Made available in DSpace on 2016-08-10T10:32:09Z (GMT). No. of bitstreams: 1 LENILZA ALVES PEREIRA SOUZA.pdf: 748649 bytes, checksum: 75015b58456fc206c206f78fda6c760a (MD5) Previous issue date: 2013-05-06 / This dissertation exposition the analysis of university extension, regarding the institutionality and social commitment, which enables the understanding of the extension as the practice of interlocutor actions that integrate the production and the systematization of knowledge to the learning process, as the locus of the inseparability between teaching, research and extension. The research identifies that the extension in Brazil presents several concepts and conceptions in its historical path in the context of higher education. After the promulgation of the 1988 Constitution and the Law of Guidelines and Bases of Education - LDB 9.394-1996, the extension appears as an indispensable element of institutional identity. The research, carried out on university extension at the Federal University of Goiás (UFG), at the Pontifical Catholic University of Goiás (PUC Goiás), pioneers in the state of Goiás, and at Faculdade Mineirense (FAMA), a private institution in Goiás that is in its early years of operation, elucidates the historical trajectory of the institutions is conditioned by educational projects in effect or in edification; that they develop extension since the operating permit to the present day, contributing to local and regional development in their social function. The results obtained in the process investigated also demonstrate that the institutionalization of extension requires compliance with standards, criteria and theoretical references according to their purposes and their management, guided by the national curriculum guidelines. The analysis of the conceptual trajectory of the extension in Brazilian higher education, based on the connections between society and university, education and social practice, particularizes the consequences of this process in a period of societal transformations, especially in the relationship between the public and private sectors. / Esta dissertação mostra a análise da extensão universitária, no tocante à institucionalidade e ao compromisso social, o que possibilita a compreensão da extensão como prática de ações interlocutoras que integram a produção e a sistematização do conhecimento ao processo de aprendizagem, como lócus da indisssociabilidade entre ensino, pesquisa e extensão. A pesquisa identifica que a extensão no Brasil apresenta vários conceitos e concepções em sua trajetória histórica no contexto da educação superior. Após a promulgação da Constituição Federal de 1988 e da Lei de Diretrizes e Bases da Educação LDB Nº 9.394/1996 a extensão configura-se como um elemento indispensável da identidade institucional. A pesquisa desenvolvida sobre a extensão universitária na Universidade Federal de Goiás (UFG), na Pontifícia Universidade Católica de Goiás (PUC Goiás), pioneiras no estado de Goiás, e na Faculdade Mineirense (Fama), instituição privada goiana que está nos seus primeiros anos de funcionamento, elucida que a trajetória histórica das Instituições está condicionada por projetos educacionais em vigência ou em edificação; que elas desenvolvem extensão desde sua autorização de funcionamento até os dias atuais, contribuindo para o desenvolvimento local e regional em sua função social. Os resultados obtidos no processo investigado demonstram também que a institucionalização da extensão requer consonância com normas, critérios e referenciais teóricas, de suas finalidades e suas gestões pautadas pelas diretrizes curriculares nacionais. A análise da trajetória conceitual da extensão na educação superior brasileira, com base nos nexos entre sociedade e universidade, educação e prática social, particulariza as consequências desse processo em um período de transformações societárias, sobretudo na relação público e privado.

Made available in DSpace on 2016-04-29T14:16:39Z (GMT). No. of bitstreams: 1 Viviane Groppo Lopes Cerqueira.pdf: 1136050 bytes, checksum: 9b3abc79e88dcf64695bcf7e70009216 (MD5) Previous issue date: 2015-03-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation has as purpose the study of university extension experience in the theme of social movements of the agrarian nucleus Terra e Raiz (NATRA) in the Social Service college course of UNESP/Franca-SP, focusing on articulation of university extension, Social Service and Social Movements between 1997 and 2007. It was stated as hypothesis that the experience of university extension in the theme of social movements of NATRA seems to be relevant and quite meaningful, especially the articulation of Social Service, the university extension in social movements and, thus, relevant to the vocational training, although in its trajectory there still are some gaps to full effectiveness. It was defined as main objective to analyze the meanings of the university extension experience in the theme of social movements of NATRA from the perspective of vocational training. The theoretical framework consisted in the definition of three basic concepts duly articulated university extension, Social Service and Social Movements whose bibliographic sources were based in the areas of knowledge of education, Social Service and Social Sciences, within a social and critical approach. The research method, of qualitative character, was set in three stages: bibliographic research, documentary research and field research. Regarding the methodological procedure, it was adopted the use of questionnaires which were addressed to teachers and former students NATRA participants: 6 of the 8 questionnaires sent were answered. Likewise, in order to complement and deepen the questionnaire responses, there were two semi-structured interviews with the Professor Coordinator and the NATRA trainee supervisor. As a result, the research contend analysis showed that, in the theme of social movements along the observed period, the experience of NATRA university extension consistently contributed to the vocational and political training of its participants, especially the Social Service course ones, from a critical conception of university extension which strengthens the social role of the public university and, mainly, the active social movements in the NATRA operating region. The results, however, also pointed out limitations and challenges, especially on the funding of the projects and activities of extension and research developed by NATRA / A presente dissertação tem por objeto o estudo da experiência de extensão universitária na temática de movimentos sociais do Núcleo Agrário Terra e Raiz no Curso de Serviço Social da UNESP/Franca-SP, sob o enfoque da articulação da extensão universitária, Serviço Social e movimentos sociais, no período de 1997 a 2007. Formulou-se como hipótese que a experiência de extensão universitária na temática de movimentos sociais do NATRA, demonstra ser relevante e muito significativa, com destaque para a articulação do Serviço Social, extensão universitária em movimentos sociais e, portanto, para a formação profissional, embora em sua trajetória, apresente ainda, lacunas a uma plena efetividade. Foi definido como objetivo geral analisar os significados da experiência de extensão universitária na temática de movimentos sociais do NATRA UNESP Franca, na perspectiva da formação profissional. O referencial teórico consistiu na definição de três conceitos básicos, devidamente articulados - extensão universitária, Serviço Social e Movimentos sociais, cujas fontes bibliográficas basearam-se nas áreas de conhecimento da educação, do Serviço Social e das Ciências Sociais, numa abordagem social e crítica. A metodologia da pesquisa, de natureza qualitativa, foi organizada em três momentos: pesquisa bibliográfica, pesquisa documental e pesquisa de campo. Quanto aos procedimentos metodológicos, adotou-se a utilização de questionários, destinados a 8 docentes e ex-alunos participantes do NATRA, definidos como sujeitos da pesquisa, tendo sido respondidos 6 questionários. Igualmente foram realizadas duas entrevistas semi-estruturadas com a Docente Coordenadora e a supervisora de estágio do NATRA, tendo em vista, a completmentação e o aprofundamento das respostas dos questionários. A análise da pesquisa evidenciou como resultados que a experiência de extensão universitária do NATRA, na temática de movimentos sociais, ao longo do período estudado, apresentou consistentes contributos à formação profissional e política de seus participantes particularmente do Curso de Serviço Social, a partir de uma concepção crítica de extensão universitária que fortalece a função social da universidade pública e, sobretudo, os movimentos sociais atuantes na região de atuação do NATRA. Os resultados, contudo, apontaram também, limites e desafios, notadamente, sobre o financiamento dos projetos e atividades de extensão e pesquisa desenvolvidos pelo NATRA

As políticas públicas refletem um modelo de atenção ao idoso, sendo que alguns dos seus pressupostos estão de acordo com a política do “Envelhecimento Ativo” da Organização Mundial de Saúde. A sociedade tem procurado dar atenção ao novo segmento populacional formado pelo envelhecimento populacional. A universidade, especialmente desde a última década, vem desenvolvendo iniciativas direcionadas a esse público. A Universidade Federal do Rio Grande do Sul (UFRGS) possui um programa de extensão universitária, desde o ano 2000, tendo como alvo o idoso e com ênfase nas ações de atividade física e lazer. Desse modo, o objetivo desse estudo foi analisar os pressupostos da política do Envelhecimento Ativo no contexto de um programa de extensão universitária com o público idoso. Esse estudo se caracterizou por uma abordagem qualitativa do tipo pesquisa-ação, sendo que a amostra foi composta pelos participantes do programa CELARI (Centro de Estudo de Lazer e Atividade Física do Idoso). A intervenção ocorreu a partir de um curso com oito encontros. Os instrumentos utilizados foram diário de campo e grupo focal, interpretados a partir da análise de conteúdo com categorias temáticas. Foram encontradas quatro categorias: Envelhecimento: processo de aceitação; CELARI: Promotor de qualidade de vida e saúde para o idoso; Celarianos: pertencimento social; Políticas públicas do idoso: conhecimento limitado. Acredita-se que os três pilares da Política de Envelhecimento Ativo: Saúde, Participação e Segurança são atendidos pelo programa através das suas estratégias podendo ser percebidos pelos próprios Celarianos. Contudo, é necessário incentivar mais os idosos a participar das atividades promovidas pelo programa. / Public policies reflect a model of care for the elderly, and some of its assumptions are in line with the World Health Organization's "Active Aging" policy. Society has sought to pay attention to the new population segment formed by population aging. The university, especially since the last decade, has been developing initiatives directed to this public. The Federal University of Rio Grande do Sul (UFRGS) has a university extension program, since 2000, targeting the elderly and with emphasis on physical activity and leisure activities. Thereby, the objective of this study was to analyze the assumptions of the Active Aging policy in the context of a university extension program with the elderly public. This study was characterized by a qualitative approach of the research-action type, and the sample was composed by the participants of the CELARI (Center for the Study of Leisure and Physical Activity of the Elderly). The intervention occurred from a course with eight meetings. The instruments used were field diary and focus group, interpreted from the content analysis with thematic categories. Four categories were found: Aging: acceptance process; CELARI: Promoter of quality of life and health for the elderly; Celarians: social belonging; Public policies of the elderly: limited knowledge. It is believed that the three pillars of the Active Aging Policy: Health, Participation and Security are served by the program through its strategies and can be perceived by the Celarians themselves. However, it is necessary to encourage older people to participate in the activities promoted by the program.

O propósito da presente pesquisa é apresentar uma reconstrução dos elementos da história do Programa Avizinhar (1998 2007), sua origem, suas transformações e as circunstâncias de seu fim, e verificar a percepção dos atuais moradores da Favela São Remo, contígua ao câmpus Butantã da Universidade de São Paulo, os quais foram o público alvo deste projeto, a respeito das relações que se estabelecem entre a São Remo e o espaço universitário uspiano, compreendendo a variedade de olhares que lançam sobre essas interações a partir de suas memórias sobre os contextos que originaram o Avizinhar e outros elementos presentes nessa relação. Na primeira parte, foram analisados documentos diversos do Programa Avizinhar, como relatórios anuais oficiais do Programa; ofícios; cartas; e-mails; diários de campo dos educadores e estagiários; ocorrências internas da Guarda da Universidade de São Paulo (USP); entre outros, e realizadas entrevistas com profissionais da CECAE (Coordenadoria Executiva de Cooperação Universitária de Atividades Especiais) e do Avizinhar que ajudaram na interpretação dos dados obtidos nos documentos. Na segunda parte, foram realizadas entrevistas com moradores da São Remo, ex-participantes do Programa. Estas tiveram como objetivo, a partir das memórias desses participantes, compreender: sua perspectiva acerca dos sentidos de sua participação no Avizinhar, quais as relações que eles tinham com a Cidade Universitária antes e durante a participação, o que pensam sobre a forma como se estabelecem as relações entre a USP e a São Remo e que percepção eles têm de fatores que os aproximam e que os distanciam da USP enquanto universidade. Foi verificado que o Avizinhar pode ser compreendido em dois níveis, um do ponto de vista institucional e outro na perspectiva dos funcionários, ou seja, apesar dos inúmeros conflitos existentes em torno desta iniciativa no interior da universidade, a equipe que esteve envolvida com o seu desenvolvimento forjou uma maneira inovadora de relação estabelecida entre a USP e a favela vizinha ao câmpus. As entrevistas com os participantes trazem suas memórias sobre o Avizinhar, que destacam a importância da sociabilidade no Programa, revelam que o câmpus era entendido e frequentado principalmente como um espaço da lazer, no entanto eles eram recebidos de forma hostil pela guarda universitária. Ainda a partir das memórias dos jovens, foi possível identificar marcas que as interações entre a USP e a São Remo deixaram no território, bem como verificar a complexa percepção dos participantes com relação à USP, que é ao mesmo tempo ameaça e aliada e que se encontra perto mas ainda inacessível. / The proposal of this research is to present a reconstruction of the historical elements of the Avizinhar Program (1998-2007), its origin, its transformations and the circumstances of its ending, as well as to verify the perception of the current residents of São Remo Favela, adjacent to the Butantã campus of São Paulo University, who were the target public of this project, in relation to the relationships established between São Remo and the USP university space, taking into account the variety of views cast on these interactions through memories of contexts which gave origin to Avizinhar and other elements present in the relationship. In the first part, a wide range of documents were analysed, such as official annual reports of the program; official documents; letters; emails; the on-site diaries of the educators and internees; the São Paulo University (USP) Security guards internal occurrences; among others, and interviews were carried out with professionals from CECAE (Executive Coordination of University Cooperation of Special Activities) as well as those from Avizinhar, who helped with the interpretation of the data obtained through these documents. In the second part, interviews were carried out with the residents of São Remo, ex-participants of the program. The objective was to comprehend, through the memories of the participants: their perspective in relation to the meaning of their participation in Avizinhar, the kind of relationships they had with the University Campus before and during their participation, what they think about the way relations are established between the USP and São Remo and the perception they have of factors which bring them closer or distance them from the USP as a university. It was verified that Avizinhar can be comprehended on two levels: one from an institutional perspective, and the other from the perspective of the employees; through the numerous conflicts which take place surrounding this initiative, within the university; and the team which was involved with its development established an innovative way of building a relationship between the USP and the neighbouring favela to the campus. The interviews with the participants show their memories about Avizinhar, and bring to light the importance of society in the program, revealing that the campus was understood and frequented primarily as a leisure space; meanwhile they were received with hostility by the university security guards. Through the memories of the young people, it was possible to identify markers that the interactions between the USP and São Remo left on the territory, as well as to verify the complex perception of the participants in relation to the USP, which is at once a threat and an ally, and which although located nearby, is still inaccessible.

Made available in DSpace on 2014-06-11T19:31:05Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-04-26Bitstream added on 2014-06-13T19:20:02Z : No. of bitstreams: 1 barboza_rab_dr_arafcf.pdf: 558002 bytes, checksum: d89393980253f7f3a9b6bda60f221b8f (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Universidade Estadual Paulista (UNESP) / The objective of this research was to show that the transfer of technology, when conducted by a university extension activity, presents effective results. To that end, we evaluated the economic gains made by producers of rum that had adopted the technique of aging, a technique that has been studied by the Department of Foods and Nutrition, Faculty of Pharmaceutical Sciences, UNESP / Araraquara and disseminated to producers of rum from the project Training of Small Cachaça of São Paulo. To conduct research, and a literature review traced a history of the project and finally made a field survey with cachaça producers participating in the project. The study proved the end of its economic gains with the aging of the product by smallholders proving, in this case, the efficiency of the process of technology transfer conducted by an extension project

Essa dissertação de mestrado surge a partir de uma trajetória de pesquisa, extensão e militância que se desenvolve desde o início da graduação no curso de psicologia. A partir de três grandes categorias – loucura, lei e conhecimento – o texto se desenrola transversalizando experiências e teorias, principalmente a partir das vivências do pesquisador em grupos e projetos da Universidade Federal do Rio Grande do Sul (UFRGS) e no Instituto Psiquiátrico Forense do Rio Grande do Sul (IPF). Para tal, a estética dessa escrita se baseia no ato de contar histórias, aproximando os conceitos de cartografia, ensaio e biografema. Tendo como referência a passagem do século XVIII para o século XIX, e, consequentemente, a passagem da episteme clássica para episteme moderna analisarei as relações de saber-poder no contexto dos manicômios judiciários e no surgimento da Universidade contemporânea. A partir da exposição do cenário atual e da construção histórica dessas temáticas, tenciono analisar quais as condições de possibilidade para o surgimento da política de extensão universitária e seu papel de resistência na formação universitária. / This Masters dissertation comes up from a trajectory of research, extension and militancy that has been developed since the beginning of the degree in psychology. Starting from three large categories – madness, law and knowledge – the text unwinds itself through transversality of theories and experiences, principally departing from the researcher’s experience in groups and projects from the Federal University of Rio Grande do Sul (UFRGS) and the Psychiatric Forensic Institute of Rio Grande do Sul (IPF). Incidentally, this writings aesthetics is based on the act of storytelling, bringing closer concepts of cartography, essay and biographeme. Having as reference the passage of the 18th to the 19th century, and, consequently, the turn from classic episteme to the modern episteme, I will analyze the relations of knowledge and power on the context of judiciary asylums and the emergence of contemporary University. Starting from the exposure of the current scenario and the historic construction of these themes, I intend to analyze what are the conditions of possibilities for the rising of policies regarding university extensions and its roll of resistance in university education.

Esta pesquisa se dedica a investigar possíveis contribuições do Projeto Rondon, enquanto atividade de extensão universitária, para pensar a formação política dos estudantes na universidade pública. Refletir sobre o tema tem significativa relevância na atualidade, momento em que o modelo econômico neoliberal demonstra sua força, trazendo consequências que enfraquecem a constituição dos sujeitos políticos, capazes de pensar e contribuir com as questões coletivas que permeiam a esfera pública. Nesse sentido, com aporte teórico de Boaventura de Sousa Santos, Hannah Arendt, Antônio Joaquim Severino, José Dias Sobrinho, Enrique Dussel, dentre outros, tensionam-se modelos e práticas de formação universitária voltados à mera profissionalização e aquisição de habilidades técnicas, uma vez que as possibilidades de transformação social embasadas em alternativas contra-hegemônicas precisam valorizar uma formação ampliada, ética e politicamente comprometida. A pesquisa de abordagem qualitativa compreende um estudo de caso sobre o Projeto Rondon, sendo os dados produzidos por meio de entrevistas semiestruturadas com estudantes e docentes rondonistas da Universidade Federal do Rio Grande do Sul e da Universidade do Estado de Santa Catarina, além de análise de documentos referentes ao Projeto Rondon e à Extensão Universitária. Estes foram trabalhados a partir da análise textual discursiva, que implica a identificação de unidades de sentido, seguida do processo de categorização, que reaproxima as unidades, buscando compor sentidos, e da posterior produção dos metatextos e dos textos interpretativos Os resultados elucidam possíveis contribuições da experiência do Projeto Rondon, enquanto atividade extensionista, para o processo de formação política dos estudantes, tais como a possibilidade de partilhar experiências com a sociedade, oferecendo a ela um retorno das aprendizagens proporcionadas pela universidade, entendida como bem público, a sensibilização para as diferentes realidades e problemáticas sociais, o aprimoramento da dimensão humana e a ampliação da formação acadêmica para além dos aspectos técnicos e profissionais, na medida em que se identifica o potencial interdisciplinar e dialógico da experiência e a possibilidade de relacionar teoria e prática a partir de uma práxis comprometida com a transformação social. Por outro lado, também se percebem fragilidades em relação à valorização da extensão universitária frente às demais funções da universidade, assim como na proposta do Projeto Rondon, como a descontinuidade das ações, a inexistência de um processo de avaliação participativa e o distanciamento entre a coordenação feita pelo Ministério da Defesa e as instituições de ensino, o que compromete o efetivo engajamento destas com o Projeto Rondon enquanto espaço de formação e comprometimento social. Portanto, de modo transitório, sempre inacabado, considera-se que a experiência extensionista do Projeto Rondon apresenta potencialidades e fragilidades para a constituição de sujeitos políticos, críticos, reflexivos e socialmente comprometidos com os processos de emancipação e valorização da dignidade humana. / This research is dedicated to investigating possible contributions of the Rondon Project, while a university extension activity, to think about the political education of students at the public university. To reflect on the topic has significant relevance today, at which time the neoliberal economic model demonstrates its strength, bringing consequences which weaken the constitution of political subjects, able to think and contribute to the collective issues that permeate the public sphere. In this sense, with theoretical support from Boaventura de Sousa Santos, Hannah Arendt, Antônio Joaquim Severino, José Dias Sobrinho, Enrique Dussel, among others, university education models and practices aimed at mere professionalization and acquisition of technical skills are tensed up, as the possibilities of social transformation based on counter-hegemonic alternatives need to value an ethically and politically committed, enlarged training. The qualitative research includes a case study on the Rondon Project and the data produced through semi-structured interviews with students and teachers of the Federal University of Rio Grande do Sul and the University of the Santa Catarina State who participated in the project, as well as analysis of documents related to the Rondon Project and to University Extension These were studied from the discursive textual analysis perspective, which implies the identification of meaning units, followed by the categorization process that reconnects the units seeking to build meanings and the subsequent production of metatexts and interpretative texts. The results shed light on possible contributions of the experience of the Rondon Project while an extension activity for the political education process of students, such as the possibility to share experiences with society, offering it a return of the learning provided by the university, understood as a public asset, the awareness of different realities and social issues, the improvement of the human dimension and the expansion of academic education beyond the technical and professional aspects, in that it is identified that there are an interdisciplinary and dialogic potential in the experience and a possibility to link theory to practice from a praxis committed to social transformation. On the other hand, weaknesses are also perceived regarding the appreciation of extension university in relation to other university activities, as well as regarding the proposal of the Rondon Project itself, in face of the discontinuity of the initiatives, the lack of a participatory evaluation process and the gap between the coordination by the Ministry of Defense and the educational institutions, which undermines the effective engagement of these with the Rondon Project as an area of training and social commitment. Therefore, on a transient mode, always unfinished, it is considered that the extension experience of the Rondon Project has strengths and weaknesses on forming subjects that are political, critical, reflective and socially committed to the processes of emancipation and enhancement of human dignity.

The most commonly cited reason for dropping-out of a college program is financial issues (Johnson, Rochkind, Ott, & DuPont, 2009). While some financial issues may be related to access to financial resources, others may be related to how college students respond to financial stress. Boss’ (2002) model of family stress (Figure 1) noted the ability to cope with a crisis is influenced by available resources and perception of an event. This framework suggests the amount of financial distress perceived by young adults is influenced by available resources (e.g., parental support or financial knowledge), and internal (psychological) factors, such as self-esteem and locus of control (Boss, 2002). It is hypothesized that perceived financial well-being (perceived outlook of their financial situation), the level of control students have (e.g., locus of control) and how they perceive themselves (e.g., self-esteem) will influence perceived financial distress (ability to manage finances and education), above and beyond, and financial knowledge. To conduct the analysis, a convenience sample of 612 undergraduate college students from a Southeastern University were surveyed to determine whether their financial knowledge (i.e. credit and debit, savings, taxes, and insurance knowledge), perceived financial well-being, self-esteem and locus of control had an effect on financial distress. The results of a multiple linear regression revealed respondents’ well-being (β = .61, p < .01) and locus of control (β = .18, p < .01) are significant indicators of financial distress among college students. Specifically, for every one point increase in financial well-being, financial stress decreases by .69 points (b = -0.69, p < .01) and for every one point increase in locus of control (suggesting an increase in external locus of control), financial stress increases by .21 points (b = 0.21, p < .01). Furthermore, financial knowledge and self-esteem was not significantly related to financial stress among college students (β = -0.04, p = .11, and β = -0.10, p = .02 respectively). As such, college student’s financial distress is lower when students possess a positive outlook on their financial well-being, have an internal locus of control, and have high self-esteem. Financial knowledge had less influence on financial distress, but this finding may be a product of the level of financial knowledge among college students.

This thesis explores the skill sets of the current American workforce, the skills required in modern, technically advanced U.S. manufacturing facilities, and the multiple approaches postsecondary education has employed to bridge the gap between the two. Millions of dollars are spent each year educating and training the incumbent workforce without any definitive measure of whether the financial investment or effort is actually providing a return. To illustrate, organizations typically require a projected return-on-investment (ROI) before committing funds to a project. However, the same approach does not seem to be applied when investing in human capital for the purpose of improving the technical skills required of the incumbent workforce in manufacturing. Training efforts and effectiveness are typically measured by the amount of training dollars spent and some form of post-training satisfaction survey. Adding to the dilemma is the fact that postsecondary education and workforce development organizations do not have performance metrics that align with manufacturing or industry metrics. The misalignment becomes more evident when trying to determine if the funding is actually paying off once an incumbent worker completes their training and returns to the shop floor. This project sought to determine if a return on training dollars could be quantified and measured so that industry can discern whether training is value-added or if postsecondary training providers should better align their product with customers’ expectations. Experiments were conducted with incumbent production workers to determine if an educational intervention translated to a quantifiable return on an organization’s training investment. Measurements in the time it took to repair a piece of production equipment were taken and compared to post-intervention times for the same activity to determine if hypothesized improvements actually occurred. Data was also collected and analyzed to determine if incumbent workers’ prior maintenance experience had an impact on the reduction of time to repair the production equipment. The experiment illustrated a statistically significant difference in the repair times for those who received the intervention. The second phase of the experiment that sought to determine if prior maintenance experience was beneficial to improving repair times did not support the hypothesized outcome.

This qualitative study was designed to identify factors that might affect the psychological and educational wellness of nontraditional students in nontraditional graduate programs in Education. Specifically, informants were selected purposefully from three Oregon State University extended-campus graduate programs in Education. Student informants were working professionals with family obligations. Faculty informants were selected because of their extensive involvement in the delivery and instruction of these programs. The informants shared their experiences and opinions in focus group and in-depth interviews. The initial focus group interview yielded basic concepts and categories that guided subsequent in-depth interviews with nine students and three faculty members. Transcripts of the in-depth interviews, along with focus group data, were crafted into narrative profiles of the informants. Analysis and comparison of the informants' profiles enabled examination of patterns and commonalities that appeared to be present among their experiences. The following conclusions were generated from the findings: 1. Family support and involvement are foundational factors in the attainment of the degree. 2. Financial implications must be of prime concern in the student's preliminary plans to enroll in a graduate program. 3. Wellness, both psychological and physical, can be significantly impacted by preoccupation with the academic demands of the program. 4. Time management is basic to successfully balancing family and career responsibilities and the institutional demands of higher education. 5. Workplace support and the field application of course work are critical elements in maintaining career momentum while undertaking a meaningful learning experience. 6. Institutional and program requirements must be clearly understood by the student at the time of admission. 7. The program coordinator and the student's major professor are the main agents for institutional interface and outcome attainment. 8. Flexibility is required on the part of all stakeholders in these programs. This is especially important in three areas: (a) scheduling, (b) delivery, and (c) curriculum and instruction. 9. The cohort model provides a "second family" that is generally the best coping mechanism within the program. This study has implications for all stakeholders in nontraditional higher education: administrators, faculty, students, and employers. / Graduation date: 1998