Peru does not have an articulated and organized student movement that promote clear agendas to improve the quality of higher education. Still, students compete in elections for seats at their university’s governing bodies. This is the case of the National University of Peruvian Amazon (UNAP), where student’s political groups have increased in recent years without a clear agenda about university development. This article explores this paradox describing the new mobilizers for students’ organizations.Firstly, the findings suggest that university’s governing bodies operate under a clientelistic logic between students and authorities. However, at the same time some students have built a new interest in local and regional politics as a result of the Peruvian decentralization process. Therefore, student organizations are also functioning as political operators and supporters of the regional movements.The “big politics” continue to intervene in “petty politics”, and vice versa, turning the university into a relevant arena and students into key actors to understand subnational politics and the functioning of “democracies without parties”. / El Perú no cuenta con un movimiento estudiantil articulado y organizado que busque mejorar la calidad de las universidades públicas y privadas. No obstante, los estudiantes continúan agrupándose al interior de los claustros para postular a cargos de representación en el gobierno universitario. Este es el caso de la Universidad Nacional de la Amazonía Peruana (UNAP), donde aumentaron los grupos estudiantiles en los últimos años sin una agenda clara que busque el desarrollo de la universidad. El presente artículo explora esta paradoja y busca comprender los nuevos movilizadores de la organización estudiantil en la UNAP. Encuentra, en primer lugar, que la política universitaria funciona bajo una lógica clientelar entre estudiantes y docentes dentro de los órganos de gobierno universitario, pero además que hay un re-interés estudiantil por la política local y regional a raíz del proceso de descentralización.Las organizaciones estudiantiles estarían funcionando también como operadores políticos y sustitutos partidarios de los movimientos regionales. La política grande continúa interviniendo en la política chica —y viceversa—, convirtiendo a la universidad y los estudiantes en actores relevantes para comprender la política subnacional y el funcionamiento de las «democracias sin partidos».

There has been little research on the government relations function within the post-secondary education sector in Ontario. This study explores this topic by reviewing the literature and collecting data from key informants in the college, university and government sector, and those who can speak about the sector associations. The study describes how the leaders of colleges and universities in Ontario perceive and conduct government relations, both as individual institutions and as a sector, and analyzes trends and potential implications. The study utilizes a pluralist model of interest group behaviour and applied the hollow-core theory to the policy community and the findings provide compelling evidence that this theory is a useful theoretical framework for understanding the nature of this policy community. This study also provides valuable insight into the hollow-core theory of pluralism. The leadership of individual colleges and universities shares a similar understanding of government relations and engage a similar approach. Individual colleges and universities work independently to lobby for capital funding and work together through their respective associations to lobby for system-wide funding and reforms. Although the presidents of individual institutions continue to lead the government relations function, the trend in the post-secondary education sector in Ontario is to invest additional resources and time in these activities. This study is the first of its kind in Ontario and makes an important contribution to our understanding of the way leaders in the post-secondary education sector in Ontario perceive and conduct government relations. Implications of the findings are considered and recommendations are made for further research.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-11-24T11:51:02Z No. of bitstreams: 1 Ingridi Vargas Bortolaso_.pdf: 2642377 bytes, checksum: 0dd7f4daf1f04248961c15763bed5376 (MD5) / Made available in DSpace on 2015-11-24T11:51:02Z (GMT). No. of bitstreams: 1 Ingridi Vargas Bortolaso_.pdf: 2642377 bytes, checksum: 0dd7f4daf1f04248961c15763bed5376 (MD5) Previous issue date: 2015-03-20 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A cooperação entre universidade-governo-empresa (UGE) contribui para o desenvolvimento da indústria. A partir dessa cooperação, é possível explorar uma lacuna teórica, como o alinhamento entre a visão baseada em recursos e a visão relacional, gerando proposições de pesquisa. Quando se trata de indústria de alta complexidade tecnológica, como a dos semicondutores, essa cooperação torna-se essencial para o sucesso. Com o objetivo de ampliar a compreensão sobre a cooperação UGE na indústria de semicondutores e, em especial, como os recursos compartilhados pela universidade, governo e empresa contribuem para o desenvolvimento da indústria de semicondutores, a presente tese buscou compreender os recursos da universidade, governo e empresa. Isso porque essa cooperação pode estar intimamente relacionada com recursos disponibilizados por cada organização. Além dos recursos de cada organização envolvida, esta tese também identifica as ações relacionais desenvolvidas entre UGE e os recursos resultantes dessas ações. A aplicação dos conceitos-chave da visão baseada em recursos, alinhada com a visão relacional, contribui para a compreensão dessa cooperação. A estratégia de pesquisa utilizada é o estudo de caso único com unidades incorporadas. Assim, foi realizada uma coleta de dados envolvendo múltiplas fontes de informações, tais como: entrevista semiestruturada, material audiovisual, documentos das organizações e relatórios. A análise do caso estudado permitiu a geração de proposições de pesquisa e a elaboração de um esquema conceitual com os elementos críticos necessários para o estabelecimento da cooperação entre UGE. Como elementos críticos, identificou-se: os recursos internos da organização, os recursos compartilhados na cooperação, a relação como recurso, a orientação empreendedora da universidade, o posicionamento do governo como um ator-chave da cooperação e a existência de capacidades latentes nas organizações, característica essencial para o estabelecimento da cooperação. O presente trabalho também apresenta as implicações práticas e teóricas identificadas no processo de cooperação estudado e menciona recomendações para a continuidade deste estudo. / Collaboration amongst university-government-industry (U-G-I) contributes to the development of infant industries. When it comes to industries of high technological complexity, such as segment of semiconductor, this cooperation becomes essential for their success. In order to enlarge our understanding involving the cooperation between university-government-firm in the semiconductor industry and, particularly, how the resources shared by them contribute to the development of the semiconductor industry, this dissertation tries to understand the resources of university, government and firm. This is because such cooperation may be closely related to the resources provided by each organization. In addition to the resources of each of the organizations involved, we also have identified relational actions developed between U-G-I and resulting resources of such actions. An application of the key concepts of the resource-based view, aligned with the relational view, contributed to the understanding of this cooperation. The research strategy used is the case study with embedded units only. Thus, we collected data involving multiple sources of information, such as semi-structured interviews, audiovisual material, organizations’ documents and reports. The analysis of the case study allowed generating research propositions and elaborating a conceptual framework with critical elements necessary to the establishing cooperation amongst U-G-I. As critical elements, we found internal resources of the organizations, resources shared at the cooperation, relation as resource, entrepreneurial direction of the university, the position of the government as a key actor of the cooperation, and the stocks of latent capacities in the organizations, which are essential to establish cooperation. The present study also presents the practical and theoretical implications involved in the process of cooperation studied and makes some recommendations for continuing this study.

There has been little research on the government relations function within the post-secondary education sector in Ontario. This study explores this topic by reviewing the literature and collecting data from key informants in the college, university and government sector, and those who can speak about the sector associations. The study describes how the leaders of colleges and universities in Ontario perceive and conduct government relations, both as individual institutions and as a sector, and analyzes trends and potential implications. The study utilizes a pluralist model of interest group behaviour and applied the hollow-core theory to the policy community and the findings provide compelling evidence that this theory is a useful theoretical framework for understanding the nature of this policy community. This study also provides valuable insight into the hollow-core theory of pluralism. The leadership of individual colleges and universities shares a similar understanding of government relations and engage a similar approach. Individual colleges and universities work independently to lobby for capital funding and work together through their respective associations to lobby for system-wide funding and reforms. Although the presidents of individual institutions continue to lead the government relations function, the trend in the post-secondary education sector in Ontario is to invest additional resources and time in these activities. This study is the first of its kind in Ontario and makes an important contribution to our understanding of the way leaders in the post-secondary education sector in Ontario perceive and conduct government relations. Implications of the findings are considered and recommendations are made for further research.