The aim of the mixed methods study was to explore students’ alcohol use and misuse taking into account personal, micro, macro level factors influencing their choice in the behaviour performance based on analysis of quantitative data obtained from longitudinal surveys and interpreting narrative data obtained during interviews and to use the findings from the quantitative and the qualitative studies to facilitate focus groups of university services, to discuss and recommend variables to be targeted during interventions for students. The first study was a cross sectional quantitative study in which the questionnaire constructed for the current study has been evaluated and the reliability of the measures was identified. In addition, the correlations of the study variables have been explored. The path analysis has been performed to examine the Theory of Planned Behaviour, Self-Determination Theory, Prototype Willingness Model and Social Learning Theory. The second study a longitudinal quantitative study in which before mentioned theories have been explored in a 3 month follow up. The change over time have been investigated by constructing models, path analysis, and the predictors of the change in outcome variables alcohol consumption, alcohol related problems, frequency of alcohol use, units consumed in a single occasion and binge drinking occasions, have been identified. The third study, a qualitative study, interviews with the students were organised to explore further the variables used in the study and explain the quantitative findings with help of interview data. The data assisted in identifying contextual factors of alcohol use and locate the components of researched theories within this context. The fourth study, another qualitative study, which explored the alcohol use of university students from the perspectives of the staff of university support services. Extra contextual factors have been identified and were added to the matrix of students’ alcohol use. The results of the research supported the use of the theories selected as Self-Determination Theory explained the predictors of Theory of Planned Behaviour.

This thesis explores some of the processes involved in the transformation of a university as it moved from a conventional collegial style of decision-making towards a more corporate one. Much of the mainstream literature in higher education management tends to polarise these styles as ideological opposites and as either good or bad. The themes which arise in this work include the tension which exists between collegial and managerial values, co-evolution of these values through processes of interaction within the organisation and the modulation of these processes by changing power relations. For centuries, universities were administered by academics who reached senior positions following election by their colleagues and who behaved as ‘first among equals’. Ideally, the community of scholars made progress following decisions which were reached by consensus. While such processes were appropriate in times when stability, budgetary certainty and the absence of competition prevailed, their shortcomings became increasingly obvious in the past quarter-century when the external environment for universities became progressively more hostile and competitive. Universities responded to the new requirements for accountability, revenue generation and competitive positioning within a market system by reforming their approach to many aspects of the running of their organisations. I argue that in importing a way of thinking which is largely based on cybernetic control systems, inadequate account has been taken of the importance of human interaction in the generation of strategy. While mention is made in the mainstream higher education management literature of the importance of collegial processes in implementing strategy at the academic coalface, and regret is expressed for the ‘lost art of conversation’, there has been little previously written about the microscopic details of the daily interaction which constitute strategising in universities. My argument is based on a series of reflexive narratives which describe my experience of organisational change and on a study of relevant literature. In addition to mainstream literature on higher education management, I have drawn on the work of Stacey, Griffin and Shaw and their perspective of complex responsive processes of relating as a way of understanding how organisations change. I conclude that collegial and managerial values can only evolve through processes of interaction between participants in university life and that this interaction often will involve tension, anxiety and conflict. I further conclude that the conversations which constitute such interaction can be facilitated by those with the power to do so, to provide real opportunity for the emergence of novelty.

No description available.

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-05-08T13:48:04Z No. of bitstreams: 1 Maria Teresa Matos.pdf: 2676624 bytes, checksum: b8c56c29b90ce8fabe1cb9fcde9015fa (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-16T17:26:31Z (GMT) No. of bitstreams: 1 Maria Teresa Matos.pdf: 2676624 bytes, checksum: b8c56c29b90ce8fabe1cb9fcde9015fa (MD5) / Made available in DSpace on 2013-05-16T17:26:31Z (GMT). No. of bitstreams: 1 Maria Teresa Matos.pdf: 2676624 bytes, checksum: b8c56c29b90ce8fabe1cb9fcde9015fa (MD5) Previous issue date: 2004 / A memória institucional de natureza arquivística raramente está disponível de forma sistêmica e articulada para as instâncias decisórias das universidades federais brasileiras. A memória institucional dificilmente é percebida e compreendida como informação estratégica dotada de real valor decisório para as atividades de gestão e planejamento das instituições universitárias. Partindo do problema apresentado, o trabalho analisa e caracteriza os modelos de gestão das instituições universitárias federais, apontando e descrevendo os sistemas que prevalecem no seu atual contexto administrativo. O texto indica a tensão entre os sistemas decisórios que regem as atividades de gestão acadêmica e as atividades operacionais das universidades, pontuando e descrevendo uma distinção entre organização e instituição universitária, destacando, ainda, o perfil e as particularidades administrativas da UFBA no âmbito do sistema federal de ensino superior. À discussão são integradas e articuladas as noções de memória institucional, arquivo e informação de natureza arquivística. O trabalho de análise procurou revelar a dinâmica conceitual implicada na noção de instituição, desenvolvendo e apresentando o jogo de opostos entre o instituinte e o instituído, além de estabelecer e demonstrar a relação direta que mantém com a noção de memória. O trabalho destaca, ainda, a relação entre memória e informação estratégica, demonstrando a importância do documento arquivístico como unidade da memória institucional. Apresenta, em seguida, uma base conceitual com a finalidade de correlacionar a memória institucional com algumas concepções desenvolvidas a partir das características dos sistemas digitais e eletrônicos de informação. O propósito é proporcionar à tese forte base conceitual para o diálogo, indispensável, com as tecnologias digitais da informação e comunicação. Assim, o trabalho percorre os pólos do espírito humano descritos por Pierre Lévy, analisando as propriedades da memória em cada fase da evolução das tecnologias da inteligência. A tese caracteriza a instituição objeto do estudo de caso, sublinhando a gênese da Universidade da Bahia, a reestruturação da UFBA e os vestígios de ações empreendidas nos reitorados de Felippe Serpa, Heonir Rocha e Naomar Monteiro de Almeida Filho relacionadas à memória institucional e à memória organizacional. Aponta, também, as vantagens da estratégia metodológica escolhida, o estudo de caso, descrevendo e comentando o procedimento da pesquisa, desde a sua fase exploratória, destacando a investigação sobre os fluxos da informação arquivística e da memória institucional nas universidades federais brasileiras. Ainda na fase exploratória, apresenta uma descrição estrutural e funcional dos “lugares de memória” da UFBA. Em seguida aprofunda o problema, a hipótese, a verificação da hipótese, a população selecionada e os instrumentos de coleta de dados utilizados. Identifica e descreve as categorias de análise do questionário aplicado aos gestores da UFBA e que orientaram a interpretação das respostas. A análise é empreendida questão por questão, com diversas correlações entre as questões analisadas. São apresentadas tabelas e gráficos, o que permite uma rica leitura das informações coletadas junto aos gestores da UFBA. O trabalho se encerra discorrendo sobre algumas diretrizes para um sistema digital de memória estratégica e analisando o impacto administrativo (notadamente sobre a avaliação institucional e a autonomia da universidade) de uma memória institucional ativa, estruturada e orgânica. / Salvador

ARAÚJO, Aline Costa. Competências gerenciais de coordenadores de curso de Graduação no campus da Universidade Federal do Ceará em Sobral. 2016. 88f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Políticas Públicas e Gestão da Educação Superior, Fortaleza (CE), 2016. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-05-16T14:35:51Z No. of bitstreams: 1 2016_dis_acaraujo.pdf: 1087622 bytes, checksum: df9f87911b248a579ee0e8464dd96663 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-05-16T15:09:10Z (GMT) No. of bitstreams: 1 2016_dis_acaraujo.pdf: 1087622 bytes, checksum: df9f87911b248a579ee0e8464dd96663 (MD5) / Made available in DSpace on 2016-05-16T15:09:10Z (GMT). No. of bitstreams: 1 2016_dis_acaraujo.pdf: 1087622 bytes, checksum: df9f87911b248a579ee0e8464dd96663 (MD5) Previous issue date: 2016 / Higher Education Institutions need to continually examine their management models in order to ensure their participation as developer agent of technical, scientific, cultural and social evolution in the region where they are located. However, the university administrators need to reconcile the administrative to teaching, academic and scientific management and often, when they assume the job, they do not have technical knowledge about people and resources management, which can lead to difficulties and impact on results. Thus, taking into account the relevance of undergraduate course as responsible for the main core business of a university, the requirements of the Higher Education Evaluation National System and the fulfillment with the National Curriculum Guidelines, it is convenient to question what are the relevant managerial skills for the management of undergraduate course. The objective of this research is to analyze the following areas: the principal administrative theories and the needed managerial competences for undergraduate course coordinators as identified by coordinators from the Federal University of Ceara campus in Sobral. In order to conduct this research, a literature review was conducted to illustrate the contemporary management theories and the cardinal approaches to managerial skills. Along with the literature review, oral surveys were conducted with regards to the official documents that regulate, present and characterize the skills and assignments of undergraduate course coordinators at the Federal University of Ceara. This paper utilized multiple methodologies – qualitative and quantitative applied research and exploratory research. The survey research analysis found the following managerial competencies to be mentioned the most frequently: leadership, leading teams, communication, conflict management, time management, patience, resolution, course promotion and dissemination, listening, knowledge about the course, the structure of the university and key procedures and processes. Within the research the following gaps were identified: the training of professors and the capacity and improvement of university courses. / As Instituições de Ensino Superior (IES) necessitam examinar continuamente seus modelos de gestão a fim de assegurar sua participação como agente fomentador da evolução técnica, científica, cultural e social da região onde estão localizadas. Contudo os gestores universitários necessitam conciliar a gestão administrativa à pedagógica, acadêmica e científica e, muitas vezes, ao assumir o cargo, não têm conhecimento técnico sobre o gerenciamento de pessoas e recursos, o que pode gerar dificuldades e impacto nos resultados. Nesse sentido, levando-se em consideração a relevância do curso de graduação como o responsável pela principal atividade-fim de uma universidade, as exigências do Sistema Nacional de Avaliação da Educação Superior (SINAES) e o cumprimento das Diretrizes Curriculares Nacionais, convém questionar quais as competências gerenciais relevantes para a gestão de cursos de graduação. Este trabalho tem como objetivo analisar a partir das principais teorias administrativas e normas vigentes as competências gerenciais de coordenadores de cursos de graduação identificadas pelos próprios coordenadores do campus da Universidade Federal do Ceará em Sobral. Para tanto, foi realizada uma pesquisa bibliográfica e documental a partir dos conceitos das principais teorias administrativas contemporâneas, das abordagens cardinais sobre competências gerenciais. Também foi realizado um levantamento dos documentos oficiais que regulam, apresentam e caracterizam as competências e atribuições de coordenadores de curso de graduação na Universidade Federal do Ceará. Como estratégia metodológica, foi utilizada uma pesquisa aplicada, com estudo quali-quantitativo e exploratório. A análise dos resultados da pesquisa constatou que as competências gerenciais mencionadas pelo maior número de entrevistados foram liderança, condução de equipes de trabalho, comunicação, gerenciamento de conflitos, administração do tempo, paciência, resolutividade, promoção e divulgação do curso, saber ouvir e, por fim, conhecimento aprofundado do curso, da estrutura universitária e dos principais procedimentos e processos. Também constatou-se que há lacunas na formação dos docentes e, portanto, necessidades de cursos de capacitação e aperfeiçoamento.

Submitted by Fernando Souza (fernandoafsou@gmail.com) on 2017-08-31T15:24:54Z No. of bitstreams: 1 arquivototal.pdf: 2086248 bytes, checksum: 5a08e2c0f1fc2f6ee117687debe39d1c (MD5) / Approved for entry into archive by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2017-08-31T16:02:37Z (GMT) No. of bitstreams: 1 arquivototal.pdf: 2086248 bytes, checksum: 5a08e2c0f1fc2f6ee117687debe39d1c (MD5) / Made available in DSpace on 2017-08-31T16:02:37Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2086248 bytes, checksum: 5a08e2c0f1fc2f6ee117687debe39d1c (MD5) Previous issue date: 2017-02-22 / This work presents a critical analysis of the planning carried out by the Federal University of Campina Grande (UFCG). The Institutional Development Plan (PDI) presents itself as the main piece of planning for a higher education institution. Thus the following questions arise: How has the Federal University elaborated its institutional development plan? What contribution can be made by the educational management theory and educational planning for the UFCG PDI? Can the use of accounting information and management and budget accounting techniques collaborate in the demonstration of financial sustainability of the PDI? The methodology used chose a hermeneutic approach with qualitative and quantitative research using the following techniques: bibliographic research, participant observation, and, mainly, the analysis of documents. The results obtained were the identification of the two most relevant problems: the planning actions of the Federal University of Campina Grande require greater participation of the university community and the lack of articulation between the institutional development plan and the budgetary execution of the Federal University of Campina Grande. At the end, a script is presented to assist in the preparation of the UFCG Institutional Development Plan. / Este trabalho apresenta uma análise crítica do planejamento realizado pela Universidade Federal de Campina Grande (UFCG). O Plano de Desenvolvimento Institucional se apresenta como a principal peça de planejamento de uma instituição de educação superior. Assim apresentam-se as seguintes questões: como a Universidade Federal vem elaborando o seu plano de desenvolvimento institucional? Que contribuição pode ser dada pela teoria de gestão da educação e do planejamento educacional para a elaboração do PDI da UFCG? O uso das informações contábeis e das técnicas da contabilidade gerencial e orçamentária pode colaborar na demonstração de sustentabilidade financeira do PDI? A metodologia utilizada escolheu uma abordagem hermenêutica com pesquisa do tipo qualitativa e quantitativa com o emprego das seguintes técnicas: pesquisa bibliográfica, observação participante, e, principalmente, a análise de documentos. O resultado obtido foi identificação dos dois problemas mais relevantes: as ações de planejamento da Universidade Federal de Campina Grande carecem de maior participação da comunidade universitária e a inexistência de articulação entre o plano de desenvolvimento institucional e a execução orçamentária da Universidade Federal de Campina Grande. Ao final é apresentado um roteiro para auxiliar na preparação do Plano de Desenvolvimento Institucional da UFCG.

Higher Education Institutions are worth £45 billion to the UK economy, according to a report published in 2006 by Universities UK (UUK), the representative organization of the United Kingdom’s universities. The higher education sector has undergone considerable change with the introduction of the marketplace, tuition fees and business management structures and methods. Managing change as a middle manager is acknowledged to be important activity (see for example, Beer, Eisenstat and Spector, 1990) and yet there is a limited amount of empirically research that has been conducted to discover how change is managed in the higher education sector in England by these staff. This study explores the perceptions of higher education managers about their role in managing change in the higher education sector. It is an exploratory study based on thirty-one interviews with managers in nine universities from across the higher education sector in England. The universities were chosen to ensure there was a representative sample from the main groups within the sector and a geographical spread across the country’s regions. The literature review found a wide range of contrasting viewpoints that provided a myriad of support and confusing messages. There was a lack of information about how higher education managers manage and, in particular, how they manage change. Managers, and those who seek to help them, face challenges in seeking and providing guidance and improving practice. The middle manager has to manage change and use a variety of means to achieve it. They are caught in the middle between senior managers and staff and other stakeholders. They have primarily learned from experience but need support and guidance when they come across change projects of which they have no knowledge. This can be provided by access to case based practice and a network of experienced experts. This research recommends the creation of such support using new media available via the internet provided through professional associations such as the Association of University Administrators (AUA).

A presente tese investiga Os Novos Papéis do Professor Universitário frente às Tecnologias da Informação e Comunicação (TIC). Como suporte à investigação, procurou-se, por meio de fundamentação teórica, embasar os estudos que se desenvolveram conjuntamente, tais como: a contribuição das TIC para o desenvolvimento e aperfeiçoamento de propostas e projetos, ambos pedagógicos e tecnológicos; os desafios postos pelos usos das TIC; a combinação dos ambientes presenciais e virtuais (i.e. hibridização) do ensino superior e o favorecimento à aprendizagem cooperativa, centrada no aluno e autônoma. Foi desenvolvida pesquisa com professores universitários, com abordagem qualitativa e com o intuito de investigar: a capacitação docente junto às TIC; a interação professor-aluno-conteúdo suportada pelas TIC e a visão docente sobre os usos das TIC em relação à gestão universitária. Percebeu-se o cenário complexo em que atualmente os professores universitários se encontram; o qual possui como componentes: as etapas de capacitação pedagógica e tecnológica; a participação ativa da gestão universitária como fomento à viabilidade de novas funções/atribuições docentes e a personalização/humanização do ensino, possível por meio da abordagem pedagógica interacionista. Diante de tais transformações e das oportunidades que os ambientes híbridos do ensino superior trazem, foi possível reconhecer três novos papéis do professor: promover espaços de interação, constituindo/mantendo vínculos entre pares e professor-aluno; aperfeiçoar-se continuamente como pessoa, acadêmico e profissional e envolver-se junto à gestão universitária. / This thesis investigates the University Professors New Roles faced to the Information and Communication Technologies (ICT). As a support of the investigation, it was tried, by means of theoretical foundation, to base the studies that were developed together, such as: the ICT contribution for the development and improvement of the proposals and projects, both pedagogical and technological ones; the challenges made by the uses of the ICT; the combination of presential and virtual environments (hybridization/blending) of the higher education and the promoting of a cooperative and autonomous learning, focused in the student. It was developed a qualitative approach research with university professors, aiming to investigate: the professors ability with the ICT; the professor-student-content interaction supported by the ICT and the professors vision about the uses of the ICT in relation to the university management. It was noticed the complex scene at where the university professors are nowadays, which has as components: the stages of pedagogical and technological qualification; the active participation of the university management as foments to the viability of the professors new functions/attributions and the learning personalization/humanization, possible by means of the interactionist and pedagogical approach. Through the changes and the opportunities brought by the higher education hybrid environments, it was possible to recognize three new professors roles: to promote interaction spaces, constituting/keeping bonds between pairs and professor-student; to improve themselves continuously as person, academic and professional and to become involved with the university management.

The overarching purpose of this study is to examine the communication implications of a self-proclaimed consensual organization (IT) within a classical organizational environment. The literature review of relevant theory and research covers both hierarchical and consensual organizations viewed via the classical, human relations, and system perspectives. The researcher compares organizational theory to practice by using communication to describe a consensual organization. The analyses of the research questions show that the IT organization, although a self-proclaimed consensual organization, does not obtain as many consensual qualities as the organization perceives. Organizational theorists have positioned bureaucracies and consensual organizations at opposite ends of the task-relational continuum. However, the findings from this thesis study suggest that consensual organizations should be positioned much closer to the task-oriented bureaucracies. / Graduation date: 1997

This research explores the development of a framework appropriate to evaluate the readiness of a university to engage with knowledge management. Many universities are evolving from traditional bureaucratic, hierarchical structures to become more flexible, adaptable, commercially viable and competitive and knowledge management is becoming increasingly important in this respect. An over view of knowledge management clarifies what the concept is, and a critical review of current frameworks and models identifies gaps and weaknesses specifically in relation to empirical testing, theoretical underpinning and a holistic approach. This framework addresses those gaps and weaknesses and draws on organisational management, strategy, structure and culture, and systems thinking to ensure a holistic approach. These key elements provide the basis upon which a knowledge management framework is developed. A Soft Systems Methodological approach with a critical dimension is used to underpin this research because enquiry into organisational problem situations is complex and unstructured, based on human activity and social systems. The framework is innovative and offers contributions to knowledge because it: - is a new development within the domain of knowledge management. (it is intended to help evaluate the readiness of universities to engage in knowledge management); - provides a new application of critical systems thinking (critical systems thinking is applied to knowledge management); - uses a new synthesis (it was developed using a synthesis of soft systems principles, knowledge management concepts, and organisational theory); - enables organisations to consider their situations in new ways (by enabling self-critique of KM readiness); - offers new insights into the domain of knowledge management by means of the comprehensive and substantial literature review that helped its development.