Submitted by Eduarda Escila Ferreira Lopes (eduardaescila@gmail.com) on 2018-06-19T23:50:49Z No. of bitstreams: 1 termino tese.pdf: 9993132 bytes, checksum: d77d2d3fe8eeed049bc73493f86974a2 (MD5) / Approved for entry into archive by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br) on 2018-06-20T12:26:27Z (GMT) No. of bitstreams: 1 lopes_eef_dr_rcla.pdf: 9848538 bytes, checksum: afc699b16f6bde99cec693ea78f77265 (MD5) / Made available in DSpace on 2018-06-20T12:26:27Z (GMT). No. of bitstreams: 1 lopes_eef_dr_rcla.pdf: 9848538 bytes, checksum: afc699b16f6bde99cec693ea78f77265 (MD5) Previous issue date: 2018-04-13 / O trabalho aqui apresentado é composto por estudos teóricos e empíricos com o objetivo de investigar a interferência da cultura digital no processo educacional de estudantes de cursos superiores. Considera-se a premissa de que a cada dia é maior a presença de dispositivos móveis e da internet como recursos para a vida escolar. No nível superior, a tecnologia digital torna-se cada vez mais presente como recurso das atividades acadêmicas e como resultado de uma cultura digital da sociedade atual. É proposta deste trabalho estudar o conceito de cultura, cultura digital e cultura escolar e em uma segunda etapa, serão revisados aspectos do desenvolvimento dos meios de comunicação e seus impactos até a compreensão da contemporaneidade com a presença dos dispositivos móveis. Como procedimento teórico-metodológico, a pesquisa está ancorada em diferentes autores que tematizaram as questões das práticas e da cultura escolar, como Marilena Chauí, Pierre Bourdieu, Pierre Levy, Raymond Williams, Roger Chartier, Anne Marie Chartier, Bernard Lahire, Marsall McLuhan, Melvin Defleur, Peter Burke, Asa Briggs, entre outros. O trabalho apresenta também estudos sobre a evolução do ensino superior no Brasil frente à expansão provocada por políticas públicas. São analisados dados da expansão em universidades públicas e privadas, assim como dados relativos aos cursos de graduação pesquisados. No presente estudo, também são abordados os preâmbulos da pesquisa empírica, composta por duas fases de investigação, sendo uma de caráter quantitativo e, outra, qualitativo. São apresentados, por fim, os resultados e uma análise das entrevistas com universitários dos cursos de Pedagogia, Biologia, Publicidade e Propaganda, Jornalismo e Design Digital de uma instituição de ensino pública e uma particular da cidade de Araraquara, no interior do estado de São Paulo. / The work presented here is based on the development of studies about culture, school culture and digital culture and will present the first notes on theoretical reflections. It considers the premise that the presence of mobile devices and the internet as a resource for school life is increasing every day. At the higher level, digital technology becomes more and more present as a resource for academic activities and as a result of a digital culture of today’s society. The purpose of this study is to review the theoretical issues involved in the process that will lead us to identify the changes in the daily life of the school culture, taking into account the use of mobile devices, the Internet and social networks by university students. In a second moment, aspects of communication means and its impact will be revisited on the comprehension about contemporaneity with presence of mobile devices. As a theoretical-methodological procedure, the research is anchored in different authors who have studied the issues of school practices and culture, such as Marilena Chauí, Pierre Bourdieu, Pierre Levy, Raymond Williams, Roger Chartier, Anne Marie Chartier, Bernard Lahire, Marsall McLuhan, Melvin Defleur, Peter Burke, Asa Briggs and others. This work presents also studies about the evolution of higher education in Brazil with regard to expansion on public and private universities, as well as data about the graduate courses researched. In the present study, will be approached the preambles of empirical research, formed by interviews with Pedagogy, Biology, Marketing and Advertising, Journalism and Digital Design students.

本論文共一冊，約肆萬至陸萬個字，計分五章二十節，第一章為導論，第二章：理論 與文獻探討，第三章：研究方法，第四章：研究結果，第五章：討論及建議。本研究 主要是探討大學畢業生，剛踏入社會時，組織的社會化對其的影響，不同社會化類型 ，可能影響其角色模糊的程度，進而影響其工作滿足，離職傾向；研究社會化類型與 其相關變數彼此之間的關係。本研究是以民國七十五年剛踏入就業市場的大學生進 行抽權調查，用郵寄問卷的方法，獲得初步資料，進行統計驗證。

This research explores the events and circumstances that lead to persistence and departure within the sociology master's program at Portland State University. It examines how individual and institutional characteristics interact and influence student decisions to dropout or continue in the master's program. It utilizes Vincent Tinto's (1993) theories of persistence and departure and his concepts of social and academic integration as they apply to sociology master's students. The purpose of the research was to describe how students became socially and academically integrated and how integration influenced patterns of persistence of departure. The aim also was to determine whether background variables such as undergraduate GPA, cumulative master's GPA, enrollment status, and career and educational goals influenced student outcomes.

In South Africa, reform policies and frameworks introduced since the 1994 democratic election have sought to bring about change to a highly ineffective and unfair system. In spite of all the changes which have occurred, however, there is evidence to suggest that the system is still not functioning as effectively as it might, given that a relatively large number of graduates remain unemployed in a country with a high skills shortage. This thesis aims to explore the experiences of graduates from one university, Rhodes University in the Eastern Cape, as they enter the job market. It does this through the administration of a first job destination survey administered at the 2009 Graduation Ceremonies held in Grahamstown. Analysis of the survey takes into account the idea that it is not a degree per se, or even a degree from a prestigious university which brings employment, but also the social, cultural and human capital that graduates can bring to their job search.

Recent studies have shown that graduates from historically White universities (HWUs) experience better labour market outcomes than graduates from historically Black universities (HBUs). This is a result of the legacy of apartheid which promoted racial inequality in all spheres of South African society, more especially in higher education and the labour market. Post-1994, government dedicated large amounts for the restructuring of the higher education sector of South Africa in order to level out the playing field. However, graduates from HWUs still experience better labour market success than graduates from HBUs. That said, there is limited information about the labour market outcomes and experiences of graduates from a former White university (especially graduates from Rhodes University). Therefore, the central aim of this dissertation is to show that graduates from a historically White university (Rhodes University) experience varying and unequal outcomes in the South African labour market on account of (among other factors) their chosen fields of study, race and sex. This study is informed by the heterodox labour market approach, which is partly inspired by the critical realist account of the labour market. As a result, this theoretical framework allowed the researcher to use the Labour Market Segmentation (LMS) theory as a tool to inform this analysis. The study has adopted a quantitative survey design and has incorporated some of the key methodological lessons learned from the collection of international graduate tracer studies. The findings from this study indicated that ‘field of study’ is a strong determiner of the outcomes of Rhodes graduates in the labour market. This was visible in the persistence of a skills bias towards commerce and science graduates. Evidently, even when we controlled for race and sex, graduates from the commerce and science faculties experience better labour market outcomes than humanities graduates. This is a result of a skills biased South African economy, which has a higher demand for certain skills over others. However, the findings from this study also show evidence of pre-labour market discrimination and inequality (based on race and sex) in the supply-side institutions such as the family, schooling and university. The findings also show continuities and discontinuities of labour market discrimination (based on race and sex) in the outcomes of Rhodes graduates in the South African labour market. More importantly, this dissertation indicates that Rhodes graduates experience varying outcomes in the labour market as a result of (among other factors) their chosen fields of study, race and sex.

The desire to attract an increasing number of minorities is pushing institutions of higher learning to brand themselves and communicate with students in ways that ensure their identification with the institution. Students' identification with an institution is one way to increase their enrollment numbers at the institution. This study was interested in determining whether NDSU's Graduate School and Office of Multicultural Programs used Cheney's (1983a) organizational identification inducement strategies in their recruitment and retention material that targeted multicultural graduate students. A closed coding textual analysis was used to analyze the material. Three of the four strategies were present in the analyzed communication material. Results are discussed in terms of key findings and practical implications for NDSU and other institutions that are interested in increasing their enrollment numbers of multicultural graduate students.

We consider the problem of optimization and decision-making in various settings involving complex systems. In particular, we consider specific problems in decentralized finance which we address employing insights from mathematical finance, in course-mode selection that we solve by applying mixed-integer programming, and in social networks that we approach using tools from graphical game theory.In the first part of the thesis, we model and analyze fixed spread liquidation lending in DeFi as implemented by popular pooled lending protocols such as AAVE, JustLend, and Compound. Empirically, we observe that over 70% of liquidations occur in the absence of any downward price jumps. Then, assuming the borrowers monitor their loans with exponentially distributed horizons, we compute the expected liquidation cost incurred by the borrowers in closed form as a function of the monitoring frequency. We compare this cost against liquidation data obtained from AAVE protocol V2, and observe a match with our model assuming the borrowers monitor their loans five to six times more often than they interact with the pool. Such borrowers must balance the financing cost against the likelihood of liquidation. We compute the optimal health factor in this situation assuming a financing rate for the collateral. Empirically, we observe that borrowers are often more conservative compared to model predictions, though on average, model predictions match with empirical observations. In the second part of the thesis, we consider the problem of hybrid scheduling that was faced by Columbia Business School during the Covid-19 pandemic and describe the system that we implemented to address it. The system allows some students to attend in-person classes with social distancing, while their peers attend online, and schedules vary by day. We consider two variations of this problem: one where students have unique, individualized class enrollments, and one where they are grouped in teams that are enrolled in identical classes. We formulate both problems as mixed-integer programs. In the first setting, students who are scheduled to attend all classes in person on a given day may, at times, be required to attend a particular class on that day online due to social distancing constraints. We count these instances as “excess.” We minimize excess and related objectives, and analyze and solve the relaxed linear program. In the second setting, we schedule the teams so that each team’s in-person attendance is balanced over days of week and spread out over the entire term. Our objective is to maximize interaction between different teams. Our program was used to schedule over 2,500 students in student-level scheduling and about 790 students in team-level scheduling from the Fall 2020 through Summer 2021 terms at Columbia Business School. In the third part of the thesis, we consider a social network, where individuals choose actions which optimize utility which is a function of their neighbors’ actions. We assume that a central authority aiming to maximize social welfare at equilibrium can intervene by paying some cost to shift individual incentives, and that the cost is upper bounded by a budget. The intervention that maximizes the social welfare can be computed using the spectral decomposition of the adjacency matrix of the graph, yet this is infeasible in practice if the adjacency matrix is unknown. We study the question of designing intervention strategies for graphs where the adjacency matrix is unknown and is drawn from some distribution. For several commonly studied random graph models, we show that the competitive ratio of in intervention proportional to the first eigenvector of the expected adjacency matrix, approaches 1 in probability as the graph size increases. We also provide several efficient sampling-based approaches for approximately recovering the first eigenvector when we do not know the distribution. On the whole, our analysis compares three categories of interventions: those which use no data about the network, those which use some data (such as distributional knowledge or queries to the graph), and those which are fully optimal. We evaluate these intervention strategies on synthetic and real-world network data, and our results suggest that analysis of random graph models can be useful for determining when certain heuristics may perform well in practice.