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Thesis (M.A. (Health Social Science))--Mahidol University, 2006. / LICL has E-Thesis 0012 ; please contact computer services.

This project examines how undergraduate and graduate students at a university in the Southern United States utilize and conceptualize volunteering at the beginning of the second decade of the 21st century, a time when volunteerism is on the rise despite a severe economic crisis. I was interested in taking an anthropological approach to explore the reasons that people volunteered as well as how their decisions about volunteering might be impacted by different aspects of their identity, including their ethnicity, gender identity, student status, and affiliation with student groups. Based on in-depth interviews and surveys conducted with five undergraduate and five graduate students, I learned about their motivations for volunteering and their perceptions about participating in volunteer activities.

Syftet med uppsatsen är att presentera internationella studenters perspektiv och tolkningar på hur hierarki och auktoritet kan utrycka sig inom det svenska universitet. För att synligöra detta kontrasteras den svenska kontexten med informanternas tidigare erfarenheter utomlands. Faktorer som informanterna anser påverkar de sociala strukturerna inom universitetet är studiebakgrund, finansieringsutformning och samhällets symboliska syn på högre utbildning. Några skillnader som kontrasteras av informanterna återfinns inom områdena tid, organisation, värdering, ansvar och tävlingsmentalitet. Andra skillnader som uppkom är hur man tilltalar och hälsar på varandra, rollfördelning och skillnaderna mellan personlig och professionell interaktion. Summerat beskriver generellt informanterna den svenska kontexten som mer jämlik, mindre auktoritär och att de sociala relationerna mellan student och lektor kan tolkas som vänskapliga. / The purpose of this paper is to present international students' perspectives and interpretations of how the hierarchy and authority will be expressed in the Swedish university. To make the structures visible will the Swedish context be compared to the informants' previous experiences abroad, to visualise the contrasters. Factors that the informants thinks may will affect the social structures within the university can be found in areas of educational background, financing, responsibility and the society approach to higher education. Some differences that are contrasted by the informants can also be found in the areas of time, organisation, evaluation, accountability and competitive mentality. Other social differences that arose is greetings, academic roles and the differences between personal and professional interaction. In summary the informants overall describes the Swedish context as more equal, less authoritarian and the social relations between the student and the lecturer can be interpreted as amicable.

Thesis advisor: Heather T. Rowan-Kenyon / The purpose of this study on university handling of Campus Sexual Assault (CSA) was to understand the experiences of Title IX Coordinators as key administrators in this work. CSA continues to be a pervasive problem, and the dialogue on campuses and externally is highly contentious. Guidance from the federal government, combined with a recent surge in lawsuits against universities, have created a precarious legal context for CSA that is exceedingly difficult for universities to manage. How institutions handle the array of moving parts with CSA is largely absent from the current literature. This study interviewed university Title IX Coordinators, who are responsible for overseeing the institutional response to CSA and therefore are uniquely positioned to offer insight into how universities are handling the problem and the internal and external factors that are playing a role. Sixteen interviews were conducted of Title IX Coordinators responsible for overseeing student CSA matters at NCAA Division I institutions. The research questions guiding this study included: (a) how do Title IX Coordinators handle and carry out their responsibilities related to CSA; what shapes the ways in which Title IX Coordinators handle their responsibilities related to CSA, and (b) how does university culture influence Title IX Coordinators’ work related to CSA? The theory that emerged from the data indicates that Title IX Coordinators have an array of complexities to navigate in their CSA work, stemming from an interplay of both internal and external pressures and factors, that can lead to a range of outcomes that are most often negative. Using grounded theory methodological procedures, a theory and visual model were generated to explain the interactions among the following components: Title IX Coordinator values and priorities; processes involved in CSA work; university culture and structure; collaboration with and management of university partners; the legal landscape and external context; and case outcomes and Title IX Coordinator impact. The theory has implications for policy, for Title IX Coordinators and universities, and for future research. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Universitäten stehen unter einem enormen, politisch forcierten Wettbewerbsdruck, auf den sie u.a. durch eine verstärkte strategische Ausrichtung zu reagieren versuchen. Dies bedeutet, nicht zuletzt aufgrund häufig negativ ausgeprägter Befindlichkeiten bei Universitätsmitgliedern, große Herausforderungen für die Universitätsleitungen, strategisches Management universitätsadäquat unter Einbezug der institutionellen Seite von Universität zu gestalten ...

No / This paper describes an institutional strategy (Ecoversity) to embed sustainable development across the full range of university activities and services and reflects on two different phases of Ecoversity providing illustrations and case examples of specific actions and changes that have occurred. The programme has begun to deliver tangible benefits to the institution and has begun to act as a catalyst for, and link up with other, internal initiatives that are seeking to reshape the university culture and core activities around sustainable development. The paper reflects on the process of change and describes a process model that captures many of the key elements that needed to be addressed to initiate change and scale up activities. The process model is helpful in analysing barriers to change and how change can be achieved. The project illustrates a conscious and deliberate process for embedding SD within a university culture and offers a coherent conceptual framework for describing change

Universitäten stehen unter einem enormen, politisch forcierten Wettbewerbsdruck, auf den sie u.a. durch eine verstärkte strategische Ausrichtung zu reagieren versuchen. Dies bedeutet, nicht zuletzt aufgrund häufig negativ ausgeprägter Befindlichkeiten bei Universitätsmitgliedern, große Herausforderungen für die Universitätsleitungen, strategisches Management universitätsadäquat unter Einbezug der institutionellen Seite von Universität zu gestalten ...

This thesis was focused on culture and climate of selected public universities in the Czech Republic in the form stated in strategic materials. The goal was to analyse and compare key aspects of strategic materials of selected universities that influence their culture and climate. Selected strategic materials included vision, mission, values, long-term intent of the university and educational faculty, annual activity report and code of ethics. The sample consisted of eight universities whose part was an educational faculty. The method of quantitative content analysis was selected for the analysis of the documents. There were six priority areas identified through the analysis of the documents of the Ministry of Education and key words related to these priority areas. The analysis of university documents showed that organizational culture and climate are not much explicitly covered in their strategic documents, the most frequently emerging feature of organizational culture were values, therefore mainly aspects determining culture and climate were tracked. The main focus of university strategic documents were the following three areas: quality, international aspect and research. Although universities shared a common ground stated by the Ministry of Education there was considerable diversity among...

This study set out to explore the ways in which non-STEM academics, working within UK universities that had positioned themselves publicly as ‘entrepreneurial’ institutions, interpret and negotiate the related concepts of the entrepreneurial academic and university. The entrepreneurial university concept has become a ubiquitous theme in higher education and policy literatures in recent decades, having been described variously as an ‘idea for its time’ (Shattock, 2010) and the ‘end-point of the evolution of the idea of the university’ (Barnett, 2010, p.i). This research set out to interrogate some of the key ways in which this institutional form, and the corresponding concept of the entrepreneurial academic, have been discursively constructed by advocates in the UK and beyond. Further to this, the study aimed to collect narratives of experience from non-STEM academics employed by self-described ‘entrepreneurial’ universities, both to enquire into how they interpreted the ‘entrepreneurial paradigm’, and to invite them to report on how they felt that their university’s assumption of an enterprise mission had, or had not, influenced its organisational ‘culture’ and their subjectively experienced academic work-lives. The researcher’s interest in the relationship between enterprise discourse and the organisational ‘culture’ of universities stemmed from the apparent consensus within the scholarly and policy literature about the need for universities to develop an integrated ‘entrepreneurial culture’ (Clark, 1998, p.7)(Gibb, 2006b, p.2)(Rae, Gee and Moon, 2009) by pursuing a policy of ‘organisational culture change’, with culture here denoting ‘the realm of ideas, beliefs, and asserted values’ (Kwiek, 2008, p.115) which inhere within institutions. To this end, a series of semi-structured, interpretive interviews were carried out with participants from a range of non-STEM disciplines, working in a variety of university types in the UK. The researcher then employed a discourse-analytic method to delineate some of the ‘discursive repertoires’ that participants used to account for their professional practices, and report on their experiences in - and understandings of - the entrepreneurial university. What emerged from this analysis was a complex picture of ‘enterprise discourse’ within the contemporary university setting, as well as a general tendency amongst participants to adopt a position of ontological scepticism where the issue of ‘university culture’ was concerned. Further to this, it was determined that the ‘inclusive’ interpretation of entrepreneurialism typically employed by advocates for the paradigm had not generally been taken up by participants, for whom it was, for the most part, a phenomenon associated variously with ‘managerialism’, ‘market values’, ‘the business agenda’, ‘income generation’, ‘money making’, and the figure of the ‘individual, lone, romantic, heroic capitalist’. Additionally, where subjects were conversant in broader, more ‘social’ conceptions of academic entrepreneurialism, they typically reported that it was rarely articulated in the internal communications of their respective universities.