This qualitative study focused on the academic experience of first-year students in Québec universities during the COVID-19 confinement. Transitioning to university studies requires a psychosocial adaptation process, which can facilitate the academic experience. With the rise of COVID-19 in March 2020, confinement was mandatory, leaving students to study from home without any social adaptation, which may result in academic challenges. Following the psychosocial adaptation process to university studies and a phenomenological methodology, this research will study which strategies were used by the ten participants to meet the university academic demands in the COVID-19 confinement context, which coping skills were used, and what worked.

Universitetsstudenter har ofta ett riskabelt alkoholbeteende ochupplever depressiva symtom under studietiden, vilket kan ha svårakonsekvenser. Förklaringarna till alkoholkonsumtion blanduniversitetsstudenter har ofta fokuserat på studenters motivation tillsocialisering med andra studenter. Litteraturen har också fokuserat påförstaårsstudenters övergångsfas i förklaringarna till depression.Denna studie involverade 117 universitetsstudenter i ett medelstortsvenskt universitet. Studiens huvudsyfte var att undersöka omstudenter som bytte ort för att studera dricker mer alkohol ochupplever flera depressiva symtom än studenter som studerar i sinhemort. Resultatet visar på en betydande skillnad i alkoholkonsumtionmellan de två grupperna, vilket tyder på ett samband mellan flyttenfrån hemorten och alkoholkonsumtion. / University students have often a risky alcohol behaviour andexperience depressive symptoms during their studies, which can haveserious consequences. Explanations to why college students drinkalcohol have often focused on the students’ social motivations. Theliterature has also focused on first-year university students’ being in atransitional phase in their lives when explaining their experience ofdepressive symptoms. This study involved 117 university students at amiddle-sized Swedish university. The main purpose of this study wasto investigate if students who moved from their home districts in orderto attend college drink more alcohol and experience more depressivesymptoms than university students who study in their home district.The result of this study shows a significant difference in alcoholconsumption between the two groups, which indicates a relationshipbetween moving from one’s home district and drinking alcohol.

Disertacinio tyrimo objektas – universitetinių studijų akreditavimo procesas. Nagrinėjant šį objektą, sprendžiama tyrimo problema – universitetinių studijų kokybės vertinimo sistemoje nėra suformuoto visuotinai priimto akreditavimo proceso modelio. Tyrimo problema konkretizuojama probleminiu klausimu – kokia turėtų būti universitetinių studijų akreditavimo proceso modelio struktūra, kad būtų užtikrinta vieša universitetų atskaitomybė ir sudarytos prielaidos palyginamų vertinimo metodologijų formavimui? Tyrimo tikslas – sukurti teorinį universitetinių studijų akreditavimo proceso modelį ir empiriškai patikrinti jo pagrįstumo vertinimą. Šio darbo rezultatų naujumą atskleidžia sukurtas ir teoriškai pagrįstas universitetinių studijų akreditavimo proceso modelis, kuris europinėje studijų kokybės vertinimo sistemoje siūlomas palyginamoms metodologijoms formuoti ir universitetų atskaitomybei užtikrinti. Teoriniu atžvilgiu disertacinis tyrimas atskleidžia universitetinių studijų akreditavimo proceso kompleksiškumą ir išryškina esmines atskirų šio proceso etapų charakteristikas. Praktinis rezultatų reikšmingumas: siūlomas universitetinių studijų akreditavimo proceso modelis bei atskiri jo elementai gali būti sėkmingai taikomi aukštojo mokslo institucijose, siekiant užtikrinti aukštą studijų kokybę; tyrimo procese išryškėjo tobulintini universitetinių studijų akreditavimo proceso aspektai, kuriais remiantis pateikiamos rekomendacijos šiam studijų kokybės vertinimo procesui gerinti. / The object of the research is the accreditation process of university studies. While analysing this object, the problem of the research is being solved – the system of quality assessment of university studies lacks a universally accepted model of accreditation process. The object of the research is made more explicit by the following problematic question: what structure of the university studies accreditation process model should there be to ensure public accountability of universities and to create the background for the formation of comparable evaluation methodologies. The aim of the research is to create a theoretical model of university studies accreditation process and to test its validity assessment empirically. The novelty of the results of this work is evidenced by the worked out and theoretically substantiated model of university studies accreditation process. The model is recommended for the formation of comparable methodologies and university accountability assurance in the European system of study quality assessment. From the theoretical point of view, this doctoral thesis research reveals the complexity of university studies accreditation process and highlights the main characteristics of separate stages of this process. Practical significance: the proposed model of university studies accreditation process and its separate elements can successfully be applied in higher education institutions to ensure high quality of studies; in the course of the research some... [to full text]

This study is situated within a context of the changing role and value of the university, particularly in terms of a renewed focus on the importance of 'practical' research. It seeks to explore candidates' experiences of the culture of three doctoral research degrees in the School of education, RMIT University. The degrees in question are the Doctor of Philosophy by thesis, the Doctor of Philosophy by project and the Doctor of Education. The research sought to problematise and contest current understandings of doctoral candidates' experiences by highlighting complexities in the process and identifying differences and similarities between each of the three degrees. The main research question is 'How do candidates perceive the respective cultures of traditional, practice-based and professional doctoral education?' A nested, multiple-case study of the three doctoral modes was used to address three sub-questions, which focused on the norms and practices of candidates ; the extent to which their needs and expectations were met; and differences in their notions of research and practice. Differences and similarities between the degrees are analysed, leading to answers to the fourth sub-question which sought to identify what can be learned in terms of supervisor pedagogy and learning support. The research design was underpinned by a Bourdieuian epistemology and a critical theoretical perspective. Bourdieu's theory of practice with its conceptual tools of habitus, field, capital, agent and practice allowed analysis of candidates' experiences and the doctoral structures within which their practice resides through one critical lens. The data revealed many issues common to all doctoral programs. These include the importance of understanding the various habitus' and relative amounts of cultural capital of candidates, and the impact of a perceived lack of learning community. Other findings related to ambivalence regarding the types of cultural and social capital appropriate for do ctoral candidates not aiming to work in an academic environment where these are in conflict with the workplace. Three meta-themes were developed: tensions between and within the field; challenges to autonomous principles; and the importance of habitus and cultural capital in doctoral study. The study added to the literature aimed at increasing understanding of candidates' trajectories toward success in the doctoral field, thereby informing supervisor and learning support pedagogy. Five recommendations were proposed, aimed at producing a vibrant doctoral learning community with a deeper understanding of candidates' issues.

Pandemin Covid-19 hade en stor påverkan på mänskligheten under år 2020, förutom social distansering på allmänna platser fick dessutomarbete och studier ändras till distans för att undvika smittspridning i samhället. Forskningsfrågan var om denna ofrivilligt distansförlagdautbildning vid universiteten påverkade studenternas upplevdamotivation till studierna samt om det fanns ett samband mellanmotivationen och stresshantering. Vid en kvantitativ studie påstudenter vid Örebro Universitet som besvarades via frågeformulärutifrån studenternas egen uppskattning undersöktes upplevdmotivation och stresshantering. Resultaten visade att det verkade finnas en koppling mellan studenternas inre motivation ochmaladaptiv copingstrategi under de ofrivilligt distansförlagdastudierna 2020, samt att studenter upplevde en lägre nivå påmotivation i förhållande till året innan. Slutsatsen blev följaktligen attdet fanns ett samband mellan stresshantering och inre motivation hosstudenter samt att distansstudierna i samband med pandemin Covid-19 har bidragit till sänkt studiemotivation. Möjliga förklaringar till skillnaderna i resultaten jämfört med tidigare studierdiskuteras. / Pandemic Covid-19 had a major impact on humanity in 2020, inaddition to social distancing in public places, work and studies had tobe changed to distance in order to avoid the spread of infection insociety. The research question was whether this involuntary distancelearning at the universities affected the students' perceived motivationfor their studies and whether there was a connection between themotivation and stress management. In a quantitative study of studentsat Örebro University by way of questionnaires that were answeredbased on the students' own assessment, perceived motivation andstress management were examined. Results showed that there seemedto be a link between students' inner motivation and maladaptivecoping strategy during the involuntary distance studies in 2020, andthat students experienced lower levels of motivation relative to theyear before. The conclusion was therefore that there was a connectionbetween stress management and internal motivation in students andthat the distance studies in connection with the Covid-19 pandemichave contributed to reduced study motivation. Possible explanationsfor the differences in the results compared to previous studies are discussed.

In this diploma thesis I have analyzed the view of University of Prague's former students towards their studies in the so called normalization era in Czechoslovakia. The aim of this study was to discover how much different were the former studies compared to the current ones. The accent was pointed primarily on economic sciences. Apart from the theoretical economical education was also the ideological way of education influence analyzed. The result of such analysis should then answer the question whether the education during the normalization period was entirely ideologically manipulated and totally uncorresponding with the today's education of economics, as many laics believe, or not. I have also uncovered the fact whether the former indoctrinated education can be practically applied by former students in their current laissez fair oriented employment. Although this study confirms, based on former students and educators narratives, relatively significant occurrence of communism ideology in university's education as a whole, the professionalism of purely economic oriented sciences at VŠE though, cannot be disclaimed. Ideologically affected subjects were therefore necessary, but at the same time they were only a partial complement of the highly valuable scientific economical education at University...

Examining contemporary higher education in the US and Canada, this study posits globalism as the reproductive condition for these postsecondary education systems and their infrastructures that has emerged within regional conditions of degraded institutional legitimacy and downgrading credentials. Across its chapters, university globalism is defined and cataloged via institutional practices that shape learning and labouring conditions for students, their surrounding environments, and the pedagogies administered to market and credential student experience. Chapters examine the global university, the global learning interface, the global curricular programme, the global student and the global classroom as multi-scalar sites for observing university globalism’s forms and their effects, especially on the situation of undergraduates. This formation is studied via infrastructuralism as an analytic shortcut to questions of social reproduction, political economy and their geohistories in these Global North contexts as globally dominant, mass cultural sites for global education. I posit the framework of connectivity, defined as the social and infrastructural good through which globalism is variously represented and embedded into undergraduate study, to periodize this shared regional institutional culture from the 1990s to the present. Connectivity links higher ed’s digitalization with its cosmopolitan modes of networking, identity formation, and human capital development that emerge across the institutional spectrum in public pedagogies and curriculum studied herein. This infrastructure is managerial, extractive, and socially reproduced, conditioning ambivalence and pessimism into the institutionalist modes of learning, networking and credentialing promoted by university globalism. Connectivity’s pro-social ideologies of global citizenship, inclusive excellence and social innovation are analyzed against higher ed’s proletarianizing material conditions and its anti-social foundations in racial capitalism and settler nationalism within US and Canada. This study aims to illuminate global study’s contradictory terms for undergraduates alongside their organic intellectualism within university conditions, and their affordances for critical global pedagogical practice to meet the crises of the present. / Thesis / Doctor of Philosophy (PhD) / This dissertation examines globalism’s pedagogical and technological expressions in undergraduate student experience in the US and Canada. This study reads the global projects of these higher education systems as an infrastructure that conditions learning and credentialing as forms of anti-social, settler national and managerial self-development. By taking up the global connectivity era of the past three decades, this work brings digital infrastructures into dialogue with globalist education policies and administrative and disciplinary curricular projects in the context of degraded institutional legitimacy and downgrading credentials for undergraduates in these dominant inter/national sites for global education. It ultimately argues that the double binds produced by university globalism in these settings present a pedagogical occasion for abolitionist study in our time of planetary crises, unmasking the university as a knowable cultural object in a global cultural field and its infrastructure as a glitch-filled archive of relations of power, empire, and social reproduction.

This Master thesis called Approach to university and non-university media studies in the Great Britain and Germany: A comparative study compares the approaches of Great Britain and Germany to tertiary education, which is thematically linked to the media. The thesis shows specific concepts in this field of study in two different environments that have developed under different historical circumstances and as a result of different processes of adoption of media studies as a university subject. The boundaries of this subject are not specifically stated, which provides countries with an opportunity to put their own concept into this subject. This thesis examines tertiary education connected to media institutions of higher education, within individual study programs, in leading professional publications, in the national assessment of educational documents and in approach of multinational organizations. The text defines relevant bodies and syllabi, identifying core competences of graduates of these studies, the processes through which they become experts and educational activities connected to media education. The thesis analyzes differences, expectations and methods in the documents using an in-depth analysis. The core question is whether the approaches of the Great Britain and Germany remain different...

The thesis is focused on university studies from the point of view of a beginning teachers both here in The Czech Republic and aboard. It also deals with problems the beginning teachers encounter and finally with characteristic of some problems. The practical part presents outcomes of qualitative research survey. Its aim was to find out how beginning teachers view their university studies, field of study Teaching for the 1.st stage of basic schools. Respondents reported the most common problems discipline of pupil and scheduling of schoolwork during a lesson.

Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2016-04-15T14:18:37Z No. of bitstreams: 1 Tese de Fábio Nieto Lopez.pdf: 5390394 bytes, checksum: 53d6be40b3515d8569529f583914bdd7 (MD5) / Approved for entry into archive by Ana Portela (anapoli@ufba.br) on 2016-04-28T19:21:48Z (GMT) No. of bitstreams: 1 Tese de Fábio Nieto Lopez.pdf: 5390394 bytes, checksum: 53d6be40b3515d8569529f583914bdd7 (MD5) / Made available in DSpace on 2016-04-28T19:21:49Z (GMT). No. of bitstreams: 1 Tese de Fábio Nieto Lopez.pdf: 5390394 bytes, checksum: 53d6be40b3515d8569529f583914bdd7 (MD5) / CAPES / O presente estudo reúne quatro artigos complementares sobre a ideia de desenvolvimento, com foco na psicologia brasileira. A escolha pelo formato artigos visou contemplar diferentes perspectivas, métodos e abordagens de aproximação ao tema. As principais lentes teóricas de todo o estudo foram ideias e noções de Michel Foucault e Pierre Bourdieu. O objeto geral foi descrever e analisar parte da produção científica da psicologia do desenvolvimento no Brasil nas décadas de 1990 e 2000, buscando compreender como esta subárea da psicologia se configura ao longo desse breve e intenso período. Como objetivos específicos, destacamos: O que vem sendo produzido e como vêm sendo configuradas investigações forjadas sob a rubrica da psicologia do desenvolvimento? Que pressupostos e ressonâncias estão contidos no termo “desenvolvimento”, significante fulcral para a psicologia? Quais podem ser as alternativas conceituais à noção de desenvolvimento humano no campo da psicologia brasileira hoje? No primeiro artigo, exploramos a configuração contemporânea da área através da revisão dos principais descritores relacionados à psicologia do desenvolvimento em Programas de Pós-Graduação de São Paulo, maior polo de produção científica no Brasil, analisando distinções em termos de perspectivas teóricas e temáticas. O segundo artigo compara a produção científica do II Congresso Brasileiro de Psicologia do Desenvolvimento, no ano de 1998, com sua oitava edição, no ano de 2011, usando como principais evidências os resumos publicados nos Anais e o programa do evento. No terceiro artigo, utilizando o recurso do olhar etnográfico, revisamos como a noção de desenvolvimento sofre deslizamentos de significado em decorrência das práticas escolares e disciplinares, mobilizadas pelas transformações históricas em curso, impulsionadas pelo ideal de progresso. O quarto e último artigo é um ensaio que parte de experiências pessoais no campo da educação com objetivo de assumir a função biográfica da escrita como dispositivo para construção de autonomia e transformação. This study brings together four complementary articles on the idea of development, focusing on Brazilian psychology. The 'articles' format of choice sought to explore different perspectives, methods and approaches to the subject. The study’s main theoretical lenses were the ideas and notions of Michel Foucault and Pierre Bourdieu. The general objective was to describe and analyze the scientific production on Developmental Psychology in Brazil in the 1990s and 2000s, so as to understand how this subarea of psychology configured itself throughout that brief and intense period. Specific objectives include: What is being produced and how have the investigations written under the rubric of Developmental Psychology being shaped? Which assumptions and resonances does the term "development" contain? Which could be the conceptual alternatives to the notion of human development in the field of Brazilian Psychology today? In the first article, we explore the field's contemporary setting by reviewing the main descriptors related to Developmental Psychology in São Paulo's Graduate Programs, Brazil's largest scientific production center, by analyzing distinctions in terms of theoretical and thematic perspectives. The second article compares the scientific production of the 2nd Brazilian DevelopmentalPsychology Conference (1998), with its eighth edition, held in 2011, using as key evidence the abstracts published in the Annals and the event's schedule. In the third article, by utilizing the 'ethnographic gaze' tool, we review how the notion of 'development' has its meaning altered as a result of academic and disciplinary practices, mobilized by the historic changes taking place, driven by the ideal of progress. The fourth and final article is an essay derived from personal experiences in the field of education, which seeks to establish the biographical role of writing as a device that builds autonomy and transformation.