Made available in DSpace on 2016-01-26T18:49:50Z (GMT). No. of bitstreams: 1 RICARDO_Arquivo Combinado 2_PUBLICAR.pdf: 14078803 bytes, checksum: 946d56c7d573af1aed4d9038b7996605 (MD5) Previous issue date: 2012-08-29 / The aim of autonomy is part of the university since its creation in the Middle Ages, and due to interventions made by the Church and the State, great changes were brought about. Such a concept is a complex one and has generated various discussions, different interpretations and trends of thought. For some scholars, the autonomy is the dismissal of any limit or link with the State, the university is entitled to self-government; for others, such autonomy is viewed as relative and is emphasized as to specific issues to the extent that the university presents an improvement in the quality of its teaching. This research was carried out to ponder on the creation of the University in Brazil and the importance of Private Higher Education Institutions, their development into corporations and the search for autonomy by means of Educational Reforms proposed by the State, and changes brought about along history. For that analysis, one investigated the environments of Universidade do Oeste Paulista (Unoeste) teaching, research and services extended to the community in order to verify which of those higher education functions is allowed greater freedom to achieve self-government and whether the application of the University Autonomy (granted by art. 207 of the 1988 Federal Constitution) is being put into practice or whether the new Laws, Decrees and Administrative Rules enacted by the State interfere, directly or indirectly, within the university jurisdiction. To carry out this research and achieve its aims, one adopted a qualitative approach, a descriptive historical course, with a critical-dialectical epistemological axis in a case study. One used in the research documents concerning Unoeste, acts such as Bylaws, Internal Rules, minutes of the University Research and Graduate Board and those laws dealing with the issue of research. It points to the conclusion that the university autonomy should not be mistaken as a constitutional device, but rather as a process in progress. / A ideia de autonomia acompanha a universidade desde sua criação, na Idade Média, e devido às intervenções da Igreja e do Estado houve grandes transformações. Esse conceito é complexo e vem promovendo várias discussões, interpretações e linhas de pensamentos diferentes. Para alguns, a autonomia é a negação de qualquer limite ou vínculo com o Estado, a universidade tem o poder de se autogovernar; para outros, essa autonomia é relativa e se acentua em pontos específicos à medida que a universidade apresenta um crescimento na qualidade do ensino. O desenvolvimento desta pesquisa objetivou descrever a criação da Universidade no Brasil e a importância das Instituições Privadas de Ensino, sua evolução como corporação e a busca pela autonomia por meio das Reformas Educacionais propostas pelo Estado, e suas transformações no decorrer da história. Para esta análise, foram investigados os ambientes da Universidade do Oeste Paulista (Unoeste) a fim de verificar quais dessas funções da educação superior têm maior liberdade para se autogovernar e se a aplicação da Autonomia Universitária (concedida pelo art. 207 da Constituição Federal de 1988) está sendo exercida ou se as novas Leis, Decretos e Portarias Normativas expedidas pelo Estado interferem, direta ou indiretamente, na esfera de competência das universidades. Para a realização desta pesquisa e alcance dos objetivos traçados, adotou-se a metodologia histórica descritiva, num estudo de caso. Na pesquisa, foram utilizados documentos da Unoeste, tais como: Estatuto, Regimento Interno, atas dos Conselhos Universitário de Pesquisa e Pós-Graduação, fotos e as legislações que tratam do referido assunto da pesquisa. A conclusão reporta que a autonomia universitária não pode apenas ser confundia como um dispositivo constitucional, mais sim como um processo em plena construção.

Made available in DSpace on 2016-07-18T17:54:19Z (GMT). No. of bitstreams: 1 RICARDO_Arquivo Combinado 2_PUBLICAR.pdf: 14078803 bytes, checksum: 946d56c7d573af1aed4d9038b7996605 (MD5) Previous issue date: 2012-08-29 / The aim of autonomy is part of the university since its creation in the Middle Ages, and due to interventions made by the Church and the State, great changes were brought about. Such a concept is a complex one and has generated various discussions, different interpretations and trends of thought. For some scholars, the autonomy is the dismissal of any limit or link with the State, the university is entitled to self-government; for others, such autonomy is viewed as relative and is emphasized as to specific issues to the extent that the university presents an improvement in the quality of its teaching. This research was carried out to ponder on the creation of the University in Brazil and the importance of Private Higher Education Institutions, their development into corporations and the search for autonomy by means of Educational Reforms proposed by the State, and changes brought about along history. For that analysis, one investigated the environments of Universidade do Oeste Paulista (Unoeste) teaching, research and services extended to the community in order to verify which of those higher education functions is allowed greater freedom to achieve self-government and whether the application of the University Autonomy (granted by art. 207 of the 1988 Federal Constitution) is being put into practice or whether the new Laws, Decrees and Administrative Rules enacted by the State interfere, directly or indirectly, within the university jurisdiction. To carry out this research and achieve its aims, one adopted a qualitative approach, a descriptive historical course, with a critical-dialectical epistemological axis in a case study. One used in the research documents concerning Unoeste, acts such as Bylaws, Internal Rules, minutes of the University Research and Graduate Board and those laws dealing with the issue of research. It points to the conclusion that the university autonomy should not be mistaken as a constitutional device, but rather as a process in progress. / A ideia de autonomia acompanha a universidade desde sua criação, na Idade Média, e devido às intervenções da Igreja e do Estado houve grandes transformações. Esse conceito é complexo e vem promovendo várias discussões, interpretações e linhas de pensamentos diferentes. Para alguns, a autonomia é a negação de qualquer limite ou vínculo com o Estado, a universidade tem o poder de se autogovernar; para outros, essa autonomia é relativa e se acentua em pontos específicos à medida que a universidade apresenta um crescimento na qualidade do ensino. O desenvolvimento desta pesquisa objetivou descrever a criação da Universidade no Brasil e a importância das Instituições Privadas de Ensino, sua evolução como corporação e a busca pela autonomia por meio das Reformas Educacionais propostas pelo Estado, e suas transformações no decorrer da história. Para esta análise, foram investigados os ambientes da Universidade do Oeste Paulista (Unoeste) a fim de verificar quais dessas funções da educação superior têm maior liberdade para se autogovernar e se a aplicação da Autonomia Universitária (concedida pelo art. 207 da Constituição Federal de 1988) está sendo exercida ou se as novas Leis, Decretos e Portarias Normativas expedidas pelo Estado interferem, direta ou indiretamente, na esfera de competência das universidades. Para a realização desta pesquisa e alcance dos objetivos traçados, adotou-se a metodologia histórica descritiva, num estudo de caso. Na pesquisa, foram utilizados documentos da Unoeste, tais como: Estatuto, Regimento Interno, atas dos Conselhos Universitário de Pesquisa e Pós-Graduação, fotos e as legislações que tratam do referido assunto da pesquisa. A conclusão reporta que a autonomia universitária não pode apenas ser confundia como um dispositivo constitucional, mais sim como um processo em plena construção.

With globalisation and the rise of the knowledge economy, there has been an increase in demand for higher education worldwide, which has resulted in the proliferation of private higher education institutions (PHEIs). Within this context, issues of quality and quality assurance processes, guided by national policies and frameworks, have become increasingly important. In South Africa, programme accreditation is one form of external quality assurance. Literature reveals several gaps in the understanding of the management of quality assurance in the private higher education sector, and the topic of programme accreditation in relation to PHEIs in South Africa has received scant attention. The research question for this study was: How do PHEIs manage quality assurance as they engage in the process of programme accreditation in South Africa? Exploratory, qualitative research methodology was deemed the most appropriate for this study and twelve semi-structured interviews were conducted with quality assurance managers at ten PHEIs in Gauteng. The conceptual framework, adapted from Zaki and Zaki Rashidi (2013), lists eight parameters relevant to the management of quality assurance within PHEIs in South Africa. The findings of this study indicate a general lack of sound governance and management structures at PHEIs, an absence of institutional capacity, and academic leadership that is often deficient. The availability of relevant higher education resources within PHEIs remains a challenge. Concerning external quality assurance, the complexity of quality assurance and higher education legislation and various process-based challenges are some of the most common barriers for South African PHEIs. Recommendations are presented. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / M Ed / unrestricted

With globalisation and the rise of the knowledge economy, there has been an increase in demand for higher education worldwide, which has resulted in the proliferation of private higher education institutions (PHEIs). Within this context, issues of quality and quality assurance processes, guided by national policies and frameworks, have become increasingly important. In South Africa, programme accreditation is one form of external quality assurance. Literature reveals several gaps in the understanding of the management of quality assurance in the private higher education sector, and the topic of programme accreditation in relation to PHEIs in South Africa has received scant attention. The research question for this study was: How do PHEIs manage quality assurance as they engage in the process of programme accreditation in South Africa? Exploratory, qualitative research methodology was deemed the most appropriate for this study and twelve semi-structured interviews were conducted with quality assurance managers at ten PHEIs in Gauteng. The conceptual framework, adapted from Zaki and Zaki Rashidi (2013), lists eight parameters relevant to the management of quality assurance within PHEIs in South Africa. The findings of this study indicate a general lack of sound governance and management structures at PHEIs, an absence of institutional capacity, and academic leadership that is often deficient. The availability of relevant higher education resources within PHEIs remains a challenge. Concerning external quality assurance, the complexity of quality assurance and higher education legislation and various process-based challenges are some of the most common barriers for South African PHEIs. Recommendations are presented. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

Research has shown that academic under-performance in higher education can be attributed inter alia to psychosocial difficulties arising from students’ under-preparedness for the rigours of university life, the struggle to accommodate diverse cultural worldviews and poor proficiency in the language of learning and teaching (Chang 1999). As internationalisation of higher education institutions has became more common worldwide, the need for support systems to deal with problems of a multicultural student body has become essential if students are to have equitable opportunities for success. In this regard, Monash South Africa (MSA), an international multicultural higher education institution, introduced a tutor-mentor programme to improve academic outcomes among mathematics students in the Foundation Programme (FP). The impact of this programme was investigated by means of an empirical investigation and framed by a bricolage of learning theories which served as a conceptual framework for the study under the metaphors of acquisition and participation. The literature study showed that tutoring and mentoring programmes tend to be successful pedagogical supports. The empirical inquiry took the form of a mixed-method case study which explored the impact of participation in the tutor-mentor programme on mathematical performance among FP mathematics students at MSA. The participants in the study, which was carried out in two phases, were mathematics students, tutor-mentors and lecturers in the FP. Phase 1 quantitatively explored the extent of effectiveness of the tutor-mentor intervention, using a quasi-experimental non-equivalent control group design. Two formal tests were used to gather data, which were analysed by an analysis of covariance and the Johnson-Neyman technique. Quantitative findings supported the initial assumption of the study: that participation in the tutor-mentor programme as an intervention strategy improved the mathematics scores of FP students at MSA. Phase 2, a qualitative study, used purposive sampling. Data was gathered through focus group and individual interviews, observation, spontaneous conversations and photographs. Interpretation of the quantitative and qualitative data was presented according to the phases and thereafter integrated. Qualitative findings provided information about the dynamics of the tutor-mentor programme in providing academic and psychosocial support to students. Finally, a situation-producing theory was developed from the integrated findings, and recommendations made for improvement of practice. / Educational Studies / D. Ed. (Comparative Education)

Research has shown that academic under-performance in higher education can be attributed inter alia to psychosocial difficulties arising from students’ under-preparedness for the rigours of university life, the struggle to accommodate diverse cultural worldviews and poor proficiency in the language of learning and teaching (Chang 1999). As internationalisation of higher education institutions has became more common worldwide, the need for support systems to deal with problems of a multicultural student body has become essential if students are to have equitable opportunities for success. In this regard, Monash South Africa (MSA), an international multicultural higher education institution, introduced a tutor-mentor programme to improve academic outcomes among mathematics students in the Foundation Programme (FP). The impact of this programme was investigated by means of an empirical investigation and framed by a bricolage of learning theories which served as a conceptual framework for the study under the metaphors of acquisition and participation. The literature study showed that tutoring and mentoring programmes tend to be successful pedagogical supports. The empirical inquiry took the form of a mixed-method case study which explored the impact of participation in the tutor-mentor programme on mathematical performance among FP mathematics students at MSA. The participants in the study, which was carried out in two phases, were mathematics students, tutor-mentors and lecturers in the FP. Phase 1 quantitatively explored the extent of effectiveness of the tutor-mentor intervention, using a quasi-experimental non-equivalent control group design. Two formal tests were used to gather data, which were analysed by an analysis of covariance and the Johnson-Neyman technique. Quantitative findings supported the initial assumption of the study: that participation in the tutor-mentor programme as an intervention strategy improved the mathematics scores of FP students at MSA. Phase 2, a qualitative study, used purposive sampling. Data was gathered through focus group and individual interviews, observation, spontaneous conversations and photographs. Interpretation of the quantitative and qualitative data was presented according to the phases and thereafter integrated. Qualitative findings provided information about the dynamics of the tutor-mentor programme in providing academic and psychosocial support to students. Finally, a situation-producing theory was developed from the integrated findings, and recommendations made for improvement of practice. / Educational Studies / D. Ed. (Comparative Education)

Esta tese teve por objeto de estudo o trabalho de docentes de Instituições de Ensino Superior Privado. O objetivo foi investigar a relação entre as condições de trabalho e os problemas de saúde relatados, em especial os relacionados à saúde mental. Foram objetivos específicos: identificar os modos de enfrentamento, objetivos e subjetivos, utilizados por aqueles trabalhadores para lidar com o cotidiano no trabalho e descrever como a precarização da educação interfere no trabalho docente universitário. A pesquisa fundamentada no referencial teórico metodológico do materialismo histórico dialético fez uso de entrevistas gravadas como principal técnica de coleta de dados. Foram realizadas cinco entrevistas com docentes que atuam em Instituições de Ensino Superior Privado há pelo menos cinco anos. Os resultados mostraram que os docentes estão submetidos a condições precárias e intensificadas de trabalho. O tipo de contrato de trabalho e a instabilidade profissional submetem os profissionais a situações desestabilizadoras do psiquismo, tornando-os submissos a atividades desgastantes e vulneráveis à alienação em relação a estas mesmas condições. A preservação da idealização da atividade de educador é um facilitador da alienação que prende o profissional a esta representação do trabalho como missão e não atividade profissional. Esta contradição, além de submeter a condições fisicamente desgastantes, também submete a pressão psicológica potencialmente causadora de adoecimento. Dentre os mecanismos de enfrentamento utilizados por eles, destaca-se a negação do sofrimento e a banalização do adoecimento. Os professores estão submetidos a situações potencialmente estressoras na atividade laboral, que se refletem em afecções psicossomáticas generalizadas. Conclui-se que a forma como o trabalho se encontra organizado, a pressão exercida por meio da cobrança de metas, a sobrecarga de trabalho, os diferentes vínculos empregatícios que se sobrepõe e a tendência a mercantilização da educação do ensino descaracterizam a função do educador e proporciona desgaste, mal estar e adoecimento a estes profissionais. / The present thesis examines the work performed by the teachers of the Private Institutions of Higher Education. The objective was to investigate the relationship between workplace conditions and reported health problems, in particular those related to mental health. Specifically: to identify both subjective and objective coping mechanisms for handling the day-to-day difficulties encountered by those workers, and also to describe how the increasing precariousness in the educational system interferes with the job of a university lecturer. The research has as its foundational principles the theoretical methodology of historical dialectical materialism, and the data is collected in the form of recorded interviews. Five interviews were conducted with instructors who have taught at Private Institutions of Higher Education for at least five years. The results demonstrate that the instructors are subjected to precarious and intense work conditions. The type of employment contract and professional instability subject those professionals to destabilizing psychic situations, resulting in a tacit submission to fatiguing activities and rendering them vulnerable to alienation as a result of these conditions. The continued idealization of the activity of an educator also facilitates this alienation, as it enforces a view of the work as a calling and not as a profession. This contradiction, in addition to subjecting workers to physically exhausting conditions, also applies psychological pressure which can cause mental illness. Among the coping mechanisms used by these instructors, particularly salient are the denial of suffering and the banalization of illness. They are subjected to potentially stressful situations of during work, which are reflected in generalized psychosomatic conditions. It is concluded that that manner in which work is organized, the pressure exerted through meeting targets, overwork, the existence of different locations of work, all in an environment of the commercialization of education, serve to demean the function of an educator and creates exhaustion, malaise and illness in these professionals.

The purpose of this study was to describe the development of Thailand's oldest private university, the University of the Thai Chamber of Commerce, Bangkok, Thailand, from 1963 to 1987. This historical research used records and documents which are primary sources from the University of the Thai Chamber of Commerce and the Association of Private Higher Education Institutions of Thailand together with interviews with the chairman of the Thai Chamber of Commerce, president, faculty and staff of the University of the Thai Chamber of Commerce. Secondary sources were reports and publications from the Ministry of University Affairs and libraries in Thailand. The areas of emphasis in the study were government policies on private higher education, legislation that initiated the founding of the University, the founder, the university's goals, the university's organizational structure, financial sources, admission policies, physical plants, programs, faculty and students. It was found that the Thai government encourages the establishment of private higher education institutions. The Private Higher Educational Institution Act of 1979 was enacted to allow Private universities to be equal to government universities. The university of the Thai Chamber of Commerce was founded by the Thai Chamber of Commerce with the purpose of training Thai students for the business sector and promoting the economic stability of the nation. The university's organizational structure is centralized and is self-supporting. The university strives for academic excellence, and thus supports the development of the nation. Suggestions for further study include: (a) the study of private higher education institutions which were established with all of the various fields of study in place, and (b) a study to identify factors that will contribute to the future development of the university of the Thai Chamber of Commerce and other private universities in Thailand.

Submitted by Timbo Noeme (noeme.timbo@metodista.br) on 2016-08-08T16:07:16Z No. of bitstreams: 1 Sonia Regina Prado.pdf: 2375757 bytes, checksum: 191fbbf6a4a67b77a227aef1ea25fb69 (MD5) / Made available in DSpace on 2016-08-08T16:07:16Z (GMT). No. of bitstreams: 1 Sonia Regina Prado.pdf: 2375757 bytes, checksum: 191fbbf6a4a67b77a227aef1ea25fb69 (MD5) Previous issue date: 2016-03-03 / This dissertation presents an analysis of a Brazilian Private Higher Education Institution (IES) growth after the establishment of the Lei de Diretrizes e Bases (LDB), from 1996 to 2015, through the bachelor's program in Business Administration, in different modes: traditional classes, distance learning and semi-distance education. In order to do this, it was performed an exploratory research, based on qualitative methods and case studies. The material was colleted from corporate reports (Annual Report, internal reports and other documents), semi-structured interviews with managers of IES and observations. The key findings of this study were that the main strategies chosen by the institution in order to grow in this market were based on mergers and acquisitions of other IES, opening of new distance learning centers, the opening of new educational units as well as innovative ideas in different areas of the organization. Government funding programs to students are also significant contributors to this growth, such as the Fundo de Financiamento ao Estudante do Ensino Superior (FIES) and the Programa Universidade para Todos (Prouni). In this new reality, the specific institution had the most important incentive plan to encourage and facilitate its growth, in an accelerated way. As a result, the conclusion is that the institution employs the following growth strategies: organic expansion with mergers/acquisitions of smaller institutions, which includes development plans for all campuses in Brazil; Greenfield (through the request of new units and/or courses) in cities where there is no potential acquisitions/mergers; and the increase in the number of places/enrollment in the universities, associated to the participation in the public financing programmes. The IES also implemented actions in order to decrease drop-out rates, such as educational insurance; managers prepared to meet student needs; an educational system with national and integrated curriculum; higher education cooperation including exchanges of students and professors all over the country and the standardization of processes. / A dissertação teve como objetivo principal estudar como uma Instituição de Ensino Superior Privada (IES) atuante no Brasil tem crescido pós Lei de Diretrizes e Bases (LDB) de 1996 até 2015, por meio da análise do curso de bacharelado em Administração de Empresas, nas modalidades: presencial, EAD e Flex (semipresencial). Para este fim, foi realizada uma pesquisa exploratória, de caráter qualitativo baseada no método do estudo de caso. Para coleta de evidências foram analisados relatórios corporativos (Annual Report, Relatórios Internos e outros documentos), entrevistas baseadas em roteiro semiestruturado com gestores da IES privada e observações. Dentre os principais achados, verificou-se que as principais estratégicas de crescimento da IES privada estudada se basearam em fusões e aquisições de outras IES, abertura de novos polos de EAD, na abertura de novas unidades próprias, bem como em inovações em várias dimensões da organização. Os programas governamentais de financiamento aos alunos também são fortes contribuintes para este crescimento, como o Fundo de Financiamento ao Estudante do Ensino Superior (FIES) e o Programa Universidade para Todos (Prouni). Com essa nova realidade, o ensino superior privado recebeu incentivo e facilitação para o seu crescimento, a um ritmo acelerado. Consequentemente pode-se concluir que a IES privada estudada adotou as seguintes estratégias de crescimento: Expansão orgânica com fusões/ aquisições de Instituições menores, com desenvolvimento de planos para todos os campi Brasil; Greenfield (por meio de solicitação de autorização de novas unidades e/ou cursos) em cidades sem possibilidades de aquisições/fusões, e aumentando o número de vagas/ matriculas nas unidades já existentes, aderiu aos programas do governo e também cuidou da evasão por meio de: Seguro educacional; gestão preparada para atender necessidades do discente; Sistema de Ensino com currículos integrados nacionalmente; Intercâmbio de alunos e professores entre as diversas unidades em todas as regiões do país e padronização dos processos.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-04-05T15:15:14Z No. of bitstreams: 1 Antonio Marcos Vivan.pdf: 2697267 bytes, checksum: 298b43b52360cb2bd563fb52df4e3c39 (MD5) / Made available in DSpace on 2017-04-05T15:15:14Z (GMT). No. of bitstreams: 1 Antonio Marcos Vivan.pdf: 2697267 bytes, checksum: 298b43b52360cb2bd563fb52df4e3c39 (MD5) Previous issue date: 2016-04-07 / The attractiveness of Higher Education Institutes (HEIs), especially private HEIs, has been infrequently referenced in bibliographical studies from 1926 to 2015. In fact, this study searched in the bibliography of the main bases of international publications, and found the nonexistence of research that binds attribute value to institutional attractiveness. Therefore, this work focuses on the relationship between the attributes of value and the tangible and intangible aspects for the construction of the attractiveness of private HEIs in Brazil. This was completed by validating a theoretical model, submitted to educational managers. 2376 private Brazilian HEIs, and non-profits, registered in MEC (Ministry of Education and Culture), were contacted, which resulted in obtaining 108 validated questionnaires responses. We tested two research models using multivariate analysis and modeling of structural equations. One of them, defined as linear, advocates a positive and significant relationship between tangible and intangible attributes, in that order, and considers the tangible attributes are responsible for these intangible attributes and the construction of institutional attractiveness. The other model, called competitor, considers that the tangible and intangible attributes are autonomous and simultaneously build the institutional attractiveness. The main results indicate that both the linear model and the competitor were validated. The linear model explained 64% of the existing variance in the dependent variable (attractiveness). The competing model, however, explained 81% of variance and after convergent and discriminant validity, this same model still had the ability to explain 79% of the variance observed in the dependent variable. The results also indicate that, among the 34 attributes of value surveyed, some stood out as the other grounds of possible strategies of attractiveness. It can be concluded that first, institutional attractiveness is built through attributes of tangible and intangible value. Second, the competing model of construction of attractiveness is more robust than the linear model for the explanation as the most effective format for construction of institutional attractiveness. Third, depending on the momentum of HEI it is possible to determine the best combination of routes of the attributes of value; so that it can build strategies that increase its institutional attractiveness. Finally, the models open a new frontier in the knowledge of the management of IES, for the expansion of knowledge and methodologies of institutional management of Higher Education Institutions. / A atratividade de Instituições de Ensino Superior (IES), em especial de IES privadas, tem sido apontada vagamente em estudos bibliográficos realizados no período de 1996 a 2015. Efetivamente, comprovou-se, neste estudo, prospectado na bibliografia das principais bases de publicações internacionais, a inexistência de pesquisas que ligassem atributos de valor à atratividade institucional. Assim, o presente trabalho foca a relação entre os atributos de valor, tangíveis e intangíveis, para a construção da atratividade de IES privadas no Brasil, por meio da validação de um modelo teórico, submetido à apreciação de gestores educacionais. Para tanto, foram contatadas 2376 IES privadas brasileiras, com e sem fins lucrativos, com cadastro regularizado no MEC, das quais se obtiveram respostas para 108 questionários validados. Foram testados dois modelos na pesquisa, utilizando-se análise multivariada e modelagem de equações estruturais. Um dos modelos, definido como linear, preconiza uma relação positiva e significante entre atributos tangíveis e atributos intangíveis, nesta ordem, considerando que os atributos tangíveis são responsáveis pelos atributos intangíveis e estes pela construção da atratividade institucional. O outro modelo, chamado concorrente, considera que os atributos tangíveis e intangíveis, autônoma e simultaneamente, constroem a atratividade institucional. Os principais resultados indicaram que tanto o modelo linear quanto o concorrente foram validados. O modelo linear explicou 64% da variância existente na variável dependente (atratividade). O modelo concorrente, no entanto, explicou 81% da variância e, após validação convergente e discriminante, ainda apresentou poder de explicação de 79% da variância observada na variável dependente. Os resultados indicaram ainda que, dentre os 34 atributos de valor pesquisados, alguns se sobressaíram aos demais, como fundamento de possíveis estratégias de atratividade. Pode-se concluir, portanto, que, em primeiro lugar, de fato, a atratividade institucional é construída por meio de atributos de valor tangíveis e intangíveis. Em segundo lugar, o modelo concorrente de construção da atratividade apresenta maior robustez do que o modelo linear, para a explicação do formato mais eficaz de construção da atratividade institucional. Em terceiro lugar, dependendo do momentum da IES, é possível determinar as melhores rotas de combinação dos atributos de valor, para que ela possa construir estratégias que proporcionem o aumento da sua atratividade institucional. Por fim, dado o seu caráter amplamente generalizante, a validação dos modelos de atratividade institucional abre uma nova fronteira no conhecimento da gestão de IES, para a expansão do conhecimento e metodologias de gestão institucional de instituições de ensino superior.