Development of appropriate educational structures for industrial graduate students is becoming increasingly important, as industry's demand for graduate-educated employees increases. In the past few years, a special investment has been made in industrial graduate schools, with the aim ofbringing graduate education and industry together, and increasing industry's access to doctoral graduates. In this study, we followed a group of doctoral students in the Graduate School for Applied IT and Software Engineering, in order to document their experiences and identify problems and factors relevant to their progress in graduate education and in industry. In an extensive interview study, twenty-three graduate students present their situation and experience of graduate education, conducted partly through placement in a company. In a stepwise analysis of the material, diff erent environmental factors are identi:fied, that can be related to a structured interpretation of their experience, dependent on the nature of their industrial environment. The result is related to earlier research on traditional graduate education and supervision. Questions elucidated in the material and analysis include the graduate students' experience oftheir situation, how they handle the responsibility for their education, which people they experience as most signi:ficant, what in±luence their company has exercised over their subject choice and publication and how the acadernic environment interacts with the company environment. The study provides a comprehensive survey of a so-far fairly unknown educational situation characterized by great variation in study conditions, and presents a model for analysis of the graduate educational prodess for industrial doctoral students.

Thesis (doctoral)--Eberhard-Karls-Universität zu Tübingen. / At head of title: Aus dem Institut für Geschichte der Medizin der Universität Tübingen. Vita. Includes indexes. Includes bibliographical references (p. 101-169).

The problem with which this study is concerned is to determine and identify the factors associated with the choices Arab graduate students make when selecting their graduate school and major area of study at institutions of higher education in the United States. In addition, comparisons are made between the responses of Arab graduate students (1) who attend American private schools with those who attend American public schools and (2) those who are self-supported with those who are outside supported.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-03T14:05:36Z No. of bitstreams: 1 cristianeoliveiradesouza.pdf: 1240211 bytes, checksum: f0d544970eb35f3ff715057f49a84ba1 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T01:44:13Z (GMT) No. of bitstreams: 1 cristianeoliveiradesouza.pdf: 1240211 bytes, checksum: f0d544970eb35f3ff715057f49a84ba1 (MD5) / Made available in DSpace on 2016-04-24T01:44:13Z (GMT). No. of bitstreams: 1 cristianeoliveiradesouza.pdf: 1240211 bytes, checksum: f0d544970eb35f3ff715057f49a84ba1 (MD5) Previous issue date: 2013-06-03 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta pesquisa objetiva analisar o projeto educacional de Estevam de Oliveira e compreender as peculiaridades que distinguem seu projeto daquele efetivado na reforma de 1906, quando o presidente do estado João Pinheiro transformou em política pública a proposta de criação das escolas graduadas. As escolas graduadas foram consideradas, no final do século XIX e início do século XX, o modelo mais adequado para a disseminação do ensino primário na Europa e nos Estados Unidos. No Brasil, elas foram criadas inicialmente em São Paulo (1893) e, posteriormente, construídas em outros estados da Federação, sobretudo naqueles que possuíam boas condições econômicas. Em Minas Gerais, foram criados oficialmente pela reforma do ensino promovida pelo governo de João Pinheiro, em 1906. Estevam de Oliveira foi um dos grandes defensores da criação dessas instituições em Minas Gerais, pois sob o seu ponto de vista elas reergueriam o ensino primário mineiro. Estevam de Oliveira propôs uma reforma do ensino primário, que foi esboçada nas páginas do Jornal do Commercio da cidade de Juiz de Fora e compilada no relatório entregue ao Secretário do Interior em 1902, após sua viagem aos estados de São Paulo e do Rio de Janeiro, influenciando a formulação da reforma de 1906. Apesar de a reforma ter incorporado uma parte das suas propostas, o inspetor mostrou-se insatisfeito com ela, expressando suas críticas e sugestões de modificação nos artigos publicados no Jornal Correio de Minas. Para compreender o projeto educacional de Estevam de Oliveira, a pesquisa apoiou-se nas contribuições da hermenêutica histórica de Paul Ricoeur (2010), explorando principalmente a relação entre espaço de experiência e horizonte de expectativa. / The Objective of the research is to analyze Estevam de Oliveira’s educational project and to understand the peculiarities that distinguishes it from the one done in the reform of 1906, when the state president João Pinheiro transformed into public politic the proposal about creating the graduate schools. The schools were considered, by the end of the XIX century and beginning of the XX century, the most adequate model for the dissemination of the primary education in Europe and in the United States. In Brazil, they were initially created in São Paulo (1893) and posteriorly in other states of the federation, especially the ones that had good economic conditions. In Minas Gerais, they were created officially by the educational reform promoted by João Pinheiros government, in 1906. Estevam de Oliveira was one of the greatest supporter of the creation of these institutions in Minas Gerais, as from his point of view they would rebuild its elementary education. Estevam de Oliveira propounded a reform of the primary education that was outlined in the pages of the Jornal do Commercio, newspaper from the city of Juiz de Fora and compiled in the report delivered to the Secretary of State for the Home Department in 1902, after his trip to the states of São Paulo and Rio de Janeiro, influenced by the reform of 1906. Although the reform had incorporated a part of his proposals, the inspector was unsatisfied with it, expressing his criticisms and suggestions of changing in the articles published by the newspaper Correio de Minas. To understand the educational project of Estevam de Oliveira, the research was supported by the contributions of the historical hermeneutics of Paul Ricoeur (2010), mainly exploring the relation between experience space and horizon of expectation.

工学系人材養成における大学院での文理融合の教育アプローチの可能性を検討した基礎研究である。工学系人材にはエンジニアリング・デザイン能力，技術者倫理，グローバル・コンピテンシーなどの獲得が期待される。本研究はそれに資するプログラムとして「博士課程教育リーディング大学院」の事例を分析した。結果，上記の3要素の学習成果の可視化，および教育目標や学生評価の基軸として学生の学びにおける文理融合の「統合」の水準の設定が肝要であると結論した。 / This is basic research that examines the possibility of an integration of humanities and social sciences educational approaches in graduate schools for the development of engineering human resources. Human resources in engineering are expected to acquire engineering design ability, engineering ethics, and global competencies. This study analyzes the case of the "Program for Leading Graduate Schools" as a program that contributes to this goal. As a result, we concluded that it is important to visualize the learning outcomes of the above three elements and to set the level of "integration" of humanities and social sciences in student learning as the basis for educational goals and student evaluation. / 博士(教育文化学) / Doctor of Philosophy in Education and Culture / 同志社大学 / Doshisha University