SOUZA, Francisco Antônio de Araújo e. Avaliação e planejamento para o desenvolvimento institucional de universidades. 2010. 636f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2010. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-11T14:04:01Z No. of bitstreams: 1 2010_Tese_FAASOUZA.pdf: 8595838 bytes, checksum: e85af5951fb7969b0e87a88358374246 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-11T16:12:43Z (GMT) No. of bitstreams: 1 2010_Tese_FAASOUZA.pdf: 8595838 bytes, checksum: e85af5951fb7969b0e87a88358374246 (MD5) / Made available in DSpace on 2012-07-11T16:12:43Z (GMT). No. of bitstreams: 1 2010_Tese_FAASOUZA.pdf: 8595838 bytes, checksum: e85af5951fb7969b0e87a88358374246 (MD5) Previous issue date: 2010 / Develop the concept of institutional development for the Brazilian contemporary university is a complex problem: to be a new issue, the conceptual underpinnings are not consolidated, there are no studies and surveys that indicate features, obstacles, and evidence of this phenomenon. This thesis, which started as a study in the Graduate Program in Education of the Federal University of Ceará (UFC), aimed to address this issue as a central criterion for proposing, through the categories of analysis Evaluation, Planning and Sinaes a model of institutional development as a precondition to indicate, in addition to the quality dimensions of university based in the National Evaluation System of Higher Education of Brazil (Sinaes), its social relevance. With this intention, we sought the tasks laid down by the Brazilian universities, while regarding the main elements, functions or structures, which were organized into twenty categories of analysis, allowing to characterize the contemporary university in Brazil, based on their mission, while its ratio institutional. In this analysis it was found that most often the Brazilian university is characterized by offering Teaching and Research, Knowing and Knowledge, Humanistic Education & Professional with the purposes of: Development & Progress, Society & Community, Social Inclusion and Citizenship. Based on this understanding of the subject field, the multiple references and transdisciplinarity, characterized the process of institutional development of the university and its obstacles, coming to the conceptions of society, subject and institution to propose a model where the main obstacle to institutional development , identified as the disconnection between the macro assessment and institutional planning, was overcome. To put the education in the world and in Brazil included the analysis of the Organization for Economic Cooperation and Development - OECD, contained in the report Education at a Glance: OECD lndicators Report 2007 on the model CIPP proposed by Stufflebeam, with results presented in form of tables, charts and graphs. Thus, the proposed model is a first approach to examining the institutional development of the university in a Brazilian contemporary socio-historical perspective, organized by systemic analysis, and institutional critique, which found that culture is the main factor in this phenomenon, there is no single model for institutional development of the university, which is a necessary task, as a reason for action, capable of guiding the university, your body and its social political and pedagogical project in directions: the economic system of society, the establishment of the organization; the individual-agent to the subject-citizen. A mission to reorient their objectives and institutional projects in addition to teaching, research and extension. / Elaborar o conceito de desenvolvimento institucional para a universidade brasileira contemporânea constitui um grande desafio: por ser uma questão recente, suas bases conceituais ainda não estão consolidadas, inexistindo estudos e pesquisas que indiquem características, obstáculos e evidências desse fenômeno. Esta tese, iniciada como estudo no Programa de Pós-Graduação em Educação da Universidade Federal do Ceará (UFC), procura abordar esse problema como categoria central, para propor, por meio das categorias de análise Avaliação, Planejamento e Sinaes, um modelo de desenvolvimento institucional que venha a indicar como pressuposto, para além da qualidade das dimensões da universidade baseada no Sistema Nacional de Avaliação da Educação Superior (Sinaes), a sua pertinência social. Com essa intenção, buscaram-se, nas missões enunciadas pelas universidades brasileiras, os principais referentes, enquanto elementos, funções ou estruturas, os quais foram organizados em vinte categorias de análise, possibilitando, assim, caracterizar a universidade brasileira contemporânea com base em sua missão enquanto razão de ser institucional. Nessa análise, constatou-se que, com maior frequência a universidade brasileira se caracteriza por oferecer Ensino, Pesquisa e Extensão, Saber & Conhecimento e Formação Humanística & Profissiona, com os propósitos de: Desenvolvimento & Progresso, Sociedade & Comunidade, Inclusão Social & Cidadania. Com base nessa compreensão do campo temático, pela multirreferencialidade e pela transdisciplinaridade, caracterizou-se o processo de desenvolvimento institucional da universidade e seus obstáculos, chegando-se às concepções de sociedade, sujeito e instituição, para propor um modelo em que fosse superado o principal obstáculo ao desenvolvimento institucional, identificado como a desarticulação entre os macroprocessos de avaliação e planejamento institucional. Para contextualizar a educação no mundo e no Brasil, foram analisados os indicadores da Organização para Cooperação e Desenvolvimento Econômico, consignados no relatório Education at a Glance: lndicators Report OECD 2007, com base no modelo CIPP, proposto por Stufflebeam, com resultados apresentados na forma de tabelas, diagramas e gráficos. Assim, o modelo proposto é uma primeira aproximação para análise do desenvolvimento institucional da universidade brasileira contemporânea, numa perspectiva sócio-histórica, organizada pelas análises sistêmica, crítica e institucional, que constatou ser a cultura o principal fator nesse fenômeno; não haver apenas um único modelo para o desenvolvimento institucional da universidade; ser necessária uma missão, como razão para ação, capaz de orientar a universidade, seu corpo social e seu projeto político e pedagógico nas seguintes direções: do sistema econômico à sociedade; da organização à instituição; do indivíduo-agente ao sujeito-cidadão. Uma missão que reoriente seus objetivos e projetos institucionais para além do ensino, da pesquisa e da extensão.

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-03-19T19:06:18Z No. of bitstreams: 1 Dissertação Final com Ata.pdf: 2435299 bytes, checksum: ce7ed495ce611f31471c966533190d9d (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2015-03-20T19:22:16Z (GMT) No. of bitstreams: 1 Dissertação Final com Ata.pdf: 2435299 bytes, checksum: ce7ed495ce611f31471c966533190d9d (MD5) / Made available in DSpace on 2015-03-20T19:22:16Z (GMT). No. of bitstreams: 1 Dissertação Final com Ata.pdf: 2435299 bytes, checksum: ce7ed495ce611f31471c966533190d9d (MD5) / Esta dissertação investiga as práticas organizacionais do Movimento Cultural Arte Manha, uma associação institucionalizada em 1992 em Caravelas - BA. A instituição é responsável pela execução do Projeto PerErê Resgate e fortalecimento da identidade cultural Afro-Indígena, através do Programa Mais Cultura, viabilizado pelo Ministério da Cultura e Secretaria de Cultura do Estado da Bahia, nos moldes de Ponto de Cultura. Devido às dificuldades organizacionais e institucionais que emergiram após a execução do Ponto de Cultura, objetivou-se descrever as práticas organizacionais do “Movimento Cultural Arte Manha” após esse projeto, analisando as dificuldades e as potencialidades na promoção do seu desenvolvimento institucional, através da descrição da trajetória e práticas organizacionais da instituição, perfil dos participantes; grau de pertencimento dos participantes ao espaço social; relevância da missão institucional e valores; estratégias de mobilização de recursos e contribuição no funcionamento/continuidade da instituição.Além dos objetivos mencionados, esta dissertação apresenta as intervenções realizadas com os participantes da organização com objetivo de discutir e fomentar os valores, a missão, a valorização dos indivíduos e das relações pessoais como parte do processo de desenvolvimento institucional. Revelaram-se fragilidades e potencialidades institucionais, a relevância da política pública - Ponto de Cultura para o desenvolvimento a partir do lugar e o papel da instituição como gestora social. This dissertation investigate the organizational practices of the Movimento Cultural Arte Manha, an association institutionalized in 1992 in Caravelas - BA. The institution is responsible for implementing the Project PerErê Rescue and strengthening of africanindigenous cultural identity, through More Culture Program, made possible by Culture Ministry and Culture Department of the State of Bahia, in the mold of Culture Point. Due to organizational and institutional difficulties that emerged after the implementation of Culture Point to describe the organizational practices of the “Movimento Cultural Arte Manha”, after this project, analysing the difficulties and the potentialities in promoting their institutional development, by describing through the trajectory and organizational practices of the institution,the profile of participants; degree of belonging to the social space the participants, relevance institutional mission and values; strategies of mobilizing resources and assistance in the operation/continuity of the institution. Besides the mentioned objectives, this dissertation presents the activities performed with the participants of the organization in order to discuss and promote the values, mission, valuing individuals and personal relationships as part of the process institutional development.Institutional potentialities an fragilities were revealed, the public policy relevance - Culture Point to the development from the place and the institution´s role as a social manager.

Este trabalho compara duas políticas recentes de capacitação de pessoal para a saúde, buscando identificar a relação entre o padrão institucional e as características organizacionais do sistema de formação. Investiga, ainda, o impacto dos padrões organizacionais no projeto de ensino e na capacidade de articulação do sistema formador. As duas políticas analisadas são as instâncias de articulação interinstitucional denominadas, respectivamente, Pólos de Capacitação, Formação e Educação Permanente de Pessoal para a Saúde da Família (Pólos-SF) e Pólos de Educação Permanente para o SUS (Pólos-EP). O referencial conceitual que fundamenta a análise é oferecido pelas ciências sociais: Educação e Sociologia. A Educação orienta a análise do desenvolvimento cognitivo, e a Sociologia apóia a compreensão do arranjo das instituições que configuram o Estado e o marco institucional de suas políticas. O referencial metodológico é oferecido pela análise e avaliação de políticas públicas / We compare two recent health training policies, looking for connections between the institutional framework and the organizational characteristics of the training system. We also analyze the effects of different organizational patterns on the teaching projects and on the networking abilities of the training institutions. The policies are Capacitação, Formação e Educação Permanente de Pessoal para a Saúde da Família (Pólos-SF) and Educação Permanente para o SUS (Pólos-EP). The conceptual framework comes from the Educational Sciences and Sociology. Education provides guidance for cognitive development and Sociology provides insights into public institutional arrangements. Considerable methodological support comes from the analysis and evaluation of public policies

Philosophiae Doctor - PhD / The Student Support and Development Services (SSDS) at Further Education and Training (FET) colleges represent a holistic and systemic approach to addressing barriers to learning and development. College SSDS are based on the acknowledgement that all FET students need support and development and that, when addressing needs of the college student, it is done in a holistic, integrated, intersectional and inclusive manner. The SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education ..Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services: • student counselling services • academic development and learning support • occupational development and career guidance • life skills education and health education, and • college institutional development. Student counselling services at FET colleges aim to render comprehensive student services with a holistic developmental aspect of the student in relation to his/her social, emotional, physical and cognitive dimensions. The staff of the LSDT are the first line of contact for the troubled student. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education ..Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services: • student counselling services • academic development and learning support • occupational development and career guidance • life skills education and health education, and • college institutional development. Academic development is aimed at the students who enter the FET sector with inadequate schooling, education and training. Orientation programmes include bridging the gap between schooling and FET education and training. Bridging programmes and remedial programmes are offered to students to compensate for their academic backlog and to accelerate their education and training up to a level suitable for FET. Within the context of academic development learning support is targeted at students experiencing learning and training barriers. This should occur within the framework of inclusive education and training at FET colleges, which is in acknowledgement of the belief that all students can learn and be trained at FET colleges. The development and support mechanisms at the college aim to offer comprehensive assistance to students who experience barriers to education and training. Occupational development and career guidance are aimed at helping the students to make informed and meaningful subject and course decisions which will enable them to enter a suitable occupation in the world of work. Occupational development is the development of appropriate skills, knowledge and competencies to keep students abreast with the fast and ever changing demands of the world of commerce and industry. The South African Qualifications Authority (SAQA) development has introduced student learnerships as a 'way of equipping students with the appropriate practical skills for a career. Life skills and health education includes the development of the well-being of students along physical, psychological, social and cognitive dimensions. The HIV/AIDS strategies are the highest priority at the FET colleges. The health promoting education and preventative measures are programmes aimed at minimising risks and giving the student coping strategies. Life skills and health education, which includes sexuality, are infused in the classroom education and training curriculum to ensure that all students are exposed to indispensable information aimed at equipping them for life in the world of work. College institutional development is the ongoing development of the college organisation where the college staff, management and community develop a systemic way of thinking about and managing change. With the clustering and amalgamation of colleges in South Africa, the transformation of the FET colleges necessitates adaptation of the individual and group systems to the development of education and training. The research commenced with a pilot study at eight technical colleges of the Western Cape Education Department (WCED). The study followed a quantitative and qualitative research method to collect data from the college, staff and students. Two questionnaires were used to do a needs analysis. The College Institution Evaluation Questionnaire was then administered to 58 colleges in South Africa and the College Student Profile questionnaire to 2175 students. The data from these questionnaires were used to construct the training programme for the student counselling, academic development and learning support, occupational development and career guidance, life skills and health education programmes which were being conducted at 18 colleges of the WCED. A Student Support and Development Evaluation Questionnaire was then used to evaluate the effectiveness and value of the SSDS programmes. During an interview the Lecture Support and Development Interviewing Schedule was used to evaluate and to determine the efficiency of the LSDT at the college.

The inter-scalar interaction of norms is pervasive in African hydropolitics due to the nature of freshwater on the continent – shared, strategic and that which necessitates cooperation. However, with few exceptions, particular norms created at specific levels of scale have been researched in isolation of those existing at other levels. It is argued that this exclusionary approach endangers the harmonised and integrated development of international water law and governance, producing sub-optimal cooperative strategies. The notable contributions of Ken Conca and the Maryland School’s research on the contestation of norms occurring at different levels of scale, and Anthony Turton’s Hydropolitical Complex (HPC), will be examined through a Constructivist theoretical lens, in terms of their applicability to furthering an understanding of multi-level normative frameworks. Through the use of the Orange-Senqu River basin, and the Nile Equatorial Lakes sub-basin (NELSB) as case studies, it is argued that norm convergence is possible, and is occurring in both case studies analysed, although to varying degrees as a result of different causal factors and different biophysical, historical, socio-political and cultural contexts. This is demonstrated through an examination of regional dynamics and domestic political milieus. Notwithstanding their varying degrees of water demand, Orange-Senqu and NELSB riparians present fairly different political identities, each containing existing constellations of norms, which have affected the ways in which they have responded to the influence of external norms, how the norm is translated at the local level and to what extent it is incorporated into state policy. In so doing, the interface between international norms and regional/domestic norms will be explored in an attempt to understand which norms gain acceptance and why. It is therefore advocated that a multi-level interpretation of norm development in Africa’s hydropolitics is essential to an understanding of the interconnectedness of context, interests and identities. Each level of scale, from the international to the subnational, give meaning to how norms are translated and socialised, and how they in turn, transform contexts.

Made available in DSpace on 2016-04-04T18:36:24Z (GMT). No. of bitstreams: 1 Antonio Sergio Cella1.pdf: 2252773 bytes, checksum: b07b9322f50735c7330ef7a789c64317 (MD5) Previous issue date: 2006-10-17 / Research on the use of the information systems for the strategical management of the Private Higher Education. They are argued, first, the historical antecedents of higher education in Brazil, the question of the privatization of education, the regulation of the private higher education and the performance at period from 1994 to 2004. Shows the necessity of the private institutions to adopt a management directed toward the strategical performance, the elaboration of the Plan of Institutional Development and the development and implantation of a model of institutional strategical planning. After that, the categories of the information systems, the proposal of a model of strategical information system with its functional structure and applicabilities are demonstrated, the proposal of a management information system and the importance of the evaluation systems and strategical control. Finally, it is concluded presenting the results and suggestions of future studies. / Pesquisa sobre a utiliza??o dos sistemas de informa??es para a gest?o estrat?gica das Institui??es de Ensino Superior-Privadas. Discutem-se, primeiramente, os antecedentes hist?ricos do ensino superior no Brasil, a quest?o da privatiza??o do ensino, a regulamenta??o das IES privadas e o desempenho da educa??o superior no per?odo de 1994 a 2004. Demonstra-se a necessidade das institui??es privadas adotarem uma gest?o voltada para o desempenho estrat?gico, a elabora??o do Plano de Desenvolvimento Institucional e o desenvolvimento e implanta??o de um modelo de planejamento estrat?gico institucional. Em seguida, demonstra-se a categoria dos sistemas de informa??o, a proposta de um modelo de sistema de informa??es estrat?gicas com sua estrutura funcional e aplicabilidades, a proposta de um sistema de informa??es gerenciais e a import?ncia dos sistemas de avalia??o e controle estrat?gico. Finalmente, conclui-se apresentando os resultados e sugest?es de estudos futuros.

This thesis investigates the formation of power structures in a revolutionary setting. It takes as a case study the central Siberian city of Krasnoiarsk, in which a powerful Soviet of Workers’ and Soldiers’ Deputies emerged during the period March-October 1917. The Krasnoiarsk Soviet was an elective council established during the overthrow of Tsarist authorities. Throughout 1917, it became a vital component of an emerging local and regional power structure, assuming growing responsibility for a number of core state tasks. As well as providing a new empirical case study to English-language literature on 1917, the thesis employs a nuanced analytical approach which challenges existing conceptualisations of state power in revolution and the role played by local soviets. State power in revolutionary Russia has often been viewed as something to be contested between different political groupings and organisations seeking to assert their own outright control. This view is captured neatly by the formulation of “dual power”, in which soviets and Provisional Government organisations constructed alternative power bases in an attempt to wield outright control. Accordingly, the soviets’ growing political strength indicated an ability to marginalise other groups and organisations seeking to wield power. By contrast, this thesis does not seek to explain how power in revolutionary Krasnoiarsk was “captured” or otherwise controlled by the Soviet alone. Instead, it applies a critical interpretation of state power proposed by Bob Jessop and other theorists, who view the state as a site of interaction and negotiation between multiple autonomous organisations and social actors, all of which have a stake in the way it operates in practice. It focuses on the emergence of a “soviet power” writ small, in which the Krasnoiarsk Soviet became an authoritative organisation within a broader constellation of revolutionary actors. Without denying the Soviet’s centrality within this power structure, the thesis does not explain its role simply as the monopolisation of authority over other would-be contenders. Rather, it sees the Soviet’s importance in its ability to establish itself as a focal point for interactions between multiple actors which, collectively, shaped state power at a local and regional level. It considers how the forms and practices of revolutionary power developed through these interactions and how these interactions in turn transformed the roles of actors and organisations engaging them. In order to unpick the complex and dynamic processes of revolutionary power, the thesis employs three core methodological concepts: institutions, mobilisation, and ideology. It makes several important and original arguments. Firstly, it emphasises the autonomy of social actors which supported the Soviet and engaged in its politics, demonstrating the extent to which they were able to shape its political functions and structures according to their own concerns. Secondly, it reveals the importance of skilled administrative personnel to Soviet work, highlighting the invaluable practical roles they played in the regulation of provisions and their ability to influence Soviet policy measures on this issue. Thirdly, it demonstrates the close cooperation between the Soviet and other local governmental and administrative bodies, including the city Duma and provisions regulatory organisations, which remained vital to fulfilling state functions throughout 1917. Finally, it discusses how the Soviet and socialist activists challenged established power relationships between Krasnoiarsk, as a locality, and all-Russian state authorities, revealing the growing importance they attached to securing greater local autonomy in revolution and the changing ways local actors viewed their role in wider all-Russian politics.

Economic History of Authors' Rights and Creative Industries in Czechoslovakia Hana Moravcová Dissertation thesis Abstract The thesis analyzes the impact of cultural policy on creative industries in Czechoslovakia. The first chapter is devoted to economics of authors' rights. It identifies inconsistencies in its three main assumptions, that undermine proper understanding of the effects of copyright and authors' rights. It provides a framework for optimization behavior of authors, that respects that market transactions between authors, users and consumers take place not on one, but on many markets where a work is spread. The second chapter reveals that the emergence of the Authors' Rights Act in interwar Czechoslovakia was the result of the influence of particular interest groups. The most important organizations are identified. Their mutual interconnection and linkage to the state facilitated their ability to directly influence the wording of the new law and its practical application. They used favorable conditions, like interventionist thinking of the society. Moreover, Czechoslovakia had to implement an international copyright treaty, part of the peace treaty signed by Czechoslovakia after the Great War. The third chapter consists of two case studies about creative industries in Czechoslovakia. The first...

What makes real life contractual arrangements? How does the law influence real life contractual arrangements? These are everyday questions for businesspeople and commercial lawyers. The traditional ‘imperative’ view of law assumes that business people contract ‘in the shadow of the law’ and contractual arrangements conform to what the law says. But empirical studies on contract practice suggest that contract law may, in fact, play a very insignificant role in real life contractual arrangements. This thesis provides a sociological view of the role of contract law in real life contractual arrangements in the context of the Vietnamese market. Specifically, this thesis applies an institutional law & economics approach to investigate how social structures of the market influence contractual arrangements to marginalize contract law in the Vietnamese market. Drawing on two surveys of contract behaviour in the Vietnamese market, this thesis finds that real life contractual arrangements respond to the institutional structure of the market as a whole, rather than only ‘the shadow of the law’. Institutional changes in the Vietnamese market suggest that there exists a merchant law system, constituted of traditional moral norms and social structures in the market. This merchant law system continues to order contractual arrangements in the market, despite the introduction of a transplanted contract law system. Disagreeing with the imperative approach, this thesis claims that contract law reform should conform to the institutional structure of the market to reduce transaction costs of contracting and to provide an effective framework for real life contractual arrangements.