abstract: Over the past two decades there has been much discussion surrounding the potential of zoos as conservation institutions. Although zoos have clearly intensified their rhetorical and programmatic commitment to conservation (both ex situ and in situ), many critics remain skeptical of these efforts. This study was comprised of two parts: 1) an investigation of the general relationship between U.S. zoological institutions and the conservation agenda, and 2) a more specific single case study of conservation engagement and institutional identity at the Phoenix Zoo. Methods included extensive literature review, expert interviews with scholars and zoo professionals, site visits to the Phoenix Zoo and archival research. I found that the Phoenix Zoo is in the process of consciously creating a conservation-centered institutional identity by implementing and publicizing various conservation initiatives. Despite criticism of the embrace of conservation by zoos today, these institutions will be increasingly important agents of biodiversity protection and conservation education in this century. / Dissertation/Thesis / Masters Thesis Biology 2014

Employability is highly topical in UK Higher Education. There is related literature debating the purpose of higher education, learning and skills, contextual social and economic issues and policy matters for the sector as a whole, but no published work on the ways in which universities organise themselves to deal with this particular issue. This study examines the organisational responses of universities to the issue of graduate employability at this pivotal time for English higher education, when the environment is linking employability to institutional success to an unprecedented degree. The study considers key contextual factors including the debate around the relationship between “the knowledge economy” and the demand for graduates, the ways in which success in employability is understood and measured, the impact of recession and the tension between student consumerism and partnership in an environment in which “consumer information” is linked directly by government to notions of return on personal investment and value for money as tuition fees increase. The key questions addressed are: how is the employability offer conceptualised, constructed, managed and measured and what choices about organisational configuration and capability are being made and acted upon? The study required detailed analysis of the relationships between institutional mission and top-level goals, declared strategy for delivery and delivery structures and the roles of key individuals and teams and so, this enquiry is based upon in-depth case studies of five universities, using data on graduate destinations, published statements and strategies and interviews with relevant post holders (with a particular focus on the role of the head of the professional career service). The case studies and analysis relate the organisational responses to the underlying driver of positional competition. The study uses the role and position of careers services as the starting point for attempting to understand the organisational responses in each case.

abstract: Barrett, The Honors College at Arizona State University (ASU) serves as a universal role model for organizing the resources of an institution to support highly motivated and prepared students. In 2009, Barrett, The Honors College (Barrett) opened the nation's first purposefully designed undergraduate honors residential college campus. Given the current demand by other American higher education institutions who wish to better understand how Barrett emerged as a distinct and singular model for an honors residential college experience, this action research study explores the effectiveness of the decisions, execution and outcomes central to Barrett's development. Five senior administrators of college units or universities were interviewed and provided insight for constructing a design for how other honors programs and colleges can learn from the challenges and accomplishments presented in developing an honors college for the 21st century while replicating Barrett's success. The study is framed in the overall context of how Barrett actualizes the New American University at ASU in meeting the demand for producing students that can compete in a global marketplace. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2011

nÃo hà / This paper took as object of study the teacher training project developed by the Center for education (CED) UECE, during the period from 2000 to 2004, timeline from your installation, with the launch of its Cornerstone and the completion of a significant part of its main Special Training Programs. The work of Thesis took over as purpose: explaining the content and pedagogical and political direction taken by the teacher training project, now under way, with the purpose of making it visible, public, with real possibilities for discussion and analysis and, consequently, its institutional identity definition. To bring out, give visibility to the teacher training project currently underway in the CED, we used the case study â study characteristic of qualitative research approach â with emphasis on the analysis of documents, interviews and participant observation with a variable group of sixteen people, on average, one of coordinators of courses/programs, in the areas of knowledge of same constituents , of course teaching of pedagogy and members of the reformulation of this Curriculum. The structure of the text resulting from the research presents the history carried out by CED, in the timeframe mentioned, placing it in the larger context of UECE and teacher training policies deployed in Cearà and Brazil the years 2000; the ideas, impressions and experiences of the subjects investigated, about the build process and conduct of training projects of courses/programs under their responsibility; the content of teacher training project, experienced by CED, from the analysis of documents written by top administration UECE and CED. The findings of the survey point to the thesis that there is a Pedagogical political project of teacher training, underway in CED that, by being faithful to neoliberal logic, is still fragmented into many other projects; diluted between the direction printed on the policy and strategic planning the educational curriculum guidelines expressed in the direction of the teacher training courses / O presente trabalho tomou como objeto de estudo o projeto de formaÃÃo docente desenvolvido pelo Centro de EducaÃÃo (CED) da UECE, no perÃodo de 2000 a 2004, espaÃo temporal compreendido entre sua instalaÃÃo, com o lanÃamento de sua Pedra Fundamental e a conclusÃo de parte significativa de seus principais Programas Especiais de FormaÃÃo. O trabalho de Tese assumiu como propÃsito: explicitar o conteÃdo e a direÃÃo polÃtica e pedagÃgica tomada pelo projeto de formaÃÃo docente, em curso, com fins de tornÃ-lo visÃvel, pÃblico, com possibilidades reais de discussÃo e anÃlise e, conseqÃentemente, de definiÃÃo de sua identidade institucional. Para trazer à tona, dar visibilidade ao projeto de formaÃÃo docente, em curso no CED, recorremos ao Estudo de Caso â estudo caracterÃstico da abordagem qualitativa de pesquisa â com destaque para o emprego da anÃlise documental, da entrevista e da observaÃÃo participante junto a um grupo variÃvel de dezesseis pessoas, em mÃdia, dentre coordenadores de Cursos / Programas, das Ãreas de conhecimento constituintes dos mesmos, dos NÃcleos de Ensino do curso de Pedagogia e membros da ComissÃo de ReformulaÃÃo do CurrÃculo deste. A estrutura do texto resultante da investigaÃÃo apresenta o percurso histÃrico realizado pelo CED, no espaÃo de tempo jà mencionado, situando-o no contexto maior da UECE e das polÃticas de formaÃÃo docente implantadas no Cearà e Brasil dos anos 2000; as concepÃÃes, impressÃes e experiÃncias dos sujeitos investigados, acerca do processo de construÃÃo e conduÃÃo dos projetos de formaÃÃo dos cursos / programas sob sua responsabilidade; o conteÃdo do Projeto de FormaÃÃo Docente, vivenciado pelo CED, a partir da anÃlise dos documentos de autoria da AdministraÃÃo Superior da UECE e do prÃprio CED. As ConclusÃes da pesquisa apontam para a tese de que existe um Projeto PolÃtico PedagÃgico de FormaÃÃo Docente, em curso, no CED que, por ser fiel à lÃgica neoliberal, continua fragmentado em muitos outros projetos; diluÃdo entre a direÃÃo polÃtica imprimida no planejamento estratÃgico e a direÃÃo pedagÃgica expressa nas Diretrizes Curriculares dos cursos de formaÃÃo de professores

Diagnosticar la situación actual de la identidad institucional y la incidencia de la comunicación interna en el INCOR ha sido el objetivo principal para determinar la necesidad de la implementación de un plan de mejora para su fortalecimiento. Para lo cual, cubrimos las necesidades de investigación con las siguientes acciones: i) Analizar la identidad institucional en el INCOR; ii) Analizar la comunicación interna en el INCOR; iii) Encontrar si existe relación entre la comunicación interna y la identidad institucional. La investigación se desarrolló en el Instituto Nacional Cardiovascular “Carlos Alberto Peschiera Carrillo” (INCOR), centro especializado de referencia del Seguro Social de Salud (ESSALUD), primera institución pública peruana que en febrero de 2020 recibió el Sello Dorado de la Joint Commission International (JCI), máximo reconocimiento a nivel internacional, con una vigencia de 3 años, que lo certificó como uno de los institutos que cumple los más altos estándares internacionales en Seguridad y Calidad para el paciente.  La metodología aplicada fue mixta ya que se utilizaron datos cuantitativos para, en base a una recopilación e interpretación, poder dar conclusiones cualitativas. Asimismo, se aplicó una encuesta con 14 preguntas a una muestra de 100 colaboradores y también tres entrevistas a autoridades del instituto, con 15 preguntas relacionadas a la identidad institucional, comunicación interna y a la acreditación de la JCI. Una de las conclusiones fue que el nivel de satisfacción y el sentirse comprometido en el INCOR están relacionados con el reconocimiento de la institución. La presencia de la pandemia de la COVID-19 desde marzo de 2020 y la necesidad de mantener la seguridad y calidad de los pacientes asegurados de acuerdo con la calificación que obtuvo el INCOR de la JCI, hacen necesario proponer un Plan de Identidad Institucional con incidencia en la comunicación interna, que tendría como objetivo, generar mayor identificación de los colaborares con el INCOR y a través de estrategias se generen sentido de pertenencia a la institución y se brinden reconocimientos motivacionales de manera permanente. / Diagnosing the current situation of the institutional identity and the incidence of internal communication in INCOR has been the main objective to determine the need to implement an improvement plan to strengthen it. For which, we cover the research needs with the following actions: i) Analyze the institutional identity in INCOR; ii) Analyze internal communication at INCOR; iii) Find out if there is a relationship between internal communication and institutional identity. The research was carried out at the "Carlos Alberto Peschiera Carrillo" National Cardiovascular Institute (INCOR), a specialized reference center of the Social Health Security (ESSALUD), the first Peruvian public institution that in February 2020 received the Gold Seal of the International Joint Commission (JCI), highest international recognition, valid for 3 years, which certified it as one of the institutes that meets the highest international standards in Safety and Quality for the patient. The applied methodology was mixed since quantitative data were used in order, based on a compilation and interpretation, to be able to give qualitative conclusions. Likewise, a survey with 14 questions was applied to a sample of 100 collaborators and also three interviews with institute authorities, with 15 questions related to institutional identity, internal communication and JCI accreditation. One of the conclusions was that the level of satisfaction and feeling committed in INCOR are related to the recognition of the institution. The presence of the COVID-19 pandemic since March 2020 and the need to maintain the safety and quality of insured patients according to the rating obtained by INCOR from JCI, make it necessary to propose an Institutional Identity Plan with impact in internal communication, which would have the objective of generating greater identification of collaborators with INCOR and through strategies, a sense of belonging to the institution is generated and motivational acknowledgments are provided on a permanent basis. / Trabajo de investigación

This thesis is about assessments of young people in secure accommodations. Institutional assessments relate to the paradox in child welfare of combining control and care. The procedure raises questions about their implications for young people, their caseworkers and evolving care trajectories. Although institutional assessments of young people have a historical heritage, research about their implications is lacking. The aim of the thesis is to explore young people’s and their caseworkers’ experiences of assessments in secure accommodations and their implications for young people’s care trajectories. Methods used are primarily repeated interviews with 16 young people during a period of two years and one interview with their caseworkers. Surveys about 85 youths, participatory observations and written assessments are also included. This thesis takes an interactionist approach and the material has been analysed with the main concept of care trajectory along with the concepts of self-presentation, total institution, institutional identity and texts as coordinators. The results are presented in four papers. The concluding analysis shows that assessments in secure accommodations can be divided into three elements: the practice, the text and the placement. These three elements have different implications for the young people and the caseworkers. For the young people the practice and the placement converge into an assessment universe that, with the text, intensifies their shaping of self-identity. The young people’s experiences are characterised by lack of control over their self-presentations, the present and the future. For the caseworkers, the practice has implications for their understanding of the young people’s individual troubles, the text for negotiating with other actors and the placement in their efforts to achieve change in the young people’s troublesome situations. The assessments’ implications for stability and foreseeability in the young people’s further care trajectories are limited. Moreover, the procedure of assessing young people in itself contains instability through involving several professionals in different parts of the assessment and decision-making process. Despite lack of stability, the thesis reveals that some young people experience the assessment as a place for self-development and where the course of the care trajectory changes to the better.

This thesis is about assessments of young people in secure accommodations. Institutional assessments relate to the paradox in child welfare of combining control and care. The procedure raises questions about their implications for young people, their caseworkers and evolving care trajectories. Although institutional assessments of young people have a historical heritage, research about their implications is lacking. The aim of the thesis is to explore young people’s and their caseworkers’ experiences of assessments in secure accommodations and their implications for young people’s care trajectories. Methods used are primarily repeated interviews with 16 young people during a period of two years and one interview with their caseworkers. Surveys about 85 youths, participatory observations and written assessments are also included. This thesis takes an interactionist approach and the material has been analysed with the main concept of care trajectory along with the concepts of self-presentation, total institution, institutional identity and texts as coordinators. The results are presented in four papers. The concluding analysis shows that assessments in secure accommodations can be divided into three elements: the practice, the text and the placement. These three elements have different implications for the young people and the caseworkers. For the young people the practice and the placement converge into an assessment universe that, with the text, intensifies their shaping of self-identity. The young people’s experiences are characterised by lack of control over their self-presentations, the present and the future. For the caseworkers, the practice has implications for their understanding of the young people’s individual troubles, the text for negotiating with other actors and the placement in their efforts to achieve change in the young people’s troublesome situations. The assessments’ implications for stability and foreseeability in the young people’s further care trajectories are limited. Moreover, the procedure of assessing young people in itself contains instability through involving several professionals in different parts of the assessment and decision-making process. Despite lack of stability, the thesis reveals that some young people experience the assessment as a place for self-development and where the course of the care trajectory changes to the better.

This paper will report on the findings of the research that was conducted in a private school in Johannesburg about mathematics teachers’ identities described in policy and how these are demonstrated in practice. The central questions that guided the study were: ‘How are identities of mathematics teachers described in the new mathematics curriculum policy?’ and ‘How are these identities demonstrated in practice?’ I anticipated comparing teacher’s personal pedagogic and official pedagogic identities in classroom practice for Further Education and Training (FET) band from learners’ perspective since learners are at the center of the Outcome-Based-Education (OBE). This study was informed by theoretical concepts of ‘identity’ from Gee (2001), Boaler and Greeno (2000), and Jansen (2001). Naidoo and Parker’s (2005), Jita and Vandeyar (2006) and Parker (2006) analyzed tension between personal pedagogic and official pedagogic subject identities of South African teachers provided me a contextualized framework for this study. My analysis confirms that although the two teachers’ identities still have tension, reconstruction of the ‘new face’ of the teachers is on progress that has relation with ‘the kind of teacher’ is referred by the NCS.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-12-20T15:10:58Z No. of bitstreams: 1 Marcos Epifanio Barbosa Lima_.pdf: 7046365 bytes, checksum: 90094f9712dfc16b5d6214cc822b1b1e (MD5) / Made available in DSpace on 2018-12-20T15:10:58Z (GMT). No. of bitstreams: 1 Marcos Epifanio Barbosa Lima_.pdf: 7046365 bytes, checksum: 90094f9712dfc16b5d6214cc822b1b1e (MD5) Previous issue date: 2018-08-27 / Nenhuma / A presente dissertação tem como escopo abordar a gestão educacional em sua correlação com a formação continuada de professores e com a identidade institucional. Nesse sentido, para balizar o estudo de modo que fosse entendido nacional e oficialmente o que está posto pelo Estado sobre esses temas, buscou-se analisar informações oriundas dos documentos governamentais e, principalmente, dos espaços virtuais disponibilizados pelo Ministério da Educação quanto a sua abordagem e conteúdo, ofertados através de programas e projetos formativos docentes. Em complementaridade ao estudo sobre o planejamento estatal para a formação de professores, procedeu-se com a análise documental de material oriundo da formação de professores em uma unidade educacional da Rede Jesuíta de Educação, entidade de cunho privado, filantrópico e confessional. Nessa pesquisa, foi ofertado ainda, nesse espaço de empiria, uma abordagem em duas frentes: resgate da memória de docentes quanto à formação de professores em forma de Narrativa Conjunta e a oferta de oficina pedagógica com gestores do Colégio sobre identidade institucional da Unidade. / The present dissertation aims to address educational management in its correlation with continuing teacher formation and institutional identity. In this sense, in order to mark the study in a way that was understood nationally and officially by the state on these themes, we sought to analyze information from government documents and, especially, the virtual spaces provided by the Ministry of Education regarding its approach and content, offered through teacher training programs and projects. In complementarity to the study on state planning for teacher training, a documentary analysis was carried out on the training of teachers in an educational unit of the Jesuit Education Network, a private, philanthropic and confessional entity. In this research, two approaches was also offered in this empiric space: rescue of the teachers' memory regarding the formation of teachers in the form of a joint narrative and the offer of a pedagogical workshop with managers of the School on the institutional identity of the Unit.

This research aims to show the organizational changes and forms of social intervention that have been assumed by NGOs that were founded in Peru between the 60s and 80s. Since 1990 these NGOs have undergone a series of changes, mainly these have been given in the development discourses that guide their projects, in the type of relations that they establish with key actors to execute them and in the way to finance their operation. It will be noted that in the field of international and local development the rules of the game for NGOs are modified: the central State and the business sector acquire a greater presence in the promotion of development projects / There is a greater orientation to the market and selling services based on efficient management / And there is a context of reduction of funds coming from international cooperation agencies. This will generate the emergence of strategic roles as a way to respond to these changes in the institutional environment. It will be noted that, although strategies have been modified and new approaches are used - linked to human development, gender, environment, governance, among others - the meaning of NGOs’ foundational social action remain in force: working with vulnerable and excluded populations. / Esta investigación pretende mostrar los cambios organizacionales y las formas de intervención social que han venido asumiendo las ONG fundadas en el Perú entre las décadas de 1960 y 1980. A partir de 1990, estas ONG han sufrido una serie de cambios, principalmente en los discursos de desarrollo que orientan sus proyectos, en el tipo de relaciones que establecen con actores claves para ejecutarlos y en la manera de financiar su funcionamiento. Se observará que en el ámbito del desarrollo internacional y local se modifican las reglas del juego para las ONG: el Estado central y el sector empresarial incrementan su presencia en la promoción de proyectos de desarrollo / hay una mayor orientación al mercado y a la venta de servicios basados en una gestión eficiente / en un contexto de reducción de fondos provenientes de agencias de cooperación internacional. Esto generará el surgimiento de roles estratégicos como una manera de responder a estos cambios en el entorno institucional. Se notará que, si bien las estrategias se han modificado y utilizan nuevos enfoques —ligados al desarrollo humano, el género, medio ambiente, gobernabilidad, entre otros—, el sentido y significado de la acción social fundacional de las ONG se mantienen vigentes: el trabajo con poblaciones vulnerables y excluidas.