<p>Students in African universities have a long history of political involvement at the institutional level and in national politics. The present study investigates the political opinions of students in Tanzania with respect to (1) their attitudes towards democracy and how these attitudes could be explained, (2) student satisfaction with the way their university and their country, Tanzania, are governed, and (3) whether student leaders (SL) have more democratic attitudes than students who are not in formal student leadership positions (SNL) and if there are other relevant groups that can be identified whose political attitudes differ significantly from those of other groups. The study draws on the work of Bratton, Mattes and Gyimah-Boadi (2005) and employs a survey questionnaire adapted from the Afrobarometer. Using survey data collected at the University of Dar es Salaam in Tanzania, a number of questions are investigated, and related hypotheses are tested in order to determine the extent to which students understand and demand democracy, how they perceive the supply of democracy, and what their attitudes are towards university governance and national politics in general.</p>

This study evaluated two extracurricular leadership development programs offered by one urban high school. The programs were evaluated through an examination of the ways in which students understood their experiences in the programs in terms of their own leadership abilities, their leadership role with others and their perception of good leadership. The six study participants were observed facilitating groups of their peers through interactive activities at the programs' multiple-day events. In the three months following the programs, the participants were interviewed twice. The participants reported that their experience in a leadership development program helped them to feel confident in their leadership abilities. Also, the participants valued their relationships with their peers in their roles as leaders. Finally, the participants believed that good leaders exhibit caring behaviour towards others. This study provides information to assist the improvement of youth leadership development programs.

Submitted by Leonardo Lima (leonardoperlim@gmail.com) on 2017-01-30T14:31:38Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) MARTINS, Denise Aquino Alves.pdf: 3768267 bytes, checksum: 06b8e8ce29359691692a67a01a24f2a5 (MD5) / Approved for entry into archive by Simone Maisonave (simonemaisonave@hotmail.com) on 2017-02-07T11:55:19Z (GMT) No. of bitstreams: 2 MARTINS, Denise Aquino Alves.pdf: 3768267 bytes, checksum: 06b8e8ce29359691692a67a01a24f2a5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-02-22T18:19:22Z (GMT) No. of bitstreams: 2 MARTINS, Denise Aquino Alves.pdf: 3768267 bytes, checksum: 06b8e8ce29359691692a67a01a24f2a5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-02-22T18:19:30Z (GMT). No. of bitstreams: 2 MARTINS, Denise Aquino Alves.pdf: 3768267 bytes, checksum: 06b8e8ce29359691692a67a01a24f2a5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2014-11-04 / Sem bolsa / A escrita, composição desta tese, é feita de recortes/fragmentos de memórias na presença viva de uma experiência estética na formação docente constituindo um mosaico. Os laços e os nós de uma docência evidenciados quando da escrita da pesquisa de dissertação sobre uma docência no Sul do Brasil- se estendem para novas parcerias com diversos grupos discentes através das memórias do projeto ?Mobilizar-te?: acontecimento em arte e educação na UFT- encontros com artefazer-se docente (2008-2010), na docência do Ensino Superior no norte do país. O foco central desta tese procurou responder a seguinte questão: Quais experiências estéticas e memórias de (auto)formação são narradas por um grupo de estudantes do Curso de Pedagogia (UFT) participantes do projeto Mobilizar-te? Nos aportes teóricos de Benjamin, Larrosa, Contreras e Dewey encontro fundamentos para entender a categoria experiência para os sentidos de produção contrários à banalização e burocratização do aprendizado e anestesia de si, ao reverso, pensar protagonismos da própria ação do formar-se, como um fazer-docente prenhe de intenções políticas, éticas e estéticas. A categoria estética é discutida a partir de estudos de Welsch com interlocuções de Hermann, Duarte Júnior, Pereira, Farina, entre outros. A intencionalidade metodológica desta pesquisa aproximou-se de práticas qualitativas na educação com a intersecção com o método (auto) biográfico na potencialidade da memória como ferramenta de formação, ancorada nos autores: Abrahão, Nóvoa, Josso, Dominicé, Passegui, Delory-Momberger e Bolivar e Domingos. Como suportes de materialidades que constituíram as fontes de investigação desta pesquisa foram utilizados os seguintes elementos: entrevista com 8 acadêmicos egressos do Curso de Pedagogia; depoimentos escritos durante o período de 2008/2010, anotações avulsas em cadernos, relatórios de grupos, fotografias e imagens produzidas em folders, camisetas. Entre as temáticas mapeadas neste estudo evidencio a diversidade cultural e a política na Universidade, o professor como produtor de materialidades estéticas, para além da arte a festa, a (auto)formação na ação e intervenção e a formação do pedagogo com a infância: a experiência da arte no corpo. Na virada da esquina ao fim de um corredor, concluo que as disponibilidades nas relações de alteridade são destacadas como elementos da concentração acadêmica no fazer diverso das normas do ?eu devo?, bem como a compreensão de um fazer coletivo, de abertura de ambientes aquecidos, na interligação de fios de teias/redes de proteção para pensar futuros da profissão como produtora de si. O currículo como ato de formação e lugar da estética, é o fio condutor de uma tênue linha demarcatória de fronteiras, em que a reflexão percorre a necessidade de (des)vestir um corpo docente/discente. Nessa memória da experiência como suporte e avaliação de um fazer e desenvolvimento profissional, encontro inspiração e energias vitais de uma profissão balseira que permite um sentido de partida e expedições, nos desafios estéticos do presente: compartilhar a produção de sentidos na experiência de formação de si com o outro, refletir sobre a presença do não controle na prática docente e como a experiência toma dimensões submersas. / The writing, composition of this thesis, is made of clippings/fragments of memories in the living presence of an aesthetic experience in teacher training constitutes a mosaic. The links and nodes of a teaching evidenced when the writing of the dissertation research on teaching in southern Brazil-extend to new partnerships with various groups of students through the memories of the project ?Mobilizar-te: acontecimento em arte e educação na UFT- encontros com artefazer-se docente (2008-2010)? in the teaching of higher education in the North of the country. The central focus of this thesis sought to answer the following question: Which aesthetic experiences and memories of (self) formation are narrated by a group of students of Pedagogy (UFT) project participants to mobilize you? In theoretical Benjamin, Larrosa, Contreras and Dewey find grounds for understanding the category experience for the senses of production against the trivialization and bureaucratization of anesthesia and learning from you, backwards, thinking of the craving to own the action form, as a do-teaching full of political, ethical and aesthetic intentions. The aesthetic category is discussed from Welsch studies with Hermann interlocutions, Duarte Junior, Pereira, Farina, among others. The intent of this survey methodological approached qualitative in education practices with the Intersect method (auto) biography on potentiality of memory as a training tool, anchored in authors: Abrahão, Nóvoa, Josso, Dominicé, Passegui, Delory-Momberger and Bolivar and Domingos. As material elements characteristic brackets that were the sources of investigation of this research were used the following elements: interview with 8 academics graduates of the course of Pedagogy; depositions during the period 2008/2010, single notes in notebooks, group reports, photographs and images produced in folders, t-shirts. Among the topics mapped in this study evidencio the cultural diversity and politics at the University, the professor as a producer of material elements characteristic aesthetic, beyond the art party, the (self) formation in action and intervention and formation of the pedagogue with children: the experience of body art. At the turn the corner at the end of a hallway, I conclude that the availabilities in relations of alterity are highlighted as elements of academic concentration in making diverse standards "I must", as well as the understanding of a collective, heated environments, opening in the interconnection of webs/networks to think future protection profession as a producer himself. The curriculum training and act as place of aesthetics, is the leitmotif of a fine line demarcation of frontiers, in which the reflection traverses the need for (UN) dressing a faculty/students. In memory of the experience as a support and evaluation of a make and professional development, find inspiration and vital energies of a ferryman profession that allows a sense of departure and expeditions, in aesthetic challenges of the present: share the production of senses in si training experience with each other, reflect on the presence of no control in teaching practice and how the experience takes submerged dimensions.

Magister Educationis - MEd / Students in African universities have a long history of political involvement at the institutional level and in national politics. The present study investigates the political opinions of students in Tanzania with respect to (1) their attitudes towards democracy and how these attitudes could be explained, (2) student satisfaction with the way their university and their country, Tanzania, are governed, and (3) whether student leaders (SL) have more democratic attitudes than students who are not in formal student leadership positions (SNL) and if there are other relevant groups that can be identified whose political attitudes differ significantly from those of other groups. The study draws on the work of Bratton, Mattes and Gyimah-Boadi (2005) and employs a survey questionnaire adapted from the Afrobarometer. Using survey data collected at the University of Dar es Salaam in Tanzania, a number of questions are investigated, and related hypotheses are tested in order to determine the extent to which students understand and demand democracy, how they perceive the supply of democracy, and what their attitudes are towards university governance and national politics in general. / South Africa

Leadership is a socially constructed concept shaped by the context, values and experiences of society (Klenke, 1996); the historical context of gender and ethnicity in society affects views about leadership and who merits a leadership role. Therefore, developing an understanding of Hispanic women students’ leadership identity development is critical in broadening how we define leadership and develop leadership education. The purpose of this qualitative case study was to explore and describe the leadership identity development of a select group of women leaders at a Hispanic Serving Institution (HSI) in the southeast. A psychosocial approach to the study was utilized. In-depth interviews and focus groups were conducted with 11 self-identified Hispanic women students of sophomore, junior or senior standing with varying degrees of involvement in leadership activities at Florida International University. Participants were asked questions related to four topics; (a) leadership, (b) gender, (c) ethnic identity, and (d) influences that contributed to their understanding of self as leader. Five topics emerged from the data presented by the participants’: (a) encouraging relationships, (b) meaningful experiences, (c) self development, (d) the role of gender, and (e) impact of ethnicity. These themes contributed to the leadership identity development of the participants. Findings indicate that leadership identity development for Hispanic women college students at this HSI is complex. The concept of leadership identity development presented in the literature was challenged as findings indicate that the participants’ experiences living and attending a school in a majority-minority city influenced their development of a leadership identity. The data indicate that leadership is not gender or ethnicity neutral as differences exist in expectations of men and women in leadership roles. Gender expectations posed particular challenges for these women student leaders. The prescriptive nature of stage-based models was problematic as findings indicated leadership identity development a complicated and continuing process influenced strongly by relationships and experiences. This study enhanced knowledge of the ways that Hispanic women students become leaders and the influences that shape their leadership experiences which can assist higher education professionals in developing leadership programs and courses that address gender, multiculturalism and awareness of self as leader.

In an effort to bridge the gap between public health practice and academia, the Health Resources and Services Administration (HRSA)-funded Tennessee Public Health Training Center (LIFEPATH) has supported establishment of an Academic Health Department (AHD) involving the East Tennessee State University (ETSU) College of Public Health (COPH) and the Sullivan County Regional Health Department (SCRHD). The SCRHD identified a need to increase internal capacity to conduct ongoing community health assessments and community-oriented practice. Similarly, the COPH recognized the need to expand field-based public health practice opportunities for students. Personnel from SCRHD, LIFEPATH, and COPH developed a formal AHD memorandum of understanding during the summer of 2012, launching the program in fall 2012. The COPH/SCRHD model addresses financial barriers experienced by other AHDs by competitively awarding the Coordinator position to a Doctor of Public Health (DrPH) student from the COPH, demonstrating investment in the model by the COPH. The DrPH student gains valuable leadership experience through project management, coordination of the local health council, and day-to-day facilitation of undergraduate and master's student interns. SCRHD benefits from formally trained graduate-level interns dedicated to long-term work within the community. This AHD offers a unique opportunity for doctoral-level students to develop practical leadership skills in a functioning health department, while enhancing the capacity of SCRHD and COPH to serve their community and stakeholders.

The purpose of this study was to ascertain the existence of student leadership development programs and to explore the similarities and differences in the way students in higher education are recruited and retained into the culture and attitudes of leadership, and how they are afforded meaningful leadership opportunities to practice the skills they have learned, in two separate higher educational institutions. These two institutions were East Tennessee State University, Johnson City campus, Tennessee, and the University of the West Indies, Mona campus, Jamaica, West Indies. I was also concerned with the existing perceptions of leadership and leadership training delivery and how this impacted the attitudes that students experienced in accessing leadership development provisions. The methods and procedures used in gathering data for this study were qualitative and included such ethnographic techniques as interviewing, surveying and a brief content analysis utilizing the communicative documents of both institutions. The population consisted of students, staff and faculty of both universities. The findings demonstrated that student leadership development programs did exist at both institutions, but that the philosophies upon which leadership development was based were culturally different. Also, although the methods of recruitment, retention and leadership practice bore aspects of similarities, in many cases the leadership styles, which facilitated these, were quite different. Of particular importance is the fact, that, in comparison with ETSU, which has a rich national heritage of American leadership development research, the University of the West Indies does not have such a nationally research-rich educational leadership background. This bears great implications for the future of leadership development and the necessity for in-depth research.

The purpose of this study was to research student perspectives about, and participation in, leadership and service at Catholic female single-sex high schools. This study draws data from a Catholic female single-sex high school in a metropolitan area of the United States. Data collection included school document review, site observation, and interviews of current students (n=10), young alumnae (n=5), mature alumnae (n=5), and current faculty and staff (n=6). The data was analyzed using an adapted theoretical framework of Wenger's (1998) social theory of learning, informed by Lave and Wenger's (1991) concept of communities of practice. This study addresses how the situated experience of the Catholic female single-sex high school affects students' expectations, values, and behaviors regarding leadership and service. The data show that the situated experience of a Catholic female single-sex high school encouraged engagement and interest in leadership and service. Students were empowered to believe that gender should not be an obstacle in seeking positions of leadership or service. However, although the environment was successful in advocating for participation in leadership and service, the social structure, social practices, identity formation, and situated environment tended to reinforce traditional gender-based notions of leadership and service. The culture of the school did not encourage the use of a critical lens to view the inequity that women experience, resulting in student expectations, behaviors, and values that were reproduced from the dominant culture in society. Student relationship to community and Catholicity is also discussed. In order to achieve the benefits of female empowerment advocated by the school, greater emphasis should be placed on identifying and addressing the obstacles to female leadership and service in society at large. There should be continued research to identify effective strategies for empowering female students to participate in leadership and service opportunities in high school, while providing them with a clearer sense of the challenges they will face in leadership and service positions later in life. In this way, the mission of Catholic female single-sex high schools can be more fully realized, which will hasten the day when true gender equity is achieved in the broader social context.

This study provides an account of the agendas, participation and influence of management, teachers, students and parents at a primary school in Tigray, Ethiopia. A literature review revealed gaps in the knowledge of these stakeholders’ involvement in school leadership structures in the current national policy context. A broader review of the major traditions of school research informed the design of this ethnographic case study. Fieldwork at ‘Ketema School’ took place over an eight-month period in 2014, and involved participant observation, informant-led interviews, and the collection of institutional documents. Data collection focused on the meetings of various bodies, and the activities of a single class in Grade 6 and 7. Inductive analysis of the case data was supported by Atlas.ti. The study reveals a convergence of understandings about the purposes and processes of the school consistent with the state-authorised model of schooling for national development. Structures and processes of surveillance and control incentivise and normalise compliance with government directives. These include positions of distributed leadership and mechanisms of mutual surveillance and internal accountability through which teachers and students share responsibility for supervising peers and colleagues. For example, the student leaders of the ‘one-to-five’ networks perform an academic support and behavioural control function in relation to their peers; and gim gima is a practice of public critique used for exposing misconduct. Meetings and other participative spaces enable members of the school community to share their views on conditions in school according to their interests and priorities; however, these forums are dominated by management agendas, and school-level decisions are restricted by a strong external policy context. This study extends knowledge of school leadership practices in Ethiopia and informs wider debates around community participation, accountability and school autonomy in developing countries. Recommendations are made for sharing and strengthening democratic practices and for future research.

Higher education in post-independence Kenya from 1963 to 2009 has been characterized by rapid expansion - both in terms of student enrolment and in a sharp increase in the number of both private and public universities. While national and institutional mechanisms, such as the establishment of a revolving fund, the Higher Education Loans Board and the introduction of the Privately Sponsored Students Programme, have been initiated to address the sharp demand for higher education against a backdrop of diminishing financial support, violent student unrest - which seriously undermined these efforts - has persisted. A sustained period of student unrest has characterized Kenya‟s higher education. This has manifested itself in the form of violent protests, riots, boycotts and strikes. Statistics indicate that the intensity/frequency and violence of the strikes has steadily increased over the years. For example, between 1969 and 2000 sixty-nine cases of student strikes were recorded at all the public universities. Of these cases, twenty-two (31.88%) occurred within a time span of 20 years (1969-1989) while forty-seven cases (68.12%) occurred in a short period of just one decade (1990-2000).At Moi University twenty-four cases of strikes, which affected its colleges and campuses, were recorded between 1985 and 2009. In terms of radical policy adaptation at both national and institutional levels, one would expect a downward trend in unrest. Instead, however, the frequency and intensity of violence associated with strikes has increased at an alarming rate with several deaths being reported. As such, this study has investigated the factors that have contributed to, and informed, a sustained period of student unrest with a specific focus on Moi University in order to identify policy lessons. Global, national and institutional aspects were examined. A case study strategy was applied - with Moi University as its focus. Data was collected through an in-depth review of the relevant literature, document analysis and interviews. Past and present senior management staff members at Moi University, including Deans of Faculties, Deans of Students, Heads of Departments, and Heads of Sections as well as former student leaders were interviewed. The study concludes in its findings that the university is operating within a highly dynamic and unstable social-political environment, leading to the emergence of inadequate policy adaptations. The resultant shortcomings in the operations of the university attract the wrath of an informed student population in the form of unrest. The students action is not however simply reactionary, as they too, as change agents have their own agenda that evolves over time as they seize opportunities created by the policy shortcomings to pursue it. The study summarized the salient factors responsible for the violent unrest in five broad thematic areas. These include: (i) Unrest associated with flawed international and national policies and social pressure; (ii) Unrest associated with critical national issues and identification with progressive change agents; (iii) Unrest associated with student politics;(iv) Unrest associated with social identity and threats of their welfare from organized groups; and (v) Unrest associated with the prevalence of institutional catalyzing factors. A typical strike develops through four main phases: (i) The development/ brewing phase; (ii) The heightened tension phase; (iii) The full blown strike phase; and (iv) The dissipation/uneasy calm phase. Organizational disequilibrium describes the general state of instability characterizing the university, while organizational paranoia is associated with instances of devastating strikes during a heightened tension phase. A strike matrix of Spontaneous vs Orchestrated and Flash vs Protracted typify the strikes. Unrest has led to the disruption of academic programmes; the destruction of property and deaths; a loss of critical study time; and damage to students‟ careers caused by suspensions and expulsions. The need for a well-considered policy that involves exhaustive consultation with all the stake-holders emerges as critical for the future stability of universities. / Thesis (PhD)--University of Pretoria, 2013. / am2013 / Education Management and Policy Studies / unrestricted