In the last thirty years there have been significant changes in the governmentality and culture of higher education in the UK; concurrently, day-to-day practice has been transformed by networked computers. This political and technical double-act may be understood as a specific articulation of what Jodi Dean has termed communicative capitalism (2010, p.2-9). This thesis investigates how such political and technocultural changes condition the subjectivity of academic staff across a range of academic activities and contexts. The theoretical model I develop draws notably on a combination of the psychoanalytic theory of Freud and Lacan, using Freud's conception of the ‘uncanny' (1919) and Althusser's theory of ideology (1970), to consider how the academic subject of technoculture is constituted by the particular domain of communicative capitalism I term the Haunted University. To develop this argument the thesis firstly establishes the ‘nature' of the contemporary university – distinguishing it from earlier models and earlier moments of reform. This is developed using cultural history sources and theoretical work from social, cultural and critical higher education studies. Secondly, I use a series of cultural studies methods to identify and explore elements of the new university formation. These include the selection and analysis of relevant digital materials (e.g. academic homepages and blogs) and small qualitative surveys of academic staff. Thirdly, the broadly Lacanian thrust of my argument is developed through leveraging theoretical work from the fields of cultural studies, philosophy, critical labour studies and higher education policy. I conclude that the series of developments and changes enacted by communicative capitalism has tended to transform academic subjectivity, bringing about what may be a permanent change in the ontology and epistemology of the academy. However, despite neoliberalism's attempt to foreclose discursive dissent, there are resistances to its project. My original contribution to knowledge is to theorise how and why the shift in academic subjectivity is being enacted, demonstrating how the technocultural, neoliberal university is beginning to haunt the academy not only from the outside, but from the inside, too.

People involved in library mergers often have little or no previous experience in planning or implementing such mergers. Therefore they have to rely primarily on research literature for guidance and advice. However, a study of literature dealing with mergers in higher education in general and libraries in particular, shows a number of different theories, beliefs and practices concerning issues such as reasons for merging, success factors, processes, and outcomes of mergers. The purpose of this article is to draw attention to some of these theories, beliefs and practices that, for the sake of clarity and better understanding of merger issues, need to be put into perspective. This is done by analysing different views and by proposing supporting arguments or counter claims. The article concludes with a summary and a list of recommended research topics.

This qualitative case study explores how policy is developed and implemented in public universities in Ghana, using the case of the University of Education, Winneba. It draws on a theoretical rationale in which inclusion and inclusiveness are seen as paramount (Lewin, 1951; Schein, 1995; Robins, 2003) to specifically question the influence of different stakeholder groups in the development and implementation of policies in the University. The study utilized data from two sources: the analysis of policy documents, and semi-structured one-on-one interviews with fifteen senior non-teaching and teaching staff in three of the four University of Education campuses. The findings discussed in the two analysis chapters – Chapter Four and Chapter Five - indicate that not all stakeholders of the university community are involved in policy reforms. The discussion in Chapter Four suggests that some policy reforms are handled by the Governing Council and/or the Academic Board without much consultation with stakeholders. Junior level staff are the most excluded from the policymaking process with the effect that in some cases University management decisions become policies. Chapter Five discusses stakeholder participation and finds that efforts are made to disseminate policies although there are gaps in the dissemination methods and implementation. The main policy implementation gaps are the lack of proper evaluation and follow-up mechanisms for investigating the magnitude of collegiate participation and the impacts of such participation. Given that all the stakeholders are required to support new policies irrespective of their gender and/or position, the study contends that collegial participation in the policy development and implementation processes is very important. Overall, it may be argued that stakeholder perspectives on policy development practices within UEW contradicts Muller's (2007) concerns that academic institutions are nurtured through the adoption of sound policies through wide faculty consultation. Due to the small number (fifteen) of participants and considering that this was a case study, it is recommended that future studies are scaled up to include a fuller range of views (junior and senior members) from both public and private universities.

Threatening behavior is a cause for concern on college campuses. Even though solutions presented cannot completely prevent crime and violence, steps must be taken towards continuous improvement of violence prevention efforts. The purpose of this case study was to examine resident advisors' attitudes and beliefs about the process of identifying and choosing to report threatening behaviors. Thirteen participants from Residence Life at a major Land Grant University served as the case study group. A qualitative approach guided the inquiry of the study and was represented through observations, document analysis, and participant interviews. Analysis of the research questions supported the study's findings. Overall, students' exposure to violence prevention on campus is often through educational programs and resources, while Resident Advisors are also instrumental resources in sharing information with students. They suggest making more efforts in sharing violence prevention education with students. Because a wide range of issues face today's college students, they seek assistance from Resident Advisors, as well as peers, friends, and family. Building community through the residence halls provides a proactive approach in efforts to develop and provide students opportunities for growth, responsibility, and accountability to their communities. Finally, despite reporting systems in place and resources available, barriers still remain for students. The inconsistency between the views and perceptions of violence prevention education and barriers to reporting between Resident Advisors and administration in Residence Life indicates need for further engagement between students and Institutions of Higher Education based upon policies, educational efforts, and reporting structures. Institutions have an obligation to engage students in the prevention of violence through sustained community-building measures and working with targeted peer groups, such as Resident Advisors. Conclusions from this study were explained through the individual, information, and social background factors of The Reasoned Action Approach and guided the recommendations for practice and further research. Addressing the disconnect between the administration and Resident Advisors' perceptions is crucial in reducing barriers to reporting. A need remains for further engagement with peers, friends, family, RAs, and other influential groups to help shape students' understanding, awareness, and continued involvement in the identification and reporting of threatening behaviors. / Ph. D.

Identifica-se na literatura o reconhecimento de que as Instituições de Ensino Superior (IES) possuem papel fundamental para a inovação, o crescimento da produtividade e para o desenvolvimento econômico, o que ocorre por intermédio da formação de mão de obra qualificada e pelo desenvolvimento de novas habilidades e de novas ideias. Mundialmente universidades vêm tentando atender necessidades regionais, de forma a promover o desenvolvimento da região na qual estão inseridas. As instituições comunitárias têm se destacado, desde sua criação, na prestação de serviços importantes para a comunidade em áreas como a educação e a saúde, contribuindo assim como um fator importante para o desenvolvimento das regiões em que estão localizadas. Desta forma, tornam-se úteis estudos que possam estimar qual o impacto econômico destas IES e de que maneira podem contribuir para o desenvolvimento regional. Este trabalho tem como objetivo estimar o impacto econômico e social das Instituições Comunitárias de Ensino Superior (ICES) em comparação às demais instituições de ensino superior nas microrregiões do Rio Grande do Sul. Identificase histórica contribuição das ICES na formação e capacitação de mão de obra em todo o estado. Em termos relativos ao tamanho da população, as microrregiões com maiores contribuições em impacto no emprego da região (medido pelo multiplicador de emprego direto e indireto), possuem uma estrutura pequena em matrículas e empregos na IES. / The literature recognizes that higher education institutions (HEIs) have a key role for innovation, productivity growth and economic development, which happens via the formation of skilled labor and the development of new skills and new ideas. Universities worldwide have been trying to meet regional needs, in order to promote the development of the region in which they are located. The community institutions have been standing out, since their creation, in providing important services to the community in areas such as education and health, therefore contributing, as an important factor, to the development of the regions in which they are located. In this way, studies to estimate the economic impact of these HEI and how they can contribute to regional development become useful. This study aims at estimating the economic and social impact of community institutions of higher education compared to other institutions of higher education in the Rio Grande do Sul microregions. It identifies the historic contribution of community institutions of higher education to the formation and training of skilled labor in the whole state. Relative to the population size, the microregions with largest contributions to the impact on employment in the region (measured by direct and indirect employment multipliers), have a small structure of enrollments and jobs in HEIs.

This study examines master of art (MA) theses abstracts written in English in terms of their texual structures. In order to design a comparative study, abstracts are collected from universities (i) with a guideline in Turkey (ii) without a guideline in Turkey and (iii) with a guideline in the USA. 94 abstracts, randomly selected from these three groups of universities, are analyzed according to a content criteria list developed on the basis of Swales (1981, 1990, 2004), and Hyland&rsquo / s (2000) textual structure models and content instructions provided in thesis writing guidelines. The analysis of data is accomplished using MS Excel 2010 ve SPSS 16.0. The comparison between abstracts written at universities with and without a guideline in Turkey revealed a significant difference in terms of methodology and statement of the problem. Also, with regards to the order of the rhetorical elements (Introduction+Methodology+Results+Conclusion), universities with a guideline in Turkey displayed more consistency than the universities without a guideline. As for the comparison between the universities with a guideline in Turkey and the USA, the results showed that there is a significant difference between the two abstract sets in terms of their methodology, results, and conclusion parts. Besides, the texual pattern analysis showed that abstracts collected from universities with a guideline in Turkey follow a more consistent order than their counterparts in the USA. The results of the thesis have pedagogical implicatons for students, teachers, academics who prepare thesis writing guidelines, and researchers who want to make publications internationally.

This study aims to analyze the discourse functions of code-switching used by the students and the teachers in EFL classrooms in a Turkish university. Another aim of this study is to find out the forms of code-switching used by the teachers and students and compare the amount and functions of these code-switching usages in different levels. In the light of these aims, two advanced classes, two pre-intermediate classes and one intermediate class were observed and video recorded. The data obtained from these recordings were transcribed using the transcription software EXMARaLDA and the following results have been obtained: 1) teachers and students use code-switching in the classes for educational and social reasons / 2) the most frequent form of code-switching was observed to be using discourse markers / and 3) there was not a significant difference in advanced and pre-intermediate levels in terms of the amounts and functions of code-switching.

The purpose of this study is twofold: to assess the relationships among factors negatively affecting communication process in Turkish state universities and to test a hypothetical model drawn from a qualitative case study done by Gizir (1999). The sample of the study consisted of 480 faculty members employed in seven public universities representing seven regions of Turkey. As an instrument, &ldquo / Inventory of Communication Analysis in Academic Context&rdquo / , which was developed by the researcher by using the qualitative data obtained from a study done by Gizir (1999), was used in the present study. Structural equation modelling was used to analyze the data. The results of the present study revealed that there were direct and indirect relationships between each of the nine factors and poor communication, and among nine factors. The results also showed that there were some similarities and differences between the hypothetical model and the modified model.

Identifica-se na literatura o reconhecimento de que as Instituições de Ensino Superior (IES) possuem papel fundamental para a inovação, o crescimento da produtividade e para o desenvolvimento econômico, o que ocorre por intermédio da formação de mão de obra qualificada e pelo desenvolvimento de novas habilidades e de novas ideias. Mundialmente universidades vêm tentando atender necessidades regionais, de forma a promover o desenvolvimento da região na qual estão inseridas. As instituições comunitárias têm se destacado, desde sua criação, na prestação de serviços importantes para a comunidade em áreas como a educação e a saúde, contribuindo assim como um fator importante para o desenvolvimento das regiões em que estão localizadas. Desta forma, tornam-se úteis estudos que possam estimar qual o impacto econômico destas IES e de que maneira podem contribuir para o desenvolvimento regional. Este trabalho tem como objetivo estimar o impacto econômico e social das Instituições Comunitárias de Ensino Superior (ICES) em comparação às demais instituições de ensino superior nas microrregiões do Rio Grande do Sul. Identificase histórica contribuição das ICES na formação e capacitação de mão de obra em todo o estado. Em termos relativos ao tamanho da população, as microrregiões com maiores contribuições em impacto no emprego da região (medido pelo multiplicador de emprego direto e indireto), possuem uma estrutura pequena em matrículas e empregos na IES. / The literature recognizes that higher education institutions (HEIs) have a key role for innovation, productivity growth and economic development, which happens via the formation of skilled labor and the development of new skills and new ideas. Universities worldwide have been trying to meet regional needs, in order to promote the development of the region in which they are located. The community institutions have been standing out, since their creation, in providing important services to the community in areas such as education and health, therefore contributing, as an important factor, to the development of the regions in which they are located. In this way, studies to estimate the economic impact of these HEI and how they can contribute to regional development become useful. This study aims at estimating the economic and social impact of community institutions of higher education compared to other institutions of higher education in the Rio Grande do Sul microregions. It identifies the historic contribution of community institutions of higher education to the formation and training of skilled labor in the whole state. Relative to the population size, the microregions with largest contributions to the impact on employment in the region (measured by direct and indirect employment multipliers), have a small structure of enrollments and jobs in HEIs.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente estudo tem como tema central o trabalho docente em instituições privadas de ensino superior, em um contexto em que os trabalhadores estão subsumidos à ordem do capitalismo flexível e às suas diversas formas de dominação. Analisam-se os modos de organização do trabalho no campo educacional, e suas repercussões na educação superior. Realizam-se considerações sobre os sentidos de esfera pública e esfera privada, no âmbito do atual Estado burguês. Destacam-se alguns momentos da história da educação superior brasileira, e a trajetória de desenvolvimento desse nível de ensino no Brasil e em especial no Maranhão, estado que foi escolhido para ser o campo empírico da tese. Nesse percurso, dá-se ênfase para alguns dispositivos legais pós-LDB (1996) que facilitaram a expansão do setor privado/mercantil. O referencial teórico-metodológico assenta-se nas teorizações marxianas e marxistas, portanto, na articulação com a pesquisa empírica, fazendo-se necessário ultrapassar os limites das manifestações fenomênicas, para buscar as suas raízes, que, por sua vez, não são imediatamente observáveis. Utiliza-se, também, para essa finalidade a Teoria Social do Discurso, elaborada por Norman Fairclough. A partir do estudo de campo realizado é possível identificar um contexto de intensa precarização nas relações de trabalho dos professores nessas instituições, com a combinação de muitos elementos, objetivos e subjetivos, no complexo cotidiano desse trabalhador, entre eles: controles e pressões no cumprimento de prazos, salários rebaixados, cobranças, constrangimentos, sofrimentos, dores, ausência de democracia e de reconhecimento por parte dos superiores hierárquicos, sobrecarga de trabalho, desânimo, mas, também, transgressões de regras e normas, enfretamentos, satisfações, prazeres, momentos de criatividade e motivação, esses últimos componentes vividos, especialmente na relação com os alunos. Essas situações e sentimentos que transitam entre a dualidade prazer-sofrimento geram muitas e diferentes repercussões na saúde dos professores e para essa discussão lança-se mão de autores da Psicodinâmica do Trabalho. Conclui-se que para se pensar a possibilidade de uma educação humanizadora e avessa à perspectiva pragmática e mercantilista, tão em voga na atualidade, tornam-se necessários a superação do modelo neoliberal, a retomada da esfera pública como central e estratégica e a defesa do trabalho docente, permeado por dignidade, sentido e reconhecimento. / This study is addressing the central teaching in private institutions of higher education in a context in which workers are subsumed to the order of capitalism to its flexible and diverse forms of domination. It examines the ways of organizing work in the educational field, and its impact on higher education. There are considerations about the meanings of the public sphere and private sphere, under the present bourgeois state. It is a moment in the history of Brazilian higher education, and the path of development that level of education in Brazil and especially in Maranhão, which has been chosen to be the field of empirical argument. In this way, there is emphasis on some legal provisions post-LDB (1996) that facilitated the expansion of private sector / market. The benchmark theoretical and methodological based on the Marxist and Marxist theories, therefore, in conjunction with empirical research, it is necessary to overcome the limits of phenomenal events, to seek their roots, which, in turn, are not immediately observable. Is used, too, for this purpose the Social Theory of Speech, developed by Norman Fairclough. From the field of study is conducted to identify a context of intense insecurity in the relationship of employment of teachers in these institutions, with the combination of many factors, objective and subjective, in this complex everyday worker, including: controls and pressures on completion of deadlines, lowered wages, debts, constraints, suffering, pain, lack of democracy and recognition on the part of superiors, overload of work, sadness, but also breaches of rules and standards, faced, satisfaction, pleasure, moments of creativity and motivation, the latter lived components, especially in relation to the students. These situations and feelings that pass between the double pleasure-suffering generate many different effects on health of teachers and for this discussion is hand-lance author of the Psicodinâmica Labor. It follows that to think the possibility of a humanizing education and loath practical perspective and mercantilist, so in vogue nowadays, become necessary to overcome the neoliberal model, the resumption of the public sphere as a central and strategic and defense of teaching, permeated by dignity, respect and recognition.