lack, needs and desire, according to Heller. The youth is approached considering its insertion in the contemporary world and characterized starting from the presuppositions of the Child and Adolescent’s Statute. The binomial youth and violence, the culture of NGOs (the research locus), the representations manifested by the young people about violence and their discontinuity due to the approach to the condition of subject of rights, these are objects of discussion The qualitative research integrated ethnographies observations; the constitution of focal groups, one in each NGO, a control group with young people nonparticipants of NGOs and individual interviews in order to register the representations about violence, and with monitors of NGOs, on practices that facilitated the understanding to the condition of the subject of rights. The focal groups registered the young people’s experiences while victims and authors of violence, feelings, proposes, needs, as well as wider understandings about the society. The analysis of the empiric indicators happened in three levels: the first one involved the analysis of the NGOs´ culture, identifying the understandings about young people in situation of vulnerability that cross them and how they interpret their needs and the condition of subject of rights. The second one leaned over the social representations of violence taking in consideration the hegemonies, emancipated and controversies. There was prevalence of the hegemonic representations of violence, which were organized by problems such as violence and sexism, prejudice, abuse of power, violence as a type of adventure, theft, among others. The third analysis level was about the discontinuity in the representations of violence and the effect in the young people condition as subject of rights, indicating that some of them take initiatives moving through the society with civility, with capacity to work the daily positive protagonism and to articulate possible nets. The final reflections and recommendations referred to the fortification of the non-formal education connected to the deepen knowledge about the young people needs and to the constitution of preventive strategies and in net. We hoped that we have contributed with the recognition of the long path to be articulated on behalf of the young's constitution as subject of rights.

La Constitution argentine de 1853, comme toutes les constitutions de l'Amérique latine du XIXe siècle, a établi un rôle central du président dans le système politique. Mais ce système, bien que potentiellement démocratique, limitait la participation populaire. Les constituants de 1853 croyaient que la démocratisation du régime se produirait par le Congrès, ayant le pouvoir de représentation. Mais ce qui est arrivé était différent: la présidence étant le centre du système, lorsque les réformes démocratiques du XXe siècle se produisent, une relation entre le président et le public a été institué. Et donc, la présidence a été transformée en quelque chose de très différent de ce que les fondateurs des institutions argentines avaient envisagé. Le président moderne, ou populiste, a un pouvoir électoral incontesté et est devenu le sujet de la représentation populaire. Et en conséquence, le président est devenu aussi l'agent principal du changement dans les politiques publiques. Dans cette thèse, nous proposons de conceptualiser la relation entre le président et le public, appelé «présidentialisme populiste» comme l'un des trois dimensions institutionnelles du pouvoir présidentiel. Cette transformation structurelle de la présidence a également impliqué un certain nombre de changements dans le système politique. La centralité électorale de l'exécutif, en particulier la présidence, a fait que des processus institutionnels comme les élections législatives, les stratégies de nouveaux partis politiques ou les interprétations de l'opinion publique soient trop orientées vers la présidence. La centralité de la présidence est donc en augmentation. La conclusion de cette thèse, qui ouvre un programme de recherche, c'est que le système présidentiel ne doit pas être abandonné, mais que le législateur devrait envisager des mécanismes pour réglementer et équilibrer les effets du présidentialisme populiste. / The Argentine Constitution of 1853, like most Latin American constitutions of the nineteenth century, established a central role of the president in the political system. But this system, although potentially democratic, was limiting popular participation. The framers of 1853 believed that the democratization of the regime would occur by Congress, which was designed with representational powers. But what actually happened was different: being the presidency the center of the system, when the democratic reforms of the XXth century took place, a new relationship between the president and the public was established. And so, the presidency has been transformed into something very different from what the founders of Argentine institutions might have thought. The modern, or populist, president has an undisputed electoral power and became the subject of popular representation. And as a result, the president has also become the main agent of change in public policy. In this thesis, we propose to conceptualize the relationship between the president and the public, called "populist presidentialism" as one of the three institutional dimensions of presidential power. This structural transformation of the presidency has also involved a number of changes in the political system. The electoral centrality of the executive power, mainly the presidency, that some institutional processes such as elections, the strategies of new political parties or public opinion beliefs are too oriented towards the presidency, and therefore its centrality is still increasing. The conclusion of this thesis, which opens a research agenda on presidential powers in Latin America, is that the presidential system should not be abandoned, but that the legislator should consider mechanisms to regulate and balance the effects of the populist presidentialism.

Cette thèse se compose de quatre essais empiriques qui contribuent à la littérature sur l'économie de la persistance et les origines profondes du développement économique. Le premier chapitre de cette thèse, “Les conséquences à long-terme du travail forcé : étude du servage russe », étudie l’effet négatif du servage au sein de l’Empire Russe sur le développement économique à long terme. Dans le deuxième chapitre de cette thèse, intitulée « La loi et le capital social : les effets du Code Napoléon en Allemagne », je recherche l’impact des institutions juridiques formelles sur l’évolution de la coopération sociale en Allemagne. Le deuxième chapitre s’inscrit dans la littérature sur l’interaction entre la culture et les institutions. Le troisième chapitre, « L’irrigation et les origines du collectivisme », examine si l’utilisation de l’irrigation pour l’agriculture pré-industrielle a permis l’émergence de valeurs culturelles qui favorisent le collectivisme. Dans le quatrième chapitre de cette thèse, intitulé « Le risque climatique, la coopération et la co-évolution de la culture et des institutions » et qui est co-écrit avec Ruben Durante (Département d’économie de Sciences Po), nous examinons examiné le rôle de la variabilité historique du climat sur le développement de la coopération sociale et les institutions politiques inclusives en Europe. / This thesis consists of four empirical essays that contribute to the literature on the economics of persistence and the deep roots of economic development. The first chapter, “Long-Run Consequences of Labor Coercion: Evidence from Russian Serfdom”, investigates the long-term economic consequences of early forced labor institutions in Eastern Europe on the micro-level. The second chapter, “Law and Social Capital: Evidence from the Code Napoleon in Germany”, studies the causal impact of formal legal institutions on social trust within Germany. The third chapter, “Irrigation and the Origins of Collectivism”, examines whether pre-industrial agricultural production that used irrigation for the cultivation of crops led to the emergence of cultural values of collectivism. The fourth chapter, “Climate Risk, Cooperation, and the Co-Evolution of Culture and Institutions”, researches the consequences of historical climatic variability for the development of social cooperation and inclusive political institutions in European regions.

The quest for institutional transformation has created a need to continually challenge traditional notions of what an academic is and should be. While several studies have explored academics' experiences to engender transformation systems, few studies have focused strictly on emerging academics (permanently working scholars within the first five years of academic careers). These early-career academics are faced with the challenge of adapting to the institutional culture and meeting disciplinary standards of performance. Their novelty in the system makes them more vulnerable to the effect of these challenges. This study aimed to identify how they navigate these challenges, what defines them as academics, what impacts their academic freedoms, how they challenge disciplinary standards of performance, and the extent to which institutional culture affects their experiences. Through a purposive and snowball sampling strategy, 20 academics were selected from the University of Cape Town (UCT) to study. They were interviewed using a semi-structured approach and were asked openended questions with an interview guide. Thematic analysis was used to analyze the interview data as it utilized an ideographic approach in providing insights into the participants' lived experiences. This methodological approach also helped prioritize how the study is carried out and explore participants' meaning-making processes. The participants perceived being an academic as an opportunity for subjective self-expression and a character-building process. They conceded that being an academic required genuine intellectual curiosity and a platform to engender innovation. The study also uncovered the effects of UCT's institutional and transformative plan on assimilating into the academic space. Academics perceived the performance appraising structure as too prescriptive and affirmed their desire to harness their positions to build strong interpersonal relations with students. The study recommends a more comprehensive and longitudinal approach to studying academic experiences focusing on the psycho-social factors influencing these experiences. The research further suggests a streamlined and faculty-based approach to further strengthening educational support systems at UCT.

Student Number : 0314897V - MA research report - School of Social Science - Faculty of Humanties / This research report asks ‘how effective has academic staff transformation been at the University of Cape Town (UCT) and the University of the Witwatersrand (Wits)?’ This question was examined from four angles: i) the historical engagement of UCT and Wits, as employers, with race, class and gender, ii) the impact of government directive and the legislative context on the transformation of higher education workplaces, iii) the institutional role and response of UCT and Wits to the race, class and gender of their academic staff and iv) academics’ experience of UCT and Wits as workplaces. The findings are based on in-depth interviews with 50 academic and senior executive staff at UCT and Wits. The results illustrate both continuity and change in the way in which academic staff experience institutions. Whilst there are progressive elements identified, there are also disconcerting expressions of prejudice, discrimination and harassment which undermine the transformation process.

Teaching and learning online is an increasingly important aspect of higher education, especially post-Covid-19. Previous studies have shown a relationship between Technological Pedagogical Content Knowledge (TPACK) and teaching efficacy and teaching efficacy and student success. However, the contextual factors impacting TPACK have not been adequately explored. The purpose of this quantitative study was to determine if the contextual factor of institutional culture impacts TPACK among online higher education faculty at institutions in the Southeastern United States as well as to what extent specific dimensions of institutional culture effect TPACK levels. Data were collected using an anonymous online survey that was shared with potential participants through email and social media. Data were analyzed through SPSS software using a multiple linear regression model to determine significance between the independent variables, the seven dimensions of institutional culture, and the dependent variable, TPACK. Results indicated that there is no significant relationship between overall institutional culture and TPACK. However, significance was found between two individual elements of institutional culture, 1) collaboration and team learning and 2) connection between the organization and its environment, and TPACK. These findings indicate that higher education administrators should focus efforts creating opportunities for faculty to engage in professional development opportunities and move beyond siloed work to more collaborative projects. Administrators should also ensure that the institution is connected to the local, regional, and global community through aligned institutional goals with the needs of the community and establishing opportunities for faculty to connect globally. Future research should be conducted to confirm the findings in this study and should continue to explore the relationship between the varied aspects of institutional culture and the complex elements that constitute quality online teaching.

As a growing number of higher education institutions commit to first-generation student success, researchers, practitioners, and policymakers should aim to better understand how to deliver on promises to first-generation students within institutions and across the higher education landscape. First-generation students are a particularly important population of study due to their heterogeneity and because they comprise a large and growing share of current college-going or college-ready students. It is also important to understand how different types of institutions are supporting first-generation students, as institutional diversity is a hallmark of American higher education. This qualitative multiple case study investigates three diverse institutions—a comprehensive regional public university, a moderately selective private liberal arts college, and an elite historically Black college—and their unique approaches to enacting a stated commitment to first-generation student success. Through document analysis, interviews, and site visits, this study explores how policies and practices relate to this commitment; which institutional stakeholders are engaged in promoting first-generation student success; how institutions define, support, and measure first-generation student success; and whether enacted commitments to first-generation student success inform a broader culture of student success. In addition to investigating institutional perspectives, this study considers how first-generation students experience and perceive their institution’s efforts and explores alignments or misalignments between these two perspectives. Findings offer new insights into how distinct types of institutions—types underrepresented in research on student success—approach first-generation student success and contribute to a growing literature that takes an asset-focused, intersectional approach to understanding the experiences of first-generation students. Findings suggest that the first-generation identity, when understood in concert with students’ other identities, helps students make meaning of their college experiences. Explicitly recognizing first-generation students as a population—including by disaggregating institutional data on first-generation students—helps to ensure that institutions design programs, supports and initiatives that meet the specific needs of this population. Additionally, findings suggest that constituents—including students—across institutional contexts play important roles as cultural navigators for first-generation students and may serve as change agents who can help identify and resolve disconnects between institutional decisions and students’ experiences. Finally, the analysis suggests that approaches to student success can be rooted in an institution’s distinct culture, but institutions must work toward a holistic understanding of students’ identities, needs, and goals and dismantle biased or hegemonic practices that obscure and reinforce inequitable outcomes. / Policy, Organizational and Leadership Studies

Student academic entitlement behavior is a problem within the United States' higher education system. This behavior could affect student learning, harm institutional reputation, and inflict undue pressure on faculty. The purpose of this qualitative case study was to understand what faculty members identify as the causes and the implications of student academic entitlement behavior and the actions needed to inhibit the behavior. The work was supported by applying Morrow's conceptual framework that suggests student academic entitlement behavior challenges academic achievement. Completed at a for-profit university in the southern United States, the research questions of this study examined the faculty members' perceptions of student academic entitlement behavior. Data were collected from semi-structured interviews with a purposeful sample of 12 participants and analyzed using an eclectic coding method. The faculty acknowledged that some students enter the university with academic entitlement tendencies; however, the faculty perceived institutional practices and policies that sanctioned student consumerism as a primary enabler of the behavior. Emerged findings suggested an endorsement of learning-focused efforts, including explicit expectations of students, admittance practices, and andragogical professional development for the faculty to assist in curtailing the behavior. The findings of this study are presented in a position paper and afford an opportunity for social change by offering the faculty members' perceptions of a potentially damaging behavior. The findings are significant for educators who seek to initiate a conversation about the relationship between student academic entitlement behavior and institutional practices and how to inhibit the behavior within the institutional community.