Made available in DSpace on 2014-12-17T13:53:38Z (GMT). No. of bitstreams: 1 RenanFFA_DISSERT.pdf: 1578482 bytes, checksum: 2ae0ef8a075874635c253eca6812ce8f (MD5) Previous issue date: 2014-01-14 / The discussions wherein develop proposals for university reform in Brazil include, among other things, the conception of the university titled "New University", whose structural origin comes from the bill of higher education reform and unification of the foundations of education European upper (Bologna process). At its core, the Bologna process has imposed a series of transformations, among which, the promotion of mobility, as a stimulus to interinstitutional cooperation to enable an better and bigger qualification of the students. Nevertheless, what we see is that this point is one of the main points made flawed by Brazilian institutions that have adopted this model of higher education. An example is the Bachelor of Science and Technology - BC&T, Federal University of Rio Grande do Norte - UFRN, where there are problems of the internal order, represented by the problem of the reusing of the disciplines, such also of external order, in cases of transfers interinstitutional. Because of this, and knowing that this is a typical problem in which multiple criteria are involved, the aim of this study is to propose a multicriteria model for selection of interciclo of the BC&T of the UFRN which addresses the issue of mobility. For this, this study was of exploratory and study case nature, use as tools of data collection, the bibliographic and documentary research, as well as semi-structured interviews. For the elaboration of the model, were used the five phases most commonly used in the modeling of problems in operational research in a sample of 91 students of BC&T. As a result, we obtained a model that addresses the issue of internal and external mobility of the school and that, moreover, was also more robust and fair than the current model of BC&T and also what is used in other courses of the UFRN, taking into consideration the expected results by the decision makers / As discuss?es em que se desenvolvem as propostas de reforma universit?ria no Brasil compreendem, dentre outros aspectos, a concep??o da universidade intitulada de Universidade Nova , cuja origem estrutural adv?m do projeto de lei da reforma da educa??o superior e dos fundamentos da unifica??o da educa??o superior europeia (processo de Bolonha). Em seu cerne, o processo de Bolonha imp?s uma s?rie de transforma??es, dentre as quais, a promo??o da mobilidade, como est?mulo ? coopera??o interinstitucional no intuito de permitir uma melhor e maior qualifica??o dos alunos. Apesar disso, o que se percebe ? que este ponto ? um dos principais aspectos deficientes apresentados pelas institui??es brasileiras que adotaram esse modelo de ensino superior. Um exemplo disto ? o Bacharelado em Ci?ncias e Tecnologia - BC&T da Universidade Federal do Rio Grande do Norte - UFRN, em que existem problemas tanto de ordem interna, representada pelo problema de reaproveitamento de disciplinas, como de ordem externa, para os casos de transfer?ncias interinstitucionais. Por conta disto, e sabendo-se que este ? um t?pico problema em que est?o envolvidos m?ltiplos crit?rios, o objetivo deste estudo ? propor um modelo multicrit?rio para a sele??o interciclo do BC&T da UFRN, que contemple a quest?o da mobilidade. Para tanto, este estudo, de car?ter explorat?rio e delineado como estudo de caso, utilizou, como ferramentas de coleta de dados, as pesquisas bibliogr?fica e documental, al?m de entrevistas semiestruturadas. Para a elabora??o do modelo, foram utilizadas as cinco fases mais comumente presentes nas modelagens dos problemas de pesquisa operacional em uma amostra de 91 discentes do BC&T. Como resultados, obteve-se um modelo que contempla a quest?o da mobilidade interna e externa da escola e que, al?m disso, tamb?m se mostrou mais robusto e justo do que o modelo atual do BC&T e tamb?m do que ? utilizado nas demais gradua??es da UFRN, levando em considera??o as expectativas de resultados dos decisores

Esta dissertação tem por tema a reforma da educação superior implantada na Alemanha, após o processo de Bolonha. A partir do contexto europeu de discussões sobre um projeto de construção da Europa do Conhecimento através do denominado processo de Bolonha, procurou-se investigar como ocorreu a reforma nas universidades de um modelo que já fora uma referência mundial, o modelo humboldtiano de educação superior. Os métodos empregados para a compreensão do processo europeu e da reforma alemã foram análises de conteúdos dos principais documentos relacionados aos encontros de ministros europeus, ao governo federal alemão, aos Estados, aos reitores e às universidades. Pode-se constatar ao longo do estudo que o sistema de educação superior alemão percebeu o seu tradicional modelo como inadequado frente às transformações sociais do final do século XX. Na medida em que avançaram as discussões internas e externas à Alemanha sobre a educação superior foi sendo substituído o modelo tradicional pelo novo modelo de ciclos do Processo de Bolonha, preservando-se a autonomia das instituições universitárias alemãs. / This dissertation is focused on the reform of higher education located in Germany, after the Bologna process. From the European context of discussions on a project to build the Europe of Knowledge through the so-called Bologna process, this study tried to investigate how occurred a broad reform in universities of a model that was already a world reference, the Humboldtian model of higher education in Germany. The methods employed for understanding the process of European and German reforms were analysis of content of key documents related to meetings of European ministers, the German federal government, the states, the rectors and universities. It can be seen throughout the study that the traditional model of higher education in Germany, with the social transformations of the end of the twentieth century, did not meet the demands of a more global society, having been gradually replaced by new structures for higher education. Despite the changes, they occurred within the maintaining the autonomy of universities.

Orientador: Valeriano Mendes Ferreira Costa / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-18T03:50:21Z (GMT). No. of bitstreams: 1 Fronzaglia_MauricioLoboda_D.pdf: 1619104 bytes, checksum: f458a0985d335fccd654da3d1e9e0170 (MD5) Previous issue date: 2011 / Resumo: O estudo do Processo de Bolonha como exemplo de Política Pública Internacional é o objeto dessa tese de doutorado. Tendo suas origens na ação dos Ministros responsáveis pelo ensino superior de 29 Estados europeus, o Processo de Bolonha se caracteriza como uma política pública que tem sua gênese e sua dinâmica de interações constituídas no plano internacional e que tem sua implementação dependente das ações nacionais dos Estados participantes, configurando-se como uma política pública que se desenvolve para além dos limites nacionais do Estado, por isso definida nesse trabalho como uma política pública internacional. A tese se desenvolveu seguindo as diretrizes teóricas e metodológicas da sociologia política da ação pública, concentrando-se na dinâmica de interação (internacional e nacional) de três dos seus principais atores: os Ministros responsáveis pelo ensino superior, as universidades e os estudantes (através das ações das suas entidades representativas européias, respectivamente a EUA - European University Association e a ESU - European Students' Union) de forma a demonstrar que o desenvolvimento do Processo de Bolonha é o resultado de interações constantes dos seus atores / Abstract: The purpose of this Ph.D dissertation is to study the Bologna Process, which can be considered an example of International Public Policy. This dissertation has been developed according to the theory and methods of sociological politics of public action. It focused the national and international interaction dynamics of the three main actors: the ministers of higher level education, the universities and the students (by the actions of their representative organizations: European University Association and European Students Union). The Bologna Process was created by the actions from the ministers of higher level education among 29 European countries. This process can be considered as an example of international public policy because its foundation and its dynamics are crossing borders but it relies on national level in order to apply the policies. This dissertation shows that the Bologna Process is a result from the regular interaction from its actors / Doutorado / Relações Internacionais / Doutor em Ciência Política

As respostas das cidades aos impactos provocados pela força das águas demonstram a inépcia de grande parte dos lugares em lidar com esse fenômeno natural. O número crescente de prejuízos causados pela incapacidade de enfrentar as inundações é um dos maiores desafios enfrentados pelo homem na atualidade. Joinville, a maior cidade do estado de Santa Catarina/Brasil, tem enfrentado esse desafio desde sua fundação sem conseguir responder de modo positivo à força da água. Desde o primeiro registro de inundação na Bacia do Rio Cachoeira, em 1865, a ocorrência desse evento manteve certa regularidade, intensificada de modo significativo no início do século XXI. Nesse contexto, supôs-se que os seus rios não tenham sido considerados elemento urbano no processo de desenvolvimento da cidade. Assim, a verificação desse pressuposto consiste o principal objetivo desta pesquisa. Para atingir esse objetivo foram estabelecidos outros dois objetivos específicos: o primeiro propôs identificar na História os diferentes tipos de comportamento decorrentes da relação estabelecida entre o homem (e suas cidades) e as águas. A revisão bibliográfica permitiu a classificação de três tipos básicos de relação quando a cidade percebe as águas como obstáculo, quando as vê como ameaça e quando as percebe como vantagem, sendo esta última de maior interesse de estudo que foi aprofundado através da análise da história da região de Bolonha, Itália. O segundo objetivo específico foi identificar as estratégias adotadas que asseguraram uma condição de estabilidade diante da força e imprevisibilidade das águas. Foram identificadas quatro estratégias que, juntas, determinam o comportamento dos lugares que consideram as águas como elemento urbano. Para atingir o objetivo principal desta pesquisa, verificou-se se as decisões tomadas por Joinville seguiram em sentido favorável ou contrário à direção de cada uma das quatro estratégias. A estrutura de pesquisa foi baseada no Método do Planejamento Estratégico e utilizou o embasamento analítico fornecido pela Teoria do Espaço Geográfico, de Milton Santos. O trabalho de investigação partiu de dados extraídos de fontes primárias e secundárias e o arcabouço construído definiu os preceitos que permitiram corroborar a hipótese da pesquisa, levando a afirmar que o rio não foi considerado elemento urbano no processo de desenvolvimento da cidade de Joinville. Os estudos realizados evidenciam que as quatro estratégias identificadas são componentes fundamentais do processo de planejamento para a construção de cidades mais resilientes e seguras diante dos fenômenos das inundações urbanas. / The responses of the cities to the impacts caused by the force of the waters demonstrate the ineptitude of most places to deal with this natural phenomenon. The increasing number of losses caused by the inability to face the flooding is one of the biggest challenges of our society today. Joinville, the largest city in the state of Santa Catarina/Brazil, has faced this challenge since its founding and has been unable to respond positively to the force of the water. Since the first recorded flood in the Cachoeira River Basin in 1865, the occurrence of this event has some regularity but has increased significantly in the early twenty-first century. In this context, this research has assumed that Joinville\'s rivers have not been considered urban element in the development process of the city. Thus, the verification of this assumption consisted in the main objective of this research. To achieve this objective, more two specific targets were set: the first one was to identify in the History the different types of behavior resulted from the relationship between man (and their cities) and water. The literature review allowed the classification of three basic types of relationship - when the city realizes the waters as a barrier, when it sees the waters as a threat and when it realizes them as an advantage, the latter was the focus of this study that was deepened by examining the history of the region of Bologna, Italy. The second specific objective was identifying the strategies adopted which ensured a stability condition against the strength and unpredictability of water. This study has identified four strategies that together determine the behavior of the places that regard water as an urban element. To achieve the main goal of this research, it was analysed if the decisions taken by Joinville followed in favorable or contrary sense of each of the four identified strategies. The research structure was based on the Method of Strategic Planning and used the analytic basis provided by the Geographic Theory of The Space formulated by Milton Santos. This research work used data extracted from primary and secondary sources, and the constructed outline has defined the precepts that have allowed to corroborate the hypothesis of the research, leading to state that the rivers were not considered urban element in the development process of the city of Joinville. The studies showed that the four strategies identified are key components for the planning process to build more resilient and safer cities against the phenomena of urban flooding.

Properzia De’Rossi (1490-1530) première sculptrice de la Renaissance italienne naquit vers 1490 à Bologne et mourut en 1530. Elle suscita un grand intérêt non seulement pour ses qualités d’artiste mais aussi pour avoir transgressé les rôles traditionnels de la femme. Nous la connaissons grâce à Giorgio Vasari qui dans la première édition des Vite de 1550, lui consacre une biographie, seule femme à figurer parmi les cent trente-trois biographies d’artistes rassemblées par l’historiographe. Dans la seconde édition de 1568 Vasari accompagnera Properzia De’Rossi de trois autres femmes artistes peintres encore en vie et productives en 1568 : Plautilla Nelli, religieuse, Lucrezia Quistelli et Sofonisba Anguissola aristocrates. Properzia De’Rossi est « hors norme » : ni religieuse ni aristocrate ; elle exerce la sculpture en professionnelle. L’unique œuvre connue avec certitude est son célèbre bas-relief de Joseph et la femme de Putiphar. Œuvre autobiographique d’après Vasari qui suggère le scandale d’une femme mariée ayant un jeune amant. Sa mort précoce en 1530, alors qu’elle est demandée par le pape Clément VII venu à Bologne pour le couronnement de Charles Quint, dramatise sa mort au sommet de sa gloire. Elle travailla sur le chantier prestigieux de San Petronio avec des sculpteurs renommés. Le XIXe siècle l’a perçue comme une héroïne romantique, elle perdit peu à peu son identité de sculptrice. Le XXe siècle la considère comme pionnière dans un monde professionnel masculin. Notre approche, à la croisée des chemins historiques, artistiques et littéraires tente de donner une vision complète de cette artiste talentueuse, dotée d’une forte personnalité, célèbre pour avoir su braver les interdits et exercer son métier de sculptrice. / Properzia De’Rossi (1490-1530) first great sculptress of the italian Renaissance, was born in Bologna around 1490 and died in 1530. She arouses a great interest not only for her artistic qualities but also for having infringed the traditional roles of the woman. She owes her fame to Giorgio Vasari, who in the first edition of Le Vite, 1550, devoted a single biography to her, the only woman to appear among the one hundred thirty three biographies of artists gathered by the historiographer. In the second edition of 1568, Vasari will add three other women painters alive and professionally active in 1568 : the nun Plautilla Nelli, the aristocrats Lucrezia Quistelli and Sofonisba Anguissola. Properzia De’Rossi is outstanding : neither nun nor aristocrat, she practices the sculpture as a professional sculptor. The only single work known with certainty is her famous bas-relief Joseph and Potiphar’s wife. An autobiographical work according to Vasari, who suggests the scandal of a married woman having a young lover. Her premature death in 1530, as she was called by pope Clement VII in Bologna for Charles V’s coronation, dramatizes her death at the height of her glory. Famous in Bologna, she worked with renowned sculptors in San Petronio. The nineteenth century perceived her like a romantic heroin : in love and unhappy. She lost little by little her identity of sculptress. The twenteenth century might see her as pioneer of female work in a male professional environment. Our study at the crossroads of historical, artistic and literary approaches attempts to give a comprehensive vision of this talented artist with a strong personality, famous for having broken the taboos in order to work as a sculptress.

Orientador: Elisabete Monteiro de Aguiar Pereira / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T15:09:51Z (GMT). No. of bitstreams: 1 Passos_RogerioDuarteFernandesDos_D.pdf: 1237537 bytes, checksum: 45a883a79d3aca05877d061d46a65b13 (MD5) Previous issue date: 2015 / Resumo: O trabalho discute a relação da constituição da cidadania europeia com o auxílio da universidade, em particular por meio do estabelecimento da União Europeia e da criação do Espaço Europeu de Ensino Superior. Em assim sendo, após resgate histórico do Processo de Bolonha ¿ que no ano de 2010 conformou o Espaço Europeu de Ensino Superior ¿, supõe-se a universidade europeia como locus de contribuição para a cidadania europeia, trazida à tona pelo Tratado de Maastricht de 1992. Tem-se, por conseguinte, a universidade como espaço para acréscimo ao conteúdo da cidadania, não ficando o conceito alicerçado exclusivamente no Estado nacional como a sua unidade básica, uma vez que se identifica a proposta de realizá-la, igualmente, nos campos do saber e da cultura. Para tanto, da mesma forma colhe-se os elementos de uma trajetória de grande atualidade para o contexto político e educacional, apta a visualizar uma Europa não apenas fincada nas questões econômicas, mas, por conseguinte, nas morais e culturais, representando eixo de orientação ao caminho trilhado pelo Processo de Bolonha em direção a valores caros aos seres humanos, tendo a educação superior e as universidades enquanto panos de fundo e como portadoras de uma missão e de uma responsabilidade, no bojo de um itinerário em que elas mesmas podem se proporcionar no contexto de reforma uma autorreflexão e reposicionamento em face das questões do momento contemporâneo / Abstract: The work discusses the relationship of the constitution of European citizenship with the help of the university, specifically through the establishment of the European Union and the creation of the European Higher Education Area. That being so, after historic rescue of the Bologna Process ¿ who in 2010 resigned the European Higher Education Area ¿, it is assumed that the European university as a locus of contribution for European citizenship, brought out by the Maastricht Treaty of 1992. There is, therefore, the university as a space to increase the content of citizenship, not getting the concept rooted exclusively in the national state as its basic unit, since it identifies the proposal to do it also in the fields knowledge and culture. Therefore, in the same way draw in the elements of a great current trajectory for political and educational context, able to see a Europe not just stuck on economic issues, but therefore the moral and cultural, representing orientation axis the path taken by the Bologna Process towards values cherished by humans, with higher education and universities as backdrops and as having a mission and a responsibility, in the midst of a journey in which they themselves can provide in the context of reform one self-reflection and repositioning in view of the question of the contemporary moment / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

Im Rahmen des Bologna-Prozesses wird verstärkt auf Gruppenlernen und Virtualisierung gesetzt. Ziel dieses Beitrags ist eine Aussage über die Effektivität von Gruppenlernen im Virtual Classroom (VC) aus sozialwissenschaftlich-theoretischer Perspektive zu treffen.

Vårt examensarbete är ett konstnärligt forskningsprojekt som omfattar en inventering på över hundra torn från det medeltida Bologna samt en studie i hur torn som typologi förändras och transformeras beroende på kontext. Avsikten med vår studie är att skapa djupare förståelse för de historiska tornen i Bologna samt diskutera frågan om typologi som designmetod. Genom vårt historiska researcharbete besvarar vi frågor om varför tornen byggdes och varför de revs, hur de såg ut samt hur många de var. I diskussionen belyser vi frågan om torn som symbol och landmärke samt torns värde för stadsbilden som helhet under historiens gång. Projektet undersöker även torn som artefakt, där vi ser typologi som en metod för design. Vi tar stöd från Aldo Rossis Teatro del Mondo och utvecklar idén om ett klassiskt torn som tänjer sina egna gränser, omvandlas och anpassas för att bli specifikt i olika sammanhang i den moderna staden. Alla tornomvandlingar som gör är spekulativa och skall förstås som tydligt avläsbara reaktioner på platsens karaktär. På så sätt ämnar vi inte lösa specifika problem utan studera ett teorietiskt problem genom att problematisera, agera och analysera. / Our thesis is a research based project that includes an inventory of over one hundred towers of medieval Bologna and a study in the tower typology, how it change and transforms depending on the context. The purpose of our study is to create a deeper understanding of the historical towers of Bologna and discuss the issue of typology as a method for design. Through our historical research, we answer questions about why the towers were built, why they disappeared, what they looked like and how many they were. In the discussion, we highlight the issue of tower as a symbol and landmark and tractor value to the townscape as a whole throughout history. The project also examines the towers as an artifact, which we see typology as a method for design. We take support from Aldo Rossi's ideas realized in Teatro del Mondo and develop the idea of a classic tower that pushes its own boundaries, transforms and adapts to become specific in different contexts in the modern city. All tower transformations we are suggesting are speculative and should be understood as reactions of their specific environment. We do not intent to solve a specific problem but study a theoretical problem by questioning, acting and analyzing.

Die europaweite Einführung von Bachelor- und Masterstudiengängen im Zuge des Bologna-Prozesses ist unumkehrbar. Die damit verbundenen Hauptziele der größeren internationalen Mobilität und flexibleren Studienorganisation bleiben richtig. Dennoch sind die Probleme unübersehbar. Studierendenproteste gegen die Umsetzung der Studienreform waren und sind notwendig, denn Bundes- und Landesregierung sowie Hochschulen schieben sich die Verantwortung für Fehlentwicklungen gegenseitig in die Schuhe. Viele Hochschulen bauen vor dem Zugang zum Master hohe Hürden auf. Zum Teil ist nur für ein Drittel der BachelorabsolventInnen ein Master vorgesehen. Sogar bei fachlich aufeinander aufbauenden (konsekutiven) Studiengängen werden Zugangsbedingungen geschaffen, die über den notwendigen Erwerb eines Bachelor-Abschlusses hinausgehen. Die Studiengebührenfreiheit an sächsischen Hochschulen gilt nur für den konsekutiven Master.

Notre thèse s’attache à répondre à la question de savoir quelles sont les stratégies et les logiques d’action mises en œuvre par les universitaires participant de l’appropriation du Processus de Bologne (PB) à travers sa mise en place. Le PB doit permettre aux universités de jouer pleinement leur rôle d’acteur économique majeur dans l’économie de la connaissance. Une double logique caractérise son fonctionnement : une logique stratégique de définition d’objectifs, au niveau supranational, associée à une logique d’instrumentation qui traduit ces objectifs en instrument à mettre en place au niveau local, soit des universités. Les universités vivent une période de changements, marquée par l’incertitude et le défi de s’adapter aux besoins de l’économie de la connaissance tout en remplissant pleinement leurs missions de service public. Une mise en place efficace des instruments du PB doit leur permettre de relever ces défis. C’est tout l’enjeu ici d’une réelle réflexion basée sur le management des organisations publiques : il s’agit de s’appuyer sur les principes de ce management, en termes de performance, comme de qualité, afin de mener une réflexion véritablement stratégique pour une mise en place efficace. Dans notre travail, nous proposons une perspective novatrice du PB, en l’apparentant à une innovation. Cette perspective permet de mettre en lumière l’importance du sens qui doit être donné à la mise en place du PB, et le rôle majeur joué par l’acteur dans cette mise en place, à travers ses choix et ses stratégies. A partir de ces constats, nous avons donc construit notre problématique de recherche. Trois hypothèses ont été formulées, elles concernent les stratégies d’appropriation à travers des pratiques de mimétisme, fréquemment observées dans des situations d’incertitude, le lien entre appropriation et association objectifs/instruments lors de la mise en place, et les bénéfices d’un management stratégique et participatif pour une réduction de la dissociation objectifs/instruments. Nous avons opté pour un positionnement épistémologique relevant du paradigme interprétativiste, et pour une démarche de recherche hybride, entre abduction et hypothético-déduction. Notre recherche s’appuie sur deux cas précis : l’Université Pierre-Mendès-France (Grenoble – France) et l’Université Matej Bel (Banská Bystrica – Slovaquie). Pour traiter les donnés recueillies, nous avons procédé à une analyse qualitative thématique. Globalement, nous avons constaté que : certains universitaires mettaient en œuvre différentes stratégies (stratégies de mimétisme, d’observation, de réappropriation des instruments, de choix de partenaires stratégiques) conduisant à une appropriation et une mise en place efficace des instruments ; qu’un management stratégique et participatif menait à une appropriation, par les agents, du PB et conduisait également à une mise en place des instruments plus efficace ; et que les structures proposant des formations hautement professionnalisantes s’appropriaient mieux le PB que les structures proposant des formations plus ‘classiques’. S’il est possible de constater une appropriation du PB par certains agents, tous ne semblent pas encore le légitimer, menant souvent à une dissociation instruments/objectifs et une mise en place relativement techniciste et mécanique. Ainsi, nous proposons de nous tourner principalement vers les principes du management par le sens. Appliqués, ces principes doivent permettre une légitimation du PB. Ce travail pourrait servir de base à des études plus longitudinales, plus larges, intégrant l’étude d’autres universités, à des études mobilisant les économies de la grandeur ou le management des réseaux pour un approfondissement des résultats obtenus, ainsi qu’à un élargissement pluridisciplinaire, voire à une réflexion conduisant à un outil permettant, de manière non contraignante, de mesurer, de cadrer et d’identifier les besoins des agents d’une mise en place efficace du PB. / Our thesis aims to answer to the question: which are the strategies and the logics of action, that are applied by the university staff, in order to legitimise the Bologna Process (BP), through its implementation. The BP should help universities to play entirely their role of major economic stakeholder in the knowledge economy. A double logic characterises its functioning: a strategic logical, that defines goals, at a supranational level, combined with an instrumentation logical, that translates these goals into instrument, that should be implemented at the local level, namely in the universities. Universities live in a period of changes, characterized by uncertainty and the challenge of an adaptation to the needs of the knowledge society, as well as their duty to fulfill their missions of public service. The effective implementation of the instruments of the BP should help them to accomplish these challenges. Here is precisely the stake of a real reflection, based on the management of public organizations: it is to lean on the principles of this management, in terms of performance, as well as of quality, in order to conduct a truly strategic reflection for an efficient implementation. In our research work, we offer a pioneering perspective of the BP, by connecting it to an innovation. This perspective helps to highlight the significance of the sense that should be given to the implementation of the BP, as well and the major role of the stakeholders in this implementation, through his choices and strategies. Based on these statements, we elaborated our research question. Three hypotheses have been formulated, they concern the strategies of appropriation through mimetism practices, that are frequently observed in situations of uncertainty, the link between appropriation and the association goals/instruments during the implementation, and the benefits of a strategic and participative management to reduce the dissociation goals/instruments. We opted for an epistemologic positioning that comes under the interpretativist paradigm, and for an hybrid approach, between abduction and hypothetico-deduction. Our research is leaning on two precise cases: the Université Pierre-Mendès-France (Grenoble – France) and the University Matej Bel (Banská Bystrica – Slovakia). In order to handle our collected data, we proceeded through thematic qualitative analysis. Globally, we observed that : some of the university staff applied different strategies (strategies of mimetism, observation, reappropriation of instruments, choices of strategic partners) that led to an appropriation, and showed en efficient implementation of the instruments; that a strategic and participative management led to an appropriation by the stakeholders of the BP and to a more efficient implementation of the instruments; and that the structures, that offer highly professionalising education, better legitimate the BP than the structures that offer more ‘classical’ education. It is then possible to observe an appropriation of the BP by some stakeholders, nevertheless it seems that not all stakeholders legitimate it yet, that often lead to a dissociation instruments/goals and to a relative technicist and mechanical implementation. In this way, we propose to turn principally to the principles of a sensegiving and sensemaking management. Through their application, these principles should lead to a legitimation of the BP. Our work could lead to more longitudinal, or wider studies, that could integrate more universities, to studies using ‘les economies de la grandeur’, or the network management, to go deeper in our results, as well as to enlarge them, by pluridisciplinary studies, nay to a reflection, that could lead to the creation of a tool, that could help, on a non restrictive way, to estimate, to offer a framework, and to identify the needs of the stakeholders within the frame of an efficient implementation of the BP.