Colleges and schools in today??s competitive marketplace must not only be cognizant of student and faculty recruitment, but also of their positioning in rankings. This thesis seeks to determine how the use of strategic communications can play a role in increasing student applications, the quality of student applications and funding resources; thereby, increasing their rank as determined by the U.S. News and World Report. It is believed that an in-depth strategic communications plan committed to paper, and resourced properly, can increase each of these areas. Specifically, this research examined the top 50 ranked schools in public affairs to determine the relationship between top ranked schools and their communications departments and each of their uses of strategic communications as defined as the long-term planning, implementation and research of the use of public relations, marketing, and advertising.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-08-14T15:55:09Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO (2016-07-29) - MARIA DA CONCEICAO COUTO DA SILVA.pdf: 1481279 bytes, checksum: 89e6bd3de6d2af789a33cdcd827712e6 (MD5) / Made available in DSpace on 2017-08-14T15:55:09Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO (2016-07-29) - MARIA DA CONCEICAO COUTO DA SILVA.pdf: 1481279 bytes, checksum: 89e6bd3de6d2af789a33cdcd827712e6 (MD5) Previous issue date: 2016-07-29 / Esta pesquisa teve como objetivo analisar se a introdução das práticas de governança na Universidade Federal de Pernambuco (UFPE) pode ser associada ao desempenho apresentado nos principais indicadores de avaliação de IES, no período de 2013 a 2015. A pesquisa é necessária, pois ajuda a reforçar a importância dos instrumentos de governança nos diferentes níveis da administração pública, incentivando uma gestão mais transparente, responsável e em dia com suas contas. Para isto, utilizou-se de uma pesquisa do tipo estudo de caso, com abordagem metodológica de pesquisa qualitativa e objeto de estudo a UFPE. Na coleta de dados foram utilizadas fontes secundárias públicas, disponíveis nos websites das instituições avaliadoras e da UFPE. Informações adicionais dos websites da Controladora Geral da União, Portal da Transparência e do Tribunal de Contas da União foram também utilizadas. Os dados foram analisados pela técnica de análise de conteúdo interpretativa. Como principais resultados pode-se observar que a UFPE foi considerada como a melhor universidade do Norte-Nordeste e entre as 16 melhores do Brasil, no período analisado. Também a UFPE atende de forma satisfatória ao recomendado nas boas práticas de governança. As praticas de governança mostram-se importantes e contribuíram para melhoria do desempenho institucional na UFPE. / This research aimed to analyse whether the introduction of the governance practice in the Federal University of Pernambuco (UFPE) can be associated with the performance showed in the main evaluation indicators of HEI, in the period from 2013 to 2015. The research is necessary as it helps to reinforce the importance of governance instruments at different levels of public administration, encouraging an administration more transparent, accountable and up to date with the accounts. Thus a case study was used with a qualitative methodological approach and study object the UFPE. In the data collection were used secondary public sources on websites from Comptroller General of the Union, Transparency Accountability Portal and the Court of Accounts of the Union. The data were analyzed using the interpretative content analysis technique. As main results I can be observed that the UFPE was considered the best university in North-Northeast and among the 16 best in Brazil during the analyzed period. The UFPE also meets in a more satisfactory way the one recommended in the good governance practice. Governance practices have been important and have contributed to the improvement of UFPE’s institutional performance.

This article provides a theoretical approach to public and private higher education academic rankings in Brazil aimed towards understanding their complexity and course of development. The paper supports that the changes stemming from the transformation from a Provider State into an Evaluator State model strengthened the trends around assessments through rankings, and it also confirms the incipience of private and state rankings faced with a market scenario where they are ultimately legitimized. / adolfo.ignacio@puc-campinas.edu.br / En el presente artículo, realizamos una aproximación teórica a los rankings académicos, públicos y privados, de la educación superior brasileña, con la tentativa de comprender su complejidad y su trayectoria. Defendemos que los cambios derivados de la transformación del Estado proveedor para un modelo de Estado evaluador reforzaron las tendencias en torno a las calificaciones por medio de rankings, y constatamos la insipiencia de los rankings estatales y privados frente a la existencia de un mercado en el cual acaban ganando legitimidad. / Revisión por pares

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / International ranking systems provide are an opportunity to higher education institutions (HEIs) to establish a global reputation. However, seeking that recognition comes at a significant cost. By focusing on particular indicators in the ranking systems, HEIs and governments may neglect other aspects of higher education. When choosing certain indicators over others, policymakers are confronted with an opportunity cost when allocating resources to improve rank. The nature of this cost and the relative importance of the indicators remain unclear. This study seeks to (1) contrast the policy pressures from international rankings against regional dialogues on higher education policy , (2) determine interaction between the ranking indicators of HEIs in Continental Europe, East Asia, and the Anglo-Saxon world, (3) reveal the relative importance of indicators as predictors for the overall rank of HEIs in these regions , (4) provide suggestions as to how HEIs could implement strategies to improve their standings in the rankings, and (5) consider how these findings from the ranking systems compare with regional trends in higher education policy dialogue. / 2031-01-02

Improving national ranking is an increasingly important issue for university administrators. While research has been conducted on performance measures in higher education, research designs have lacked a predictive quality. Studies on the U.S. News college rankings have provided insight into the methodology; however, none of them have provided a model to predict what change in variable values would likely cause an institution to improve its standing in the rankings. The purpose of this study was to develop a predictive model for benchmarking academic programs (pBAP) for engineering colleges. The 2005 U.S. News ranking data for graduate engineering programs were used to create a four-tier predictive model (pBAP). The pBAP model correctly classified 81.9% of the cases in their respective tier. To test the predictive accuracy of the pBAP model, the 2005 U.S .News data were entered into the pBAP variate developed using the 2004 U.S. News data. The model predicted that 88.9% of the institutions would remain in the same ranking tier in the 2005 U.S. News rankings (compared with 87.7% in the actual data), and 11.1% of the institutions would demonstrate tier movement (compared with an actual 12.3% movement in the actual data). The likelihood of improving an institution's standing in the rankings was greater when increasing the values of 3 of the 11 variables in the U.S. News model: peer assessment score, recruiter assessment score, and research expenditures.

Thesis advisor: Ana M. Martinez-Aleman / This study explored the perceptions and influences of the respondents to the <italic>U.S. News &amp World Report</italic>'s (<italic>USNWR</italic>) reputational survey for graduate schools of education (GSOEs). These respondents represent two unique stakeholder groups for graduate programs of education: GSOE deans and school superintendents. The existing literature regarding the <italic>USNWR</italic> rankings has been predominantly quantitative, with an emphasis on methodological problems with the rankings. This study employed mixed methods: quantitative analysis to determine the weight of the reputational surveys in the rankings, and qualitative to explore the perceptions of the raters of reputation for GSOEs. This study highlights several unique challenges in the ranking of GSOEs, including the multiple missions and widely varying programs across schools of education. In particular the rankings fail to distinguish between the GSOE predominant dual purposes of preparing researchers and preparing practitioners. The rankings may be contributing to the divide between research and practice in the academy. This study confirms with the GSOE deans that the rankings do <italic>matter</italic>, on and off campus, influencing the public perception of their programs. At a weighting of 40%, as stated by <italic>USWNR</italic>, reputation carries the greatest weight of all categories of input variables in the rankings. In terms of the reputational survey respondent groups, this study finds a significant difference between their levels of engagement with the rankings. This study finds a lack of meaningful participation in the rankings by the superintendents, resulting in an input variable that is biased, methodologically flawed, and contributing to erroneous fluctuations in rank. In contrast, this study finds the GSOE deans are reluctant but active participants in the rankings. They are vested competitors in the rankings business. The results indicate that the dean holds a critical role in the reputation management of their programs. These findings suggest that the rankings steer the role of the deanship toward an external focus, with an emphasis on publicizing the scholarship and scholars of the GSOE, to establish and maintain a degree of prominence among peer GSOE deans. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

Made available in DSpace on 2016-04-04T18:33:16Z (GMT). No. of bitstreams: 1 HENRIQUE DA SILVA LOURENCO.pdf: 2848034 bytes, checksum: 2a911a2ad77a2f6a8103715f0138d28c (MD5) Previous issue date: 2014-02-26 / This work falls within the field of research on educational assessment and focuses on the study of the resulting classifications of the Guia do Estudante (GE), published by Editora Abril. The dearth of research focused on the study of this problem becomes relevant, in that it aims to understand how the process of reporting the results obtained by Brazilian universities - public and private (with or nonprofit) occurs in the Award in Best Universities of GE, in the years 2012 and 2013, before the university community and society in general. This is a quantitative and qualitative research, of bibliographical nature, marked by the content analysis of sources of institutional origin, trying to know the communication strategies adopted by universities as regards the results obtained in the Best Universities GE Award. For this, understanding the process of institutional communication that originates from the GE ratings requires that seek the understanding of the place occupied by the rankings in contemporary higher education, as alleged inducing elements of quality and institutional distinction, identifying, analyzing and comparing communication strategies adopted among different segments university, from the performance in that ranking, trying to identify similarities, differences and convergences. This study is contextualized in two bibliographic-documentary surveys: one of theoretical nature and another of empirical nature. The theoretical survey is based on trying to understand how to position the main authors around policy-focused review rankings as well as policies for large-scale and unofficial rankings and concerning the internationalization of universities. The empirical survey is based on two phases: the first conducts a survey via institutional websites of universities seeking communication/advertising material about positions occupied in GE; the second phase was held on the occasion own collection of Editora Abril, where was collected editions dealing with reviews of GE. The survey results indicate that the GE had several methodological issues throughout their changes, as well as have emerged a series of ratings (rankings). The standardization of rankings GE emerged only with the "Best Universities Award". The presence of a ranking as the GE demonstrated its compliance with respect to the global movement for a culture of ranking. A content analysis of institutional materials revealed certain differences, especially in terms of marketing between public and private institutions, as well as, demonstrated the use of rankings in marketing education in view of the importance that the segments assign to the ranking of GE. / A presente disserta??o se enquadra no campo das pesquisas em avalia??o educacional e tem foco no estudo das classifica??es advindas do Guia do Estudante (GE), publicada pela Editora Abril. A escassez de pesquisas voltadas ao estudo da problem?tica torna relevante a presente investiga??o, na medida em que se pretende compreender como ocorre o processo de comunica??o dos resultados obtidos pelas universidades brasileiras p?blicas e particulares (com ou sem fins lucrativos) no Pr?mio Melhores Universidades do GE nos anos de 2012 e 2013, perante a comunidade universit?ria e a sociedade em geral. Trata-se de uma pesquisa quantitativa e qualitativa, de natureza bibliogr?fica, marcada pela an?lise de conte?do de fontes de origem institucional, tentando conhecer as estrat?gias de comunica??o adotadas pelas universidades no tocante aos resultados obtidos no Pr?mio Melhores Universidades do GE. Para tanto, compreender o processo de comunica??o institucional que se origina das classifica??es do GE exige que se busque o entendimento acerca do lugar ocupado pelos rankings na educa??o superior contempor?nea, como supostos elementos indutores de qualidade e de distin??o institucional, identificando, analisando e comparando as estrat?gias de comunica??o adotadas entre os diferentes segmentos universit?rios, a partir do desempenho no referido ranking, tentando identificar semelhan?as, diferen?as e converg?ncias. Este estudo se contextualiza em dois levantamentos bibliogr?ficos-documentais, um de cunho te?rico e outro de cunho emp?rico. O te?rico fundamenta-se na tentativa de compreender como se posicionam os principais autores em torno de pol?ticas de avalia??o focadas nos rankings, bem como de pol?ticas de larga escala e de rankings n?o oficiais e a respeito da internacionaliza??o das universidades. O emp?rico fundamenta-se em duas fases: a primeira realiza um levantamento via sites institucionais das universidades buscando material de comunica??o/publicidade que tratem das posi??es ocupadas no GE; e a segunda foi realizado no pr?prio acervo da Editora Abril ocasi?o em que se coletou as edi??es que tratam das avalia??es do GE. Os resultados da pesquisa indicam que o GE apresentou diversas mudan?as metodol?gicas ao longo de suas edi??es, assim como tamb?m foram surgindo uma s?rie de classifica??es (rankings). A padroniza??o dos rankings do GE emergiu apenas com o Pr?mio Melhores Universidades . A presen?a de um ranking como o do GE demostrou sua conson?ncia com rela??o ao movimento global em prol de uma cultura de ranqueamento. A an?lise do conte?do dos materiais institucionais revelou certas diferen?as, principalmente, em termos de marketing entre institui??es p?blicas e privadas, bem como, demonstrou o uso mercadol?gico dos rankings na educa??o tendo em vista a import?ncia que os segmentos atribuem ao ranqueamento do GE.

Thesis in theoretical research presents a comparison of quality rankings of universities. Compares the international rankings and used criteria. At the national level, the thesis uses at first informative charts, secondly the evaluation which affects universities, such as evaluation of the Accreditation Commission. In the practical part monitors rank of the Faculty of Management in the various rankings, the purpose of these rankings and presents realistic recommendations on how to increase the level of ranking.

Submitted by Luiza Maria Pereira de Oliveira (luiza.oliveira@ufpe.br) on 2017-07-25T16:52:24Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) TESE Jean Henri Benoit de Mulder Fuentes.pdf: 2626748 bytes, checksum: 74f7360a367a98ee2cbc3a439cef5646 (MD5) / Made available in DSpace on 2017-07-25T16:52:24Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) TESE Jean Henri Benoit de Mulder Fuentes.pdf: 2626748 bytes, checksum: 74f7360a367a98ee2cbc3a439cef5646 (MD5) Previous issue date: 2017-02-09 / A presente tese tem como objetivo mostrar os avanços no tocante à qualidade da educação superior na Argentina, no Brasil e no Chile, entre os anos 2000 e 2012. O referido período foi selecionado porque marca o fim da década de uma visão fortemente economicista da educação superior, representada pelos presidentes Carlos Menem, na Argentina, Fernando Henrique Cardoso, no Brasil, e o fim do período da ditadura de Pinochet e seu processo de transição para a democracia, no Chile, com as peculiaridades que o modelo neoliberal adotou em cada um dos países. Da mesma forma, o ano 2000 marca o início e a implementação de outro modelo de qualidade da educação superior representado pelas políticas progressistas dos presidentes Néstor e Cristina Kirchner, da Argentina, Luiz Inácio Lula da Silva e Dilma Rousseff, do Brasil, e Patricio Aylwin, Ricardo Lagos e Michelle Bachelet, do Chile, seja como países estudados separadamente ou como países-membros do bloco Mercosul. O estudo se apoia na visão teórica de Estado de Pierre Bourdieu e de Ernesto Laclau, fundamentalmente, enquanto pensadores de ruptura com os blocos hegemônicos e, ao mesmo tempo, influentes sociólogos na incorporação de categorias de capital social e capital cultural – termo resgatado por Antonio Gramsci – e do aporte deles a novas análises sociais e políticas dos governos progressistas, dos referidos países e períodos. O conceito de qualidade na educação superior é polissêmico. Daí a ênfase no enfoque teórico para distinguir qualidade da educação superior de outros conceitos, tais como acreditação e rankings internacionais, também aqui analisados. Como se abalizará, os governos adotam determinadas políticas de qualidade em educação superior, baseadas em uma visão economicista da sociedade e outras baseadas em uma visão de qualidade, entendendo a educação superior como um bem social. Ambas as visões são analisadas por meio das diretrizes e orientações de qualidade em educação superior do Banco Mundial (BM), Organização para o Desenvolvimento e a Cooperação Econômica (OCDE), Organização das Nações Unidas para a Educação e a Cultura (UNESCO) e Mercado Comum do Sul (MERCOSUL). Foram analisados os avanços de qualidade na educação superior por meio de indicadores de gestão, infraestrutura e trajetória do gasto em educação superior. Os resultados explicam a hipótese de que, ao definir políticas claras de qualidade, por meio de instituições democráticas, consegue-se avançar significativamente nos indicadores de qualidade na educação superior como bem social inclusivo, por meio dos resultados mostrados em cada um dos países em estudo. / The purpose of this study is to show advances in higher education in Argentina, Brazil and Chile from the years 2000 to 2012. Such a period of time was chosen for this research because it marks the end of a decade of strong economicist vision of higher education in those countries, represented by president Carlos Menem in Argentina, president Fernando Henrique Cardoso in Brazil, the end of Pinochet’s dictatorship in Chile, the country’s transition to democracy, and the peculiarities of the neoliberal model adopted by each country. Likewise, the year 2000 marks the beginning and implementation of another model of higher education quality represented by progressive policies of presidents Néstor and Cristina Kirchner in Argentina, Luiz Inácio Lula da Silva and Dilma Rousseff in Brazil, and Patricio Awlyn, Ricardo Lagos and Michelle Bachelet in Chile. The aforementioned countries were studied not only separately but also as members of Mercosul (Southern Common Market). This study is based on Pierre Bourdieu and Ernesto Laclau’s theoretical vision of state, fundamentally, as thinkers of rupture with hegemonic blocs and as influential sociologists in the incorporation of categories of social capital, cultural capital - as conceived by Antonio Gramsci, and their contribution to new social and political analysis of the progressive governments of the analyzed countries and period of time. The concept of quality in higher education is polysemous, thus an emphasis on the theoretical approach to distinguish quality in higher education from other concepts such as accreditation and international ranking, which were also analyzed in this research. Results indicated that the governments adopt certain quality policies in higher education based on an economicist vision of society, as well as policies that are based on a vision of quality, which understands higher education as a social asset. Both visions are analyzed by means of quality guidelines and orientations of World Bank (WB), Organization for Economic Co-operation and Development (OECD), United Nations Educational, Scientific and Cultural Organization (UNESCO), and MERCOSUL (South Common Market). Advances of quality in higher education were analyzed by means of indicators of management, infrastructure and expenditure path in higher education. Results explain the hypothesis that defining clear higher education quality policies by means of democratic institutions leads to significant advancements in indicators of higher education quality as a social inclusive asset in the studied countries.

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