The problem of academic failure has been of real concern to the administration and faculty at Syracuse University. The study at hand is concerned specifically with the problem in the College of Home Economics. Through a study of the data known about students at the time of entrance into the College, it was thought that a better basis for selection night be recommended for the admission of students to the College. Such questions as the following arise in the mind of the research worker: 1. Do the group psychological tests given at the University at the time of entrance give us one basis by which we may predict probable academic success or failure? 2. Are the known high school quartiles dependable bases for selection of successful students? 3. Are there factors in the family backgrounds of these students that.may be significant in their selection? 4. Does an objective personality test have validity as a predictive factor in the success of a student? 5. Do we have any anecdotal records that reveal significant differences in personal adjustment between successful and failed students? 6. Are we able to predict the probable success of failed students upon readmission? 7. Do we have any combination of factors that may be significant in predicting the probable success of a student?

Cette thèse met en question la place du territoire dans les missions universitaires à partir de deux cas d’étude Syracuse University (État de New York, États-Unis) et Paris Nanterre (France). L’analyse propose le concept d’implication universitaire et interroge alors les positionnements et actions volontairement entrepris par des universités ou des universitaires envers et avec des acteurs non académiques pour apporter une contribution à la société dans le cadre de leurs missions et activités universitaires. L’approche comparée met en regard deux universités qui portent une posture d’université engagée comme levier de différenciation et d’attractivité institutionnelle en fonction de leurs modèles nationaux respectifs. L’analyse de la mise en œuvre de cette posture d’implication met en lumière les contrastes de moyens d’action des deux établissements, tout en distinguant des logiques de territorialisation communes : le territoire de l’université est à la fois cadre d’inscription, terrain d’investissement et enjeu de transformation et de délimitation. L’échelon des enseignants-chercheurs est enfin étudié dans ses rapports avec l’institution de rattachement, mettant en lumière à la fois les types d’incitations adressées par les universités à leurs membres pour les intégrer à leurs projets et politiques d’implication territoriale, et les stratégies des enseignants-chercheurs à l’égard de leur établissement. / This thesis deals with the place of the territory in university missions using two case studies: Syracuse University (New York State, United States) and Paris Nanterre (France). Based on the concept of university engagement, the analysis questions the positions and actions voluntarily undertaken by universities or academics to contribute to society issues. The comparative approach looks at two universities that are using their commitment as an argument to be more attractive according to their respective national models. The leaders of the two universities promote a renewed theorization of the university's missions and its territorial functions. The analysis of the implementation of this posture of engagement highlights the different means of action of the two institutions, while distinguishing similar territorial logics: the territory of the university is at the same time a frame of action, a land of investment, and an asset to be changed and defined the way the universities want it to be. The faculty level is also studied in its relations with the institution, highlighting at the same time various types of incentives addressed by the universities to their members to integrate them in their projects, and the faculty strategies towards their institution.

隨著社會與科技發展，電影教育之規劃也持續改變，特別是數位科技的浪潮衝擊下，電影教育的變化也隨之加劇。本研究之目的即在探討美國電影教育如何受到電影產業對、社會及科技的影響。本文以University of Southern California, New York University, University of California-Los Angeles, and Syracuse University 這四個學校為主要研究對象，針對其自1960年代迄今的電影教育規劃、學位授與設計、和課程結構進行整理分析，以試圖理解電影教育與產業、社會與科技變化之關係，並透過文獻研究與專家深訪，加以驗證。此研究發現電影教育機構透過新課程的開設、學程提供及學位授與規定的調整等等方式，反應產業、社會、科技的變化。雖然電影創造的本質並未改變，但其本質及概念仍持續影響學校電影課程的外貌。 / American film education system is changing, particularly in light of the digital technology boom. Just how American film education has evolved with regards to the market, social, and technical influences is the objective of this research. Four schools--University of Southern California, New York University, University of California-Los Angeles, Syracuse University--and their undergraduate and graduate curricula from 1960s to present are examined. Qualitative explanations are supported by interviews with administrators and instructors. The study finds that technological developments play an important role in the evolution of American film education by engendering the creation of new courses, programs, departments, and degrees. Yet, the fundamentals of filmmaking have not changed, and schools’ origin and philosophy remain influential factors in shaping the film curriculum.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript. Sponsor: Karl W. Bigelow. Dissertation Committee: R. Freeman Butts, Ralph R. Field, . Type C project. Includes bibliographical references (leaves 419-437).