Esta tese situa-se na fronteira das tensões entre regulação social e emancipação social entendidas no debate geral das políticas de educação superior. Tais políticas estão vinculadas às estratégias de inserção da economia nas grandes transformações que vêm ocorrendo na base produtiva do capitalismo em âmbito mundial. Nesse contexto são instaurados programas de avaliação institucional que podem alterar os modelos de curso e de IES com o intuito de atender aos interesses da sociedade e do capital. Neste âmbito situa-se o objetivo desta tese - investigar os efeitos e as mudanças promovidas pelos processos de avaliação institucional externa nos modelos de universidade. A revisão de literatura destacou as concepções clássicas e contemporâneas de universidade e suas influências na construção de tipos, formatos e modelos de IES. Estudou-se também a agenda política dos organismos internacionais (Banco Mundial e UNESCO) com ênfase no binômio diferenciação e diversificação bem como a agenda dos processos de internacionalização e transnacionalização da Educação Superior influentes sobre os modelos das instituições contemporâneas. Igualmente fazem parte do corpo teórico que sustenta esta tese os modelos de avaliação existentes na literatura e seus enfoques político-filosóficos: liberalismo, fenomenologia e socialismo sem fim. O estudo metodológico de caráter exploratório e descritivo incluiu dados, fatos e fenômenos, que constituíram dois estudos de caso relativos a avaliações externas de dois cursos de graduação, um Curso de Medicina de universidade confessional do Brasil e um Curso de Microbiologia de universidade confessional de Portugal. Para elaborar os estudos de caso foram coletados depoimentos orais através de entrevistas in locu, analisados documentos e legislação dos dois países. As informações obtidas permitem apontar exemplos de mudanças resultantes das avaliações tanto na IES brasileira quanto na IES portuguesa. Aponta-se que os enfoques de avaliação externa vivenciados por estas IES, na sua época e contexto, alteraram o status da IES no caso brasileiro e o perfil do curso no caso português. Em ambas as instituições foram introduzidas melhorias nos cursos decorrentes das recomendações dos processos avaliativos externos. / This thesis is situated on the border tensions between social regulation and social emancipation understood in the general debate of the policies of Higher Education. Such policies are linked to the strategies of integration of the economy in major transformations occurring in the productive base of capitalism on the world level. In this context are instituted programs of institutional evaluation that may change the models of courses and IES in order to meet the interests of society and capital. In this area lies the aim of this thesis – investigate the effects and changes promoted by the external procedures of evaluation on the institutional models of university. A review of the literature highlighted the conceptions of classical and contemporary university and its influences in the construction of types, formats and models of IES. It also studied the political agenda of international organizations (the World Bank and UNESCO) with emphasis on binomial differentiation and diversification as well as the agenda of processes of internationalization and transnationalization of Higher Education influential on the contemporary models of institutions. Also part of the body that supports this thesis are the theoretical models of evaluation in literature and their political-philosophical approaches: liberalism, socialism and phenomenology without end. The methodological study of exploratory and descriptive character includes data, facts and phenomena, which constitute two studies of case concerning external evaluations of two graduation courses, a Medicine graduation course of a confessional university of Brazil and a Microbiology graduation course of a confessional university of Portugal. For the preparation of the case studies were collected through interviews oral testimony in locu, examined documents and legislation of the two countries. The information obtained allow to point examples of changes resulting from evaluation in both IES, Brazilian and Portuguese. It indicates that the external evaluation approaches experienced by these IES, in its time and context, changed the status of IES in the Brazilian case and the profile of the course in the Portuguese case. In both institutions improvements in courses have been introduced arising from recommendations of the external evaluation processes.

Esta tese situa-se na fronteira das tensões entre regulação social e emancipação social entendidas no debate geral das políticas de educação superior. Tais políticas estão vinculadas às estratégias de inserção da economia nas grandes transformações que vêm ocorrendo na base produtiva do capitalismo em âmbito mundial. Nesse contexto são instaurados programas de avaliação institucional que podem alterar os modelos de curso e de IES com o intuito de atender aos interesses da sociedade e do capital. Neste âmbito situa-se o objetivo desta tese - investigar os efeitos e as mudanças promovidas pelos processos de avaliação institucional externa nos modelos de universidade. A revisão de literatura destacou as concepções clássicas e contemporâneas de universidade e suas influências na construção de tipos, formatos e modelos de IES. Estudou-se também a agenda política dos organismos internacionais (Banco Mundial e UNESCO) com ênfase no binômio diferenciação e diversificação bem como a agenda dos processos de internacionalização e transnacionalização da Educação Superior influentes sobre os modelos das instituições contemporâneas. Igualmente fazem parte do corpo teórico que sustenta esta tese os modelos de avaliação existentes na literatura e seus enfoques político-filosóficos: liberalismo, fenomenologia e socialismo sem fim. O estudo metodológico de caráter exploratório e descritivo incluiu dados, fatos e fenômenos, que constituíram dois estudos de caso relativos a avaliações externas de dois cursos de graduação, um Curso de Medicina de universidade confessional do Brasil e um Curso de Microbiologia de universidade confessional de Portugal. Para elaborar os estudos de caso foram coletados depoimentos orais através de entrevistas in locu, analisados documentos e legislação dos dois países. As informações obtidas permitem apontar exemplos de mudanças resultantes das avaliações tanto na IES brasileira quanto na IES portuguesa. Aponta-se que os enfoques de avaliação externa vivenciados por estas IES, na sua época e contexto, alteraram o status da IES no caso brasileiro e o perfil do curso no caso português. Em ambas as instituições foram introduzidas melhorias nos cursos decorrentes das recomendações dos processos avaliativos externos. / This thesis is situated on the border tensions between social regulation and social emancipation understood in the general debate of the policies of Higher Education. Such policies are linked to the strategies of integration of the economy in major transformations occurring in the productive base of capitalism on the world level. In this context are instituted programs of institutional evaluation that may change the models of courses and IES in order to meet the interests of society and capital. In this area lies the aim of this thesis – investigate the effects and changes promoted by the external procedures of evaluation on the institutional models of university. A review of the literature highlighted the conceptions of classical and contemporary university and its influences in the construction of types, formats and models of IES. It also studied the political agenda of international organizations (the World Bank and UNESCO) with emphasis on binomial differentiation and diversification as well as the agenda of processes of internationalization and transnationalization of Higher Education influential on the contemporary models of institutions. Also part of the body that supports this thesis are the theoretical models of evaluation in literature and their political-philosophical approaches: liberalism, socialism and phenomenology without end. The methodological study of exploratory and descriptive character includes data, facts and phenomena, which constitute two studies of case concerning external evaluations of two graduation courses, a Medicine graduation course of a confessional university of Brazil and a Microbiology graduation course of a confessional university of Portugal. For the preparation of the case studies were collected through interviews oral testimony in locu, examined documents and legislation of the two countries. The information obtained allow to point examples of changes resulting from evaluation in both IES, Brazilian and Portuguese. It indicates that the external evaluation approaches experienced by these IES, in its time and context, changed the status of IES in the Brazilian case and the profile of the course in the Portuguese case. In both institutions improvements in courses have been introduced arising from recommendations of the external evaluation processes.

Esta tese situa-se na fronteira das tensões entre regulação social e emancipação social entendidas no debate geral das políticas de educação superior. Tais políticas estão vinculadas às estratégias de inserção da economia nas grandes transformações que vêm ocorrendo na base produtiva do capitalismo em âmbito mundial. Nesse contexto são instaurados programas de avaliação institucional que podem alterar os modelos de curso e de IES com o intuito de atender aos interesses da sociedade e do capital. Neste âmbito situa-se o objetivo desta tese - investigar os efeitos e as mudanças promovidas pelos processos de avaliação institucional externa nos modelos de universidade. A revisão de literatura destacou as concepções clássicas e contemporâneas de universidade e suas influências na construção de tipos, formatos e modelos de IES. Estudou-se também a agenda política dos organismos internacionais (Banco Mundial e UNESCO) com ênfase no binômio diferenciação e diversificação bem como a agenda dos processos de internacionalização e transnacionalização da Educação Superior influentes sobre os modelos das instituições contemporâneas. Igualmente fazem parte do corpo teórico que sustenta esta tese os modelos de avaliação existentes na literatura e seus enfoques político-filosóficos: liberalismo, fenomenologia e socialismo sem fim. O estudo metodológico de caráter exploratório e descritivo incluiu dados, fatos e fenômenos, que constituíram dois estudos de caso relativos a avaliações externas de dois cursos de graduação, um Curso de Medicina de universidade confessional do Brasil e um Curso de Microbiologia de universidade confessional de Portugal. Para elaborar os estudos de caso foram coletados depoimentos orais através de entrevistas in locu, analisados documentos e legislação dos dois países. As informações obtidas permitem apontar exemplos de mudanças resultantes das avaliações tanto na IES brasileira quanto na IES portuguesa. Aponta-se que os enfoques de avaliação externa vivenciados por estas IES, na sua época e contexto, alteraram o status da IES no caso brasileiro e o perfil do curso no caso português. Em ambas as instituições foram introduzidas melhorias nos cursos decorrentes das recomendações dos processos avaliativos externos. / This thesis is situated on the border tensions between social regulation and social emancipation understood in the general debate of the policies of Higher Education. Such policies are linked to the strategies of integration of the economy in major transformations occurring in the productive base of capitalism on the world level. In this context are instituted programs of institutional evaluation that may change the models of courses and IES in order to meet the interests of society and capital. In this area lies the aim of this thesis – investigate the effects and changes promoted by the external procedures of evaluation on the institutional models of university. A review of the literature highlighted the conceptions of classical and contemporary university and its influences in the construction of types, formats and models of IES. It also studied the political agenda of international organizations (the World Bank and UNESCO) with emphasis on binomial differentiation and diversification as well as the agenda of processes of internationalization and transnationalization of Higher Education influential on the contemporary models of institutions. Also part of the body that supports this thesis are the theoretical models of evaluation in literature and their political-philosophical approaches: liberalism, socialism and phenomenology without end. The methodological study of exploratory and descriptive character includes data, facts and phenomena, which constitute two studies of case concerning external evaluations of two graduation courses, a Medicine graduation course of a confessional university of Brazil and a Microbiology graduation course of a confessional university of Portugal. For the preparation of the case studies were collected through interviews oral testimony in locu, examined documents and legislation of the two countries. The information obtained allow to point examples of changes resulting from evaluation in both IES, Brazilian and Portuguese. It indicates that the external evaluation approaches experienced by these IES, in its time and context, changed the status of IES in the Brazilian case and the profile of the course in the Portuguese case. In both institutions improvements in courses have been introduced arising from recommendations of the external evaluation processes.

This study is an investigation of the importance of present and preferred institutional goals as perceived by the faculties and administrators of two open university systems in Bangkok, Thailand. The purposes of the study are twofold. The first is to identify and analyze the similarities and differences of present and preferred goal priorities. The second is to determine differences and similarities for five institutional goal areas between the two systems and by administrator and faculty groups.

The article presents a selective review of the literature that exposes and analyzes the results of ten empirical studies on the consequences of the application of economic incentives in academia in a context of global transformation of the university. The first part presents a brief description of incentive systems known as merit pay plans, their main characteristics and the objectives of their implementation. The second part presents the main research findings developed in the USA, Germany, Australia, Estonia, Pakistan, Argentina and Mexico, and the reported effects on productivity, motivation and teacher satisfaction. Concludes with the discussion of critical aspects in the implementation and evaluation of merit-based payment systems. / El estudio presenta una revisión selectiva de la literatura que expone y analiza los resultados de diez investigaciones empíricas sobre las consecuencias de la aplicación de incentivos económicos en la academia, en un contexto de transformación de la organización universitaria a nivel global. La primera parte presenta una breve descripción de los sistemas de incentivos denominados pago por méritos, sus principales características y los objetivos de su implementación.La segunda parte expone los principales hallazgos de investigaciones desarrolladas en EUA, Alemania, Australia, Estonia, Pakistán, Argentina y México, y los efectos reportados en la productividad, la motivación y la satisfacción del profesorado.Concluye con la discusión de los aspectos críticos en la implementación y evaluación de los sistemas de pago por mérito.

The purpose of this study was to determine what institutional advancement processes are currently operating in a sample of Southern Baptist 4-year colleges and universities ("what is") and how these processes compare with Wesley K. Willmer's model of an effective small college institutional advancement program ("what ought to be"). An overview of advancement literature suggested that Willmer had developed the best model of an effective, small college advancement program. Willmer's model consisted of five benchmarks which focused on the following: institutional commitment, authority and organizational structure, personnel resources, advancement activities and functions, and evaluation. Willmer developed the model based on his review of advancement literature and results from a survey he sent to 191 small colleges as part of his 1980 dissertation. The same survey instrument, with slight revisions, was subsequently mailed to more than 650 small colleges over a seven year period and through a series of three studies in 1985, 1989, and 1992.

This qualitative case study focused on the effect of a system implementation upgrade on employees' job performance within a central administration department of a major research university in the Southern United States. Review of literature revealed a lack of a specific model or process for system implementation upgrades and its impact on employees' performance in a university administrative office. Guided by Kotter's research on change management models, the research questions examined the attitudes and behaviors of employees involved with the business process project. Data collection was through purposeful sampling and face-to-face interviews with 11 employees. Data were analyzed through pattern-matching technique. The findings were that employees initially felt positive about being a part of the business process project. During the project, employees actually experienced (a) a lack of training, which employees advised to management was very important to a new process; (b) no definitive assistance and a lack of communication for individual concerns; (c) management's increased job duties and responsibilities without increased income; and (d) feeling unvalued in employee meetings. The implications for social change include the potential for positive employee behavior in colleges and universities when management is considering a change model or process involving employees in a system implementation during organizational change.

This investigation compared the perceptions of responsibility, authority, and delegation held by department chairpersons and those held by faculty members in Saudi Arabian universities. The three purposes of the study were to determine differences in perceptions between department chairpersons and their faculty members, to determine any significant interaction between the independent variable (position) and each of the eleven clarification variables with respect to respondents' perceptions, and to determine any significant difference in perceptions between respondents in different categories of each of the clarification variables. The findings were as follows. There was a significant difference in perceptions of responsibility between department chairpersons and their faculty members, but no such difference was found for authority or delegation. Significant interactions were found between position and three of the clarification variables with regard to perceptions of responsibility, between position and none of the clarification variables with regard to perceptions of authority, and between position and four of the clarification variables with regard to perceptions of delegation. In addition, significant differences in perceptions were found among categories of six clarification variables with regard to responsibility, of four clarification variables with regard to authority, and of seven clarification variables with regard to delegation.

Das Jahrbuch der TU Chemnitz erscheint einmal jährlich und gibt einen Rück- und Ausblick auf die Entwicklung der Universität. / The yearbook of TU Chemnitz is published once a year and gives retrospect and perspective of the development of the university.

Large organizations such as Portland State University (PSU) play an important role in the environmental impact and sustainability of a city, EcoDistrict and region. Through their resource use and operations, such organizations can assist in mitigating environmental damage, as well as educate their members and community. PSU does not currently have any formal policies that support sustainable operations, and there is room to improve the sustainability of campus operations. Feedback from PSU employees was solicited through two surveys, and these data were qualitatively analyzed to identify salient organizational issues that may serve to inhibit implementation of sustainable operations at PSU. Findings revealed the following: lack of collaboration, connectivity, and information sharing between departments and levels of the organization's hierarchy, and a perceived lack of top-down support in the form of operational sustainability guidance, policies, and resources. The PSU Green Team program and Climate Action Plan Implementation Team (CAP-IT) may offer opportunities to address these shortcomings, and if supported and well-utilized, these existing structures have the potential to promote sustainable operations and EcoDistrict development at PSU.