Universities have had a tumultuous history in terms of crises. Though crises have always existed, its definition and emphasis in the landscape of higher education has dramatically changed in the last 50 years. For this reason, the study and implementation of crisis management systems have become a growing phenomenon on campuses around the nation. However, as the types of crises institutions face diversifies, communities’ emphasis on leadership accountability has also become more magnified. The role of the president, thus, has become increasingly relevant and critical to the conversation concerning campus security and safety. The purpose of this study was to better understand the phenomenon of crisis leadership in higher education. A case study of the State University System of Florida was chosen, interviewing all available university presidents and crisis managers. Its diversity in population, infrastructure and mission is the reason it was selected as an appropriate case. This study sought insight on how SUS presidents and crisis managers understood the concepts of crisis, crisis leadership and crisis management; what they perceived their roles and responsibilities to be throughout the crisis management cycle; and how these definitions and roles created and sustained a culture of safety, security and preparedness. The 16 study participants (6 presidents and 10 crisis managers) offered a great deal of insight on how they defined crisis leadership and its respective roles pre-, during and post-crises. Participants believed that the differing definitions of crisis; the university’s culture towards crisis management; the roles played by the university, presidents and crisis managers; resources (established and lacking); as well as the inevitable variability of crises, all played a critical role in leadership. The study’s findings supported Muffet-Willett’s position that crisis leadership is fundamentally connected to the relationship between presidents and crisis managers. Both must offer support, tangibly and intangibly, to one another so that others across the university see the importance being placed on crisis management. Findings of this study supported the assumption made in the literature by student affairs authors that presidents are critical to crisis management. In addition, I concluded that crisis managers are also critical to crisis leadership.

Since 1993 when the first lottery ticket was sold in Georgia, over 1.4 million students have received over $5.4 billion in grants and scholarships (more than any other merit-based program in the country) to attend colleges in Georgia through the Helping Outstanding Pupils Educationally (HOPE) Scholarship program. Students who graduate from high school with a B average in a college preparatory curriculum can receive tuition, HOPE approved fees, and a book allowance of up to $300 per year at public colleges in Georgia. The purpose of this study was to determine if there was an identifiable profile of the academically successful associate degree seeking HOPE Scholarship recipient at a 2-year college within the university system of Georgia. For the purposes of this study, academic success was defined as persistence towards graduation and retention of the HOPE Scholarship. Variables analyzed include high school grade point average, high school attended, composite SAT score, major, ethnicity, gender, other grant aid received, student loans received, and credit hours earned at credit hour checkpoints. Using the variables listed above, 2 research questions were posed. Is there a predictive model of a HOPE Scholarship recipient who is likely to retain the HOPE Scholarship, and is there a predictive model of a HOPE Scholarship recipient who is likely to earn a degree? These questions were analyzed using the population of first-time, associate degree seeking students at a 2-year college in 1998. The results of the analysis showed that while composite SAT scores, high school grade point averages, and GPAs at 60 attempted hours partially explained the success of HOPE Scholars, a clear model was not established that would identify students upon entry to college, or even partially through their academic careers, who were going to retain the HOPE Scholarship and earn a degree. The findings of this limited study support the theories that there are other factors such as student engagement that are less easily quantified that play a significant role in student persistence.

Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós- Graduação em Educação em Ciências: Química da Vida e Saúde, Instituto de Educação, 2011. / Submitted by EDUARDO PENA (edupenaa@hotmail.com) on 2012-10-26T00:56:37Z No. of bitstreams: 1 TRILHA DE LOBOS NOS PLATÔS DE GOIÁS A SINGULARIDADE.pdf: 9955436 bytes, checksum: 8bcd6b2c8cd05ed9f544c9f80e8342cb (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2013-06-18T19:13:01Z (GMT) No. of bitstreams: 1 TRILHA DE LOBOS NOS PLATÔS DE GOIÁS A SINGULARIDADE.pdf: 9955436 bytes, checksum: 8bcd6b2c8cd05ed9f544c9f80e8342cb (MD5) / Made available in DSpace on 2013-06-18T19:13:01Z (GMT). No. of bitstreams: 1 TRILHA DE LOBOS NOS PLATÔS DE GOIÁS A SINGULARIDADE.pdf: 9955436 bytes, checksum: 8bcd6b2c8cd05ed9f544c9f80e8342cb (MD5) Previous issue date: 2011 / Esta dissertação apresenta uma pesquisa qualitativa, desenvolvida junto ao Programa de Pós-Graduação Educação em Ciências: Química da Vida e Saúde, da Universidade Federal do Rio Grande – FURG. Visa a percorrer os caminhos legais do ensino a distância no Brasil e do Sistema Universidade Aberta do Brasil(SisUAB), para problematizar a característica socioeconômica, racial, de gênero e de idade dos estudantes dos Cursos de Licenciatura em Geografia oferecidos pelo SisUAB em Goiás, bem como compreender o motivo pelo qual esses estudantes estão realizando o Curso na modalidade a distância. O foco recai na compreensão das redes rizomáticas do SisUAB e na problematização a respeito do cumprimento de sua missão, evidenciando-se as conexões e os agenciamentos estabelecidos pelo Sistema em diálogo com o pensamento de Gilles Deleuze, Felix Guattari, Fritjof Capra e Pierre Lévy. Informações referentes ao campo da pesquisa foram coletadas em documentos e em entrevistas aplicadas aos estudantes do Curso de Licenciatura em Geografia, ofertado pela Universidade de Brasília, no Estado de Goiás, nos Polos de Apoio Presencial do SisUAB, localizados nos municípios de Alexânia, Goiás e Posse. Para buscar elucidar as questões territoriais da investigação, foram construídos, por meio da técnica Discurso do Sujeito Coletivo, de Lefrève e Lefrève, Discursos da Multiplicidade, a partir das entrevistas realizadas, e apontados os motivos da escolha do curso na modalidade a distância e as facilidades e dificuldades encontradas na Educação a Distância (EaD). Com a aliança promovida entre características e discursos foi construída uma equação singular, na qual sexo, idade, renda e cor são heterogeneidades, pensamentos são sonhos coletivos e o somatório de ambos constitui a Equação da Multiplicidade. Essa pesquisa permite perceber a atualização de sonhos de formar profissionais do magistério para a educação básica e de interiorizar e democratizar o acesso ao ensino superior no país, propostas da Universidade Aberta do Brasil. / This dissertation presents a qualitative study, developed at the Post-Graduate Program of Education Science: Chemistry of Life and Health, of the Federal University of Rio Grande - FURG, which aims to trace the legal routes of the distance education in Brazil and the Brazilian Open University System (SisUAB) to question the socioeconomic, racial, gender and age characteristic of the students of the Geography degree courses offered by SisUAB in Goiás, and additionally, understand why these students are undergoing these courses at a distance. The focus falls on the understanding of the rhizomatic networks of the SisUAB and on the questioning regarding the fulfilment of its mission, bringing into light the connections and the exerts established by the System, in dialogue with the thinking of Gilles Deleuze, Felix Guattari, Fritjof Capra and Pierre Lévy. Information regarding the field of research was collected in documents and interviews carried out with students of the Geography degree courses, offered by the University of Brasilia, in the State of Goiás, in the On-Site Support Facilities of SisUAB, located in the cities of Alexandria, Goiás and Posse. In order to elucidate the territorial issues concerning the research, Multiplicity Discourses were constructed, based on the technique of the Collective Subject Discourse of Lefèvre and Lefèvre, from the interviews carried out, and the reasons for the choice of the course, in the modality at a distance, were appointed, as well as the easinesses and difficulties encountered in the Distance Education. With the alliance promoted between features and speeches, a unique equation was constructed, where gender, age, income and colour are heterogeneities and thoughts are collective dreams, and the sum of both constitutes the Multiplicity Equation. This research provides the opportunity to realise the updating of dreams to train teaching professionals for basic education, and to bring to the countryside and give equality to the access to higher education in the country, propositions of the Brazilian Open University.

Nous constatons que les universités sont confrontées à un double mouvement de la société sur leur organisation provoquant une nécessité de changement. Le premier concerne l’environnement institutionnel changeant depuis la loi Enseignement Supérieur et de la Recherche de 2013 : passage à la responsabilité et compétences élargies, contraintes budgétaires fortes, évolutions sociales des apprenants, nouvelle pratique managériale dans le secteur public. Ce premier mouvement provoque pour nous un paradoxe : la naissance d’un phénomène d’isomorphisme institutionnel, les comportements des universités convergent quand bien même chacune d’elles tente d’être plus attractive que l’autre sur le marché de la formation tout au long de la vie. Par ailleurs, un second mouvement, qui concerne les membres et les usagers des universités, apparaît au regard des usages des Technologies de l'information et de la communication (TIC) dans la société : la facilité d’accès à la connaissance au moyen de nouvelles plateformes, l’adoption des TIC dans la société catalysent cela. En réaction à ces deux mouvements, nous estimons que les universités sont en changement. Et nous souhaitons étudier en quoi l’évolution des usages du numérique conduit à la nécessité d’une gouvernance du numérique universitaire. Nous tenterons de démontrer que l’instabilité provoquée par l’arrivée du numérique dans les universités est une occasion de faire évoluer le système universitaire, au point de créer un nouveau point d’équilibre s’appuyant sur une nouvelle gouvernance : la gouvernance du numérique universitaire. Celle-ci permettrait de développer les usages du numérique de tous les acteurs, et placerait ainsi l’établissement dans un meilleur positionnement dans un environnement devenu de plus en concurrentiel, tout en améliorant son fonctionnement. Pour cela nous construirons les analyses à partir de plusieurs terrains complémentaires, non pas dans un souci de comparaison de terrains, mais bien de vérification partielle d’une ou plusieurs hypothèses au sein de chacun de ces 5 terrains d’observation. Sur la base des analyses de ces expériences et de questionnement sur cette notion de gouvernance du numérique universitaire, cette thèse souhaite contribuer à la réflexion sur les gouvernances d’universités, afin qu’elles puissent mieux appréhender l’éducation supérieure du XXIe siècle. / We see that universities are confronted with a double movement of society on their organization, necessitating a change. The first concerns the changing institutional environment since the Law Higher Education and Research in 2013 : shift to responsibility and broadened competencies, strong budgetary constraints, social evolutions of learners, new managerial practice in the public sector. This first movement provokes for us a paradox: the birth of a phenomenon of institutional isomorphism, the behavior of universities converge even though each of them tries to be more attractive than the other on the market of training all the way long life. In addition, a second movement, involving the players and users of universities, appears in relation to the uses of Information and Communication Technologies (ICT) in society: the ease of access to knowledge through new platforms, the adoption of ICTs in society catalyze this. In response to these two movements, we believe that universities are changing. And we want to study how the evolution of digital uses leads to the need for digital university governance. We will try to show that the instability brought about by the arrival of digital in the universities is an opportunity to evolve the university system to the point of creating a new equilibrium point based on a new governance : digital university governance . This would allow the development of the digital uses of all the players, thus placing the establishment in a better position in a more competitive environment, while improving its functioning. For this we will construct the analyzes from several complementary fields, not for the sake of comparing land, but rather a partial verification of one or more hypotheses within each of these five observations. On the basis of the analyzes of these experiences and the questioning of this notion of digital university governance, this thesis wishes to contribute to the reflection on university governance so that they can better understand higher education in the 21st century.

College is usually thought of as a time where students, often living alone for their first time, are encouraged towards healthy risk-taking behavior, as well as social, intellectual, and vocational development. Unfortunately for female students, college becomes the time of their lives where they are exposed to the highest risk of sexual victimization. Many colleges across America have taken steps to address the significant problem of sexual assault on their campuses. However, even with rising concern about the sexual victimization of college students, there remains very little systematic information published about the content of sexual assault policies, protocols and programs that exist on college campuses. Focusing on the seven schools of the Oregon University System (OUS), this study sought to examine the schools' sexual assault policies, as well as their prevention and response efforts to sexual assault. Additionally schools' willingness for assistance and training from Oregon Sexual Assault Task Force (OSATF) was also studied. Specifically, official school sexual assault policies were content analysis and secondary survey data gathered by the OSATF was examined. Results demonstrated that, in most cases, policies of the OUS schools were vague in their definitions of what constituted a sexual assault, and lacked the additional information necessary for victims to respond to their sexual victimization. However, Universities also offered various forms of educational opportunities and awareness raising activities. While this proves promising, there is clearly room for improvement. OUS schools also appeared willing to work with the OSATF to improve the delivery of their sexual assault prevention services. The findings of this thesis are important in directing future actions of the OUS when developing and implementing sexual assault response and prevention strategies.

No description available.

Submitted by Cláudia Daniele de Souza (csouza@bib.uc3m.es) on 2018-11-23T13:51:09Z No. of bitstreams: 1 UC3M_Tesis doctoral - Claudia Daniele de Souza.pdf: 4747761 bytes, checksum: 8bb97c18a01bab2aaa6822ab0a3ce9ba (MD5) / Approved for entry into archive by Lucas Paganine (lucaspaganine@ibict.br) on 2019-01-10T17:22:07Z (GMT) No. of bitstreams: 1 UC3M_Tesis doctoral - Claudia Daniele de Souza.pdf: 4747761 bytes, checksum: 8bb97c18a01bab2aaa6822ab0a3ce9ba (MD5) / Made available in DSpace on 2019-01-10T17:22:09Z (GMT). No. of bitstreams: 1 UC3M_Tesis doctoral - Claudia Daniele de Souza.pdf: 4747761 bytes, checksum: 8bb97c18a01bab2aaa6822ab0a3ce9ba (MD5) Previous issue date: 2018 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Nas últimas décadas, o Brasil tornou-se um país que, apesar de suas deficiências, conseguiu avançar e fazer uso de seus recursos para expandir e aumentar sua presença na esfera internacional. Dada sua dimensão geográfica, população e peso da sua economia, esse país desempenha um papel fundamental, especialmente na região sul-americana. Desde que foi considerado parte do grupo BRICS de países emergentes, vários quadros teóricos já surgiram para explicar esse fenômeno. Foram longos anos de definição de programas e estratégias voltadas para a transformação do país de modo que, atualmente, é possível dizer que conseguiu-se capturar e reter o interesse da comunidade internacional. O delineamento de suas políticas públicas de ciência, tecnologia e inovação tem influenciado, sobretudo, a promoção da pesquisa científica, o desenvolvimento tecnológico e os processos de democratização do acesso e internacionalização da educação superior brasileira. Nesse contexto, a presente tese de doutorado apresenta-se como um estudo cientométrico cujo objetivo é analisar o impacto de três dessas políticas públicas (Programa de Apoio aos Planos de Reestruturação e Expansão das Universidades Federais, Programa Ciência sem Fronteiras e Lei de Inovação Tecnológica de 2004) na atividade de pesquisa do sistema universitário brasileiro, entre os anos 2003-2015. Por se tratar de um sistema heterogêneo, diversificado e segmentado, detalha-se no caso das 63 universidades federais. Para desenvolver o estudo, as políticas mencionadas foram analisadas para identificar seus objetivos e definir seus pontos comuns. Em seguida, elaborou-se um quadro analítico que permitiu delimitar três dimensões da atividade científica: CRESCIMENTO, QUALIDADE e INTERNACIONALIZAÇÃO. Para operacionalização, construiu-se uma matriz de indicadores de entradas (inputs) e saídas (outputs). Utilizando fontes de informação oficiais e bases de dados bibliográficas, em cada uma das dimensões abordadas, as variáveis mais relevantes foram identificadas por meio de testes estatísticos descritivos e multivariados. Embora a principal contribuição desta tese seja o desenvolvimento conceitual e metodológico, os resultados permitem observar que o crescimento e a intensidade da atividade das universidades federais, no período estudado, tem sido exponencial (em termos de número de alunos , bolsas de pesquisa, corpo docente, novas instituições criadas), bem como sua produção científica e tecnológica (publicações e patentes). Quanto à qualidade, observou-se que está crescendo, especialmente em quanto à formação de recursos humanos, mas não tanto na produção cientifica. Por outro lado, o notável impulso à internacionalização também teve resultados positivos em diferentes aspectos, como na colaboração científica com centros estrangeiros. Esses resultados mostram que o Brasil, e especialmente as universidades federais, fizeram um esforço importante para melhorar e atualizar o sistema universitário que está começando a dar frutos. Em conclusão, ressalta-se que a expansão do sistema universitário brasileiro e sua entrada na comunidade internacional já ocorreram, mas ainda faltam dar alguns passos no sentido de melhorar a qualidade. / En las últimas décadas Brasil se ha convertido en un país que a pesar de sus carencias supo salir adelante y hacer uso de sus recursos para expandirse y acrecentar su presencia en la esfera internacional. Por su dimensión geográfica, población y el peso de su economía, juega un papel fundamental especialmente en la región de América del Sur. Desde que se considera parte del grupo de países BRICS al ser una potencia emergente, ya se han ofrecido diversos marcos teóricos que buscan explicar este fenómeno. Han sido largos años de definición de programas y estrategias orientadas a transformar el país, para que hoy en día sea posible decir que ha logrado captar y retener el interés de la comunidad internacional. El delineamiento de sus políticas públicas para la ciencia, tecnología e innovación han influido sobre todo en la promoción de la investigación científica, en el desarrollo tecnológico y en los procesos de democratización de acceso y de internacionalización de la educación superior brasileña. En este contexto, la presente tesis doctoral se presenta como un estudio cienciométrico cuyo objetivo es analizar el impacto de tres de estas políticas públicas (Programa de Apoyo a los Planes de Reestructuración y Expansión de las universidades Federales, Programa Ciencia sin Fronteras y la Ley de la Innovación Tecnológica de 2004) en la actividad investigadora del sistema universitario brasileño, entre los años 2003-2015. Por ser un sistema heterogéneo, diversificado y segmentado, se profundiza en el caso de las 63 universidades federales. Para desarrollar el estudio se han analizado las políticas mencionadas para identificar sus objetivos y definir sus puntos comunes. Seguidamente se ha elaborado un marco analítico que permitió delimitar tres dimensiones: CRECIMIENTO, CALIDAD e INTERNACIONALIZACIÓN de la actividad científica, para cuya operacionalización se ha construido una matriz de indicadores de inputs y de outputs. Utilizando fuentes de información oficiales y bases de datos bibliográficas, en cada una de las dimensiones abordadas se han identificado las variables más relevantes utilizando test estadísticos descriptivos y multivariantes. Si bien el mayor aporte de la presente tesis es el desarrollo conceptual y metodológico, los resultados obtenidos permiten observar que el crecimiento y la intensidad de la actividad de las universidades federales, durante el período estudiado, ha sido exponencial (en términos de número de alumnos, becas de investigación, profesorado, instituciones creadas), al igual que su producción científica y tecnológica (publicaciones y patentes). En cuanto a la calidad, esta es creciente especialmente en la formación de recursos humanos pero no tanto en su producción. Por su parte, el notable impulso a la internacionalización, también ha tenido resultados positivos en diferentes aspectos como la colaboración científica junto a centros extranjeros. Estos resultados evidencian que Brasil, y especialmente las universidades federales, han hecho un esfuerzo importante en pos de la mejora y actualización del sistema universitario que está empezando a dar sus frutos. Como conclusiones se puede apreciar que la expansión del sistema universitario brasileño y su entrada en la comunidad internacional ya se han producido, pero queda aún por dar un paso más hacia la mejora de la calidad.

This dissertation thesis deals with the use of full-time Masters' graduates of the Physical Education and Sport study program at Faculty of Physical Education and Sport at Charles University on the labor market. In the theoretical part a review of the current state of knowledge about the use of graduates on the labor market was completed, especially university graduates. On the basis of this review the construct of the use of Charles University Faculty of Physical Education and Sport graduate was operationalized and the main tool of the survey, the electronic questionnaire, was compiled. The basic set of the survey was formed by the graduates of the full-time Masters' studies program between the years 2010 and 2015 in the fields of Secondary School Teaching (double-subject), Physical Education and Sport (single-subject), Military Physical Education and Sports Management. 346 responses from 671 questionnaires were obtained (52% return rate). In the result part collected data was first analyzed by the chi-square test on the basis of 3 identification variables (gender of the respondents, field of study and year of graduation) and subsequently individual results of the survey were presented. These results were mainly related to respondents' transition to the labor market after having finished Masters'...

Ce travail de thèse a pour objectif d'étudier l'enseignement de la littérature française dans le système universitaire grec afin d’en dégager ses principales caractéristiques. Les départements de Français langue étrangère (FLE) des universités d'Athènes et de Thessaloniki seront les lieux de notre observation. Dans cette perspective, notre étude s’attachera à présenter l‘enseignement et l'apprentissage de la littérature en croisant les attentes et les conceptions des étudiants avec celles induites par les manuels mais aussi avec celles proposées par les professeurs et l‘institution universitaire. Toutefois, cette présentation ne pourra se faire sans une évocation préalable des environnements institutionnels et des programmes officiels de cette discipline parfois contestée voire en danger. A cette occasion, nous pourrons identifier le statut et la fonction de la littérature par rapport aux autres enseignements des départements FLE, puis mettre en lumière les objectifs et les méthodes d’enseignement de la littérature. Pour la réalisation de notre étude, nous mettrons en place des questionnaires auprès des étudiants et des entretiens auprès des professeurs afin d’identifier d’une part les représentations, les motivations et la nature des choix effectués en matière de textes et d’autre part les méthodologies adoptées. On s'interrogera enfin sur les évolutions possibles et souhaitables de cet enseignement de la littérature au sein des cursus de FLE dans les universités grecques. Des suggestions, des améliorations et des propositions didactiques seront faites afin de mieux atteindre les objectifs visés et de réduire l’échec. / This doctoral thesis aims to examine the teaching of French literature in the Greek university system in order to establish its main features. The departments of French as a foreign language (FLE) of the universities of Athens and Thessaloniki will be under observation.From this point of view, our study will attempt to present teaching and learning of the literature by crossing expectations and the concepts of the students with those induced by the handbooks as wells as those proposed by the professors and the university institution. However, this presentation could not be done without a preliminary evocation of the institutional environments and official programs of this discipline which sometimes contested or even in danger. From this scope, we will be able to identify the status and function of the literature compared to the other courses of the departments FLE and, then, to clarify the objectives and methods of teaching literature.For the realization of our study, we will distribute questionnaires to the students and interview the professors in order to identify, on the one hand, the representations, motivations and the nature of choices made in relation to texts and on the other hand, the adopted methodologies. Finally, this work will explore the possible and desirable evolutions in literature education within the courses of FLE in the Greek universities. Suggestions, identification of areas for improvement and didactic propositions will be made in order to attain the pursued goals and to reduce student failure. / Η παρούσα εργασία με αντικείμενο τη Διδακτική των Γλωσσών και των Πολιτισμών έχειστόχο να μελετήσει τη διδασκαλία της Γαλλικής Λογοτεχνίας στην ελληνική τριτοβάθμιαεκπαίδευση και να ανακαλύψει τα κύρια χαρακτηριστικά της. Η έρευνα πραγματοποιήθηκεστηριζόμενη στην παρατήρηση των πρακτικών των τμημάτων «Γαλλικής Γλώσσας καιΛογοτεχνίας» της Αθήνας και της Θεσσαλονίκης. Αρχικά, περιγράφονται τα δύο Τμήματα, οοδηγός σπουδών τους καθώς και η θέση των λογοτεχνικών μαθημάτων, η χρησιμότητα τωνοποίων ορισμένες φορές αμφισβείται με αποτέλεσμα να βρίσκονται σε κίνδυνο. Βασισμένησε ερωτηματολόγια και συνεντεύξεις τα οποία πραγματοποιήθηκαν με τη συνεργασίαφοιτητών και καθηγητών, η έρευνα αυτή επιχειρεί να ανιχνεύσει τις αναπαραστάσεις καθώςκαι τη φύση των επιλογών σχετικά με τα κείμενα και τις προσεγγίσεις που υιοθετούνται γιατη διδασκαλία της λογοτεχνίας. Η παρούσα διατριβή διασταυρώνει τις προσδοκίες και τιςαντιλήψεις των φοιτητών με αυτές που προάγουν τα εγχειρίδια και προτείνουν οιπανεπιστημιακοί εκπαιδευτικοί. Τέλος, παρουσιάζει διδακτικές προτάσεις ικανές νασυνάδουν με τα ενδιαφέροντα των Ελλήνων φοιτητών και να ικανοποιούν τις ανάγκες τους.Έχοντας εκθέσει το θεωρητικό πλαίσιο και τους στόχους, προτείνεται η εισαγωγή θεατρικώνπρακτικών καθώς και τεχνικές δημιουργικής γραφής με σκοπό να μυηθούν οι φοιτητές σε μιαπιο διαδραστική και συνεργατική μάθηση.

Durant la seconde moitié du XXe siècle, le système universitaire chilien a connu trois importantes transformations successives : la Réforme universitaire commencée en 1967, l’intervention militaire des universités à partir de 1973 et la législation universitaire imposée entre la fin de 1980 et le début de 1981. Durant ces différents processus, l’expérience de l’Université Catholique du Chili a été à la fois particulière et caractéristique. Sa particularité est notable dans la manière avec laquelle chacune de ces transformations se sont déroulées en son sein. Elle montre, outre sa condition d’institution d’élite, catholique et pontificale, l’existence d’une grande variété d’acteurs, de motivations et de relations, dont les tensions se gèrent par des stratégies et des mécanismes caractéristiques de sa communauté universitaire. Mais elle est aussi emblématique car les rapports de force qui traversent les acteurs de l’Université Catholique reflètent bien la variété et la complexité des logiques et intérêts en jeu, qui se retrouvent dans les autres universités chiliennes. / The Chilean university system experienced three important and successive transformations in the second half of the twentieth century: the university reform which began in 1967, the military intervention in universities starting in 1973 and the imposition of university legislation from late 1980 and early 1981. The experience of the Catholic University of Chile throughout these processes was as unusual as it was revealing. Unusual because the effect of each of these transformations on the university not only shed light on its position as an elite, catholic and pontifical institution, but also exposed a variety of actors, causes and relationships, and thetensions between them, which were managed through strategies and mechanisms characteristic of the university community. And revealing because the power relationships between the university’s own actors, compared with those of other institutions, painted a more complex and complete picture of the different ideas and interests at stake, whose influence was not restricted to the Catholic University of Chile, but extended to Chilean universities in general.