Collaboration between academia and industry has been the focus of numerous government reports and initiatives over the past 15 years, and is increasingly recognized as an effective way to capitalize on the UK's world-class research base. However, there is a need to further understand the role of such collaborations in the field of translational medicine, where the path to market is particularly lengthy, expensive, and risky, due to complexities associated with the clinical trial process. This research uses a mixed methods approach to investigate collaboration in translational medicine at the University of Oxford. The project comprises three principal stages. First, a broad understanding of the current landscape of academia-industry collaboration in translational medicine was obtained by administering a questionnaire to academics who had received industry funding. Next, a deeper understanding of the barriers to collaboration was sought through semi-structured interviews with 27 academics. Finally, potential strategies to reduce practical barriers to the collaboration process were investigated through interviews with members of three groups within the university who interact directly with industry: Research Services, Oxford University Innovation, and Business Development. This research constitutes the first empirical study on university-industry collaboration in translational research in the United Kingdom. It contributes to existing theory through the development of a new theoretical framework for the evaluation of barriers in terms of a) the practicalities of the collaboration process, b) the institutional environment and c) presiding cultures. Through these analyses, differences in experiences of barriers to collaboration emerged for clinical and non-clinical researchers. Furthermore, industry was seen as playing a crucial role in the translation of new therapeutics, especially in the funding of research that was perceived as being ‘too risky’ for Research Councils. Thus, reducing barriers to university-industry collaboration was seen as important to the realisation of public benefit from university research. Barriers were seen as being overcome, or avoided, via the formation of relationships between academics and companies at several different levels; while systems exist within the university to facilitate this, awareness and uptake of these systems was poor amongst the study population. Finally, if universities are to deliver impact as a key metric of performance, incentives within the university need to reward academics for commercialisation activities, in addition to publication. Through the suggestion of long and short-term strategies and a detailed analysis of industrial collaboration in this setting, this research has implications for both university and government policy.

Submitted by Estagiário SPT BMHS (spt@fgv.br) on 2012-03-23T12:19:58Z No. of bitstreams: 1 000068123.pdf: 25532909 bytes, checksum: 3aff485bee74ce7e834870002d0bc906 (MD5) / Made available in DSpace on 2012-03-23T12:20:18Z (GMT). No. of bitstreams: 1 000068123.pdf: 25532909 bytes, checksum: 3aff485bee74ce7e834870002d0bc906 (MD5) Previous issue date: 1987 / This paper is a confrontation between the expectations of AFA's students and the reality of the curriculum offered by the institution, encompassing both the students' formation and their future professional performance. Among its objectives are: 1) identifying the curricular proposals of the courses offered by the AFA, their respective goals, number of hours, etc.; 2) determining how students and teachers perceive the academic formation and the specific specialized training 3) providing subsidies for a possible curricular reformulation at the AFA. / Este trabalho consiste no confronto entre as expectativas dos alunos e o currículo oferecido pela AFA, compreendendo tanto a formação como o futuro desempenho profissional dos alunos. Entre os objetivos do trabalho destacam- se: 1º) Identificar a proposta dos cursos oferecidos pela AFA, seus respectivos objetivos, carga horária , etc.; 2º) Identificar a percepção que os alunos e professores têm de sua formação acadêmica e preparo especifico de especialização 3º) Fornecer subsídios para uma possível revisão da proposta curricular da AFA.

Submitted by Juliana Amorim de Souza (juamorim_uerj@yahoo.com.br) on 2015-10-02T13:19:50Z No. of bitstreams: 1 DISSERTAÇÃO OFICIAL_ JULIANA AMORIM DE SOUZA.pdf: 2246197 bytes, checksum: 59b986c69ea60c3ce469d5728a08c347 (MD5) / Approved for entry into archive by Rafael Aguiar (rafael.aguiar@fgv.br) on 2015-11-23T19:19:56Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO OFICIAL_ JULIANA AMORIM DE SOUZA.pdf: 2246197 bytes, checksum: 59b986c69ea60c3ce469d5728a08c347 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2016-01-21T13:15:48Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO OFICIAL_ JULIANA AMORIM DE SOUZA.pdf: 2246197 bytes, checksum: 59b986c69ea60c3ce469d5728a08c347 (MD5) / Made available in DSpace on 2016-01-21T13:16:00Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO OFICIAL_ JULIANA AMORIM DE SOUZA.pdf: 2246197 bytes, checksum: 59b986c69ea60c3ce469d5728a08c347 (MD5) Previous issue date: 2015-05-29 / The dissertation presents an analysis of the production, custody and use of the personal papers of Edgard Roquette-Pinto, today in the permanent custody of the Brazilian Academy of Letters (ABL). The aim is to highlight the representations circulating local guard this archive, suggest the reconstitution of the holder of the relationship with your file, illuminate the various patterns of accumulation and interference that the file would be submitted as well, enabling the reflection on the effects of interference made by the researchers leading the organization, and by archivists at the time of your organization. / A dissertação apresenta uma análise acerca da produção, custódia e uso do arquivo pessoal de Edgard Roquette-Pinto, hoje sob a guarda definitiva da Academia Brasileira de Letras (ABL). Busca-se evidenciar as representações que circulam o local de guarda deste acervo, sugerir a reconstituição da relação do titular com seu arquivo, iluminar os diversos padrões de acumulação e interferências a que o arquivo teria sido submetido, bem como, possibilitar a reflexão sobre os efeitos das interferências realizadas pelos pesquisadores que antecederam à organização, e pelos arquivistas no momento de sua organização.

Made available in DSpace on 2014-06-12T17:20:29Z (GMT). No. of bitstreams: 2 arquivo3406_1.pdf: 2115923 bytes, checksum: b6a189675094c368ee3d13a71b36abc7 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2009 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Como a Igreja Católica se empenhou em educar o corpo feminino nas escolas confessionais do início do século XX? Quais práticas corporais perpassavam nesse ambiente? Essas são as questões norteadoras desta dissertação. Pesquisamos sobre algumas iniciativas da Igreja em ofertar uma educação formal para as mulheres, as características das escolas e as práticas corporais que existiam nesse arcabouço. A Congregação das Beneditinas Missionárias vindas da Alemanha e fundadoras de algumas escolas no estado Pernambuco foi a base para nossa narrativa que estendeu uma análise até o final dos anos de 1930, pois, na Academia Santa Gertrudes, primeira escola fundada por esse grupo de Irmãs no Brasil, em 1912, foi possível encontrar nosso material empírico. As fontes dispostas na escola, como, por exemplo, as Crônicas escritas pelas Irmãs, o Histórico da Associação das Instrutoras Missionárias, o Regimento Interno das Alunas e Fotografias das Alunas e Irmãs nos ajudaram na análise proposta, levando em consideração as perspectivas da Nova História. O texto está dividido em quatro capítulos, onde ressaltamos uma contextualização histórica de algumas iniciativas da Igreja Católica que apontaram para a estruturação de instituições de ensino para as mulheres. Destacamos a memória das Beneditinas Missionárias, enquanto uma das congregações vindas da Europa para conduzir caminhos da educação brasileira. Outra questão enfatizada foi a relação entre educação, corpo e religião tendo como referencial alguns autores como Michel Foucault, Ervin Goffman e Norbert Elias. Por fim, realizamos uma análise iconográfica do material presente na instituição, dialogando com outras fontes. Diante disso, percebemos que as Beneditinas realizaram um trabalho educacional coerente ao proposto pela Igreja nas primeiras décadas do século XX, que direcionava uma educação voltada para as Santas Virtudes das mulheres católicas. As práticas corporais presentes nessa instituição revelaram uma possível atitude vanguardista das Beneditinas, que se empenharam desde a construção da escola em ofertar experiências que ressaltavam exercícios físicos, como, por exemplo, a ginástica, os esportes, os jogos e as danças. Porém, todas essas vivências eram reforçadas por uma idéia de ordem, disciplina, moral e decoro mostrando que a educação do corpo feminino pelas Beneditinas Missionárias era uma das Virtudes presentes na escola das Missionárias Alemãs

Orientador: Paulo Mugayar Kuhl / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-03T21:23:07Z (GMT). No. of bitstreams: 1 Cortelazzo_PatriciaRita_M.pdf: 4243210 bytes, checksum: 00c13169af9d4353f7bb767e3ea07049 (MD5) Previous issue date: 2004 / Mestrado

Diploma thesis deals with educational program of Honors Academia. The aim of the thesis is to set the marketing strategy of the program and to recommend suitable communication channels for marketing communication. The theoretical part deals with the marketing for education and services, with strategic management, namely with marketing strategy, tactics and analysis of internal and external environment. The pratical part consists of secondary research, one qualitative research, focus group, and two quantitative online questionnaires. The results of the survey are elaborated and marketing strategy is developed, marketing channels are reccomended and SWOT analysis and competition analysis are carried out.

Background: The transition and retention of newly graduated nurses are worldwide problems. With the nursing shortage and 33-61% of newly graduated nurses leaving their job within the first year, newly graduated nurses need to be work ready. Work readiness of new nurses is a new concept developed in Australia. Significance: New nurses are a vulnerable population that is dependent upon experienced nurses for knowledge, skills, and socialization into the profession. However, new nurses often experience rudeness, humiliation and conflict influencing professional success, patient care, and retention. Purpose: To apply the Work Readiness Scale – Graduate Nurses (WRS-GN) to a population of Baccalaureate (BSN) and Master’s Entry into the Profession of Nursing (MEPN) graduates from a southwestern university and determine if there is a relationship between the variables of work readiness, individual experiences of graduates, and the two groups. Research questions included: 1) What is the relationship between work readiness (social intelligence, personal work characteristics, work competence, and organizational acumen) and individual experiences? 2) Do newly graduated BSN and MEPN degree nurses differ on the WRS-GN constructs of social intelligence, personal work characteristics, work competence, and organizational acumen? Method: Descriptive correlational study with a convenience sample of graduates from a southwestern university. Participants received a survey through their school email account and a message was placed on the Alumni Facebook page. Results: Thirty participants (9.2% response rate), 93.3% were female, and 76.7% work in Arizona. None of the participants were planning to leave the profession of nursing in the next year. A statistically significant relationship was detected between work competency and length of nurse residency (r=.44, p=0.02) and a negative relationship was detected between personal work characteristics and nurse residency (r=-.41, p=0.02). No relationship was detected between the two groups and constructs of work readiness. Implications/conclusions: Work readiness is complex. Longer nurse residency is associated with greater work competence. Academia and employers should collaborate and provide courses that enhance the work readiness of newly graduated nurses. The WRS-GN has been tested once in a population of Australian graduate nurses therefore further research is needed to validate the WRS-GN.

Indiana University-Purdue University Indianapolis (IUPUI) / The growing and aging population has created an increased demand for health care, resulting in a need for hundreds of thousands more nurses across the United States. As a result, additional nurse faculty are needed to teach the next generation of nurses. However, nurses who enter the faculty role in academia often come from various professional backgrounds with different educational preparation that may not equate to success with the tripartite faculty role of teaching, scholarship, and service. As a way to retain and develop novice faculty, mentoring relationships and programs are promoted as an intervention for career and psychosocial development within academia. Mentoring is an interpersonal process built on mutual trust and friendship to create a professional and personal bond. Mentoring relationships can help develop selfconfidence, productivity, and career satisfaction among nurse faculty members. Effective mentoring relationships can ease the transition into academia and provide a vital foundation for productive academic careers. However, the interpersonal process that is the hallmark of mentoring can differ between a mentor and protégé, leading to vast differences in quality and effectiveness. Although mentoring is widely recommended, little is known about the process of mentoring relationships in academia or how novice nurse faculty utilize mentoring to transition into academia. The purpose of this qualitative grounded theory study is to uncover a theoretical framework that describes how mentoring relationships, as experienced by novice nurse faculty, unfold. Charmaz's method of grounded theory was used to interview full-time novice nurse faculty (N = 21) with three years or less in the faculty role from nursing programs across the United States. The grounded theory theoretical framework, Creating Mentorship Pathways to Navigate Academia captures the process of mentoring as experienced by novice nurse faculty within academia. The theoretical framework contains five main phases as described by novice nurse faculty being assigned a formal mentor, not having mentoring needs met, seeking an informal mentor, connecting with mentor, and doing the work of mentoring. Participants created mentorship pathways through both formal and informal mentoring relationships to navigate academia by acquiring knowledge, meeting expectations, and functioning in the role as a faculty member.

No description available.

No / FP7