<p>Students in African universities have a long history of political involvement at the institutional level and in national politics. The present study investigates the political opinions of students in Tanzania with respect to (1) their attitudes towards democracy and how these attitudes could be explained, (2) student satisfaction with the way their university and their country, Tanzania, are governed, and (3) whether student leaders (SL) have more democratic attitudes than students who are not in formal student leadership positions (SNL) and if there are other relevant groups that can be identified whose political attitudes differ significantly from those of other groups. The study draws on the work of Bratton, Mattes and Gyimah-Boadi (2005) and employs a survey questionnaire adapted from the Afrobarometer. Using survey data collected at the University of Dar es Salaam in Tanzania, a number of questions are investigated, and related hypotheses are tested in order to determine the extent to which students understand and demand democracy, how they perceive the supply of democracy, and what their attitudes are towards university governance and national politics in general.</p>

<p>Students in African universities have a long history of political involvement at the institutional level and in national politics. The present study investigates the political opinions of students in Tanzania with respect to (1) their attitudes towards democracy and how these attitudes could be explained, (2) student satisfaction with the way their university and their country, Tanzania, are governed, and (3) whether student leaders (SL) have more democratic attitudes than students who are not in formal student leadership positions (SNL) and if there are other relevant groups that can be identified whose political attitudes differ significantly from those of other groups. The study draws on the work of Bratton, Mattes and Gyimah-Boadi (2005) and employs a survey questionnaire adapted from the Afrobarometer. Using survey data collected at the University of Dar es Salaam in Tanzania, a number of questions are investigated, and related hypotheses are tested in order to determine the extent to which students understand and demand democracy, how they perceive the supply of democracy, and what their attitudes are towards university governance and national politics in general.</p>

Made available in DSpace on 2016-12-23T14:41:20Z (GMT). No. of bitstreams: 1 Joao Paulo Guidoni (capa).pdf: 105285 bytes, checksum: 0f0d622e2d5b58dfcad415f0a2d328e2 (MD5) Previous issue date: 2011-04-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação propõe-se a estudar as práticas engendradas no Programa de Educação em Tempo Integral (PETI), implantado nas escolas de Ensino Fundamental do município de Vitória (ES), destinado a crianças e adolescentes em situação de risco social e pessoal. Envolvendo políticas governamentais no âmbito da educação, da assistência social e da segurança urbana, o Programa tem o objetivo de oferecer atividades extracurriculares aos alunos da rede pública de ensino, fazendo com que eles preencham seu tempo ocioso com atividades que contribuirão para sua formação educacional. Recorrendo principalmente ao conceito de risco e ao pensamento de Michel Foucault, este estudo buscou analisar os efeitos do PETI, colocando em evidência as funções políticas operadas pelas práticas presentes em seu interior e que nos atravessam cotidianamente. As análises basearam-se na vivência institucional do pesquisador por um período de aproximadamente três anos no Programa, durante o qual foram registrados em diário de campo todas as experiências, impressões, falas, depoimentos espontâneos, acontecimentos, etc. Importante ferramenta para a problematização foi o conceito de análise de implicação, que nos permitiu analisar os efeitos que nossas práticas exercem no cotidiano, ao invés individualizarmos ou culpabilizarmos determinado sujeito ou programa por uma determinada prática. Como resultado das análises apresenta-se a ideia de risco social como condição das famílias pobres e como critério de identificação de crianças indisciplinadas e com desvio de conduta . Nossas análises apontam para o fato de que a delimitação de uma clientela específica, a partir de uma seleção baseada em fatores independentes, tem funcionado como disparadora de práticas de vigilância e controle que acabam por produzir o risco como identidade das crianças e famílias atendidas. Desse modo, consideramos que o PETI funciona atualizando práticas enredadas na hierarquização dos sujeitos, no controle e na vigilância, atuando no sentido de prevenir e proteger as crianças e os adolescentes de suas próprias virtualidades, por compreendê-las como um risco à sociedade / This thesis proposes to study the practices engendered in the Full-time Educational Program (PETI), established in the elementary schools in the city of Vitoria (ES), for children and adolescents at social and personal risk situation. The program involves government policies on education, social welfare and urban safety and aims to provide extracurricular activities to students in public schools, making them fill their idle time with activities that will contribute to their educational development. This study primarily uses the concept of risk and the ideas of Michel Foucault to investigate the effects of PETI, highlighting the political functions operated by the present practices in it, and that go through our lives everyday. Analysis were based on institutional experiences of the researcher in the program for a period of aproximately three years, during which all practices, impressions, speeches, spontaneous testimonies, events, etc were recorded in a field report. The concept of the analysis of implication was an important tool for the thesis, which allowed us to analyze the effects that our common attitudes exercise in quotidian, instead of individualizing or accusing a specific person or program for a particular practice. As a result of the analysis, the idea of social risk is presented as a condition of poor families and as a criterion for identification of undisciplined and misconducted children. Our analysis points out the fact that the delimitation of a specific body of clients, from a selection based on independent factors, has worked as a trigger of practices of surveillance and control that ultimately produce the risk as the identitiy of children and families attended. Thus, we consider that PETI works updating practices entangled in the hierarchization of people, in control and surveillance, operating to prevent and protect children and adolescents of their own virtualities, understanding them as a risk to society

Magister Educationis - MEd / Students in African universities have a long history of political involvement at the institutional level and in national politics. The present study investigates the political opinions of students in Tanzania with respect to (1) their attitudes towards democracy and how these attitudes could be explained, (2) student satisfaction with the way their university and their country, Tanzania, are governed, and (3) whether student leaders (SL) have more democratic attitudes than students who are not in formal student leadership positions (SNL) and if there are other relevant groups that can be identified whose political attitudes differ significantly from those of other groups. The study draws on the work of Bratton, Mattes and Gyimah-Boadi (2005) and employs a survey questionnaire adapted from the Afrobarometer. Using survey data collected at the University of Dar es Salaam in Tanzania, a number of questions are investigated, and related hypotheses are tested in order to determine the extent to which students understand and demand democracy, how they perceive the supply of democracy, and what their attitudes are towards university governance and national politics in general. / South Africa

Thesis advisor: Hans de Wit / The family ownership context has been investigated across many business settings, within the manufacturing, trade, and services industries. The consensus among scholars has been that families that own and operate firms act in self-serving ways and frame organizational problems and make decisions with the primary goal of satisfying the family’s affective needs, i.e., preserve or augment what is referred to as socioemotional wealth. However, the theoretical reasoning of socioemotional wealth theory may fall apart in traditional university settings, where self-serving behaviors may lead to (pronounced) agency conflict. Universities have been long understood for their politicized governance environs in which multiple stakeholder groups have representation in decision-making. Within this reality, families involved in higher education management may be challenged to act self-servingly and protect or enhance certain socioemotional wealth. They may need to act in altruistic ways to avoid agency conflict. I investigate whether this is the case through a single, critical case study approach conducted at one family-owned or -managed university in India. I rely on what Yin (2003) refers to as “rival explanation as patterns” to test socioemotional theory relative to a rival theoretical framework. I ask the important question of whether this rival theory can address the limitations of socioemotional wealth theory when applied to the higher education context. As expected, findings generally suggest that where socioemotional wealth theory fails to capture family decision-making behaviors, the rival theory is relevant. This finding is important to consider and has several implications to theory, practice, and future research. Importantly, the findings support that current family-owned business theorizing is not enough to capture family decision-making behaviors in the context of traditional university settings. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Magister Educationis - MEd / The purpose of the study is to understand the roles, functions and perceived performance of the Tertiary Education Council (TEC) in higher education governance in Botswana. The study describes the relationship between the government, the TEC and higher education institutions in Botswana. The main objectives of the study are to: a) Examine the roles and functions of the TEC in Botswana’s higher education regarding policy formulation, quality assurance and coordination in the planning and development of tertiary education. b) Explore potential tensions between the roles and functions of the TEC and those of some of its stakeholders. c) Establish the performance of the TEC in relation to the three functions of policy formulation, quality assurance and coordination in the planning and development of tertiary education. The study is located within the broader framework of higher education governance. It examines the different models of higher education governance (such as state control, state interference and state supervision models) and the relationship involved between different stakeholders in governance of higher education. Furthermore, the framework focuses on the implications of the dynamics of higher education governance on the roles and functions of buffer bodies. The study adopted a single case study approach and it was designed to allow for the use of multiple sources of evidence. Data was collected through a review of both institutional and policy documents, semi-structured interviews with eight informants from the TEC and the Ministry of Education and Skills Development, as well as a survey targeting institutional heads of higher education institutions in Botswana. The use of qualitative and quantitative methods of data collection provided useful and in-depth data and allowed for triangulation. The data was analysed both quantitatively and qualitatively. The findings of the study reveal that there are differing conceptions of the TEC’s role in higher education in Botswana. Whereas the TEC sees itself as ‘middleman’ between the government and higher education institutions, the higher education institutions conceptualise the role of the TEC as an extension of government. The differing views on the TEC’s role, as either buffer or agent, result in different expectations of the roles and functions of the TEC. In addition, the study revealed that Botswana’s higher education system is characterised by fragmentation and duplication of roles, which limit the mandate of the TEC, thereby creating tensions between the TEC and other constituencies in the Botswana higher education system. The study thus contributes to the understanding of the roles and functions of the TEC in the governance of higher education in Botswana. It also contributes to the understanding of the relationship between the different stakeholders involved in the governance of higher education and the implications of this relationship on the roles and functions of buffer bodies. Overall, the study shows the complexities involved in the governance of higher education in a young and evolving system of higher education, and in a context in which the roles and functions of the key players are contested and inconsistently understood.

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Die vorliegende Studie untersucht, wie Hochschulen und ihr Personal politische und gesellschaftliche Erwartungen wahrnehmen, interpretieren und letztendlich in ihre Praxis einfließen lassen. Im Zentrum der Analyse steht der Verbleib hunderttausender internationaler Studierender, die zwischen 2010 und 2019 zum Studium nach Deutschland und Kanada zugewandert sind. Ihnen wird seitens der Politik ein hohes Fachkräfte- und Einwanderungspotenzial attestiert. Das Erkenntnisinteresse der Arbeit umschließt drei Teilbereiche: Erstens, das Ausmaß der deutschen und kanadischen ‚Bleibepolitik‘ sowie die einschlägigen Erwartungen an Hochschulen. Zweitens, die berichtete Hochschulpraxis und drittens, die institutionellen Zusammenhänge zwischen Erwartung und Praxis. Die Ergebnisse zeigen, dass die Mehrheit der untersuchten Hochschulen den Verbleib internationaler Studierender auch ohne eine von außen zugeschriebene Zuständigkeit aktiv fördert. Einerseits konnten die befragten Hochschulprofessionellen ihre Beratungs- und Betreuungsangebote größtenteils frei und eigenverantwortlich gestalten. Andererseits war der Raum dessen, was aus Sicht des Personals als möglich und wünschenswert erschien, stark vorgeprägt durch den jeweiligen Landeskontext und die dort institutionalisierten Erwartungen: In Kanada stand der Gedanke des Wettbewerbs um internationale Studierende als zahlende Kundschaft und potentielle Einwanderinnen und Einwanderer häufig im Vordergrund. In Deutschland waren Hochschulen vergleichsweise weniger markt- und wettbewerbsorientiert. Die Handlungs- und Interpretationsmuster des Personals zeugten häufig von dem gleichen migrationspolitischen Pragmatismus, der in den vergangenen Jahrzehnten die Bundes- und Landespolitik mitbestimmt hatte. Internationale Studierende wurde somit als potenzielle Fachkräfte konstruiert, nicht aber als mögliche Einwanderinnen und Einwanderer. / This research explores how higher education institutions respond to societal expectations, asking three interconnected questions: First, what are Canada and Germany’s public higher education institutions expected to do to support the post-study retention of international students? Second, what do they report to be doing? And third, how are their reported practices and rationales associated with the expectations held by government agencies, the private sector, and other audiences outside of their formal boundaries? The findings show that between 2010 and 2019, a majority of higher education institutions in Canada and Germany chose to actively facilitate international students’ transition to host country employment and, albeit to a lesser extent, immigration. Although the surveyed career development and international education professionals had considerable leeway to design student services, their actions were found to be focused by the oftentimes pro-(im)migration rules, norms, and beliefs that surrounded them. In Canada, many of the professionals were found to have internalized the same market and human capital orientation that had been promoted by the Canadian government and other stakeholders for decades. To them, international students were potential immigrants and paying customers in a competitive, globalized education market. In Germany, higher education practices were found to be less market-driven. Furthermore, most professionals in Germany were found to echo their country’s historically reluctant and pragmatic approach to migration. Many reported to actively prepare international students for employment in Germany, but not for long-term immigration.

Recent events have brought about the realization that purposeful advancement in South Africa depends on wide-ranging educational reforms consistent with the demands of a complex multicultural society. This necessitates the development of theoretically-sound policies informed by, and grounded in, the specific historical and cultural milieu in which it is to be conceived. Within this context, a particular concern is that little is known about the educational needs of the Indian community at this juncture. This concern is also evinced by a multitude of interests within this minority group. Al though this investigation focuses on Indian responses to dominant policy orientations, it conceptualizes the South African education dynamics in its entirety and interrelatedness and not as a conglomerate of isolated parts. In sum, this dissertation endeavours to examine some critical concerns as it affects the provision of education for people of Indian origin in a postapartheid South Africa. / Educational Studies / M.Ed. (Comparative Education)

Recent events have brought about the realization that purposeful advancement in South Africa depends on wide-ranging educational reforms consistent with the demands of a complex multicultural society. This necessitates the development of theoretically-sound policies informed by, and grounded in, the specific historical and cultural milieu in which it is to be conceived. Within this context, a particular concern is that little is known about the educational needs of the Indian community at this juncture. This concern is also evinced by a multitude of interests within this minority group. Al though this investigation focuses on Indian responses to dominant policy orientations, it conceptualizes the South African education dynamics in its entirety and interrelatedness and not as a conglomerate of isolated parts. In sum, this dissertation endeavours to examine some critical concerns as it affects the provision of education for people of Indian origin in a postapartheid South Africa. / Educational Studies / M.Ed. (Comparative Education)