Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-08-14T15:55:09Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO (2016-07-29) - MARIA DA CONCEICAO COUTO DA SILVA.pdf: 1481279 bytes, checksum: 89e6bd3de6d2af789a33cdcd827712e6 (MD5) / Made available in DSpace on 2017-08-14T15:55:09Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO (2016-07-29) - MARIA DA CONCEICAO COUTO DA SILVA.pdf: 1481279 bytes, checksum: 89e6bd3de6d2af789a33cdcd827712e6 (MD5) Previous issue date: 2016-07-29 / Esta pesquisa teve como objetivo analisar se a introdução das práticas de governança na Universidade Federal de Pernambuco (UFPE) pode ser associada ao desempenho apresentado nos principais indicadores de avaliação de IES, no período de 2013 a 2015. A pesquisa é necessária, pois ajuda a reforçar a importância dos instrumentos de governança nos diferentes níveis da administração pública, incentivando uma gestão mais transparente, responsável e em dia com suas contas. Para isto, utilizou-se de uma pesquisa do tipo estudo de caso, com abordagem metodológica de pesquisa qualitativa e objeto de estudo a UFPE. Na coleta de dados foram utilizadas fontes secundárias públicas, disponíveis nos websites das instituições avaliadoras e da UFPE. Informações adicionais dos websites da Controladora Geral da União, Portal da Transparência e do Tribunal de Contas da União foram também utilizadas. Os dados foram analisados pela técnica de análise de conteúdo interpretativa. Como principais resultados pode-se observar que a UFPE foi considerada como a melhor universidade do Norte-Nordeste e entre as 16 melhores do Brasil, no período analisado. Também a UFPE atende de forma satisfatória ao recomendado nas boas práticas de governança. As praticas de governança mostram-se importantes e contribuíram para melhoria do desempenho institucional na UFPE. / This research aimed to analyse whether the introduction of the governance practice in the Federal University of Pernambuco (UFPE) can be associated with the performance showed in the main evaluation indicators of HEI, in the period from 2013 to 2015. The research is necessary as it helps to reinforce the importance of governance instruments at different levels of public administration, encouraging an administration more transparent, accountable and up to date with the accounts. Thus a case study was used with a qualitative methodological approach and study object the UFPE. In the data collection were used secondary public sources on websites from Comptroller General of the Union, Transparency Accountability Portal and the Court of Accounts of the Union. The data were analyzed using the interpretative content analysis technique. As main results I can be observed that the UFPE was considered the best university in North-Northeast and among the 16 best in Brazil during the analyzed period. The UFPE also meets in a more satisfactory way the one recommended in the good governance practice. Governance practices have been important and have contributed to the improvement of UFPE’s institutional performance.

Global rankings are a popular way for governments, HEI’s, faculty, staff, and students to compare institutions worldwide, therefore it is important to rank well. However, in order to have top-quality research and education programs, HEI’s need to have significant financial resources. The purpose of this study was to explore the relationship between an institution’s financial resources and its global ranking. The results of this study provide additional insight and a better understanding of global rankings and the nature of the relationship between various financial resources and global rankings. This was a quantitative study that used ranking data from the Academic Ranking of World Universities (ARWU) and Times Higher Education (THE) World University Rankings, as well as financial data from IPEDS. Descriptive statistics were presented to develop an awareness of the data set characteristics. Linear regression and the Pearson Product-Moment Correlation Coefficient (PPMCC) were reported to gauge the strength of the relationship between the financial resource independent variables and the global ranking dependent variables. This study indicated there was a strong relationship between an institution’s financial resources and its global ranking as there was a strong positive correlation between total revenue and an institution’s global ranking. In addition, the study showed that institutions should continue to self-generate financial resources, such as tuition revenue and research funding. This is especially true for research funding as it had the strongest relationship with ranking, which means institutions would be wise to continue focusing on investing in their research programs. This study also showed that some financial variables such as endowment size and state appropriation only had weak to moderate relationships with the global rankings. Based on this study, one could conclude then that global rankings are influenced by money, which supports the claims of critics that university rankings are biased. Thus, institutions will continue to be challenged to find some balance between investing in what global rankings measure while also maintaining other initiatives that address their core missions but are not counted in the rankings.

The internationalization of Higher Education has caused a sweeping global shift of policies for governments and Higher Education institutions alike. This thesis aims to examine the case of China, and the three-decade evolution of internationalization as an influential norm, guiding the creation of comprehensive policies and plans through a multi-stage process. By examining the actors, motives and mechanisms behind Chinese Higher Education policies between 1990 and 2019, the impact of norm cascade and ultimate internationalization are revealed. The building and diffusion of internationalization as a norm includes the prioritization of global university rankings in addition to the increasing spotlight on research within the Higher Education sector. Constructivist theory was selected as the Theoretical Framework and employs concepts including norm-building and diffusion. This qualitative case study will examine the policies and rationales for the implementation of education initiatives as encouraged by leading actors and agents and the subsequent successes and obstacles from adoption to full implementation.

Business decisions are increasingly being made in the higher education institution (HEI) based on their impact to university rankings, sometimes to the detriment of the HEI mission. HEIs are not homogenous, and rankings are inadequate on their own in capturing HEI excellence. This dissertation took a three-pronged approach in addressing quality and excellence in the HEI. First, a case study adapted the Balanced Scorecard (BSC) for a Financial Aid office in a public HEI, illustrating that, with a few modifications, the BSC is an appropriate and holistic approach to addressing quality in the HEI. The primary modification was to place mission at the top of the BSC, reflecting that each of the strategic objectives should be made with mission in mind. Next, survey methods were used to gain insight from upper administrators at public four-year HEIs regarding perceived quality factors. According to survey results, respondents rated Graduation and Retention as the most important indicator of quality. These results were further used to calculate weights of importance for each quality factor, further comparing these weighted factors to methodologies of three rankings systems, and found that the perceived quality factors identified by the respondents did not align with rankings methodologies. Finally, historical data was used to consider which HEIs moved most in their U.S. News and World Report (USNWR) rankings and peer scores. Higher-ranked HEIs were found to have less movement, and lower-ranked HEIs had more movement. Peer scores were found to be variable, although only by incremental amounts. Multiple regression analysis was used to compare USNWR rankings and objective data from the Integrated Postsecondary Education Data System (IPEDS) and Top American Research Universities (TARU) publication, finding graduation rate to have the strongest relationship with rankings. Ultimately, the wise HEI will find an appropriate mix of aiming for higher rankings and a focus on its mission, and ideally both would be in alignment.

L'impact des systèmes de mesure de performance sur l'enseignement supérieur et sur la gestion des carrières des universitaires est vraiment puissant. Cette thèse vise à fournir quelques éléments qui expliquent la transformation du ce secteur et les changements des aspirations des universitaires. Une attention particulière est portée sur les significations de la mesure de la performance au delà des classements et sur la manière selon laquelle les universitaires perçoivent leur environnement actuel. L'analyse du contenu des classements et des systèmes d'accréditation, l'observation des établissements d'enseignement supérieur et des entretiens avec des professeurs, des maîtres de conférences, des PRAG, des vacataires et des doctorants ont permis de constituer une base de données fiable pour la recherche actuelle.L'institutionnalisation des systèmes de mesure de performance joue un rôle important dans la transformation du monde universitaire. La prolifération des classements a privilégié en avant certaines activités exercées par les établissements d'enseignement supérieur, imposant la transformation des pratiques académiques, ainsi que le développement des inégalités d'image entre les différents cheminements des carrières universitaires. La pression normative a incité les institutions à s'aligner sur les exigences internationales, fait qui a conduit à des grandes transformations au niveau individuel, où les membres du corps professoral ont changées leur perception sur la carrière universitaire.Le sujet de cette thèse a émergé en observant les classements internationaux et les systèmes d'accréditation, ainsi que les actions des établissements d'enseignement supérieur et le comportement des universitaires. Mes résultats mettent en lumière la grande importance accordée par la communauté universitaire aux activités de recherche en soulignant quelques conséquences dues à la normalisation des activités académiques. En fait, l'utilisation inadéquate des indicateurs de performance conduit à plusieurs anomalies, comme par exemple l'affaiblissement de la carrière pédagogique. / Performance measurement systems impact the higher education field and influence the career management of academics. This dissertation aims to provide some elements in explaining how the academic world has changed and what academics aspire to do in the future. Particular attention is paid to the meaning of university ranking measurements and to the individual perception of the current academic environment. Content analysis of rankings and accreditation systems, observation of higher education institutions (HEIs) and semi-structured interviews with Tenured Professors, Assistant Professors, Lecturer, and PhD candidates were used as a reliable database for the current research.The institutionalization of performance measurement systems plays an important role in the transformation of the academic field. Used intensively in the marketization of HEIs, they lead to the development of a snowball effect. The proliferation of rankings has pushed forward certain activities performed by HEIs, forcing the transformation of academic practices and the development of image inequalities among different academic career paths. As normative pressure guided institutions to align to international demands, major transformations occurred at the individual level, where faculty members underwent significant change in their understanding of what an academic career meant.The question on how performance measurements impact the academic career management emerged as I observed international rankings and accreditation systems, as well as HEIs actions and academics behavior. My findings corroborate one of the management accounting key concepts, ‘you get what you measure', and bring to light the emphasis placed by the academic community on research activities. This dissertation emphasizes the drawbacks of using such measurements in search for standardization of academic activities. In particular, I highlight that the improper use of the current performance indicators lead to several anomalies, such as the obscuration of the pedagogical career, which has lost its status and is now often regarded as a limited and shameful career choice.

The purpose of this paper is to give a log-linear representation of a generalized Bradley-Terry (BT-) Model for paired comparisons which allows the incorporation of ties, order effects, concomitant variables for the objects and categorical subject specific covariates and interactions between all of them. An advantage of this approach is that standard software for fitting log-linear models, such as GLIM, can be used. The approach is exemplified by analysing data from an experiment concerning the ranking of European universities. (author's abstract) / Series: Forschungsberichte / Institut für Statistik

No description available.

Nowadays education becomes a competitive and challenging domain, both na­tionally and internationally in terms of quality, visibility, experience of aca­demic delivery affecting institutions, applicants, regulatory bodies. Currently data becomes more available for the general and public use, and plays also an increasingly significant role in decision support for education topics. For example, world university rankings (WUR) such as Quacquarelli Symonds (QS), Central World University Rankings (CWUR), Times Higher Education (Times) and national university rankings (e.g. the Guardian newspaper Best UK Universities and the Complete University Guide league tables) have published their data for many years now and are increasingly used in such decision making processes by institutions and general public.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-06-16T17:00:05Z No. of bitstreams: 1 Kelber David Tozini_.pdf: 1563118 bytes, checksum: 2140af7a3765b061de317ddb0a6a0678 (MD5) / Made available in DSpace on 2017-06-16T17:00:05Z (GMT). No. of bitstreams: 1 Kelber David Tozini_.pdf: 1563118 bytes, checksum: 2140af7a3765b061de317ddb0a6a0678 (MD5) Previous issue date: 2017-03-20 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed to understand the relationship between university rankings and students’ motivations to study abroad in addition to identifying possible differences in terms of perceived benefits and challenges. This case study on the Science Without Borders program is divided in two sections. The first presents an overview of the SWB program and how the placement process occurred. The second section presents the results of survey in which 679 students answered a series of questions regarding their motivations, in addition to perceived benefits and challenges. The analysis revealed the existence of three clusters - Ranking-oriented students, Experience-oriented students and Language-oriented students - with distinct motivations, foreign language proficiency level and academic performance prior to the SwB. Most Ranking-oriented students were placed in the Top 500 institutions while the majority of Language-oriented ones studied at institutions which were not part of the same group. These clusters also showed different levels in perceived benefits, with Experience-oriented students having the highest means of professional skills in the academic and internship phases of the program whereas Language-Oriented ones had the lowest. The latter also had the highest perception levels of challenges faced throughout the program. When analyzing only the students’ host institutions’ rank, students who studied at the highest-ranked institutions had the highest means of professional skills and the lowest of perceived challenges, while students in non-ranked institutions had the opposite. These results point to the importance of rankings in the decision-making process and how an institutions’ rank may be associated with perception levels of benefits and challenges in mobility programs. This study also identified a series of barriers which contributed to flaws in the placement process and how some students’ lack of commitment post-participation in the program affects the country’s long-term goals. / O presente estudo teve como objetivo compreender a relação entre rankings de universidade e motivações por parte dos alunos para participar de programa de mobilidade acadêmica além de identificar possíveis diferenças entre os benefícios e dificuldades percebidas. Este estudo de caso sobre o programa Ciência sem Fronteiras está dividido em duas partes. A primeira apresenta um panorama do programa e como o processo de distribuição dos alunos ocorreu, enquanto a segunda mostra o resultado no qual 679 alunos responderam a um questionário sobre as suas motivações e benefícios e dificuldades percebidas durante o programa. A análise mostrou a existência de três clusters de alunos - orientados para rankings, orientados para a experiência e orientados para a aprendizagem da língua estrangeira - com diferentes motivações, níveis de proficiência em língua estrangeira e performance acadêmica antes de participar no programa. A maioria dos alunos voltados para o ranking foram alocados para instituições que fazem parte do ranking top 500 enquanto alunos voltados para a aprendizagem da língua não fizeram parte do mesmo grupo. Os três clusters também apresentam diferentes maids de benefícios percebidos, com alunos voltados para a experiência obtendo a maior média de habilidades profissionais na fase acadêmica e de estágio e alunos voltados para a aprendizagem da língua tiveram a menor média. Este último também apresentou a maior média de percepção de dificuldade em comparação aos outros grupos. Ao analisar a partir do ranking da universidade no exterior, alunos nas universidades do top 100 obtiveram as maiores médias de habilidades profissionais e as menores das dificuldades percebidas, enquanto alunos de universidades não presentes no top 500 tiveram o fenômeno oposto. Estes resultados mostram a importância do ranking no processo de tomada de decisão e como o ranking da instituição pode estar associado aos níveis de percepção de benefícios e dificuldades em programas de mobilidade. O estudo também aponta a necessidade de rever quais alunos devem participar deste tipo de programa. Por fim, uma série de barreiras no planejamento e implementação contribuiu para que falhas no processo de alocação dos alunos ocorresse, incluindo a falta de comprometimento de alguns alunos após sua participação no programa afeta as metas do País.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-12-18T12:44:05Z No. of bitstreams: 1 Armando Gon?alves.pdf: 5332190 bytes, checksum: 448d95c5ed88794f5d3a51515e91ba1d (MD5) / Made available in DSpace on 2018-12-18T12:44:05Z (GMT). No. of bitstreams: 1 Armando Gon?alves.pdf: 5332190 bytes, checksum: 448d95c5ed88794f5d3a51515e91ba1d (MD5) Previous issue date: 2017-10-11 / Academic rankings, indexes, and international, regional and national classifications are phenomena present in higher education since the 20th century and have been expanding in the 21st century with the presence of the global rankings of Shanghai University and the British newspaper The Times. Brazil participates intensively in this trend, both following the performance of its higher education institutions (IES) in the global rankings and producing its national public rankings, from the indicators of the National System of Evaluation of Higher Education (SINAES), and private, as those of the Student Guide (GE) and the University University Ranking (RUF). However, the country has previously had a pioneering academic ranking at the national level of IES, which was published for 19 consecutive years, in a monthly magazine of high circulation of Editora Abril: the ranking Best Faculty of Brazil (RMFB) of Playboy. This research aimed to investigate the trajectory of the RMFB private academic ranking of Editora Abril in the Playboy magazine, from conception to its closure, between the years of 1981 and 2000. In view of the still reduced specific literature in Brazil, this research was contextualized in a state of the art regarding academic rankings and their implications for HEIs around the world, in the light of international scientific literature, which subsidized the understanding of the role of academic rankings for higher education systems, studied the trajectory of the published RMFB by the Brazilian Playboy magazine, identified the main moments of its public trajectory, from its conception in 1981 until its closure in the year 2000, verified aspects of Brazilian higher education present in the reports associated with the RMFB, observed the pioneering of this national academic ranking in Brazil and in the world, and finally raised the methodological aspects and analyzed its main published results along the RMFB trajectory. It is a fundamentally qualitative research that has carried out a methodological triangulation between bibliographical and documentary analyzes and also through semistructured interviews, articulated in order to produce a greater analytical completeness of the phenomenon studied to reach the research objectives. As conclusions of this work we have observed academic rankings expanding in quantity and relevance since the 1980s to our days and all over the world, Brazil as having the first national academic ranking through the Playboy RMFB while the scientific literature still attributes this fact to the US News magazine's America's Best Colleges (RABC) ranking, the journal's team with extensive dialogue with the main actors of Brazilian higher education, and the ranking tables published by this ranking demonstrating a dominance of the University of S?o Paulo ( USP) in the first places of the courses surveyed in most of the 19 editions of the RMFB. / Rankings acad?micos, ?ndices e tabelas classificat?rias internacionais, regionais e nacionais s?o fen?menos presentes na educa??o superior desde o s?culo XX e que v?m se expandindo neste s?culo XXI, com a presen?a dos rankings globais da Universidade de Shangai e do jornal brit?nico The Times. O Brasil participa intensamente desta tend?ncia, tanto acompanhando o desempenho de suas institui??es de ensino superior (IES) nos rankings globais quanto produzindo seus rankings nacionais p?blicos, a partir dos indicadores do Sistema Nacional de Avalia??o da Educa??o Superior (SINAES), e privados, como os do Guia do Estudante (GE) e do Ranking Universit?rio Folha (RUF). No entanto, o pa?s teve anteriormente um ranking acad?mico pioneiro em ?mbito nacional de IES, que foi publicado por 19 anos consecutivos, em uma revista mensal de elevada tiragem da Editora Abril: o ranking Melhores Faculdade do Brasil (RMFB) de Playboy. Esta pesquisa teve como objetivo geral investigar a trajet?ria do ranking acad?mico privado RMFB da Editora Abril na revista Playboy, desde sua concep??o at? seu encerramento, entre os anos de 1981 a 2000. Diante da ainda reduzida literatura espec?fica no Brasil, esta pesquisa foi contextualizada em um estado da quest?o a respeito dos rankings acad?micos e de suas implica??es para as IES em todo o mundo, ? luz da literatura cient?fica internacional, que subsidiou o entendimento do papel dos rankings acad?micos para os sistemas de educa??o superior, estudou a trajet?ria do RMFB publicado pela revista Playboy brasileira, identificou os principais momentos de sua trajet?ria p?blica, desde sua concep??o em 1981 at? seu encerramento no ano 2000, verificou aspectos da educa??o superior brasileira presentes nas reportagens associadas ao RMFB, observou o pioneirismo deste ranking acad?mico nacional no Brasil e no mundo e, finalmente, levantou os aspectos metodol?gicos e analisou seus principais resultados publicados ao longo da trajet?ria do RMFB. Trata-se de uma pesquisa fundamentalmente qualitativa e que realizou uma triangula??o metodol?gica entre an?lises bibliogr?ficas, documentais e tamb?m por meio de entrevistas semiestruturadas, articuladas de forma a produzir uma maior completude anal?tica do fen?meno estudado para atingir os objetivos da pesquisa. Como conclus?es desse trabalho observou-se os rankings acad?micos expandindo-se em quantidade e relev?ncia desde a d?cada de 1980 at? nossos dias e por todo o mundo, o Brasil como tendo o primeiro ranking acad?mico nacional por meio do RMFB da Playboy enquanto a literatura cient?fica ainda atribui esse fato ao ranking America?s Best Colleges (RABC) da revista U.S. News, a equipe da revista com amplo di?logo junto aos principais atores da educa??o superior brasileira, e as tabelas classificat?rias publicadas por esse ranking demonstrando uma domin?ncia da Universidade de S?o Paulo (USP) nos primeiros lugares dos cursos pesquisados na maior parte das 19 edi??es do RMFB.