Dissertation (Ed.D.) -- University of Southern California. / A dissertation presented to the faculty of the School of Education University of Southern California in partial fulfillment of the requirements for the degree Doctor of Education. - - From Title page. Carbon copy text. Includes 1941 note from former professor Frederick J. Weersing. Bibliography: p. [220] - 233.

Made available in DSpace on 2014-06-11T19:26:16Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-08-06Bitstream added on 2014-06-13T19:13:20Z : No. of bitstreams: 1 oliveira_a_me_bauru.pdf: 498159 bytes, checksum: dabfcc5a2f9b64d1a324c43a483ef3dd (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / 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 / 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

M.Ed. (Educational Management) / The aim of this study is to determine the role of shared decision-making at colleges of education in Gazankulu with a view to developing an effective educational paradigm for shared decision-making for these institutions. In order to achieve this goal the following aspects will be investigated: - the opinion of various groups regarding the role of shared decision-making in colleges of education in Gazankulu; - the level of commitment on the part of the lecturers if they are involved in the decision-making structures of the colleges; and - the level of commitment on the part of students if they are involved in the decision-making process.

Change in American higher education is occurring at a rapid pace. The increasing reemergence of civic or community engagement as a key component in the overall landscape of American higher is emblematic of that change. Academic departments play a critical role in higher education change, including institutionalizing community engagement on campuses. Yet, designing a way of measuring community engagement specifically at the level of the academic department has not been undertaken. Based on advice from national expert/key informant interviews and the recognition of the importance of the role of academic departments in the overall institutionalization of community engagement in higher education, this study addresses a methodological gap in the literature concerning the measurement of community engagement. Several instruments have been developed primarily for institution-wide application, and some have been applied to academic units including colleges, schools, departments and programs. This study employs a grounded theory research strategy to develop and test a self-assessment rubric solely for use in academic departments. To ascertain the utility and validity of the rubric, this study pilot tests the explanatory framework in twelve social science departments located in five, geographically-diverse American universities. A secondary purpose of the study is to initiate an exploration of the potential use of institutional theory to more completely understand the constitutive role of the academic unit in the institutional transformation process. The research confirms the utility and validity of the departmental engagement self-assessment rubric. Additionally, the study categorizes and displays via histograms six overarching dimensions by level of support for community engagement for each of the twelve test departments. Finally, this research recommends instrumental as well as substantive areas for future research, including those that better connect institutional theory with efforts to embed civic engagement in the mission of traditional academic departments.

Thesis (Ph. D.)--University of California, San Diego, 2002. / Vita. Includes bibliographical references (leaves 300-305).

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership, and Workforce Development. / Title from title screen. Includes bibliographical references.

The nature and role of higher education is changing. The relationship between the University, the student, and greater society is shifting. Internal (e.g., concerns about accessibility and inclusion) and external (e.g., funding and market demands) forces are converging in a way that demands a reconceptulization of higher education and the learning process. This thesis tries to identify and integrate varying facets that contribute to the changing landscape of university education, specifically focusing on the increased interest in applied learning opportunities at the post-secondary level, and the ways in which different professional and academic programs are incorporating such opportunities into their programs. These findings are interpreted in the context of graduate planning education at the University of British Columbia's School of Community and Regional Planning (SCARP). This qualitative study is grounded in an analytical reflection informed by my own experiences as a graduate planning student, by a review of academic, professional, government, and public press literature, and by interviews with various academics, administrators, and practitioners. The thesis presents an overview of literature from the field of planning education, and an introduction to the literature of higher education. This is followed by an examination of graduate planning schools in Canada and analogous professional/academic programs in British Columbia, which provide ample evidence and support for the emerging practice of incorporating indifferent types of applied learning opportunities (e.g., co-op program, internship, and practicum). A summary of trends, models of innovation, best practice ideals, and recommendations for graduate planning education at SCARP conclude the thesis. Most importantly, the recommendation is made for the school to continue and improve its trial internship program as well as persist in exploring ways of providing applied learning opportunities to students. Programs in higher education must continue to link theory and practice in ways that best serve students in today's changing society.

This dissertation examined the annual Women’s Week events hosted by Ball State’s Women’s and Gender Studies Program. It served to paint a historical picture of how the local Muncie community has been linked with the academic community at Ball State through events about women’s issues. The program began when a group of people wanting to broaden the educational offerings and evolved into an academic program that brings community education related to women’s issues to the Ball State campus. This research used qualitative research interview with four key informants to examine the community links and history of Women’s Week at Ball State University by answering two specific research questions. The participants described their roles in the Women’s Week events from organizing the program to presenting about their lifelong passions. Many of the discussions were fond recollections, but challenges were also brought to light. Presenting relevant topics and maintaining student involvement were two subjects mentioned by the informants. Improvising and long term planning were also emphasized. / Department of Educational Studies

Thesis (doctoral)-Bauhausuniversität, Weimar, 2006. / Includes bibliographical references (p. 398-434).

Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1993. / Source: Masters Abstracts International, Volume: 45-06, page: 2964. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves [184]-199).