The region of Eastern and Southern Africa has recently experienced an unprecedented development of private tertiary institutions. Most of these institutions are established by religious organisations which, since the inception of education, have been involved in operating educational institutions of lower levels. Although referred to as private institutions, which by definition would imply funding other than the government sources, these private institutions find themselves, at times requesting the government to fund their development as well as their operations. This study sought to investigate if these private religious institutions have unique raison d'etre expressed in the form of mission statements. The study also investigated the nature of their management and the management structures in practice. The literature reviewed indicated that private religious institutions have a unique mission based on their basic concept of education and their world view. They seek to pursue and inculcate specific values. Operating in a competitive environment, however, in which their competitors do receive funding from the government makes the private institutions vulnerable to hardships. The study was conducted using qualitative research approach in three countries, namely Kenya, Uganda and Zimbabwe; involving all degree granting recognised private religious institutions in the sample and focussing on the management. The respondents were chosen by elite purposive and snowball sampling. The main data collection method was the interview. However, document analysis, observations, and a questionnaire were also used. The findings from the data indicate that private religious institutions have unique missions although they are, at times, not expressed in the form of mission statements. As a result some of the stakeholders, including those involved in management, don't get to know what their institutions' missions are. The study concludes by emphasising the development of clear mission statements involving the stakeholders in the process and having the mission statements widely disseminated. It is also recommended that training in management is important for the managers of the institutions at the various levels. A model of management is proposed for streamlining the management of the institutions considering the requirements of the national governments as well as those of the religious proprietors. / Educational Studies / D. Ed. (Educational Management)

The region of Eastern and Southern Africa has recently experienced an unprecedented development of private tertiary institutions. Most of these institutions are established by religious organisations which, since the inception of education, have been involved in operating educational institutions of lower levels. Although referred to as private institutions, which by definition would imply funding other than the government sources, these private institutions find themselves, at times requesting the government to fund their development as well as their operations. This study sought to investigate if these private religious institutions have unique raison d'etre expressed in the form of mission statements. The study also investigated the nature of their management and the management structures in practice. The literature reviewed indicated that private religious institutions have a unique mission based on their basic concept of education and their world view. They seek to pursue and inculcate specific values. Operating in a competitive environment, however, in which their competitors do receive funding from the government makes the private institutions vulnerable to hardships. The study was conducted using qualitative research approach in three countries, namely Kenya, Uganda and Zimbabwe; involving all degree granting recognised private religious institutions in the sample and focussing on the management. The respondents were chosen by elite purposive and snowball sampling. The main data collection method was the interview. However, document analysis, observations, and a questionnaire were also used. The findings from the data indicate that private religious institutions have unique missions although they are, at times, not expressed in the form of mission statements. As a result some of the stakeholders, including those involved in management, don't get to know what their institutions' missions are. The study concludes by emphasising the development of clear mission statements involving the stakeholders in the process and having the mission statements widely disseminated. It is also recommended that training in management is important for the managers of the institutions at the various levels. A model of management is proposed for streamlining the management of the institutions considering the requirements of the national governments as well as those of the religious proprietors. / Educational Studies / D. Ed. (Educational Management)

This research is set within the context of the Kenyan Public Universities, where with the changing student population dynamics, students are increasingly choosing to combine parenting with studies. Many of these student parents both male and female have had to negotiate the academic requirements as well as the burden of parenthood. Such a study is important at this time of privatization and liberalization of higher education in order to open up public discourse on the provision of higher education and the effect on the socio-economic status of the students. Using qualitative research analysis based on socio-educational, socio cultural as well as socio-economic status (SES), a study was designed and conducted with the question posed: What are the socio-educational approaches of public universities with respect to student parents. Eighteen (18) interviews of ten (10) university officials and eight (8) student parents formed the research sample. Qualitative research questions were prepared in an in-depth interview guide and a focus group questioning route. Data revealed that there are students both male and female who are actively parenting in the public university and that they face role conflict and financial challenges which impacts on retention and completion rates of students in the public university. The research argues that there is need to create awareness of socioeconomic status (SES) in the university approach to inclusiveness of all students as well as student parents. Recommendations based on this study should be helpful as guidelines for a model on guidance for student parents as well as documentation of a clear policy on approaches or support for student parenthood in the public university. / Educational Studies / D. Ed. (Socio-Education)

With the aim of identifying the challenges and determining the extent of the effect of these challenges on the effectiveness of the performance management systems, the performance management practices of selected public universities in Ethiopia were assessed. This assessment informed the identification of workable, customised balanced scorecard measurement variables that would ensure effective implementation of performance management systems and promote institutional success in the selected public universities in Ethiopia. An exploratory sequential mixed-methods design was adopted. First, literature was reviewed to learn about major concepts and theories on performance management systems and to establish the laws and directives that regulate performance management at public universities in Ethiopia. Qualitative interviews and quantitative questionnaires were used to collect data on the practices and the challenges experienced in implementing performance management systems in public universities in Ethiopia. The main practices and challenges identified include exclusion of employees from planning activities, management bias, supervisors’ failure to give feedback on performance appraisals, lack of experience among many of the professionals in the execution of performance management systems, and high employee turnover. The study presents and recommends a hexagonal hybrid balanced scorecard measurement model (the newly added variables being leadership and stakeholders) to make Ethiopian higher education institutions effective and efficient in measuring their overall performance. / Met die oog daarop om die uitdagings te identifiseer en die omvang van die uitwerking daarvan op die doeltreffendheid van die prestasiebestuurstelsels te bepaal, is die prestasiebestuurspraktyke van uitgesoekte openbare universiteite in Etiopië geassesseer. Hierdie assessering gee aanleiding tot die identifisering van werkbare, doelgemaakte veranderlikes van gebalanseerdetelkaart-meting, wat doeltreffende implementering van prestasiebestuurstelsels sal verseker en institusionele sukses in die uitgesoekte openbare universiteite in Etiopië sal bevorder. ʼn Verkennende sekwensiële gemengdemetodeontwerp is gebruik. Eerstens is literatuur bestudeer om meer te wete te kom oor deurslaggewende konsepte en teorieë rakende prestasiebestuurstelsels, en om te bepaal watter wette en voorskrifte prestasiebestuur by openbare universiteite in Etiopië reguleer. Kwalitatiewe onderhoude en kwantitatiewe vraelyste is gebruik om data in te samel oor die uitdagings en praktyke in die implementering van prestasiebestuurstelsels by openbare universiteite in Etiopië. Die grootste uitdagings en praktyke wat geïdentifiseer is behels uitsluiting van werknemers by beplanningsaktiwiteite, bestuursvooroordeel, toesighouers wat nie terugvoer gee oor prestasiebeoordelings nie, gebrek aan ondervinding by baie van die praktisyns in die implementering van prestasiebestuurstelsels, en hoë werknemeromset. Hierdie studie bied ʼn verteenwoordiging en aanbeveling van ʼn heksagonale hibriede gebalanseerde telkaartmetingmodel (die nuutbygevoegde elemente is leierskap en belanghebbers) vir hoëronderwysinstellings in Etiopië om hul algehele prestasie doeltreffend te meet. / Ngenhloso yokuhlonza izinselele, kanye nokuthola ububanzi nobukhulu bomthelela walezo zinselele ekusebenzeni ngendlela efanele kwezinhlelo zokuphatha nokulawula ukusebenza (performance), lolu cwaningo lwahlola futhi lwacubungula izinqubo zokuphatha nokulawula ukusebenza ezisetshenziswa ngamanyuvesi omphakathi athile, futhi akhethiweyo, ase-Ethiopia. Lokhu kuhlolwa kwezikhungo kwaholela ekutheni kuhlonzwe izindlela ezisebenzisekayo zombikokusebenza osekelwe phezu kwezinkomba ezine (balanced scorecard), okuyinto eyabe izoqinizekisa ukuqaliswa nokuqhutshwa ngendlela efanele kohlelo lokuphatha nokulawula ukusebenza futhi igqugquzele ukuthi yenziwe kahle, futhi ngempumelelo, imisebenzi yamanyuvesi omphakathi athile, akhethiweyo, ase-Ethiopia. Kulolu cwaningo kwasetshenziswa izindlela zokuhlola nokucwaninga ezixubile futhi ezilandelanayo. Okokuqala, kwabukezwa imibhalo ekhona njengamanje ephathelene nalesi sihloko ngenhloso yokufunda ngemiqondo engumongo futhi enohlonze, kanye namathiyori aphathelene nezinhlelo zokuphathwa nokulawulwa kokusebenza, futhi ukuze kutholakale ulwazi olunzulu mayelana nemithetho neziqondiso ezilawula ukuphathwa nokulawulwa kokusebenza emanyuvesi omphakathi e-Ethiopia. Izindlela zocwaningo ezasetshenziswa, yindlela yokuthola ulwazi ngokuxoxisana okujulile nababambiqhaza bocwaningo (qualitative interviews) kanye namaphephamibuzo ocwaningo (quantitative questionnaires), obekuhloswe ngakho ukuqoqa idatha mayelana nezinselele kanye nezinqubo okudlulwe kuzona ngenkathi kuqhutshwa izinhlelo zokuphathwa nokulawulwa kokusebenza emanyuvesi omphakathi e-Ethiopia. Izinselele ezinkulu kanye nezinqubo ezingumongo ezihlonziwe zibandakanya ukushiywa ngaphandle kwabasebenzi ngenkathi kwenziwa imisebenzi yokuhlela, ukuchema kwabaphathi, ukuhluleka kosuphavayiza ukuhlinzeka abasebenzi ngombiko noma umphumela obonisa ukuthi baqhube kanjani ngenkathi kuhlolwa umsebenzi wabo, ukungabi nesipiliyoni noma ulwazi olufanele kweningi labasebenzi abangogoti bemikhakha ethile (professionals) ngenkathi beqhuba izinhlelo zokuphatha nokulawula ukusebenza, kanye nezinga eliphakeme lokwesula kwabasebenzi emsebenzini. Lolu cwaningo lwethula futhi lwancoma ukuthi kusetshenziswe indlela yokukala ukusebenza ebizwa nge-hexagonal hybrid balanced scorecard measurement model (izinto ezintsha ezengeziwe eziphathelene nocwaningo wubuholi kanye nababambiqhaza) ngenhloso yokulekelela iziKhungo Zemfundo Ephakeme zase-Ethiopia ukuthi zikwazi ukukala kahle, vi futhi ngempumelelo, izinga lonkana lokusebenza kwazo. / Educational Leadership and Management / D. Ed. (Education Management)

Submitted by Alexandre Pacheco da Silva (alexandrepachecodasilva@gmail.com) on 2011-12-01T13:25:23Z No. of bitstreams: 1 Dissertação - Alexandre Pacheco da Silva.pdf: 3135278 bytes, checksum: f40baece71d04cc728c747cce2d54ee6 (MD5) / Approved for entry into archive by Gisele Isaura Hannickel (gisele.hannickel@fgv.br) on 2011-12-01T13:46:01Z (GMT) No. of bitstreams: 1 Dissertação - Alexandre Pacheco da Silva.pdf: 3135278 bytes, checksum: f40baece71d04cc728c747cce2d54ee6 (MD5) / Made available in DSpace on 2011-12-01T13:52:35Z (GMT). No. of bitstreams: 1 Dissertação - Alexandre Pacheco da Silva.pdf: 3135278 bytes, checksum: f40baece71d04cc728c747cce2d54ee6 (MD5) Previous issue date: 2011-11-01 / The growing presence of legal entities under the private law regime exercising functions and activities usually performed by legal entities under the public law regime has been presenting relevant challenges to the study of Law. The work of the Support Foundation in the assistance to Brazilian Federal Public Universities is an example. From a spontaneous phenomenon, barely regulated by Law no. 8.958/1994, they transformed into a diversified universe, in which their acting before Federal Institutions of Higher Education is questioned. When performing public functions and activities of aid to Federal Universities, they utilize budget public resources and from funding agencies. The questioning of the requirement of such entities to undertake the prior bidding process for hiring third parties in their support activities to the Federal Universities, the need of compliance with the rules of return of public funds to the National Treasury!s Single Account, and the possibility of hiring staff without public tenders to work in assistance activities are part of the controversies faced by the present work. This study aimed to reflect on this phenomenon from three fronts, a proposal to analyze the phenomenon of foundations, in which support foundations are understood as intermediary organizations between universities and companies, a survey of the main issues of compatibility between the system of public law and the activities of foundations in the context of assistance on technological development to the Federal Public Universities, and lastly, the study of a case where there is compatibility between a model of support foundation and the system of public law, the Institutional Support Foundation for Scientific and Technological Development (FAI), from Federal University of São Carlos (UFSCAR). We propose a specific focus for the study of the assistance performed by support foundations, characterizing them as intermediary organizations of cooperation between universities and companies, for we believe that, given the significant number of changes in the role of research universities in industrial production, a new understanding of the form of intermediation is required for comprehending the role and mission of Research Universities in the country's economic development. Universities, as well as forming of skilled labor and knowledge generation, are becoming centers of creation of technology, approximating the industry, replacing, in part, the old departments of research and development of domestic industries, while also play a part in facilitating the generation of innovative companies, creating business incubators and facilitating the exchange between teachers and technicians and professionals of the industrial matrix of countries. In Brazil, this transformation is faced with an important gap. The country, through its public universities acts as a producer of knowledge, with a significant number of international academic publications. However, Brazil has failed to convert this knowledge into industrial application in technological innovation, as measured by patenting and technology transfer to industry. Secondly, the innovation law (Law No. 10.973/2004), as the first attempt to develop ways to reduce such gap, created legal instruments to authorize the cooperation between Federal Public Universities and National Companies, placing the support foundations as intermediating the relationship between University and Business, alongside with Innovation Centers. The Law on the one hand, was able to create the legal instruments for the lawful cooperation between the Public University and National Company, however, failed to face significant legal issues, besides the questions about the application of public law regime in the intermediation conducted by support foundations, also did not define the role of such support foundations in the capture and management of technology projects, or management of intellectual property and its relationship with the Innovation Centers, or participation in the formation of innovative companies through the process of business incubation in Federal Universities. It was the National Court of Audit, as an organ of control of the use of public funds, the principal place of debate on the legal disputes involving the relationship between Support Foundations and Federal Universities. In our view, the Court in Decision No. 655/2002, began a process of reconciling the work of the support foundations and the system of public law, by defining support foundations related to development and technology transfer projects from Federal Universities as intermediary organizations. However, it regressed in in Judgment No. 2.731/2008, by broadly defining the concept of public resources and recommend to the Ministries of Education and Science and Technology to prohibit the direct transfers of resources from Funding Agencies to Support Foundations at the federal level. The FAI example is paradigmatic of the, as not only is a case that reinforces our assessment that there may be compatibility between the system of public law and the activities of support foundations, but also suggests solutions of institutional design solutions relevant to the debate on regulation of support foundations at the federal level. FAI, as a foundation for the Federal University of Sao Carlos is able to fulfill with the potential of a foundation to contribute to the technological development of Federal Public Universities, since it functions as an 'alter ego' of UFSCAR, a positive double, carrying out activities that, if performed by the University would not have been equally fast, or even would not be conducted. / A presença crescente de pessoas jurídicas sob o regime de direito privado exercendo funções e atividades desempenhadas por pessoas jurídicas sob o regime de direito público tem apresentado desafios importantes para o estudo do Direito. A atuação das Fundações de Apoio no auxílio às Universidades Públicas Federais brasileiras são um exemplo disso. De um fenômeno espontâneo, timidamente regulado pela Lei n.º 8.958/1994, transformaram-se em um universo diversificado, em que se questiona a sua atuação junto à Instituições Federais de Ensino Superior. Ao desempenhar funções e atividades de auxílio à Universidades Federais, executam recursos públicos orçamentários e de Agências de Fomento. O questionamento da obrigatoriedade destas entidades realizarem prévio procedimento licitatório para contratação de terceiros quando estiverem auxiliando às Universidades Federais, a necessidade de cumprimento das regras de recolhimento de recursos público à Conta Única do Tesouro Nacional e a possibilidade de contratação de pessoal sem concurso público para trabalhar nas atividades de auxílio fazem parte das controvérsias enfrentadas no trabalho. Este trabalho procurou refletir sobre este fenômeno a partir de três frentes, uma proposta de análise do fenômeno fundacional, em que fundações de apoio são compreendidas como organizações de intermediação entre universidade e empresa, um levantamento das principais questões de compatibilização entre o regime de direito público e a atuação das fundações no contexto de auxílio ao desenvolvimento tecnológico das Universidades Públicas Federais e, por fim, o estudo de um caso em que há a compatibilização entre um modelo de fundação de apoio e o regime de direito público, o caso da Fundação de Apoio Institucional ao Desenvolvimento Científico e Tecnológico (FAI) da Universidade Federal de São Carlos (UFSCAR). Propomos um recorte específico para o estudo do auxílio realizado pelas fundações de apoio, caracterizando-as como organizações de intermediação da cooperação entre universidade e empresa, pois acreditamos que dado o conjunto significativo de transformações no papel desempenhado por universidades de pesquisa no âmbito da produção industrial, uma nova forma de leitura da intermediação é necessária para a compreensão do papel e da missão das Universidades de Pesquisa no desenvolvimento econômico do país. As universidades, além de formadoras da mão de obra especializada e da geração de conhecimento, passam a ser centros de geração de tecnologia, se aproximando da indústria, pois substituiria em parte os antigos departamentos de pesquisa e desenvolvimento de indústrias nacionais, ao mesmo tempo que também desempenharia o papel de fomentadora da geração de empresas de inovação, criando incubadoras de empresas e facilitando o intercâmbio entre seus professores e técnicos e profissionais da matriz industrial dos países. No Brasil, esta transformação se depara com um hiato importante. O país, por meio de suas Universidades Públicas é produtor de conhecimento, com um número significativo de publicações internacionais, contudo, não tem conseguido converter este conhecimento em aplicação industrial, em inovação tecnológica, medida pelo registro de patentes e pela transferência de tecnologia para a indústria. Em segundo lugar, a Lei de Inovação Tecnológica (Lei n.º 10.973/2004) como a primeira tentativa de estabelecer formas de reduzir este hiato, criou instrumentos jurídicos para permitir a cooperação entre Universidades Públicas Federais e Empresas Nacionais, posicionando as fundações de apoio como intermediadoras da relação entre Universidade e Empresa, ao lado dos Núcleos de Inovação. A Lei, por um lado, foi capaz de criar os instrumentos jurídicos para que a cooperação entre Universidade Pública e Empresa Nacional seja lícita, contudo, não enfrentou questões jurídicas importantes, além das questões sobre incidência do regime de direito público na intermediação realizada pelas fundações, também não definiu a função das fundações de apoio na captação e gestão de projetos de tecnologia, ou na gestão da propriedade intelectual e sua relação com os Núcleos de Inovação, ou a participação das fundações na formação de empresas de inovação por meio do processo de incubação de empresas nas Universidades Federais. Foi o Tribunal de Contas da União, como órgão de controle do emprego dos recursos públicos, o principal local de debate sobre as controvérsias jurídicas envolvendo a relação entre Fundações de Apoio e Universidades Federais. Em nosso entendimento, o Tribunal na Decisão n.º 655/2002, iniciou um processo de compatibilização entre a atuação das fundações de apoio e o regime de direito público, ao definir as fundações de apoio ligadas à projetos de desenvolvimento e transferência de tecnologia das Universidades Federais como organizações de intermediação, contudo, retrocedeu no Acórdão n.º 2.731/2008, ao definir de forma ampla o conceito de recurso público e recomendar aos Ministérios da Educação e da Ciência e Tecnologia que proibissem os repasses diretos de recursos de Agências de Fomento à Fundações de Apoio no âmbito federal. O caso da FAI é paradigmático, pois não apenas é um caso que reforça a nossa avaliação de que é possível haver compatibilidade entre o regime de direito público e a atuação das fundações apoio, como sinaliza para soluções de desenho institucional relevantes para a reflexão sobre a regulação das fundações de apoio no âmbito federal. A FAI como uma fundação voltada para a Universidade Federal de São Carlos é capaz de cumprir com as potencialidades de uma fundação almeja contribuir para o desenvolvimento tecnológico de Universidades Públicas Federais, uma vez que funciona como um 'outro eu' da UFSCAR, um duplo positivo, executando atividades que se fossem feitas pela Universidade não teriam a mesma agilidade ou até não seriam realizadas.

The study evaluates the perceived effectiveness of the leadership styles of deans in Ethiopian governmental Technical and Vocational Education and Training (TVET) colleges. The study was contextualised within the domain of relevant leadership theory in chapter 2 (with specific emphasis on the Full Range Leadership model developed by Bass and Avolio), and within the field of Technical and Vocational Education and Training in chapter 3. A mixed method research methodology was employed in the empirical research. The quantitative part received the most emphasis, while a qualitative part was added to attempt to corroborate findings. Quantitative data were collected from teachers (219), student council members (65) and deans (10) in ten TVET colleges using the MLQ 5x short-form questionnaire, which is a standardised questionnaire of high repute. The quantitatively collected data were analysed and presented using both descriptive and inferential statistics. The qualitative part consisted of semi-structured interviews conducted with the ten deans and one TVET Bureau Head. Quantitative findings indicated that the transformational and transactional leadership styles were observed far more frequently than the laissez-faire style. Perceptions regarding the effectiveness of deans, teachers’ job satisfaction and teachers’ willingness to make an extra effort were positively and statistically significantly influenced by the presence of both the transformational and the transactional leadership styles and to a slight extent, influenced negatively by the interaction effect of the two styles. Qualitative findings mostly corroborated the quantitative findings. Recommendations emanating from the research inter alia include: Leadership training opportunities for TVET deans should be scheduled to enhance the appropriate leadership style practice of deans (especially the transformational style); resources (human, financial and materials) should be made available to TVET colleges to develop desired types of leadership in colleges; as part of the selection process when appointing new TVET deans, the leadership style/s that applicants use at that stage should be assessed; a staff-dean-team-approach will be productive if the dean practises a transformational-orientated style of leadership. / Educational Leadership and Management / D. Ed. (Educational Management)

A universidade apresenta um histórico metódico na contribuição para avanço do conhecimento e da tecnologia no quadro econômico e social de um país, por meio do ensino, da pesquisa e da extensão. O conhecimento gerado por meio destas pesquisas entre estudantes e pesquisadores pode promover a interação com vários atores, entre eles governo e empresas, ocasionando a transferência da tecnologia gerada na universidade para o mercado. Uma das principais práticas da política científica e tecnológica de vários países tem ocorrido no incentivo à criação de um ambiente de troca de conhecimento entre empresas e instituições de pesquisa públicas e privadas. O objetivo geral deste estudo foi verificar o papel da Universidade Tecnológica Federal do Paraná no sistema regional de inovação no período de 2005 até 2015 por meio da interação da UTFPR com as empresas considerando as políticas nacionais e paranaenses. Esta pesquisa se caracteriza por ser aplicada, descritiva e qualitativa, baseada no estudo de caso da UTFPR. Os dados primários foram levantados a partir de um questionário adaptado, com base nas questões aplicadas pelo FORMICT, para ser respondidos pelos Núcleos de Inovação Tecnológica da UTFPR. Os dados secundários foram coletados em materiais científicos e institucionais. Os resultados encontrados mostram que apesar da UTFPR ser uma universidade jovem, com 12 anos, é uma Universidade importante para o Sistema Regional de Inovação do Estado do Paraná. Tais conclusões são baseadas no fato de que os resultados apresentados no INPI, CNPq, PINTEC e FORMICT são expressivos com relação ao desempenho dos grupos de pesquisa, contratos de estágio, quantidade de egressos empregados, qualificação profissional, apoios tecnológicos, número de clientes atendidos e os pedidos de propriedade intelectual. / The university presents a methodical history in contributing to the advancement of knowledge and technology in a country's economic and social context through teaching, research and extension. The knowledge generated through these surveys between students and researchers can promote interaction with several actors, including government and companies, causing the transfer of the technology generated in the university to the market. One of the main practices of scientific and technological policy in several countries has been in encouraging the creation of an environment of knowledge exchange between companies and public and private research institutions. The general objective of this study was to verify the role of the Federal Technological University of Paraná in the regional innovation system in the period from 2005 to 2015 through the interaction of UTFPR with companies considering the national and paranaenses policies. This research is characterized by being applied, descriptive and qualitative, based on the case study of UTFPR. The primary data were collected from an adapted questionnaire, based on the questions applied by FORMICT, to be answered by UTFPR's Technological Innovation Centers. Secondary data were collected on scientific and institutional materials. The results show that although UTFPR is a young university, with 12 years, it is an important University for the Regional Innovation System of the State of Paraná. These conclusions are based on the fact that the results presented in INPI, CNPq, PINTEC and FORMICT are expressive in relation to the performance of research groups, internship contracts, number of graduates, professional qualification, technological support, number of clients served and Applications.

A universidade apresenta um histórico metódico na contribuição para avanço do conhecimento e da tecnologia no quadro econômico e social de um país, por meio do ensino, da pesquisa e da extensão. O conhecimento gerado por meio destas pesquisas entre estudantes e pesquisadores pode promover a interação com vários atores, entre eles governo e empresas, ocasionando a transferência da tecnologia gerada na universidade para o mercado. Uma das principais práticas da política científica e tecnológica de vários países tem ocorrido no incentivo à criação de um ambiente de troca de conhecimento entre empresas e instituições de pesquisa públicas e privadas. O objetivo geral deste estudo foi verificar o papel da Universidade Tecnológica Federal do Paraná no sistema regional de inovação no período de 2005 até 2015 por meio da interação da UTFPR com as empresas considerando as políticas nacionais e paranaenses. Esta pesquisa se caracteriza por ser aplicada, descritiva e qualitativa, baseada no estudo de caso da UTFPR. Os dados primários foram levantados a partir de um questionário adaptado, com base nas questões aplicadas pelo FORMICT, para ser respondidos pelos Núcleos de Inovação Tecnológica da UTFPR. Os dados secundários foram coletados em materiais científicos e institucionais. Os resultados encontrados mostram que apesar da UTFPR ser uma universidade jovem, com 12 anos, é uma Universidade importante para o Sistema Regional de Inovação do Estado do Paraná. Tais conclusões são baseadas no fato de que os resultados apresentados no INPI, CNPq, PINTEC e FORMICT são expressivos com relação ao desempenho dos grupos de pesquisa, contratos de estágio, quantidade de egressos empregados, qualificação profissional, apoios tecnológicos, número de clientes atendidos e os pedidos de propriedade intelectual. / The university presents a methodical history in contributing to the advancement of knowledge and technology in a country's economic and social context through teaching, research and extension. The knowledge generated through these surveys between students and researchers can promote interaction with several actors, including government and companies, causing the transfer of the technology generated in the university to the market. One of the main practices of scientific and technological policy in several countries has been in encouraging the creation of an environment of knowledge exchange between companies and public and private research institutions. The general objective of this study was to verify the role of the Federal Technological University of Paraná in the regional innovation system in the period from 2005 to 2015 through the interaction of UTFPR with companies considering the national and paranaenses policies. This research is characterized by being applied, descriptive and qualitative, based on the case study of UTFPR. The primary data were collected from an adapted questionnaire, based on the questions applied by FORMICT, to be answered by UTFPR's Technological Innovation Centers. Secondary data were collected on scientific and institutional materials. The results show that although UTFPR is a young university, with 12 years, it is an important University for the Regional Innovation System of the State of Paraná. These conclusions are based on the fact that the results presented in INPI, CNPq, PINTEC and FORMICT are expressive in relation to the performance of research groups, internship contracts, number of graduates, professional qualification, technological support, number of clients served and Applications.

Submitted by Priscilla Araujo (priscilla@ibict.br) on 2017-06-20T19:36:17Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Ludmila Tese de doutorado revisão final.pdf: 3144553 bytes, checksum: 1af12dc7d18da92bf9d7ec87825fa2cc (MD5) / Made available in DSpace on 2017-06-20T19:36:17Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Ludmila Tese de doutorado revisão final.pdf: 3144553 bytes, checksum: 1af12dc7d18da92bf9d7ec87825fa2cc (MD5) Previous issue date: 2013-11-29 / A presente pesquisa teve, por objetivo, analisar o modelo de educação a distância, praticado na Universidade Pública Brasileira, como dinâmica de uma política educacional à luz dos conceitos de autoformação e autovalorização no contexto do capitalismo cognitivo; e, também, apontar os desafios e as possibilidades de inclusão da dimensão autonomia como vetor de transformação social e potência biopolítica nas dinâmicas de educação a distância. Realizou-se uma pesquisa de natureza descritivo-analítica, que compreendeu três dimensões: política pública educacional; motivação e expectativas dos alunos e o processo de institucionalização da educação a distância na Universidade Pública. Efetuou-se um levantamento de caráter quanti-qualitativo, a partir dos dados de relatórios institucionais da UNIRIO no período de 2011 e 2012, agrupados e analisados no capítulo sobre os marcos normativos, programas, planos e ações do Governo Federal e em dois estudos de caso: o estudo 1, denominado Motivação dos Alunos, e o estudo 2, Dimensão Institucional. Para a sistematização dos materiais da pesquisa empregou-se o método de análise de conteúdo e seus procedimentos. A análise dos enunciados permitiu identificar uma semântica social, isto é, um quadro de características relacionadas à autonomia no contexto da educação a distância e desta com as dinâmicas de autoformação e autovalorização, como fenômeno qualitativo. Sugeriu-se também a importância de efetuar mudanças nas práticas educativas, bem como os limites que deverão ser enfrentados na área da gestão pública. Elencaram-se diversos impasses e desafios no campo das relações poder-saber com a autonomia universitária e a inclusão social. Finalmente, afirmou-se que não há modelo ou caminho de mão única para vencer os obstáculos e desafios que foram identificados; e que a autonomia como elemento da dimensão política-produtiva da vida é uma construção dinâmica de interações subjetivas não subjugável por mecanismos hierárquicos de centralização e controle que perpassam as políticas públicas educacionais e seus focos em pressupostos econômico-financeiro. / This doctoral research intended to study the brazilian e.learning model implemented at public universities. It studies and analyses the dynamics of the educational policies regarding the aspects of self-formation and self valorization in the context of cognitive capitalism. It approaches the challenges as well as the possibilities for incluing the autonomy dimension as an important vector for social change and biopolitics in the dynamics of e.learning. It is an analytical-descriptive research encompassing three main dimensions:.a) the educational public policies; b) the students motivations and expectations and c) the processes of e.learning institution building in the brazilian Public Universities. It has a quanti-qualitative character and searches data from UNIRIO oficial reports in 2011 and 2012, which are presented in the chapter that discusses the govenmental regulations, plans and programmes for e.learning. It also contains two Case Studies, related to student motivations and institutional dimensions. The content analysis methodology was used to systematize the data and other research materials. The analysis of expressions enables the identification of important aspects of social semantic, i.e, a set of characteristics related to autonomy in the context of e.learning and its relation with the dynamics of self-formation and self-valorization as qualitative phenomena. The research at the end does not present a conclsive character. But it highlightes the circuntances under which the subjectivation phenomena may occurr in the e.learning processes. It also suggests the importance of changing educational practices as well as the limits that have to be dealt with in the area of public management. It lists several impasses and challenges which need to be faced regarding the power-knowledge relations which are blocking the Universities autonomy as well as the processes of social inclusion in a broader sense. Finally, it states that there is no model or one way road to overcome the obstacles and challenges which were identified; the autonomy as an element of the political–productive life is a dynamic construction of subjective interactions which cannot be submitted to hierarchical mechanisms of centralization and control which perpasses the educational public policies and its focus on financial and economic assumptions.

This research is set within the context of the Kenyan Public Universities, where with the changing student population dynamics, students are increasingly choosing to combine parenting with studies. Many of these student parents both male and female have had to negotiate the academic requirements as well as the burden of parenthood. Such a study is important at this time of privatization and liberalization of higher education in order to open up public discourse on the provision of higher education and the effect on the socio-economic status of the students. Using qualitative research analysis based on socio-educational, socio cultural as well as socio-economic status (SES), a study was designed and conducted with the question posed: What are the socio-educational approaches of public universities with respect to student parents. Eighteen (18) interviews of ten (10) university officials and eight (8) student parents formed the research sample. Qualitative research questions were prepared in an in-depth interview guide and a focus group questioning route. Data revealed that there are students both male and female who are actively parenting in the public university and that they face role conflict and financial challenges which impacts on retention and completion rates of students in the public university. The research argues that there is need to create awareness of socioeconomic status (SES) in the university approach to inclusiveness of all students as well as student parents. Recommendations based on this study should be helpful as guidelines for a model on guidance for student parents as well as documentation of a clear policy on approaches or support for student parenthood in the public university. / Educational Studies / D. Ed. (Socio-Education)