Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2017-12-22T10:50:15Z No. of bitstreams: 1 karinedepaulabarros.pdf: 1882887 bytes, checksum: 353356e01e6fa45be45bb4bca52a24c9 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-12-22T12:20:29Z (GMT) No. of bitstreams: 1 karinedepaulabarros.pdf: 1882887 bytes, checksum: 353356e01e6fa45be45bb4bca52a24c9 (MD5) / Made available in DSpace on 2017-12-22T12:20:29Z (GMT). No. of bitstreams: 1 karinedepaulabarros.pdf: 1882887 bytes, checksum: 353356e01e6fa45be45bb4bca52a24c9 (MD5) Previous issue date: 2017-09-28 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discute o trâmite processual para a formalização de contratos destinados à aquisição de materiais e serviços necessários para o desenvolvimento das atividades da UFJF, em especial, o ensino, a pesquisa e a extensão. Com efeito, os contratos são os instrumentos que regulamentam, em regra, a compra de materiais e a prestação de serviços na esfera da Administração Pública. O objetivo definido para esse estudo foi analisar os maiores desafios para o regular fluxo dos processos de trabalho desenvolvidos na UFJF, com o objetivo de celebrar contratos, visando municiar a instituição com instrumentos que permitam o aperfeiçoamento do trâmite processual. Assumimos como hipóteses para a ocorrência de incidentes que impedem o regular fluxo dos processos, a ausência de definição e normatização das atribuições do setor de Contratos, bem como a inexistência de uma padronização dos processos de trabalho e documentos produzidos na instituição. Com base em uma abordagem qualitativa, desenvolvemos o presente estudo de caso, concentrando esforços para conhecer a organização dos processos, na busca por desvendar os incidentes ocorridos durante sua tramitação. A partir da combinação de instrumentos de pesquisa consistentes em análise documental e entrevistas, constatamos a necessidade de organizar as equipes de trabalho através da definição de suas atribuições, dimensionamento e capacitação de pessoal, além da padronização das rotinas de trabalho. Assim, com suporte nos dados apurados por meio dos instrumentos que nortearam a pesquisa, apresentamos um Plano de Ação Educacional que envolve estratégias direcionadas à reformulação e otimização das rotinas de trabalho visando conferir suporte para o aperfeiçoamento dos processos de formalização de contratos. / This dissertation is developed within the Professional Master in Management and Evaluation of Public Education (PPGP) from the Center for Public Policies and Evaluation of Education of the Federal University of Juiz de Fora (CAEd/UFJF). The management case studied discusses the procedural process for the formalization of contracts for the acquisition of materials and services necessary for the development at UFJF activities, especially, the teaching, research and extension. In effect, contracts are the instruments that regulate, as a rule, the purchase of materials and the provision of services in the sphere of Public Administration. The objective of this study was to analyze the major challenges for the regular flow of the work processes developed at UFJF. In order to conclude contracts, aiming to provide the institution with instruments that allow the improvement of the procedural process. We assume as hypotheses for the occurrence of incidents that prevent the regular flow of processes, the absence of definition and standardization of the attributions of the contracts sector, as well as, the lack of a standardization of the work processes and documents produced in the institution. Based on a qualitative approach, we developed the present case study, concentrating efforts to know the organization of the processes, in the search to uncover the incidents that occurred during its process. Then, the combination of research tools consisting of document analysis and interviews, we verified the need to organize the work teams through the definition of their assignments, sizing and qualification of personnel, therefore, the standardization of work routines. Accordingly, with support in the data obtained through the instruments that guided the research, we present an Educational Action Plan that involves strategies directed to the reformulation and optimization of work routines in order to provide support for the improvement of the contract formalization processes.

A intensificação da globalização tem afetado diretamente organizações e pessoas, não é diferente quando se trata das instituições de ensino superior. Desta forma, a internacionalização do ensino superior vem se intensificando e os impulsionadores destes esforços vêm se tornado cada vez mais fortes nos últimos anos. Diante das demandas que surgem neste contexto de intensa globalização, esforços realizados em resposta a este fenômeno são empreendidos, mas muitas vezes sem o alcance dos resultados esperados. O propósito deste estudo é adaptar e propor o Balanced Scorecard (BSC) como ferramenta de auxílio ao processo de gestão da internacionalização do ensino superior às universidades públicas brasileiras. O estudo se justifica pela compreensão de que organizações precisam monitorar seus processos e resultados. Devem se esforçar para conhecer seus pontos fracos e fortes, bem como as possibilidades de correção de desvios e maximização de resultados, assim contribuindo para o alcance de seus objetivos, entende-se que uma ferramenta voltada ao auxílio das atividades relacionadas a internacionalização do ensino superior pode contribuir diretamente para a melhoria do processo. A metodologia adotada para a condução do estudo foi o estudo de caso, desenvolvido em cinco instituições públicas de ensino superior brasileiras de melhor reputação internacional, em acordo com cinco rankings internacionais. A análise dos resultados proporcionou a identificação de seis perspectivas a serem utilizadas no BSC proposto: 1. Perspectiva da mudança organizacional; 2. Perspectiva dos recursos materiais, financeiros e estruturais; 3. Perspectiva do desenvolvimento de pessoas; 4. Perspectiva da inovação curricular; 5. Perspectiva da mobilidade acadêmica e 6. Perspectiva dos stakeholders. A partir da definição destas perspectivas, apresentou-se o mapa estratégico a ser utilizado pelas universidades. / The intensification of globalization has directly affected organizations and individuals, is no different when it comes to higher education institutions. Thus, the Internationalization of higher education has been increasing and the drivers of these efforts has become increasingly stronger in recent years. Faced with the demands that arise in this context of intense globalization, efforts made in response to this phenomenon are undertaken, but often without achieving the expected results. The purpose of this study is to adapt and propose the Balanced Scorecard (BSC) as a tool for the management process of higher education internationalization to the Brazilian public universities. The study is justified by the understanding that any organization needs to monitor their processes and results, should strive to know their strengths and weaknesses, as well as the correction of possible deviations and maximization of results, thus contributing to the achievement of its objectives, it is understood that a tool aimed to support activities related to internationalization of higher education can contribute directly to the improvement of the process. The methodology used to conduct the study was the case study, developed in five best international reputation public higher education institutions in Brazil, in accordance with five international rankings. The analysis provided the identification of six perspectives to be used in the proposed BSC: 1. Organizational change perspective; 2. Material, financial and structural resources perspective; 3. People development perspective; 4. Curriculum innovation perspective; 5. Academic mobility perspective and 6. Stakeholders perspective. From the definition of these perspectives, presented the strategic map to be used by universities.

Purpose – Gamification or related concepts such as serious games and playful design are discussed intensively in the field of academic education. Since 2011, gamification has continuously been recorded as a medium-term trend of online education in the annually published Horizon Report. In all areas in which engagement, participation, and motivation of individuals are the key success factors, strategies of gamification are considered. But, what are potentials of gamification in the field of higher education? How can educational technologies such as learning management systems be gamified? An essential part of this article is a study regarding the gamification of the learning management system OPAL. Design/methodology/approach – Based on a master thesis at the faculty of educational sciences, a study was conducted in order to investigate how the use of game elements can increase the attractiveness of OPAL for students. OPAL is the central learning management system at the Technische Universität Dresden. The study should answer the question: Which game design elements increase the attractiveness of OPAL for students? The research question was answered with a qualitative approach, while the collection of data was carried out by a focus group and expert interviews. The sample included six master’s students and one expert. The findings provide recommendations for redesigning OPAL. Originality/value – Often gamification is related to tools like points, badges, and leaderboards. But what elements exist beyond these? The contribution initially provides conceptual foundations and refers to game mechanics as the specifics of games. Based on this, the potential of gamification in higher education teaching was discussed. Practical implications – The article describes the concept of gamification and how this approach can be used in university teaching, especially for designing Learning Management Systems.

Die Einführung des Neuen Steuerungsmodells stellt den öffentlichen Sektor und damit insbesondere die Hochschulen vor eine große Herausforderung. Ziel ist es, finanzielle Probleme und Ineffizienzen zu beheben. Unsere Studie beschäftigt sich mit der Fragestellung: Wie steuern sich Hochschulen und was sind die größten Treiber für den Erfolg in der Steuerung? Um diese Fragen zu beantworten, wurden als Grundgesamtheit alle staatlich anerkannten privaten und öffentlichen Hochschulen in Deutschland, Österreich und der Schweiz (DACH-Region) befragt. Der vorliegende Auswertungsbericht fasst erste deskriptive Ergebnisse dieser Studie zusammen.:Inhaltsverzeichnis Tabellenverzeichnis Abkürzungsverzeichnis 1 Einleitung und Problemstellung 2 Zielsetzung 2.1 Levers of Control von Simons (1995) 2.2 Objects of Control von Merchant und Van der Stede (2012) 3 Datenerhebung 3.1 Methode der Datenerhebung 3.2 Charakterisierung der Grundgesamtheit 3.3 Ablauf der Datenerhebung 3.4 Rücklauf 4 Empirische Ergebnisse zur Hochschulsteuerung 4.1 Hochschulleistung 4.2 Umfeld der Hochschule 4.3 Autonomie 4.4 Strategie der Hochschule 4.4.1 Strategie im Bereich Lehre 4.4.2 Strategie im Bereich Forschung 4.5 Steuerung von Maßnahmen und Aktivitäten 4.6 Verhaltensregeln der Hochschule 4.7 Wertesystem der Hochschule 4.8 Mitarbeiterführung 4.9 Einschätzung von Steuerungsmechanismen 4.10 Steuerungssystem der Hochschule 4.11 Controllinginstrumente 4.11.1 Planungs-, Berichts- und Steuerungsinstrumente 4.11.2 Qualitätsmanagementsysteme 4.11.3 Qualitätsinstrumente 4.11.4 Wirtschaftlichkeitsrechnung Literaturverzeichnis

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Quality management of higher education is a vital concern today. The purpose of this study was to examine education quality management practices of Ethiopian public universities and to investigate a relationship between three dependent variables (planning for quality education, implementation of plans and performance improvement) and five independent variables (identification of quality education, considering customers’ needs, performance tracking, education quality management strategies and taking actions). Both quantitative and qualitative data were collected by means of questionnaires and interviews. Respondents of the questionnaire items were 170 education managers and student union representatives. In addition, ten senior instructors and ten senior students were interviewed. The responses obtained using questionnaires were analysed using frequencies, percentages, means, modes, chi-square tests and Spearman’s correlation. Responses obtained using open ended items on the questionnaires and interview responses were analysed qualitatively using themes of issues most frequently obtained. This study showed that: in most Ethiopian public universities the educational quality planning process is not participatory. There is a gap in using their plans in guiding their day to day activities. Most universities do not regularly collect data on satisfaction levels of their customers. Educational process changes are not tested on small scale before a wide spread application. It also showed that there is a strong positive relationship between performance improvement and the four independent variables namely: considering customers’ needs, performance tracking, teaching methodologies and taking actions in Ethiopian public universities. Consequently, recommendations have been given so as to improve education quality management practices of Ethiopian public universities. This study hopefully contributes a lot for performance improvement of similar higher education system. / Educational Leadership and Management / D. Ed. (Education Management)

Thesis (MBA)--Stellenbosch University, 2007. / ENGLISH ABSTRACT: In the face of increasing competition, Business Schools increasingly have to evaluate the quality of the service that they offer to current and prospective students. The most significant factor affecting an organisation's performance is the quality of its products and services in relation to the products and services of competitors. Measurement of service quality is a function of customer satisfaction, which in tum is based on a perception of how the service conforms to prior expectations thereof. A widely accepted method of quality assurance used in industry is ISO 9000 certification. For academic institutions the de facto method of providing confidence in the quality of the education they offer is through academic accreditation. The University of Stellenbosch Business School (USB) is unclear - in the light of its academic accreditations - of the benefits to be derived from implementing ISO standardisation within the organisation. The iso 9000 series is a set of quality standards, of which ISO 900 I: 2000 is one, which is primarily concerned with the quality management process. It deals with what the organisation does to enhance customer satisfaction by meeting customer and applicable regulatory requirements, and to continually improve the organisations performance in this regard. It is important to note that compliance with ISO standards is not intended to guarantee the quality of a product or service, it is however intended to provide confidence in the processes which produced or delivered the product or service. In evaluating the applicability of ISO 9000 in the service industry, it is concluded that there is little difference from how its standards and guidelines apply in manufacturing to how they apply in service industries. The USB is found to have implemented an extensive quality management system in order to attain various academic accreditations, most notably EQUIS accreditation. Thus from an academic perspective there would be little to gain from USB implementing ISO 9001: 2000, even though the standard is perfectly suited for academic environments. Where advantages would most likely be realised is in the peripheral business and support functions of the USB. / AFRIKAANSE OPSOMMING: In die aangesig van toenemende mededinging moet bestuurskole gereeld die kwaliteit van diens wat hulle aan huidige en voomemende studente bied, evalueer. Die mees veelseggende faktor in 'n organisasie se prestasie is hoe die kwaliteit van sy produkte en dienste vergelyk met die van sy mededingers. Die meet van die kwaliteit diens wat 'n organisasie lewer is 'n funksie van die tevredestelling van kliente, wat op sy beurt weer gebaseer is op insig tot die wyse waarop die diens ooreenstem met die oorspronklike verwagtinge daarvan. ISO 9000 sertifikasie word algemeen aanvaar in industrie as 'n betroubare maatstaf waarteen kwalitieit gemeet word. Vir akademiese instellings is die de facto metode om vertroue te wek in die kwaliteit van die opleiding wat hulle aanbied, deur middel van akademiese akkreditasie. Vir die Universiteit van Stellenbosch Bestuurskool (USB) is dit in die lig van hulle akademiese akkreditasie onduidelik wat die voordele verbonde aan die implementering van ISO standaardisering binne die organisasie sou wees. Die reeks ISO 9000 is 'n stel kwaliteitstandaarde, waarvan ISO 900 I: 2000 een is, en is hoofsaaklik gemoeid met die proses van kwaliteitsbestuur. Dit bemoei hom met die stappe wat 'n organisasie neem om klientebevrediging te bevorder deur die bereiking van die vereistes van beide sy kliente en die toepasbare voorskrifte. Dit is belangrik om daarop te let dat 'n onderworpenheid aan ISO standaarde geensins die bedoeling het om die kwaliteit van 'n produk of diens te waarborg nie - die oogmerk is egter om vertroue te wek in die prosesse wat die produk of diens veroorsaak of gelewer het. Deur die toepasbaarheid van ISO 9000 in die diensbedryfte evalueer, is dit vasgestel dat daar inderdaad min verskil is tussen die wyse waarop hierdie standaarde en riglyne van toepassing is in die vervaardigingsektor en hoe dit toegepas word in diensbedrywe. Dit is vasgestel dat USB 'n verreikende kwaliteitsbestuursisteem in werking het om verskeie akademiese akkreditasies te bekom, veral die EQUIS akkreditasie. Die gevolgtrekking is dat daar vanuit 'n akademiese oogpunt min rede is vir USB om ISO 900 I: 2000 te implementeer, selfs al is hierdie standaard goed van toepassing op 'n akademiese omgewing. Waar dit tot sy beste voordeel toegepas kan word, is in die omliggende sake- en ondersteuningsfunksies van USB.

This study serves two major purposes. First, it explores and validates attributes, dimensions and constructs that can be used to measure service quality in Ethiopian public higher education (EPHE) context. Second, it examines the interplay among the major service quality constructs and student related variables in search of a comprehensive theoretical framework for HE service quality. The study started its investigation by formulating a set of research questions that explore attributes, dimensions and constructs essential to measure service quality (RQ1), test for the measurement model fit (RQ2), examine the relationships or associations among the four service constructs and characteristics of students (RQ3), test for the structural model fit (RQ4), determine the causal relations among the variables in the structural model (RQs4.1 - 4.7), and assess service quality performances of EPHE institutions (RQ5). A mixed methods study with the qual-QUAN exploratory sequential design was employed to empirically answer the research questions. Fifteen interviewees took part in the qualitative phase. The interviews were analysed employing thematic analysis and narration of verbatim accounts. Three levels of themes that represent attributes, dimensions and constructs of service quality were identified and used to develop a questionnaire designed to measure service quality more objectively. The questionnaire was piloted at a pilot site involving 460 undergraduate students and its psychometric properties were determined. The main study was carried out in three universities selected from a target population of seven first generation public universities employing lottery sampling method. Concurrently, four programmes were chosen from a target population of 27 commonly offered programmes in the three sample universities employing systematic random sampling. Considering different batches and the four programmes as strata, 1412 undergraduate students were included in the main study using proportionate stratified random sampling technique. Descriptive and inferential statistics including factor analysis and structural equation modelling (SEM) were employed to address the research questions. The results from the qualitative and quantitative phases show that service quality can be measured by four constructs, of which three are multi-dimensional and one is a single dimensional construct. The four factor measurement model fit analysis resulted in an acceptable fit indices (i.e., CMIN/DF = 4.398, GFI = .915, CFI = .951, RMSEA = .049 and PCLOSE =.743) after some re-specifications and confirmed the structural validity of the instrument. Mixed results were obtained with regard to the correlations/associations between student characteristics and service quality constructs. After some re-specification, a structural model for the four service quality constructs and nine student related variables were identified with an acceptable fit indices (CMIN/DF=3.856, GFI=.901, CFI =.934 and RMSEA=.045, p=1.000). The path analyses also revealed that loyalty is a latent construct with 62% of its varaince predicted by the joint effects of percieved service quality, satisfaction and perceived gain. Each of these predicator latent constructs are also explained by some other control varaibles and latent constructs that have a predictive power ranging from 12% to 60%. Students perceived the current status of service quality in EPHE institutions as daunting in all constructs of service quality except perceived gain. Finally, conclusions pertinent to the measurement instrument and understanding of HE service queality are drawn, and recommendations that have theoretical and practical implications are forwarded. / Educational Leadership and Management / D. Ed. (Education Management)

Quality management of higher education is a vital concern today. The purpose of this study was to examine education quality management practices of Ethiopian public universities and to investigate a relationship between three dependent variables (planning for quality education, implementation of plans and performance improvement) and five independent variables (identification of quality education, considering customers’ needs, performance tracking, education quality management strategies and taking actions). Both quantitative and qualitative data were collected by means of questionnaires and interviews. Respondents of the questionnaire items were 170 education managers and student union representatives. In addition, ten senior instructors and ten senior students were interviewed. The responses obtained using questionnaires were analysed using frequencies, percentages, means, modes, chi-square tests and Spearman’s correlation. Responses obtained using open ended items on the questionnaires and interview responses were analysed qualitatively using themes of issues most frequently obtained. This study showed that: in most Ethiopian public universities the educational quality planning process is not participatory. There is a gap in using their plans in guiding their day to day activities. Most universities do not regularly collect data on satisfaction levels of their customers. Educational process changes are not tested on small scale before a wide spread application. It also showed that there is a strong positive relationship between performance improvement and the four independent variables namely: considering customers’ needs, performance tracking, teaching methodologies and taking actions in Ethiopian public universities. Consequently, recommendations have been given so as to improve education quality management practices of Ethiopian public universities. This study hopefully contributes a lot for performance improvement of similar higher education system. / Educational Leadership and Management / D. Ed. (Education Management)

Delivering education through open and distance learning (ODL) mode imposes upon ODL institutions a responsibility to provide support services deemed adequate to address students’ expectations and learning needs. Student support services are a vital part of academic success in distance learning environments because of the nature of distance education. Therefore, it is critical to provide student support services whose quality levels are acceptable to those who use them. Quality and its measurements are a contentious issue in higher education and distance education. Efforts to help service quality researchers in distance education understand service quality and its evaluation have come from marketing researchers. Among different approaches of service quality assessment is the SERVQUAL model. This study explored and examined the quality of students’ support services in distance learning environments from students’ perspective, using a modified SERVQUAL model. The objectives of the study were to examine students’ expectations and perceptions of the quality of support services; analyse the gaps between expectations and perceptions; develop and validate a service quality model and a scale to evaluate the quality of distance education students’ support services. A sequential mixed methods design was used to collect and analyse the data. Data were collected in two phases. The first phase involved collecting data qualitatively. The qualitative data were used to develop a context specific service quality model and a scale. The model and the scale were validated in the second (quantitative) phase of the study. The results of the study showed that the students’ expectations exceeded the perceived performance levels of the student support services. The largest gaps related to feedback, study material delivery and spaces for quiet learning. The study also found that distance education student support services can be measured by four service quality dimensions, namely: tangibles, reliability, delivery and assurance. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)