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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
11

Transformation through visual art: a case study in an African village living with HIV/AIDS

Adnams Jones, Sally 08 June 2016 (has links)
This research is an ethnographic case study that asks the questions “what is transformation?” and “how does art transform individuals and their communities?” The narrative describes key moments in the researcher’s journey to South Africa in search of answers to these questions. Findings describe the village of Hamburg’s developing art practice, and include the artists’ own voices and views on this topic. Hamburg is a Xhosa village in South Africa that has faced many challenges due to the spread of HIV/AIDS. One response to the impact of HIV/AIDS on family and economic structures has been the development of an extensive community-based art practice, including large communal tapestry work. To engage questions regarding how visual art transforms people, the researcher reviewed existing Western and Eastern literature on transformation, and compared this with the Southern ethnographic interviews conducted whilst living in the village of Hamburg, where she joined the women for two months as they made their art. The interviews, which were informed by feminist thinking and community based action research, are deeply moving, and form the data from which conclusions were drawn. It iii  was found that the gritty, embodied nature of this community’s experience with transformative art processes can perhaps stimulate more inquiry into transformative art practice within art education itself, that, to date, does not engage much with a deliberate practice for human transformation. Findings in this study can also broaden the existing, sometimes disembodied, academic understandings around transformation within educational, therapeutic and spiritual discourses, which, to date, include mostly linear, hierarchical models, as well as anecdotal descriptions from mostly White, male perspectives. As yet, there is not much inquiry outside of feminist discourse into women’s transformation, which tends to be more organic and community orientated. The researcher’s findings suggest that literature on transformation through art is needed within art education, which should include female, Black African experiences. The researcher’s conclusions are applied to classroom and studio practice, where she challenges educators, researchers and practitioners within art education to take the link between art and transformation much more seriously, as a powerful technology for growth, empowerment and resilience. Findings can also be applied to other disciplines such as feminism, art therapy, education, psychology and spirituality. / Graduate / 0273 / 0357 / 0621 / sadnams@uvic.ca
12

Deficiência mental como produção social : uma discussão a partir de histórias de vida de adultos com síndrome de Down

Carneiro, Maria Sylvia Cardoso January 2007 (has links)
O presente trabalho apresenta uma pesquisa cujo objetivo central é discutir a deficiência mental como condição que se desenvolve a partir das relações sociais estabelecidas com sujeitos que apresentam características singulares em relação à maioria da população e não como uma incapacidade própria. Esta visão contraria as concepções tradicionais de deficiência mental e apóia-se na abordagem histórico-cultural, especialmente nas contribuições de Vigotski. A idéia-base é que, mesmo diante de qualquer alteração orgânica, ainda que esta seja em nível estrutural ou funcional do sistema nervoso, é pelas e nas relações sociais que o sujeito se desenvolverá, ou não, como deficiente mental. Como estratégia metodológica, foram utilizados relatos de histórias de vida de três adultos com síndrome de Down que se constituíram como sujeitos sem deficiência mental. Os três se escolarizaram no ensino comum, em diferentes contextos do Brasil e da Espanha, chegando ao ensino superior. Tais histórias podem mostrar que, mesmo na presença de condições orgânicas desfavoráveis, as pessoas se desenvolvem a partir das interações que estabelecem em seus grupos e das condições materiais de vida. A utilização de métodos narrativos em pesquisas sobre a deficiência mental possibilita o reconhecimento dos sujeitos da pesquisa como atores e autores de sua história. No caso desta pesquisa, foram realizadas repetidas entrevistas com os sujeitos-alvo, além de buscas de informações complementares, com professores e familiares, respeitando as especificidades de cada caso.Vivendo em diferentes contextos e de modos muito peculiares, é possível identificar nas três histórias o desafio aos prognósticos de deficiência mental e de baixa escolaridade, mostrando processos de compensação social que possibilitaram a superação de limites, ainda hoje vistos como intransponíveis. Buscou-se compreender os movimentos constitutivos das trajetórias desses sujeitos por meio da análise de eixos de sentido que envolveram: a ruptura com os prognósticos negativos e a construção de outras possibilidades de desenvolvimento, a escolarização na escola comum, a imagem que cada sujeito mostra de si e as vivências no mundo do trabalho. O olhar atento a essas e a outras histórias de ruptura pode nos ajudar a reafirmar que a constituição do ser humano em “humano”, ainda que em condições de desvantagem, se dá na relação com os demais. / This piece of research argues that mental deficiency is a condition that arises from social relations established with individuals who present unique characteristics in relation to the major part of population, and not as incapability. Based on a historical-cultural approach, this standpoint goes against traditional concepts of mental deficiency, especially that one informed by Vigotski. Notwithstanding any structural or functional organic alteration in the nervous system, a subject develops himself/herself through social relations – not as a mental handicap. As regards the methods, the story lives’ reports have been used of three adults with Down syndrome, who claimed to be mental deficiency-free. The three of them have been educated in regular schools, in Brazil and Spain, up to undergraduate level. These reports may portray that people develop themselves from interactions established in their groups and according to material resources available, despite their disfavorable organic conditions. Using narrative methods in research on mental deficiency enables one to acknowledge research subjects as actors and authors of their own story. In order to obtain data, target subjects have been interviewed, and mentors and relatives have also supplied additional information, always with respect to the specificities of each case. It was possible to identity challenge apropos the prognostics of mental deficiency and low education level in the three stories in the three different contexts and their very peculiar conditions. Social compensation processes seem to have enabled surpassing limits, which are taken as unsurpassable still in the present. Additionally, this research sought to comprehend constitutive elements of the subjects’ trajectory aforementioned. Directional axes’ analyses involved: breaking down negative prognostics, shaping up varied development possibilities, being educated at regular schools, the self-image each one presented, relations established in their workplace. Looking close at these and other breakthrough stories may help us reassure that one constitutes him/herself a human being relating to others, albeit disfavorable conditions. / Este trabajo presenta un estudio cuyo objetivo central es discutir la deficiencia mental como condición que se desarrolla a partir de las relaciones sociales establecidas con individuos que presentan características singulares en relación a la mayoría de la población y no como una incapacidad propia. Esta visión es contraria a las concepciones tradicionales de deficiencia mental y se apoya en el abordaje histórico/cultural, especialmente en las contribuciones de Vigotski. La idea básica es que, aún frente a cualquier alteración orgánica, aunque ésta sea a nivel estructural o funcional del sistema nervioso, será por y en las relaciones sociales que el individuo se desarrollará, o no, como deficiente mental. Como estrategia metodológica, se utilizaron relatos de historias de vida de tres adultos con síndrome de Down que se constituyeron como individuos sin deficiencia mental. Los tres estudiaron en escuelas comunes, en diferentes contextos de Brasil y de España, llegando a la enseñanza superior. Estas historias pueden mostrar que, aún en presencia de condiciones orgánicas adversas, las personas se desarrollan a partir de las interacciones que establecen en sus grupos y de las condiciones materiales de vida. El uso de métodos narrativos en estudios sobre la deficiencia mental facilita el reconocimiento de los individuos del estudio como actores y autores de su historia. En el caso de este estudio, se realizaron repetidas entrevistas con los individuos específicos, además de buscar informaciones complementarias, con profesores y familiares, respetando las especificaciones de cada caso. Viviendo en diferentes contextos y de formas muy peculiares, se puede identificar en las tres historias el desafío a los pronósticos de deficiencia mental y de baja escolaridad, mostrando procesos de compensación social que permitieron la superación de límites, aún hoy vistos como infranqueables. Se ha buscado comprender los movimientos constitutivos de las trayectorias de esos individuos por medio del análisis de ejes de sentido que involucraron: la ruptura con los pronósticos negativos y la construcción de otras posibilidades de desarrollo, el estudio en la escuela común, la imagen que cada individuo muestra de sí mismo y las vivencias en el mundo del trabajo. La mirada atenta a estas y a otras historias de ruptura nos puede ayudar a reafirmar que la constitución del ser humano en “humano”, aún en condiciones de desventaja, se da en la relación con los demás.
13

Deficiência mental como produção social : uma discussão a partir de histórias de vida de adultos com síndrome de Down

Carneiro, Maria Sylvia Cardoso January 2007 (has links)
O presente trabalho apresenta uma pesquisa cujo objetivo central é discutir a deficiência mental como condição que se desenvolve a partir das relações sociais estabelecidas com sujeitos que apresentam características singulares em relação à maioria da população e não como uma incapacidade própria. Esta visão contraria as concepções tradicionais de deficiência mental e apóia-se na abordagem histórico-cultural, especialmente nas contribuições de Vigotski. A idéia-base é que, mesmo diante de qualquer alteração orgânica, ainda que esta seja em nível estrutural ou funcional do sistema nervoso, é pelas e nas relações sociais que o sujeito se desenvolverá, ou não, como deficiente mental. Como estratégia metodológica, foram utilizados relatos de histórias de vida de três adultos com síndrome de Down que se constituíram como sujeitos sem deficiência mental. Os três se escolarizaram no ensino comum, em diferentes contextos do Brasil e da Espanha, chegando ao ensino superior. Tais histórias podem mostrar que, mesmo na presença de condições orgânicas desfavoráveis, as pessoas se desenvolvem a partir das interações que estabelecem em seus grupos e das condições materiais de vida. A utilização de métodos narrativos em pesquisas sobre a deficiência mental possibilita o reconhecimento dos sujeitos da pesquisa como atores e autores de sua história. No caso desta pesquisa, foram realizadas repetidas entrevistas com os sujeitos-alvo, além de buscas de informações complementares, com professores e familiares, respeitando as especificidades de cada caso.Vivendo em diferentes contextos e de modos muito peculiares, é possível identificar nas três histórias o desafio aos prognósticos de deficiência mental e de baixa escolaridade, mostrando processos de compensação social que possibilitaram a superação de limites, ainda hoje vistos como intransponíveis. Buscou-se compreender os movimentos constitutivos das trajetórias desses sujeitos por meio da análise de eixos de sentido que envolveram: a ruptura com os prognósticos negativos e a construção de outras possibilidades de desenvolvimento, a escolarização na escola comum, a imagem que cada sujeito mostra de si e as vivências no mundo do trabalho. O olhar atento a essas e a outras histórias de ruptura pode nos ajudar a reafirmar que a constituição do ser humano em “humano”, ainda que em condições de desvantagem, se dá na relação com os demais. / This piece of research argues that mental deficiency is a condition that arises from social relations established with individuals who present unique characteristics in relation to the major part of population, and not as incapability. Based on a historical-cultural approach, this standpoint goes against traditional concepts of mental deficiency, especially that one informed by Vigotski. Notwithstanding any structural or functional organic alteration in the nervous system, a subject develops himself/herself through social relations – not as a mental handicap. As regards the methods, the story lives’ reports have been used of three adults with Down syndrome, who claimed to be mental deficiency-free. The three of them have been educated in regular schools, in Brazil and Spain, up to undergraduate level. These reports may portray that people develop themselves from interactions established in their groups and according to material resources available, despite their disfavorable organic conditions. Using narrative methods in research on mental deficiency enables one to acknowledge research subjects as actors and authors of their own story. In order to obtain data, target subjects have been interviewed, and mentors and relatives have also supplied additional information, always with respect to the specificities of each case. It was possible to identity challenge apropos the prognostics of mental deficiency and low education level in the three stories in the three different contexts and their very peculiar conditions. Social compensation processes seem to have enabled surpassing limits, which are taken as unsurpassable still in the present. Additionally, this research sought to comprehend constitutive elements of the subjects’ trajectory aforementioned. Directional axes’ analyses involved: breaking down negative prognostics, shaping up varied development possibilities, being educated at regular schools, the self-image each one presented, relations established in their workplace. Looking close at these and other breakthrough stories may help us reassure that one constitutes him/herself a human being relating to others, albeit disfavorable conditions. / Este trabajo presenta un estudio cuyo objetivo central es discutir la deficiencia mental como condición que se desarrolla a partir de las relaciones sociales establecidas con individuos que presentan características singulares en relación a la mayoría de la población y no como una incapacidad propia. Esta visión es contraria a las concepciones tradicionales de deficiencia mental y se apoya en el abordaje histórico/cultural, especialmente en las contribuciones de Vigotski. La idea básica es que, aún frente a cualquier alteración orgánica, aunque ésta sea a nivel estructural o funcional del sistema nervioso, será por y en las relaciones sociales que el individuo se desarrollará, o no, como deficiente mental. Como estrategia metodológica, se utilizaron relatos de historias de vida de tres adultos con síndrome de Down que se constituyeron como individuos sin deficiencia mental. Los tres estudiaron en escuelas comunes, en diferentes contextos de Brasil y de España, llegando a la enseñanza superior. Estas historias pueden mostrar que, aún en presencia de condiciones orgánicas adversas, las personas se desarrollan a partir de las interacciones que establecen en sus grupos y de las condiciones materiales de vida. El uso de métodos narrativos en estudios sobre la deficiencia mental facilita el reconocimiento de los individuos del estudio como actores y autores de su historia. En el caso de este estudio, se realizaron repetidas entrevistas con los individuos específicos, además de buscar informaciones complementarias, con profesores y familiares, respetando las especificaciones de cada caso. Viviendo en diferentes contextos y de formas muy peculiares, se puede identificar en las tres historias el desafío a los pronósticos de deficiencia mental y de baja escolaridad, mostrando procesos de compensación social que permitieron la superación de límites, aún hoy vistos como infranqueables. Se ha buscado comprender los movimientos constitutivos de las trayectorias de esos individuos por medio del análisis de ejes de sentido que involucraron: la ruptura con los pronósticos negativos y la construcción de otras posibilidades de desarrollo, el estudio en la escuela común, la imagen que cada individuo muestra de sí mismo y las vivencias en el mundo del trabajo. La mirada atenta a estas y a otras historias de ruptura nos puede ayudar a reafirmar que la constitución del ser humano en “humano”, aún en condiciones de desventaja, se da en la relación con los demás.
14

Deficiência mental como produção social : uma discussão a partir de histórias de vida de adultos com síndrome de Down

Carneiro, Maria Sylvia Cardoso January 2007 (has links)
O presente trabalho apresenta uma pesquisa cujo objetivo central é discutir a deficiência mental como condição que se desenvolve a partir das relações sociais estabelecidas com sujeitos que apresentam características singulares em relação à maioria da população e não como uma incapacidade própria. Esta visão contraria as concepções tradicionais de deficiência mental e apóia-se na abordagem histórico-cultural, especialmente nas contribuições de Vigotski. A idéia-base é que, mesmo diante de qualquer alteração orgânica, ainda que esta seja em nível estrutural ou funcional do sistema nervoso, é pelas e nas relações sociais que o sujeito se desenvolverá, ou não, como deficiente mental. Como estratégia metodológica, foram utilizados relatos de histórias de vida de três adultos com síndrome de Down que se constituíram como sujeitos sem deficiência mental. Os três se escolarizaram no ensino comum, em diferentes contextos do Brasil e da Espanha, chegando ao ensino superior. Tais histórias podem mostrar que, mesmo na presença de condições orgânicas desfavoráveis, as pessoas se desenvolvem a partir das interações que estabelecem em seus grupos e das condições materiais de vida. A utilização de métodos narrativos em pesquisas sobre a deficiência mental possibilita o reconhecimento dos sujeitos da pesquisa como atores e autores de sua história. No caso desta pesquisa, foram realizadas repetidas entrevistas com os sujeitos-alvo, além de buscas de informações complementares, com professores e familiares, respeitando as especificidades de cada caso.Vivendo em diferentes contextos e de modos muito peculiares, é possível identificar nas três histórias o desafio aos prognósticos de deficiência mental e de baixa escolaridade, mostrando processos de compensação social que possibilitaram a superação de limites, ainda hoje vistos como intransponíveis. Buscou-se compreender os movimentos constitutivos das trajetórias desses sujeitos por meio da análise de eixos de sentido que envolveram: a ruptura com os prognósticos negativos e a construção de outras possibilidades de desenvolvimento, a escolarização na escola comum, a imagem que cada sujeito mostra de si e as vivências no mundo do trabalho. O olhar atento a essas e a outras histórias de ruptura pode nos ajudar a reafirmar que a constituição do ser humano em “humano”, ainda que em condições de desvantagem, se dá na relação com os demais. / This piece of research argues that mental deficiency is a condition that arises from social relations established with individuals who present unique characteristics in relation to the major part of population, and not as incapability. Based on a historical-cultural approach, this standpoint goes against traditional concepts of mental deficiency, especially that one informed by Vigotski. Notwithstanding any structural or functional organic alteration in the nervous system, a subject develops himself/herself through social relations – not as a mental handicap. As regards the methods, the story lives’ reports have been used of three adults with Down syndrome, who claimed to be mental deficiency-free. The three of them have been educated in regular schools, in Brazil and Spain, up to undergraduate level. These reports may portray that people develop themselves from interactions established in their groups and according to material resources available, despite their disfavorable organic conditions. Using narrative methods in research on mental deficiency enables one to acknowledge research subjects as actors and authors of their own story. In order to obtain data, target subjects have been interviewed, and mentors and relatives have also supplied additional information, always with respect to the specificities of each case. It was possible to identity challenge apropos the prognostics of mental deficiency and low education level in the three stories in the three different contexts and their very peculiar conditions. Social compensation processes seem to have enabled surpassing limits, which are taken as unsurpassable still in the present. Additionally, this research sought to comprehend constitutive elements of the subjects’ trajectory aforementioned. Directional axes’ analyses involved: breaking down negative prognostics, shaping up varied development possibilities, being educated at regular schools, the self-image each one presented, relations established in their workplace. Looking close at these and other breakthrough stories may help us reassure that one constitutes him/herself a human being relating to others, albeit disfavorable conditions. / Este trabajo presenta un estudio cuyo objetivo central es discutir la deficiencia mental como condición que se desarrolla a partir de las relaciones sociales establecidas con individuos que presentan características singulares en relación a la mayoría de la población y no como una incapacidad propia. Esta visión es contraria a las concepciones tradicionales de deficiencia mental y se apoya en el abordaje histórico/cultural, especialmente en las contribuciones de Vigotski. La idea básica es que, aún frente a cualquier alteración orgánica, aunque ésta sea a nivel estructural o funcional del sistema nervioso, será por y en las relaciones sociales que el individuo se desarrollará, o no, como deficiente mental. Como estrategia metodológica, se utilizaron relatos de historias de vida de tres adultos con síndrome de Down que se constituyeron como individuos sin deficiencia mental. Los tres estudiaron en escuelas comunes, en diferentes contextos de Brasil y de España, llegando a la enseñanza superior. Estas historias pueden mostrar que, aún en presencia de condiciones orgánicas adversas, las personas se desarrollan a partir de las interacciones que establecen en sus grupos y de las condiciones materiales de vida. El uso de métodos narrativos en estudios sobre la deficiencia mental facilita el reconocimiento de los individuos del estudio como actores y autores de su historia. En el caso de este estudio, se realizaron repetidas entrevistas con los individuos específicos, además de buscar informaciones complementarias, con profesores y familiares, respetando las especificaciones de cada caso. Viviendo en diferentes contextos y de formas muy peculiares, se puede identificar en las tres historias el desafío a los pronósticos de deficiencia mental y de baja escolaridad, mostrando procesos de compensación social que permitieron la superación de límites, aún hoy vistos como infranqueables. Se ha buscado comprender los movimientos constitutivos de las trayectorias de esos individuos por medio del análisis de ejes de sentido que involucraron: la ruptura con los pronósticos negativos y la construcción de otras posibilidades de desarrollo, el estudio en la escuela común, la imagen que cada individuo muestra de sí mismo y las vivencias en el mundo del trabajo. La mirada atenta a estas y a otras historias de ruptura nos puede ayudar a reafirmar que la constitución del ser humano en “humano”, aún en condiciones de desventaja, se da en la relación con los demás.
15

Racialized Runners: Life Stories of Middle-Class Black Women

Smith-Tran, Alicia 04 June 2018 (has links)
No description available.
16

The transformation of the higher education institutions in the post-apartheid era : the South African Research Chairs initiative as an indicator

Nkhumeleni, Cebisa 10 1900 (has links)
The study investigated whether the South African Research Chairs and the research programmes of the Department of Science and Technology and the National Research Foundation Programme (DST/NRF programmes), have made an effective contribution towards the acceleration of transformation in Higher Education Institutions (HEIs) in South Africa. The study argues that the implementation of the Higher Education (HE) policies by HEIs and the South African Research Chairs are seriously undermined by legacies of colonialism and apartheid. It is further contended that unless more funds are made available to black students to study full-time, the pillars of democracy of social justice, redress and equality remain meaningless ideological slogans. Guided by the insights provided by literature review on CDA, the study focuses more on the top-down relations of dominance (policy) that fuels continuing racial discrimination in higher education institutions, which the 2008 Final Report of the Ministerial Higher Education Committee isolated for criticism. The study posits that the thematic structural unifier, which links all the pieces of the multiplicity of the competing ideas and voices and threads through the whole study, is the endless probing and unravelling of the cultural and historical factors that continue to undermine the higher education transformation agenda. The findings of this study suggest that the policy implementation of the HE transformation agenda continues to be constrained by mismatch between policy objectives and implementation results. The findings also indicate that although the research-driven performance of South African Research Chairs has progressively improved each year and student support and research outputs increased between the 2008/09 and 2009/10 financial years, the direct impact of the SARChI programme can only be determined when performance is measured against the South African Research Chair Holders‟ baseline performance. The data also suggest that despite access to educational services at HEIs improving, the existence of various forms of discriminatory 15 practices, are still employed, a major challenge attributed to the “great man” leadership styles adopted by many university‟s vice chancellors and councils. This evaluation study utilises a small-scale purposive sample composed of three experts, with unstructured in-depth face-to-face interviews conducted with the experts. / Educational Studies / M. Ed. (Philosophy of Education)
17

Designwissen / Design Knowledge

Wölfel, Christian 12 January 2016 (has links) (PDF)
Es besteht weitgehender Konsens darüber, dass Designer mit anderen Beteiligten gemeinsam bereits in frühe Phasen von Innovations- und Entwicklungsprozessen eingebunden werden müssen. Unterschiedliche Ausbildungsformen, Begriffe, Methoden und Fachkulturen von Designern und den traditionell in Technologieentwicklung involvierten Ingenieuren und Naturwissenschaftlern erschweren oder verhindern in der Praxis oftmals eine effektive Zusammenarbeit. Dieses Buch widmet sich in diesem Kontext dem bislang nur unzureichend gelösten Problem der Akquise des für den Designentwurf relevanten Wissens aus dem individuell verfügbaren Repertoire: Während diese bei Experten weitgehend intuitiv abläuft ist, stellt sie insbesondere für ingenieurwissenschaftlich vorgebildete Designnovizen ohne spezifische methodische Unterstützung ein Problem dar. Um geeignete Methoden auswählen und entwickeln zu können, wird in einem umfangreichen theoretischen Teil untersucht, wie dieses individuelle Designwissen charakterisiert ist. Auf Grundlage einer umfassenden Definition von Designwissen werden potenziell geeignete Methoden zur Unterstützung dessen Akquise dargestellt und bewertet. Reflexive Methoden auf der Basis generischer Fragelisten sowie narrative Methoden auf Basis von Nutzer-Archetypen (Personas) und normativen Szenarien bilden dabei den Schwerpunkt. Der empirische Teil umfasst vier Untersuchungen. Der tatsächliche Effekt von spezifischen reflexiven und narrativen Methoden bei der individuellen Wissensakquise wird in drei Studien mit experimentellem Charakter nachgewiesen und diskutiert. Eine vergleichende explorative Feldstudie zum Einsatz von Methoden in der beruflichen Praxis von Designern und Konstrukteuren ergänzt die Erkenntnisse und hilft, diese in einen breiteren Kontext einzuordnen.
18

Designwissen: Spezifik und Unterstützung der Akquise durch reflexive und narrative Methoden

Wölfel, Christian 24 November 2011 (has links)
Es besteht weitgehender Konsens darüber, dass Designer mit anderen Beteiligten gemeinsam bereits in frühe Phasen von Innovations- und Entwicklungsprozessen eingebunden werden müssen. Unterschiedliche Ausbildungsformen, Begriffe, Methoden und Fachkulturen von Designern und den traditionell in Technologieentwicklung involvierten Ingenieuren und Naturwissenschaftlern erschweren oder verhindern in der Praxis oftmals eine effektive Zusammenarbeit. Dieses Buch widmet sich in diesem Kontext dem bislang nur unzureichend gelösten Problem der Akquise des für den Designentwurf relevanten Wissens aus dem individuell verfügbaren Repertoire: Während diese bei Experten weitgehend intuitiv abläuft ist, stellt sie insbesondere für ingenieurwissenschaftlich vorgebildete Designnovizen ohne spezifische methodische Unterstützung ein Problem dar. Um geeignete Methoden auswählen und entwickeln zu können, wird in einem umfangreichen theoretischen Teil untersucht, wie dieses individuelle Designwissen charakterisiert ist. Auf Grundlage einer umfassenden Definition von Designwissen werden potenziell geeignete Methoden zur Unterstützung dessen Akquise dargestellt und bewertet. Reflexive Methoden auf der Basis generischer Fragelisten sowie narrative Methoden auf Basis von Nutzer-Archetypen (Personas) und normativen Szenarien bilden dabei den Schwerpunkt. Der empirische Teil umfasst vier Untersuchungen. Der tatsächliche Effekt von spezifischen reflexiven und narrativen Methoden bei der individuellen Wissensakquise wird in drei Studien mit experimentellem Charakter nachgewiesen und diskutiert. Eine vergleichende explorative Feldstudie zum Einsatz von Methoden in der beruflichen Praxis von Designern und Konstrukteuren ergänzt die Erkenntnisse und hilft, diese in einen breiteren Kontext einzuordnen.:0 VORWORT v 0.1 Danksagung v 0.2 Anmerkungen zu Form und Sprache vii 0.3 Einordnung der Arbeit in den Designforschungskontext viii 1 EINFÜHRUNG 1 1.1 Wissenschaftliche Problemlage 1 1.2 Methodisches Vorgehen 7 2 THEORETISCHE GRUNDLAGEN 9 2.1 Entwerfen 9 2.1.1 Neues Schaffen 9 2.1.2 Entwurfsdisziplinen 10 2.1.3 Innovation 21 2.1.4 Kreativität 27 2.2 Entwurfsaufgaben als Probleme 33 2.2.1 Entwurfsaufgaben als schwach strukturierte Probleme 34 2.2.2 Entwurfsaufgaben als bösartige Probleme 37 2.2.3 Entwurfsaufgaben als komplexe Probleme 39 2.2.4 Entwurfsaufgaben als wissensreiche Probleme 41 2.2.5 Entwurfsprobleme als Kategorie 43 2.2.6 Zusammenfassung 45 2.3 Entwurfsprozesse 47 2.3.1 Entwerfen als menschliches Problemlösen 47 2.3.2 Entwerfen als reflexive Konversation 53 2.3.3 Entwerfen als psychisch regulierte Tätigkeit 56 2.3.4 Vorgehensmodelle in den Disziplinen 68 2.3.5 Zusammenfassung 72 2.4 Entwurfswissen 74 2.4.1 Eingrenzung des Begriffs 74 2.4.2 Nicht-Wissen und Unsicherheit 80 2.4.3 Vor- und Erfahrungswissen 83 2.4.4 Fakten- und Episodisches Wissen, Sach- und Handlungswissen 86 2.4.5 Soziokulturelles und Alltagswissen 89 2.4.6 Implizites und explizites Wissen 92 2.4.7 Objektives, subjektives, rationales und emotionales Wissen 100 2.4.8 Zusammenfassende Definition 103 2.5 Methoden zur Wissensakquise 108 2.5.1 Markt- und Zielgruppenanalysen 109 2.5.2 Anforderungslisten 113 2.5.3 Brainstorming und Derivate 117 2.5.4 Assoziation und Analogiebildung 119 2.5.5 Entwurfszeichnen und Entwurfshandeln 122 2.5.6 Fragenbasierte Selbstreflexion 124 2.5.7 Narration 126 2.5.8 Persona 129 2.5.9 Szenario 135 2.5.10 Methodenakzeptanz in der Praxis 143 2.6 Zusammenfassung und Auswahl geeigneter Methoden 147 3 EMPIRISCHE UNTERSUCHUNGEN 151 3.1 Methodeneinsatz in frühen Entwurfsphasen in der Praxis von Designern und Konstrukteuren 154 3.1.1 Problem und Fragestellungen 154 3.1.2 Aufbau und Durchführung der Untersuchung 157 3.1.3 Ergebnisse der Untersuchung 160 3.1.4 Interpretation und Diskussion 176 3.2 Unterstützung der Anforderungsermittlung durch fragenbasierte Selbstreflexion 180 3.2.1 Problem und Fragestellungen 180 3.2.2 Aufbau und Durchführung der Untersuchung 183 3.2.3 Ergebnisse der Untersuchung 184 3.2.4 Diskussion und Interpretation 186 3.3 Unterstützung der Akquise von Designwissen durch narrative Methoden 189 3.3.1 Problem und Fragestellungen 189 3.3.2 Aufbau und Durchführung der Untersuchung 192 3.3.3 Ergebnisse der Untersuchung 197 3.3.4 Interpretation und Diskussion der Ergebnisse 205 3.4 Unterstützung der Akquise von Designwissen durch fragenbasierte Selbstreflexion 211 3.4.1 Problem und Fragestellungen 211 3.4.2 Aufbau und Durchführung der Untersuchung 212 3.4.3 Ergebnisse der Untersuchung 216 3.4.4 Interpretation und Diskussion der Ergebnisse 227 4 ZUSAMMENFASSUNG 233 5 AUSBLICK 243 6 VERZEICHNISSE 247 6.1 Literaturverzeichnis 247 6.2 Abbildungsverzeichnis 282 6.3 Tabellenverzeichnis 285 6.4 Abkürzungs- und Symbolverzeichnis 287 7 ANHANG 289
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The transformation of the higher education institutions in the post-apartheid era : the South African Research Chairs initiative as an indicator

Nkhumeleni, Cebisa 10 1900 (has links)
The study investigated whether the South African Research Chairs and the research programmes of the Department of Science and Technology and the National Research Foundation Programme (DST/NRF programmes), have made an effective contribution towards the acceleration of transformation in Higher Education Institutions (HEIs) in South Africa. The study argues that the implementation of the Higher Education (HE) policies by HEIs and the South African Research Chairs are seriously undermined by legacies of colonialism and apartheid. It is further contended that unless more funds are made available to black students to study full-time, the pillars of democracy of social justice, redress and equality remain meaningless ideological slogans. Guided by the insights provided by literature review on CDA, the study focuses more on the top-down relations of dominance (policy) that fuels continuing racial discrimination in higher education institutions, which the 2008 Final Report of the Ministerial Higher Education Committee isolated for criticism. The study posits that the thematic structural unifier, which links all the pieces of the multiplicity of the competing ideas and voices and threads through the whole study, is the endless probing and unravelling of the cultural and historical factors that continue to undermine the higher education transformation agenda. The findings of this study suggest that the policy implementation of the HE transformation agenda continues to be constrained by mismatch between policy objectives and implementation results. The findings also indicate that although the research-driven performance of South African Research Chairs has progressively improved each year and student support and research outputs increased between the 2008/09 and 2009/10 financial years, the direct impact of the SARChI programme can only be determined when performance is measured against the South African Research Chair Holders‟ baseline performance. The data also suggest that despite access to educational services at HEIs improving, the existence of various forms of discriminatory 15 practices, are still employed, a major challenge attributed to the “great man” leadership styles adopted by many university‟s vice chancellors and councils. This evaluation study utilises a small-scale purposive sample composed of three experts, with unstructured in-depth face-to-face interviews conducted with the experts. / Educational Studies / M. Ed. (Philosophy of Education)

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