Dissertation prepared in fulfilment of the requirements for the degree of Magister Technologiae (Quality) CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2008 / The aim of this research is to identify criteria for the evaluation of support systems applicable to public higher education institutions from a limited international and national perspective. The objectives of the research are to identify the criteria available from existing and related fields through a literature review and to validate the evaluation criteria using an empirical study. The existing literature describes the relevant academic processes, but very little has been written on criteria for evaluating support systems. The research for this study attempts to address this deficiency. The criteria from the Coetzee Model were used as a basis for this research and other models in the existing literature were also referred to, including the Baldrige National Quality Program for Education Criteria, ISO 9001:2000, European Foundation Quality Model and the South African Excellence Model. This research also draws on information deemed important by the Higher Education Quality Committee and the South African Qualifications Authority. Both qualitative and quantitative data collection methods were used in the investigation. The research instruments used included questionnaires and interviews. Questionnaires were distributed to all public universities, universities of technology, and one technikon in South Africa. The results of the study revealed that most respondents agreed with the generic criteria against which units should be evaluated; namely “leadership”, “strategic goals and performance indicators”, “resourcing and funding”, “policies and procedures” and “self-evaluation guidelines”. Statistical analysis was done on the criteria. The two main findings of the research showed that the first five generic criteria were valid and reliable and that there was good internal consistency among the items in each of these criteria, which confirms that the results were valid. It is recommended that for future research, the study should be expanded to support units in higher education not included in this study. The suitability of generic criteria and the development of further specific criteria should be determined. Quality-related arrangements for community engagement, where appropriate, should be adequately resourced and monitored for each unit. Once evaluations and surveys have been conducted on support units using the criteria, the process of benchmarking should be used for preventing potential problems and improving results. KEYWORDS Administration, audit, core processes, criteria, customer, evaluation, higher education, key performance indicators, principles, quality, support processes, systems

Da mesma forma que os investidores esperam retornos positivos, os cidadãos também esperam que o Estado lhe confira um retorno em desenvolvimento econômico e a melhoria da qualidade de vida ("lucro social"), em aderência ao princípio da continuidade do Estado. Contudo, o controle exercido sobre os órgãos da administração pública, responsáveis por executar as verbas públicas muitas vezes atendem ao principio da legalidade sem que, a efetividade e eficácia sejam efetivamente atendidas. Neste sentido a efetivação da governança pública no Brasil, que vem ocorrendo ao longo dos últimos anos, torna-se elemento que agrega à legalidade, valores e princípios harmonizando os processos e procedimentos, contribuindo para a possibilidade de empoderamento legítimo do cidadão diante dos feitos do Estado do qual ele é mantenedor, seu maior "investidor" – shareholder. Neste matiz este estudo tem por objetivo discutir a migração da aplicação dos conceitos de governança corporativa para o âmbito público, visto numa perspectiva de agência, fundamentada na problemática que discute a efetividade da implementação da Governança Pública nas universidades federais brasileiras verificando a influencia das auditorias internas neste processo. Complementado por uma pesquisa de campo o estudo verificou, por meio respostas ao questionário estruturado utilizado como instrumento de coleta, a contribuição das unidades de auditoria interna das universidades federais brasileiras no estabelecimento e consolidação da governança pública na gestão institucional. Tem-se como resultado um panorama do controle interno nas universidades federais brasileiras, inferindo-se, também, que ainda existe a necessidade de implantação e estruturação adequada da auditoria interna a fim de que esta se traduza em um instrumento efetivo de implantação da governança pública como princípio inerente à Administração Pública. / Just as investors expect positive returns, citizens expect the state confers a return in economic development and improved quality of life ("social profit"), in adherence to the principle of continuity of the State. However, the control exercised over the bodies of the public administration responsible for performing public funds often serve the principle of legality without, effectiveness and efficiency are effectively met. In this sense the effectiveness of public governance in Brazil, which has been occurring over the past few years, it becomes element that adds to the legality, values and principles harmonizing processes and procedures, contributing to the possibility of legitimate citizen empowerment made before the State of which he is a keeper, its largest "investor" - shareholder. In this hue this study aims to discuss the migration of the application of the concepts of corporate governance to the public, seen from the perspective of agency, based on the problem that discusses the effectiveness of the implementation of the Public Governance in the Brazilian federal universities verifying the influence of internal audits this process. Complemented by a field research study found, through responses to the questionnaire used as structured data collection instrument, the contribution of internal audit units of the Brazilian federal universities in the establishment and consolidation of public governance in institutional management. It has resulted in a panorama of internal control in the federal universities in Brazil, inferring, too, that there is still a need for proper structuring and implementation of internal audit to ensure that this is translated into an effective instrument deployment of public governance as a principle inherent in Public Administration.

Este estudo buscou descrever a história da construção da extensão universitária na Universidade Tecnológica Federal do Paraná - UTFPR, mais precisamente a partir de 1.968, ano em que a extensão passou a ser obrigatória nas instituições de ensino superior, por meio da Lei da Reforma Universitária de nº 5.540/68. A instituição então denominada Centro Federal de Educação Tecnológica do Paraná - CEFET-PR foi recentemente transformada em Universidade Tecnológica, porém, desde os seus primórdios realizava atividades com características extensionistas. O objetivo geral deste estudo foi pesquisar sobre o perfil da instituição e o desenvolvimento de suas ações extensionistas. Como seus objetivos giravam em torno da formação profissional, ficou caracterizada pela aproximação com o setor produtivo. Desta forma, o conceito de extensão caracterizou-se pela prestação de serviços. Para apresentar a função da extensão e sobre o relacionamento da universidade com a sociedade, buscaram-se os aportes teóricos de Fávero (1977), Rocha (1980), Gurgel (1986), Cunha (1988), Loureiro (1990), Durhan (1993), Fazenda (1993), Wolff (1993), Buarque (1994), Souza Santos (1996), Thiollent (2000), Botomé (2001), Faria (2001), Melo Neto (2001), Freire (2002), Toscano (2006), bem como, documentos do Fórum Nacional dos Pró-Reitores de Extensão das Universidades Públicas Brasileiras, principalmente o Plano Nacional de Extensão (2000/2001). Neste estudo, foi realizado um levantamento documental no Departamento de Documentação Histórica - DEDHIS e na Biblioteca da UTFPR, em busca de informações e ações de extensão realizadas pela universidade. A história da extensão na UTFPR a partir de 1968 foi registrada também, por meio de entrevistas com todos os diretores da instituição antes da transformação em universidade e os reitores, a partir de 2005. Constatou-se que nas gestões pesquisadas foram desenvolvidas inúmeras atividades de extensão, mesmo estas nem sempre serem entendidas como extensionistas. Identificou-se a preocupação da instituição no relacionamento com as empresas e, com isso, a conseqüente realização de atividades e projetos voltados para o setor produtivo sob a forma de prestação de serviços. Destaca-se o incentivo às atividades artístico-culturais na gestão compreendida entre 1972/1984; e a ênfase na pesquisa voltada a projetos tecnológicos na gestão de 1988/1992. A palavra “extensão” começa a aparecer com maior frequência a partir da segunda metade da década de noventa, assim como, a ênfase na prestação de serviços com o objetivo de arrecadação financeira. As atividades extensionistas ganham maior destaque a partir do ano 2.000 com as discussões sobre a transformação em universidade tecnológica, tanto que a instituição passa a fazer parte, em 2002, do FORPROEXT. Em 2005 ocorre a transformação de Centro Federal de Educação Tecnológica em Universidade Tecnológica Federal do Paraná. Devido à transformação, a UTFPR encontra-se em fase de construção de sua identidade, apresentando um projeto voltado ao ensino, à pesquisa e à extensão. Desta forma pretendeu-se com esta pesquisa, aprofundar e difundir o conceito de extensão da universidade, gerar a discussão sobre o seu papel e apresentar as ações extensionistas da UTFPR, promovendo assim a sua divulgação. / This study sought to describe the history of the university extension in the Federal University of Technology - Parana - UTFPR, more precisely from 1968, the year that the extension was made mandatory in the higher education institutions, by the Law of University Reform No. 5540/68. The institution then known as the Paraná Federal Center of Technological Education - CEFET-PR has been recently transformed into a University of Technology, however, since its early days because of its operational characteristics had extension as part of its activities. The aim of this study was to research the profile of the institution and the development of their extension activities. As Institutional goals revolved around training, was characterized by closer ties with the productive sector. Thus, the concept of extension was characterized by the provision of services. In order to present the aims of extension and the university relation with society, the following researchers were used Fávero (1977), Rocha (1980), Gurgel (1986), Cunha (1988), Loureiro (1990), Durhan (1993), Fazenda (1993), Wolff (1993), Buarque (1994), Souza Santos (1996), Thiollent (2000), Botomé (2001), Faria (2001), Melo Neto (2001), Freire (2002), Toscano (2006), as well as, documents of Fórum Nacional dos Pró-Reitores de Extensão das Universidades Públicas Brasileiras, mainly the Plano Nacional de Extensão (2000/2001). In this study, a documentary survey was made at the Department of Historical Documentation - DEDHIS and the Library of UTFPR in search of information and extension actions taken by the university. The history of the extent UTFPR from 1968 was also recorded through interviews with all directors of the institution before the transformation into a university and rectors from 2005. Among the university administration surveyed several extension activities were developed, although not always be understood as activities of extension. It was identified the institution concern for the relationship with companies and, therefore, the consequent make an effort of activities and projects for the productive sector in way of provision of services. Worth mentioning is the incentive the artistic and cultural activities in the management understood between 1972/1984, and the emphasis on research projects aimed at technology in the management of 1988/1992. The word "extension" begins to appear with increasing frequency from the second half of the nineties, as well as the emphasis on services with the aim of rising financial support. The extension activities earn higher consideration from the year 2000 with the discussions on the transformation into a university of technology, so that institution is a part, in 2002, the FORPROEXT. In 2005, take place the transformation of Centro Federal de Educação Tecnológica (Federal Center of Technological Education) into Universidade Tecnológica Federal do Paraná (Federal University of Technology – Paraná). Because of the conversion into a university, UTFPR is undergoing construction of its identity by presenting a project aimed at teaching, research and extension. It was projected with this research, strengthen and enlarge the concept of university extension, to generate discussion about their role and present the extension activities of UTFPR, thus promoting their dissemination.

Da mesma forma que os investidores esperam retornos positivos, os cidadãos também esperam que o Estado lhe confira um retorno em desenvolvimento econômico e a melhoria da qualidade de vida ("lucro social"), em aderência ao princípio da continuidade do Estado. Contudo, o controle exercido sobre os órgãos da administração pública, responsáveis por executar as verbas públicas muitas vezes atendem ao principio da legalidade sem que, a efetividade e eficácia sejam efetivamente atendidas. Neste sentido a efetivação da governança pública no Brasil, que vem ocorrendo ao longo dos últimos anos, torna-se elemento que agrega à legalidade, valores e princípios harmonizando os processos e procedimentos, contribuindo para a possibilidade de empoderamento legítimo do cidadão diante dos feitos do Estado do qual ele é mantenedor, seu maior "investidor" – shareholder. Neste matiz este estudo tem por objetivo discutir a migração da aplicação dos conceitos de governança corporativa para o âmbito público, visto numa perspectiva de agência, fundamentada na problemática que discute a efetividade da implementação da Governança Pública nas universidades federais brasileiras verificando a influencia das auditorias internas neste processo. Complementado por uma pesquisa de campo o estudo verificou, por meio respostas ao questionário estruturado utilizado como instrumento de coleta, a contribuição das unidades de auditoria interna das universidades federais brasileiras no estabelecimento e consolidação da governança pública na gestão institucional. Tem-se como resultado um panorama do controle interno nas universidades federais brasileiras, inferindo-se, também, que ainda existe a necessidade de implantação e estruturação adequada da auditoria interna a fim de que esta se traduza em um instrumento efetivo de implantação da governança pública como princípio inerente à Administração Pública. / Just as investors expect positive returns, citizens expect the state confers a return in economic development and improved quality of life ("social profit"), in adherence to the principle of continuity of the State. However, the control exercised over the bodies of the public administration responsible for performing public funds often serve the principle of legality without, effectiveness and efficiency are effectively met. In this sense the effectiveness of public governance in Brazil, which has been occurring over the past few years, it becomes element that adds to the legality, values and principles harmonizing processes and procedures, contributing to the possibility of legitimate citizen empowerment made before the State of which he is a keeper, its largest "investor" - shareholder. In this hue this study aims to discuss the migration of the application of the concepts of corporate governance to the public, seen from the perspective of agency, based on the problem that discusses the effectiveness of the implementation of the Public Governance in the Brazilian federal universities verifying the influence of internal audits this process. Complemented by a field research study found, through responses to the questionnaire used as structured data collection instrument, the contribution of internal audit units of the Brazilian federal universities in the establishment and consolidation of public governance in institutional management. It has resulted in a panorama of internal control in the federal universities in Brazil, inferring, too, that there is still a need for proper structuring and implementation of internal audit to ensure that this is translated into an effective instrument deployment of public governance as a principle inherent in Public Administration.

D.Ed. / Since postmodernism according to Von Recum (1990:10) has to do with the dissolution of universal meanings for the world and life, along with the process of egalitarianism, that is, equality for all people, and dehierarchisation, and dismantling of authority, the administration and management processes of colleges of education are invariably influenced by the movement. This investigation therefore seeks to find out the influence of postmodernism, that is, dehierarchisation and dismantling of bureaucratic authority by students and lecturers on the generic processes of administration and the significance of it for educational management. The dehierarchisation process will, in the view of this study, make it possible for the colleges of education to be democratised and to be transformed. It would appear that the colleges of education have difficulties in coping with the demands of the postmodern times that are characterised by democratisation and transformation. This study therefore intends to examine the paradigms or models that may help these institutions to succeed in accomplishing the missions for which they were established which is to nurture and to train teachers.

This study describes and implements a necessary preliminary strategic planning procedure, the Internal Environmental Scanning (IES), and discusses its relevance to strategic planning and university-sponsored lifelong learning program model selection. Employing a qualitative research methodology, a proposed lifelong learning-centric IES process based on Bryson's (2004) strategic planning model was tested at a large public university in the American Southwest with the intention of both refining the IES process for general use in the field as well as providing a set of useable reference documents for strategic planners at that university. The prototype lifelong learning IES process as tested proved to be highly effective in identifying and categorizing previously unrecognized lifelong learning programming and organizational structures and, was reasonably efficient in process execution. Lessons learned from the application of the prototype lifelong learning IES procedure led to the development of a revised scanning procedure. This revised procedure is considered more reliable and can be accomplished by a single investigator in as little as 35 production hours, providing a detailed snapshot of the total university lifelong learning system and a point of departure for the larger strategic planning effort.

The full text of this thesis/dissertation is not available online. Pending permission from the author/supervisor access may be provided on <a href="mailto:upetd@up.ac.za">request.</a> Read the abstract in the section 00front of this document. / Thesis (PhD (Education Management))--University of Pretoria, 2007. / Education Management and Policy Studies / unrestricted

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Higher education institutions (HEIs) have faced unprecedented challenges during the Covid-19 pandemic. This dissertation draws on the comparative case study design to examine the institutional response to the Covid-19 pandemic across seventeen HEIs in three urban contexts: Hong Kong, Johannesburg, and New York. Due to the limited knowledge base about the novel coronavirus and its rapid spread, the institutional response to the Covid-19 pandemic was premised on uncertainty and presented a unique challenge to decision-makers. This study is informed by the systems approach in the three strands of literature I draw from – disaster studies, sociology of risk, and higher education governance. The evidence from this study supports the conceptualization of the Covid-19 response as a by-product of social design and socially constructed events. I take a qualitative approach to study the institutional response through semi-structured interviews, documents, and recruitment survey responses. Guided by organized risk sensemaking, I put forth the following research questions: (1) What policies, if any, have been adopted to mitigate the risk of Covid-19? (2) What decision-making structures, if any, have been mobilized to mitigate the risk of Covid-19? (3) How, if at all, institutional managers have rationalized the decisions adopted in response to the Covid-19 pandemic? and (4) How, if at all, has the external environment impacted the institutional response to Covid-19? In the first findings chapter, I examine the Covid-19 policies adopted during the pandemic and conclude that the measures taken to mitigate risks associated with the pandemic have counter-intuitive consequences. The Covid-19 response has strengthened HEIs’ place-based identity and underscored the role universities and colleges play in their immediate communities as anchor institutions. The second analytical chapter shows how decision-making structures were established and mobilized during the Covid-19 pandemic within different HEIs. It typifies decision making structures by their focus (general vs. specific) and temporality (permanent vs. temporary). This chapter discusses the challenges and benefits of different decision-making approaches, including the involvement of faculty and staff, the elimination of organizational silos, and the funneling of decisions to higher levels of authority. Furthermore, I interrogate the institutional managers’ rationalizations of challenges and ethical dilemmas brought on by the pandemic. In this chapter, I present the four emerging attitudes toward the Covid-19 pandemic as a sensemaking framework, illuminating the institutional response as a temporally dynamic phenomenon. Lastly, I focus on the external environment and specifically, the non-state sectoral actors that have played a crucial role in informing and shaping HEIs' responses. The relationships with these actors serve advisory, brokerage, coordination, data collection, material support, lobbying, and translation functions for HEIs. The study contributes to the literature on comparative education by providing empirical evidence on the role of non-state sectoral actors, the decision-making processes of HEIs, and the impact of Covid-19 on higher education. It also highlights the importance of universities and colleges as anchor institutions within their communities.

The purpose of this study was to investigate the way in which OBE teacher training in the Northern Province is being managed, particularly in Region 4. The study also aimed to contribute in providing information about how the Provincial office of the Northern Province is managing OBE teacher training. The literature review covered both materials in the Provincial, National and other countries. The study's research methodology was qualitative, which includes interviews, observation and case study based. Interviews were scheduled with Provincial, Regional, District Dept officials, Educators and Principals. The study has revealed that Region 4 cannot manage the implementation of OBE teacher training properly and effectively due to constrains such as lack of transport, insufficient training for trainer facilitators and educators, et cetera. / Educational Studies / M.Ed. (Education Management)