Made available in DSpace on 2016-03-15T19:32:27Z (GMT). No. of bitstreams: 1 Joao Luiz Jardim Sanches.pdf: 1148829 bytes, checksum: d509495996937fcb41a89e056652196f (MD5) Previous issue date: 2011-08-02 / Fundo Mackenzie de Pesquisa / In this work, an exploratory analysis of performance measurement procedures in Information Technology (IT), among Higher Education Institutions (HEI) was done, using a content analysis technique as in Perez (2006).With a view to generate knowledge that is applicable to an economic segment, avoiding the risks of wide ranging research, yet resulting inconclusive for certain segments (CHENHALL, 2006), we opted for the Higher Education Institutions.Our first goal was to identify a few characteristics of those processes, revealing which stage of management control they were at. Our second goal was to detect possible gaps between the practices contemplated in this study and some of the concepts that are preached by the academy. In order to pursue these goals, there were moments during the analysis of the results, in which it became necessary to search for theories such as the Järvenpää (2007) study, in which one departs from the results moving towards the correct connection with the literature. Besides categorizing and analyzing results, the framework proposed by Ferreira and Otley (2009) was used as a reference to compare the current performance control stages identified in IT. The results show a poorly developed stage in the use of management control tools to control performance. The influence of external factors which are not yet absorbed by the controllerships was noticed, mainly related to learning through community practices. It was possible to verify validation of the contingency approach (MERCHANT, 1984;CHENHALL, 2006; FERREIRA, OTLEY, 2009), by which external factors combined with the organization stages culminate in the adoption of the control procedures in use. The results suggest that the current process of performance measurement procedure can be explained in part by the detachment from the Controllership area, suggesting that this area does not play a determining role within the organization, evidencing gaps related to the academic literature.The distance between strategic planning and IT management can also be in part an explanatory factor of the phenomena presented in HEI B, C, and D. The HEI of case A displayed a peculiar form, when compared to the others. It shows a more controlled and developed environment, in accordance with a more modern management control anticipated by the Ferreira and Otley (2009) framework. / Neste trabalho, foi feita a análise de como se dá a mensuração de desempenho da área de Tecnologia da Informação (TI) em Instituições de Ensino Superior (IES), de forma exploratória, utilizando-se a técnica de análise de conteúdo, conforme feito por Perez (2006).No intuito de gerar conhecimento aplicável a um segmento econômico e evitar os riscos de pesquisas abrangentes, porém gerando resultados inconclusivos para determinados segmentos (CHENHALL, 2006), optou-se pelo segmento de Instituições de Ensino Superior (IES). O primeiro objetivo do trabalho foi trazer à tona algumas características da medição de desempenho, revelando em qual estágio de controle gerencial se encontram tais ambientes. O segundo objetivo foi detectar possíveis distâncias entre as práticas ora estudadas e alguns conceitos apregoados pela Academia. Para perseguir esses objetivos, por vezes, durante a análise dos resultados, foi necessário buscar a teoria tal qual o estudo de Järvenpää (2007),segundo o qual, de forma abdutora, parte-se dos resultados para a correta conexão com a literatura. Além da categorização e da análise dos resultados, o framework proposto por Ferreira e Otley (2009) foi utilizado como referência de comparação para os atuais estágios de controle de desempenho encontrados nas áreas de TI. Os resultados mostram um estágio pouco desenvolvido na utilização de ferramentas de controle gerencial para controle de desempenho. Nesse contexto, percebeu-se a influência de fatores externos ainda não absorvidos pelas controladorias, principalmente quanto à captura de aprendizado por meio de Comunidades de Práticas (CoPs). Foi possível constatar uma validação da abordagem contingencial (MERCHANT, 1984; CHENHALL, 2006; FERREIRA; OTLEY, 2009), na qual os fatores externos combinados ao estágio das organizações culminam na adoção dos procedimentos de controle utilizados. Os resultados sugerem que a forma de medição de desempenho pode ser explicada em parte pelo distanciamento da área de Controladoria,indicando que esta não possui papel determinante organizacionalmente, com evidências de gaps em relação à literatura acadêmica. O distanciamento do planejamento estratégico da gestão da área de TI também pode ser em parte um fator explicativo para os fenômenos apresentados nas IES B, C e D. A IES do caso A apresentou-se de forma peculiar em relação às outras, com ambiente de controle mais desenvolvido, consoante com estrutura de controle mais moderna prevista no framework de Ferreira e Otley (2009).

The first cycle of quality assurance (QA) was conceptualised and developed between 2001 and 2004 as reflected in the policy documents of the Higher Education Quality Committee (HEQC). The HEQC as the national QA agency was created as the permanent sub-committee of the Council on Higher Education (CHE) to take care of the QA responsibility in 2001. The national QA agency had to operate within the divisions created in higher education under apartheid, which often created perceptions based on prejudice about the distribution of quality. The South African higher education landscape has been exposed to the first cycle of the Higher Education Quality Committee QA cycle during which conducted 34 institutional audits, accredited approximately 5000 new programmes, subjected 85 programmes to national reviews, trained approximately 550 institutional auditors and 1500 programme evaluators and conducted many workshops and training opportunities for higher education institutions (HEIs). The main aim posed by this study was to determine the response of HEIs to the recommendations in the HEQC audit reports. The sub-questions of the research are (i) What process was followed to develop the quality improvement plan? (ii) Who were the role-players in the development of the quality improvement plan? (iii) What influenced their actions in the development of the quality improvement plan? (iv) What value did the quality improvement plan development have for the institution? (v) How does the quality improvement plan fit into the comprehensive quality management system of the institution? To answer the research questions, interviews were carried out on six participants. The findings were that the primary research question has been addressed conclusively by the three institutions through the experience of participants. The responses indicate how they have embraced improvement at the respective institutions which in turn have grown as a result of the HEQC audit process. The conclusion was an in depth response to the recommendations in the audit reports, illustrating ownership of quality improvement plan processes within the institutions. From the results of the secondary research questions it is concluded that the participants’ responses provided the richness of the quality improvement plan process in the audit process. The responses reflected and confirmed the processes followed in developing the quality improvement plans and the role and influence of role- players in the quality improvement plan process. The responses reflected the value of this process and revealed how it had been incorporated into the comprehensive annual planning processes of the institutions. The study concludes that the participating institutions responded differently and effectively to the recommendations in the HEQC audit reports, with the improvement reflected in the manner and approach institutions displayed when responding to recommendations, reflecting systematic processes. Copyright / Dissertation (MEd)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / unrestricted

The purpose of this thesis is to understand how Business Intelligence (BI) influences the decision-making process (DMP) at higher education institutions (HEIs). Furthermore, this study aims to identify success factors of BI adoption (gathered from previous research) that are difficult for HEIs to fulfill. The study applied a qualitative research strategy and was conducted as a single case study at Karlstad University (KaU), a Swedish public HEI with approximately 16 000 enrolled undergraduate students and 1 200 employees. Regarding the data collection process, empirical data was collected through eight semi-structured interviews, all held with users of KaU’s BI tool. The thesis’ findings show that BI affects the DMP at HEIs by increasing the quality of information, reducing time, and increasing the efficiency for the user. The findings also show that for a HEI, most key components that increase an organization’s chance of a successful BI implementation are difficult to fulfill completely. Three components were identified to be in greater need of improvement than the rest: management & leadership commitment, culture around use of information and analytics, and requisite resources. / Syftet med denna studie är att förstå hur Business Intelligence (BI) påverkar beslutsprocessen vid högskolor. Vidare, strävar denna studie efter att identifiera framgångsfaktorer för BI-implementering (samlade från tidigare forskning) som är svåra för högskolor att uppfylla. Studien tillämpade en kvalitativ forskningsstrategi och genomfördes som en fallstudie vid Karlstads Universitet (KaU), ett svenskt statligt universitet med ungefär 16 000 studenter och 1 200 anställda. När det gäller datainsamlingsprocessen, samlades empirisk data in genom åtta semi-strukturerade intervjuer med användare av KaU:s BI-verktyg. Studiens resultat visar att BI påverkar beslutsprocessen vid högskolor genom att öka kvaliteten på information, reducera tidsåtgången och öka effektiviteten för användare. Resultatet visar också att för en högskola är det svårt att uppfylla helt och hållet de faktorer som ökar chansen för en lyckad BI-implementation. Tre områden identifierades att vara i större behov av förbättringar än de övriga: chefs- och ledarskapsengagemang, kultur kring användning av information- och analysverktyg samt nödvändiga resurser.

This paper deals with the process of “democratization” of higher education at the conservative modernization experience by Brazil in the current context. It aims to discuss the details given by the socio-economic situation and policy at the times of implementation of affirmative policies in Brazil, presenting them as access facilitation mechanisms that do not absorb the demand built historically. To this end, through perception analysis environment through the content contained in the 2004 Multi-Year Plan to 2007 and from 2008 to 2011 becomes important precisely because they present themselves as strategic mechanisms of the state to promove the development of the nation that moves thought the very process of democratization of access, be it done thought the HEIs (Higher Education Institutions) public or private. The idea, therefore, is to discuss the access according to the situation evidenced by the conservative modernization. Using the content analysis method comes to the conclusion , from the data collected from the Multi-annual plans and their evaluation reports, that the process of Access and expansion of higher education at the conservative modernization did not include democratic and unrestricted manner making , therefore , through the partnership arrangements between the public and private sectors. In this, insertion policies through the public sphere are ultimately limiting access while the type of cut constructed to have the right to student finance through private higher education institutions not build prejudiced aspect that the quots themselves can represent. / O presente trabalho versa sobre o processo de “democratização” do ensino superior ante a modernização conservadora vivenciada pelo Brasil no contexto atual. Ele tem como objetivo principal discutir os pormenores apresentados pela conjuntura socioeconômica e política à época da implantação das políticas afirmativas no Brasil, apresentando-as como mecanismos de facilitação do acesso que não absorvem a demanda construída historicamente. Para tanto, a percepção através da análise da conjuntura através do conteúdo contido nos Planos Plurianuais de 2004 a 2007 e de 2008 a 2011 torna-se importante justamente porque eles se apresentam como mecanismos estratégicos de Estado para promover o desenvolvimento da nação que perpassa pelo próprio processo de democratização do acesso, seja ele feito através das IES (Instituições de Ensino Superior) públicas ou privadas. A ideia, portanto, é discutir o acesso de acordo com a conjuntura evidenciada pela modernização conservadora. Utilizando-se do método de análise de conteúdo chega à conclusão, a partir dos dados coletados dos Planos Plurianuais e seus relatórios de avaliação, de que o processo de acesso e expansão do ensino superior ante a modernização conservadora não fez incluir de forma democrática e irrestrita, fazendo-se, portanto, através do regime de parceria entre os setores público e privado. Nisso, as políticas de inserção através da esfera pública terminam sendo limitadoras do acesso enquanto que o tipo de recorte construído para ter o direito ao financiamento estudantil através das instituições de ensino superior privadas não constrói o aspecto preconceituoso que as cotas em si podem representar.

The study identifies how different stakeholders perceive service quality improvement initiatives in public higher education institutions in Ethiopia. For this purpose, a mixed research methodology was employed. Furthermore, secondary data were collected from a variety of literature and primary data were collected from academic staff and final year students at public higher education institutions using the SERVQUAL scale and through focus group interviews. The collected data were analysed using both descriptive and inferential statistics. The research findings indicated that all dimensions of the service quality improvement initiatives were perceived by academic staff and studentsto be verypoor. The reasons for these poor or low perceptions were: the high expectationsof the stakeholders, the government’s intention to expand, lack of adequate knowledge regarding the implementation of the BPR process, the lack of motivation by service providers, poor management and the lack of good governance by the universities, inexperienced workers, non-empowered and task specific frontline employees, the low quality of the infrastructure, non-value adding hierarchical structures and approval systems, ethical problems with some service providers, the high staff turnoverand the lack of experienced staff. In addition, at all new universities, construction is underway and as a result,there are problems such as the poor state of the dormitories, classes,bathrooms, recreation areas, lounges, TV rooms, sport fields and internet connectivity, while the libraries are not well stocked with books and periodicals either. This study has recommended that the institutions should have standardised instruments that can be used to measure the status of service quality improvement and deliveryperiodically and to identify the areas that have the highest perceived performance gap scores in order to redeploy some of the resources. It also needs to be pointed out that the service providers lack sufficient knowledge and skillsconcerning the implementation of BPR, thus training is recommended in this regard.It is further recommended that for effective implementation of the BPR process, the importance of the provision of different guiding documents, continuous monitoring of activities and top management support should be kept in mind. / Educational Leadership and Management / D. Ed. (Educational Management)

Sustainable development (SD) as a concept and principle aims to find solutions to balance the needs of people worldwide with the resources and limits of the Earth’s ecosystems. Given their social responsibility in educating future generations, higher education institutions (HEIs) are increasingly expected to foster SD. This results in an emerging body of literature addressing the implementation efforts of HEIs in their core competencies of research and education, but also within their institutional structures and support functions. Against this backdrop, two major renowned European HEIs, the Universities of Goettingen (Germany) and Uppsala (Sweden), have also committed to driving sustainability. This exploratory case study therefore critically examines the universities’ path toward becoming more sustainable, contributing to an area of research that is still limited. Using qualitative tools like content analysis, different data in three main areas are analyzed to assess the status quo of measures to drive sustainability: institutional framework and governance, campus operations, and student initiatives. The research yields mixed results. While both universities are doing advanced work in some areas, improvement is possible and needed in many others. Uppsala University appears to have a more strategic approach to promoting SD overall, however, the university’s efforts currently appear to be leveling off. At the University of Goettingen, on the other hand, the issue has not yet been systematically addressed, making the achievement of the HEI’s climate targets and timely improvement unlikely if the current practice is maintained. In addition, the study reveals that the documentation and presentation of concrete measures and agendas at both universities could be enhanced, as the availability, accessibility and timeliness of the necessary data is often lacking. While different recommendations can be made for the two universities, the thesis concludes that university leadership should address sustainability more effectively through a strategic approach and the continuous involvement of various stakeholder groups should be envisioned.

The subject of the diploma thesis is the process of online persuasion in the case of higher education applicants for bachelor's and master's programmes at the Faculty of Social Sciences, Charles University (FSV UK) subject to tuition fees. The selected programmes form a specific class within the set of study programmes offered by the faculty resulting in necessity of different promotion strategies. The specificity of these programmes lies in the primary focus on multidisciplinarity, specific target group and the requirement of tuition fee payment. Online marketing and the recipient's persuasion being an effective tool gaining attention rapidly in recent years is the focus of this thesis. The attitudes of the main actors involved in the online persuasion in case of FSV UK are analyzed employing both quantitative (a questionnaire survey) and qualitative (semi-structured interviews with applicants and students) approaches. A SWOT analysis is performed based on a theoretical framework of information from universities, university marketing, marketing mix of universities and the persuasive principles and tools used to persuade the applicants to apply for studies at FSV UK. The work concludes with a summary of results obtained in a proposal of marketing strategy optimization for the Department of Public...

Statistics on the gender profile of academics in South African Higher Education Institutions (HEIs) reveal women academics are still concerted at the junior levels of the hierarchy with a small number of women at professorship. By the time of this report, in South Africa there were 4034 associate professors and professors. Of this 4034, 2174 (54%) were full professors. Of this 2174, only 534 (25%) were female professors. The fundamental aim of this research was to tell the story behind these statistics by exploring, describing and giving explanation to the subjective experiences of women academics. The objectives of the research were broken down into: (1) to examine studies that explain discourses for women in academia, identify success and inhibiting factors to career development of women academics, identify gaps in knowledge and explain how this research seeks to address the gaps identified, (2) to investigate models and theories of career development, particularly in so far as they affect women, (3) to explore, describe and explain the career development trajectories of senior women academics in HEIs in SA, and (4) to develop a substantive career development theory that explains career trajectories of women in academia. Utilizing data from 13 in-depth interviews with women professors and associate professors in a diversity of higher educational institutions in South Africa and different fields of study, this research situates the senior women academics’ experiences within the social constructivist context. I posed the question: “Tell me how your career journey as an academic started, up to the level where you are now”. The questioning revolved around family background; social context; educational history; career development trajectory; professional experiences; and work-family integration. All interviews were audiotaped and then transcribed. The analysis and interpretation of data was informed by the theoretical underpinnings of the study, which is located within feminism and social constructivism. The mean age of the participants was 53 years; years in service, 10 years and more. The findings revealed four themes associated with the career success of women academics: enabling and constraining factors; intrapsychic factors, behavioural patterns and differentiated career development trajectories. All these factors are inextricably linked and mutually affect the career success of women academics. The study ended up with a career development theory that came up with five phases and explained preoccupations at each phase. The phases are career exploration, career establishment, career maintenance, work life adjustment and disengagement. These phases are neither age related, nor cyclical at all times, but they are related to the stage in career development, and the needs of women academics / Industrial and Organisational Psychology / D. Com. (Industrial and Organisational Psychology)

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M. Tech. (Department of Human Resource Management, Faculty of Management Sciences), Vaal University of Technology. / The face of South African (SA) universities’ academic environment has changed over the past decade, primarily propelled by transformation issues, new policies and practices, which also required academics to have certain skills and attributes. Recruiting and retaining key academics in the public higher education (HE) are not once-off events; they are ongoing processes that involve analysing the needs, culture and practices of the organisation and identifying individuals whose skills and personalities better meet those organisational needs. Given the rapid restructuring and transformation of SA public HE, recruiting and retaining of essential talent has been a huge challenge experienced by higher education institutions (HEIs). Research relating to how HEIs could better attract and retain key talent has, however, been scarce; as such, this study aims to fill the existing gap in the literature. Against this background, this study aimed at exploring the influence of person-environment fit (PEF), person-organisation fit (POF) and person-job fit (PJF) on career satisfaction (CS) and the influence of CS on intention to leave (ITL) among university academics. Embedded within a positivist paradigm, the study followed a quantitative research approach. A structured questionnaire was used to measure study constructs. In addition to the soliciting information on the demographic variables, respondents were requested to complete five different measuring scales, namely the general environment fit scale (GEFS), organisational culture profile (OCP), the knowledge, skills and ability profile (KSAP), the career satisfaction scale (CSS) and the intention to leave scale (ITLS). A total of 550 questionnaires were distributed to the identified sample of university academics and from that distribution only 202 questionnaires were used for data analysis. Descriptive statistics techniques as well as correlation and regression analysis were used to evaluate academics’ perceptions and relationships between study constructs. Findings revealed the existence of strong positive associations between the three fit constructs and CS and a negative association between CS and ITL. The findings also propose that the HEI could use fit dimensions to increase the level of academics’ CS and reduce their proclivity to leave the HEI. Academics’ CS can be enhanced by the implementation of a career advancement policy that will ensure that academics are provided with fair and equal training and development opportunities and are promoted based on their individual performances. To constantly reduce the propensity to leave the institution, the HEI could continuously satisfy career goals of academics through the provision of career progression opportunities.