Community-university projects have been a common practice in most western countries since the 1960s. However, such projects are very rare in Israel. This thesis explores the possible methods by which architecture and urban planning schools and low-income communities can cooperate and examines the ways these methods can be implemented in Israel. / The research investigates several community-university projects practiced in North America between the 1960s and 1990s. A set of interviews conducted with directors of schools of architecture and urban planning as well as with different actors in community-based organizations in Israel enlarges, hopefully, the understanding of the eventual possibility for such projects to exist in Israel. / This research reveals that although involvement of Israeli architecture and urban planning students in community issues has been so far rather limited, there are both demand and will among schools of architecture and community-based organizations to cooperate in the future. In conclusions, basic guidelines for a community-university project are given, tailor made for the Israeli context.

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Orientador: Manoel Henrique Salgado / Banca: Vera Mariza Henriques de Miranda Costa / Banca: Daniel Jugend / Resumo: A preocupação com a qualidade da Educação Superior nas últimas décadas cresceu e há necessidade de se medir constantemente o desempenho das instituições de Ensino Superior (IES), por meio de suas Comissões Próprias de Avaliação. Nesse sentido o objetivo deste trabalho é identificar na literatura alguns modelos de gestão do desempenho existentes para a possível aplicação nas IES, analisar a legislação educacional, os indicadores de qualidade e desempenho utilizados pelo SINAES e seus métodos de mensuração, pesquisar, na percepção dos estudantes universitários, quais variáveis possuem maior importância para formatar indicadores de desempenho para Instituições de Ensino Superior e elaborar um sistema de medição do desempenho com indicadores que proporcionem a avaliação da performance e da qualidade de algumas das dimensões dos cursos superiores das IES. A pesquisa realizada com os universitários uma IES possibilitou escolher oito variáveis que obtiveram as médias mais altas considerando as quatro perspectivas do Balanced Scorecard (Financeira, Clientes, Processos Internos e Aprendizado e Crescimento). Cada variável proporcionou a criação de um quadro contendo objetivo, indicador, meta e ações que servem como orientação para elaboração de parte do Plano de Desenvolvimento Institucional (PDI) da IES. Esse roteiro poderá auxiliar outras Instituições que desejarem construir indicadores que sejam mais adequados a sua realidade / Abstract: Concern about the quality of higher education has grown in recent decades and there is need to constantly measure the performance of Higher Education Institutions (HEI), through its Commissions Own Evaluation. In this sense the objective of this study is to identify in the literature some models of existing performance management for possible implementation in HEIs, analyzing the legislation on education, the quality and performance indicators used by SINAES and its methods of measurement, research on students' perceptions university, which variables are most important for formatting performance indicators for higher education institutions and develope a system for measuring the performance indicators that provide an assessment of performance and quality of the various dimensions of higher education HEIs. The survey of university students of a HEI allowed to choose eight variables that had the highest average considering the four Balanced Scorecard perspectives (Financial, Customer, Internal Processes and Learning and Inovation). Each variable led to the creation of a framework containing objective, indicator, target and actions that serve to guide development of the Institutional Development Plan (IDP) of HEIs. This script can help other institutions that wish to build indicators that are best suited to their reality / Mestre

This thesis is a phenomenological study of the experiences of students engaged in a work-based learning (WBL) degree in the community service (CS) sector in NSW. The degree – a graduate diploma in social sciences (GDSS) - was developed through an industry/community partnership in response to identified workforce development needs. Positioned as a novel pedagogy, WBL is presented in the broad context, before the specifics of the research are outlined. The thesis presents, first, a political economy of higher education (HE) and the CS sector, followed by a description of the defining principles of WBL, characteristics of practice and issues arising from these things. The phenomenological study of the student experiences is supported by a case study of the GDSS. The research is approached from an ontological and epistemological framework informed by critical theory and critical hermeneutics. The methods draw substantially on data collection through semi-structured interviews and supporting data collected form other sources. The analysis of the data is presented as five major data stories – access, self and study, work-based learning and organisation, managing learning and outcomes. In discussing the data the thesis argues that the students are strongly positioned as non-traditional students with an orientation towards issues of access to HE, as well as a concern with critical practice. The concluding comments of the thesis consider the context of work-based learning under systemic influences of the political economy of the day, notably neo-liberalism and the application of a techno-economic framing of the knowledge economy. Some final comments are offered on the practice of WBL in the CS sector, including the defence of knowledge production as a public good and the life world/system dynamics of partnership. / Doctor of Philosophy (PhD)

The literature on knowledge economies does not offer analysis specific to medium-sized cities despite their distinct economic characteristics. More specifically, the role of universities in medium-sized cities is not documented. This study attempts to add to the body of knowledge on both medium-sized cities and knowledge economies by conducting a case study of the current efforts of a medium-sized city in Georgia. The Augusta-Richmond MSA and the Medical College of Georgia are analyzed. It is hypothesized that the university is the major driver to initiating the construction of a technology transfer infrastructure within the city, a necessary component to a knowledge economy. It is found that the Medical College of Georgia and the Georgia Medical Center Authority, a state entity, are the initiators of developing a technology transfer infrastructure while the local government has made less effort in contributing to the process. Findings show that the lack of visibility of both the Medical College of Georgia and the Augusta region, lack of existing industry in the region, lack of financial resources and lack of venture capital and entrepreneurs in the region are the greatest barriers to efforts to transition the region into successful knowledge-based economy.

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Research in the area of service-learning has been steadily growing over the past decade, with an interest in the benefits for all parties involved in its implementation. However, research into the impact that service learning has on the community has been severely under-researched remaining practically absent from the service-learning research agenda. This qualitative study attempted to gain in-depth knowledge on the impact of service learning on two school communities. The research made use of participatory research techniques as they allow the researcher to access the ‘community voice’ and ‘hand over’ the research process. As the focus groups involved children, participatory techniques were used to elicit information regarding what element of the service-learning programme affected the learner’s experiences of participating in the service-learning programme. Ranking activity was the participatory technique used (Theis and Grady, 1991). The study had interesting results relating to what elements affect the community experience of service-learning programmes. Main findings include student characteristics, relationship development and how the students gain from service-learning. It gained insight into many areas that require further study relating to community experiences, and illustrates the complexity that characterises the community experience. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

Over the past decade, research in the field of service-learning with a special focus on the notion of social justice has been growing progressively. Distance service-learning, being a fairly new concept, has not been researched to the same extent as more traditional approaches to service-learning. Located within a social justice framework, this qualitative interpretive study explored the challenges, benefits, and experiences of a distance service-learning programme in an African context (Malawi, Zimbabwe, Kenya and Lesotho). Students and members of community organisations from these countries participated in a pilot programme of the “REPSSI/UKZN certificate programme”. This study focussed on their experiences of the service-learning module. Telephonic interviews were conducted with the participants. The experiences of the students and the community organisations that hosted them are analysed and discussed in the context of an Afrocentric perspective. With regards to doing service-learning by distance learning students reported struggling with a lack of face-to-face interactions with their instructors. Another main finding in this research was that some student participants’ personal economic instability complicated their experiences. The notion of Ubuntu was very present in the findings, students explained the many ways in which their service-learning was driven by an Afrocentric paradigm. Both student participants and members of community organisations explained how beneficial it was for them to be exposed to this programme as it provided the opportunity to receive new knowledge. Although the programme appears to have been mutually beneficial, the lack of learning reported by the students and their emphasis on the service aspect of service-learning is of concern. Students limited reports of engaging with reflection, and the absence of any details of what they learnt from the programme or from engaging with communities, raises concerns about any level of social justice being achieved. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

Thesis (PhD) -- University of Western Sydney, 2007. / A thesis submitted to the University of Western Sydney, College of Arts, School of Social Sciences, as a requirement for the degree of Doctor of Philosophy. Includes bibliography.

Thesis (Ed.D.)--Teachers College, Columbia University, 1993. / Includes tables. Typescript; issued also on microfilm. Sponsor: L. Lee Knefelkamp. Dissertation Committee: Dawn R. Person. Includes bibliographical references (leaves 269-274).