This project is a multifaceted analysis of the Post Graduate Work Permit Program (PGWPP), a temporary work permit that allows international students to live and work in Canada following graduation. This dissertation explores a) the program’s development throughout the years, b) the lived experiences and the perceptions of the students who used the program for transitioning to permanent residency and, c) an art-based autoethnographic introspection about this transition. The research question focuses on how the PGWPP, which provides the government with economic projections regarding student migration, influences the social and economic integration of international students/graduates. This dissertation consists of three self-containing articles all of which employ mobilities paradigm to examine the following secondary questions and purposes: a)Article 1 is an archaeological review of the development of the program that assesses how well the program meets its objective to settle international graduates as successful future permanent residents, b)Article 2 investigates international graduates’ experiences and perspectives about their transition to permanent residency via the PGWPP, c) Article 3 investigates the impacts of migratory-related difficulties among international students on their trajectory as immigrants. Each article approaches the PGWPP from a different methodological angle to provide a comprehensive analysis of the program that ultimately considers the wellness of international students in their pathways to Canadian residency.

Made available in DSpace on 2014-12-17T13:53:33Z (GMT). No. of bitstreams: 1 FrancimarioVO_DISSERT.pdf: 838261 bytes, checksum: c452aec4891d64e04f97674c70ab8120 (MD5) Previous issue date: 2011-10-17 / The Triennial Evaluation of Coordination for the Improvement of Higher Education Personnel (CAPES) is made according to several indicators, divided into several issues and items, and their weights. In these it is evident the importance of scientific periodicals. This study aims to evaluate the relative efficiency of post-graduate students in Business Administration, Accounting and tourism evaluated by CAPES in Brazil. The methodology used the data envelopment analysis - DEA (Data Envelopment Analysis). The data were obtained from the site and organized by the CAPES Qualis score. The analysis was performed by the DEA variable returns to scale, product-oriented (BCC-O), with data from the three-year periods 2004-2006 and 2007-2009. Among the main results are the average increase significantly the relative efficiency of the programs in the period 2007-2009 compared to 2004-2006 period, the highest average efficiency of programs linked to public institutions in relation to private, doctoral programs with the present average efficiency sharply higher than those only with masters, and senior programs in general were more efficient. There is also moderate and significant correlation between the efficiency scores and concepts CAPES. The Malmquist index analysis showed that more than 85% of programs had increased productivity. It is noteworthy that the main effect that influences the increase of the Malmquist index is the displacement of the border (Frontier-shift) / A Avalia??o Trienal da Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) ? feita de acordo com diversos indicadores, subdivididos em v?rios quesitos e itens, e respectivos pesos. Nestes ? evidente a import?ncia da produ??o cient?fica em peri?dicos. Este estudo objetiva avaliar a efici?ncia relativa dos programas de p?s-gradua??o acad?micos em Administra??o, Contabilidade e Turismo avaliados pela CAPES no Brasil. A metodologia utilizou a An?lise Envolt?ria de dados DEA (Data Envelopment Analysis). Os dados foram obtidos do site da CAPES e organizados pela pontua??o Qualis. A an?lise foi realizada pelo m?todo DEA de retornos vari?veis ? escala, orientado a produto (BCC-O), com dados dos tri?nios 2004-2006 e 2007-2009. Entre os principais resultados est?o o aumento m?dio significativo da efici?ncia relativa dos programas no tri?nio 2007-2009 em rela??o ao tri?nio 2004-2006; a maior efici?ncia m?dia dos programas vinculados a institui??es p?blicas em rela??o ?s privadas; os programas com doutorado apresentam efici?ncia m?dia acentuadamente maior que aqueles, apenas, com mestrado; e programas mais antigos no geral se mostraram mais eficientes. Constata-se ainda, correla??o moderada e significativa entre os escores de efici?ncia e os conceitos CAPES. A an?lise do ?ndice de Malmquist demonstrou que mais de 85% dos programas apresentaram aumento de produtividade. Destaca-se que o principal efeito que influencia o aumento do ?ndice de Malmquist ? o deslocamento da fronteira (Frontier-shift)

Orientador: Silvio Ancisar Sanchez Gamboa / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-10T22:22:21Z (GMT). No. of bitstreams: 1 Ferrari_Pedro_M.pdf: 772042 bytes, checksum: d8dcfc7adf55a4f16f31b8f6aaf89ec5 (MD5) Previous issue date: 2008 / Resumo: O volume de pesquisa na área de educação cresceu com a criação e consolidação dos cursos de pós-graduação nos anos 70. Com o crescimento quantitativo surge, conseqüentemente, a preocupação com a qualidade. Dentro dessa preocupação Sánchez Gamboa, (1987) com a tese: ¿Epistemologia da Pesquisa em Educação¿ desenvolve um estudo epistemológico sobre a pesquisa em educação. Os resultados desse estudo constituem um ponto de partida para esta nova pesquisa que tem por objetivo analisar a problemática epistemológica das teses defendidas no curso de doutorado em educação da Faculdade de Educação na Universidade Estadual de Campinas (UNICAMP), desenvolvidas dentro do Grupo de Estudos e Pesquisas ¿Paidéia¿ durante o período de 1985 a 2002, procurando identificar tendências predominantes e contribuições na compreensão da problemática da educação brasileira. Esta pesquisa justifica-se na necessidade de propiciar a identificação de dificuldades de ordem teórico-metodológica e limitações advindas da variedade de critérios de cientificidade e da multiplicidade de enfoques, de modismo, ecletismo e reducionismo tecnicista que venham comprometer o rigor científico e a qualidade da pesquisa. Justifica-se, ainda na necessidade de obter permanentes estados da arte a fim de identificar rumos e reformulações necessárias nas condições da produção do conhecimento nos programas de pós-graduação em Educação / Abstract: The research volume in the education area grew with the creation and consolidation of the masters degree courses in the seventies. With the quantitative growth it appears, consequently, the concern with the quality. Inside of that concern Sánchez Gamboa, (1987) with the thesis: ¿Epistemology of the Research in Education¿ developed a epistemological study on the research in education. The results of that study had constituted a starting point for this new research that has for objective to analyze the epistemological problem of the protected theses in the doctorate course in education of University of Education in the State University of Campinas (UNICAMP), developed inside of the Group of Studies and Researches ¿Paidéia¿ during the period of 1985 at 2002 years, trying to identify predominant tendencies and contributions in the understanding of the problem of the Brazilian education. This research is justified by the need of propitiating the identification of order difficulties theoretical-methodological and limitations coming with the variety of scientific criteria and of the multiplicity of focuses, of idiom, eclecticism and technician reductionism that come to commit the scientific rigidity and the quality of the research. It is justified, still for the need to obtain permanent states of the art in order to identify directions and necessary reformulations in the conditions of the production of the knowledge in the masters degree programs in Education / Mestrado / Historia, Filosofia e Educação / Mestre em Educação

The 2019-2020 Academic Affairs Committee was charged with identifying promising practices in academic-practice partnerships and professional pharmacy organization initiatives that are accelerating the transformation of a workforce prepared to assume responsibility for society’s medication use needs in 2030 and determining the role AACP can plan in supporting these partnerships and initiatives. The committee identified a set of ideal principles, characteristics, and design elements of a high-quality, large-scale workforce development program. The committee also categorized current mechanisms for professional workforce development, in addition to identifying their strengths and weaknesses, with the realization that novel approaches are needed to accomplish the goal of large-scale workforce trans-formation. This report also highlights two existing initiatives aligned with accelerating the transformation of the workforce (ie, the Community Pharmacy Enhanced Services Network (CPESN) ACT (Academia-CPESN Transformation) Pharmacy Collaborative and the American Pharmacists Association ADVANCE platform) and is proposing a policy statement affirming AACP’s support. Further-more, the committee is proposing another policy statement supporting colleges and schools of pharmacy taking an active role in implementing innovative and novel approaches for the development of the current workforce. In order to truly understand the many factors influencing large-scale workforce transformation, the committee is also proposing a stakeholder conference with a wide range of participants and a targeted set of questions focused on current and future needs.

By 2034 there is predicted to be a shortage of between 17,800 and 48,000 physicians in primary care, (Association of American Medical Colleges, 2021). Nurse practitioners have proven to be a versatile tool in helping to bridge this gap in health care. As the need for family nurse practitioners grows so also the need for quality educational experiences for these providers must continue to expand. Currently, employment turnover rates for family nurse practitioners are twice those of physicians, (Barnes, 2015). Formal transitions into advanced practice, such as residency programming have been found to ease new family nurse practitioners into practice. However, few residency programs exist to help aid in this transition, (Flinter, 2005, 2012). This project aims to develop a program that provides educational opportunities for post-graduate family nurse practitioners as they transition to advanced practice nursing. The project will develop a nurse practitioner residency program specific to the needs of this region guided by the Social Determinants of Health. The program will provide new graduate family nurse practitioners with an opportunity to take part in a year-long post-graduate residency program. Providing an intense on-the-job training experience from veteran practitioners. This program will then be written into a grant to help fund the project in our region.

Yes / Whilst there is increasing demand on radiology services in the UK, pressures are restricting the expansion of the multi-professional workforce. A pilot academy for radiography reporting was established to augment the traditional university and clinical education in a simulated environment using focussed teaching and real image worklists in a dedicated environment away from departments. Methods: Located at a facility to replicate the clinical reporting environment, the emphasis of the nine-month pilot was to provide extensive ‘hands-on’ training to eight trainees. Evaluation of the academy was undertaken through focus groups, telephone interviews, and online surveys to consider the experiences of the trainees and their managers and mentors. Results: There was overwhelming support for the academy from trainees, mentors, and managers. Key benefits included relieving pressures on department and mentors; providing an intense, structured, and safe environment to learn; and, perhaps most importantly, an extensive and cohesive peer-support network. Issues identified included conflict within departments due to differences in reporting style and the need for greater collaboration between the university, academy, and departments. Conclusion: The use of simulation in education is widely researched, however, there are a number of key factors that need to be considered when implementing it into practise. Peer-support and reflection is seen as essential for its success. Extensive dedicated time to focus on reporting alongside peers can support the development of these skills away from the clinical environment and as such can reduce pressure on service delivery and positively influence learner outcomes. / The pilot academy received funding from the NHS Vanguard scheme (Working Together NHS Vanguard) for purchase of equipment and the salaries of the clinical educator (pro-rata). The university fees and backfill payments were funded by Health Education England.

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.

[pt] Este estudo teve por objetivo refletir sobre estratégias para o design de materiais didáticos digitais direcionados à pós-graduação. Inúmeras investigações vêm sendo desenvolvidas sobre planejamento, desenvolvimento, qualidade e avaliação de materiais digitais com fins educacionais. Desses relatos, podemos evidenciar a importância da experimentação para aprimorar conhecimentos, identificar recursos em potencial e desenvolver habilidades para a proposição desses materiais. Sob essa perspectiva, a presente tese abordou o planejamento, a produção e a análise de materiais didáticos digitais para duas disciplinas oferecidas pelo Programa de Pós-graduação em Design da PUC-Rio. A pesquisa foi orientada a práticas que promovessem flexibilidade de produção e de uso dos materiais educacionais, permitindo ao professor maior autonomia sobre a sua atividade didática. As duas experiências analisadas apontam para o fato de que não se pode definir um modelo único para atender iniciativas de ensino voltadas para a pós-graduação. Cada demanda requer um planejamento específico, considerando a arquitetura pedagógica e as estratégias de ensino-aprendizagem. A investigação caracterizou-se como uma pesquisa do tipo exploratória com abordagem qualitativa, justificada pelo objeto de estudo que se encontra em um movimento de construção e experimentação a partir da realização de diversas experiências de criação e uso. A pesquisa buscou proporcionar uma ampliação dos referenciais existentes sobre a elaboração e análise de materiais educacionais, assim como contribuir como incentivo à reflexão sobre novos espaços virtuais para a produção de conhecimento na Pós-graduação em Design. / [en] This research had as objective to reflect on strategies for the design of digital learning materials aimed at post-graduate courses. Several investigations have been undertaken on planning, development, quality and evaluation of digital material for educational purposes. From these reports, we highlight the importance of experimentation to enhance knowledge, identify potential resources and skills for the proposition of these materials. From this perspective, this thesis addressed the design, production and analysis of digital learning materials for two courses offered by the Post-graduate Program in Design at PUC-Rio. The research was oriented towards practices that promote flexibility in production and use of educational materials, allowing greater autonomy to the teachers over their teaching activity. The two examined experiments point to the fact that it is not possible to define a single model for addressing educational initiatives aimed at graduate school. Each demand requires a specific plan, considering the pedagogical architecture and strategies for teaching and learning. The investigation was characterized as a exploratory research with qualitative approach, justified by the object of study that is in a movement of construction and experimentation from carrying out various experiments to create and use. The research sought to provide an expansion of existing references on the preparation and analysis of educational materials, as well as contributing as an incentive to reflect on new virtual spaces for the production of knowledge at the Post-graduate in Design.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-09-16T18:27:48Z No. of bitstreams: 1 Cristiane Regina Fairbanks Russo.pdf: 11079241 bytes, checksum: 66596b2cefd566fd0474c3f00a81d43f (MD5) / Made available in DSpace on 2016-09-16T18:27:48Z (GMT). No. of bitstreams: 1 Cristiane Regina Fairbanks Russo.pdf: 11079241 bytes, checksum: 66596b2cefd566fd0474c3f00a81d43f (MD5) Previous issue date: 2016-04-05 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The object of this reseach is the periodic evaluation of post-graduate programs carried out by the organization responsible for the coordenation of higher education professionals known as Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Considering that the model developed by CAPES to evaluate post-graduate studies in Brazil has undergone constant alterations, furthering changes to the design and direction of evaluation policies for this level of instruction in the country, the objectives of this research are to identify, analyze and discuss the meaning attributed to these evaluations by students in their dissertations and theses. The study further aims to determine how the theme of postgraduate program evaluation has been dealt with by the academy itself. As an exercise in selfreflection, the study seeks to identify the approaches adopted, which themes have been dealt with, and what questions are reccurrent in the student productions. In order to reach these objectives, two doctoral theses and three master’s dissertations were selected. The texts, elaborated from within post-graduate programs in education in the Southeastern region of the country and located in the repositories of institutions of higher education or in the CAPES database of theses, were written between 2009 and 2014. Evaluation forms, related documents for the evaluation of post-graduate programs elaborated by CAPES, and the legislation which deals with the national system of post-graduate studies were used to subsidize the research. The research was guided by questions such as why evaluate, what purpose does evaluation serve, what are the impacts of evaluation on post-graduate studies generally, and what are the specific impacts on students enrolled in post-graduate programs. It investigates whether evaluation is related to scientific production by students, and if it is, in what way. Analysis of student production pointed out two apparently opposite tendencies which coexist in the studies selected for analysis. The first affirms the existence of a contradictory position regarding the evaluation model currently proposed by CAPES, with an explicit and varied gamut of criticisms. The second tendency considers evaluation as useful and necessary for the improvement of post-graduate studies despite disapproving of the model being used to carry it out. Evaluation is considered to be natural and correct, and therefore unquestionable. This finding from the data analysis made it possible to elaborate, develop and test the hypothesis that evaluation of post-graduate programs has been converted into technology. The theoretical foundation used critical theory, primarily the work of Herbert Marcuse on the concept of technological rationality / Esta pesquisa tem por objeto a avaliação da pós-graduação realizada periodicamente pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes). Considerando que o modelo elaborado pela Capes para avaliar a pós-graduação brasileira tem passado por constantes alterações, aprofundando mudanças na concepção e no direcionamento das políticas de avaliação para esse nível de ensino no país. O objetivo desta pesquisa é identificar, analisar e discutir o significado atribuído pelos discentes à avaliação, expressos em suas teses e dissertações, e averiguar de que forma tem sido tratado o tema da avaliação da pós-graduação na própria academia. Em um exercício autorreflexivo, procura-se identificar quais são as abordagens adotadas, quais temas são tratados, quais questões são recorrentes na produção discente, a fim de situar como tem ocorrido a discussão. Para atingir aos objetivos, foi selecionada uma amostra que se constitui de duas teses de doutorado e três dissertações de mestrado, elaboradas entre 2009 e 2014 no âmbito dos Programas de Pós-Graduação em Educação em funcionamento no Sudeste do país, localizadas nos repositórios e bancos de teses das Instituições de Ensino Superior ou no banco de teses da Capes. Subsidiariamente são utilizadas as fichas de avaliação, os documentos de área elaborados pela Capes para a avaliação da pós-graduação, e a legislação que trata do Sistema Nacional de Pós-Graduação. Questionamentos como: por que avaliar, para que avaliar, quais os impactos da avaliação para a pós-graduação em geral, e quais os impactos específicos para os discentes dos Programas de Pós-Graduação, é que impulsionam a realização desta pesquisa; indaga-se também se a avaliação se relaciona com a produção científica discente, e em caso positivo de que maneira se relaciona. A análise da produção discente permitiu assinalar a existência de duas tendências aparentemente opostas que, contudo, coexistem nas pesquisas selecionadas: a primeira delas afirma um posicionamento contrário quanto ao modelo de avaliação proposto atualmente pela Capes, sendo explícita uma variada gama de críticas. A segunda tendência considera a avaliação como útil e necessária para o aperfeiçoamento da pós-graduação apesar da desaprovação quanto ao modelo em que ela é realizada; a avaliação é considerada como dado natural, certo, portanto, inquestionável. Essa constatação, provinda da análise dos dados, permitiu elaborar a hipótese de que a avaliação da pós-graduação tem se convertido em tecnologia. O referencial teórico que orienta a pesquisa é a Teoria Crítica da Sociedade, sobretudo as elaborações de Herbert Marcuse sobre o conceito de ideologia da racionalidade tecnológica

Os Institutos Federais de Educação, Ciência e Tecnologia - IFs -, criados pela Lei nº 11.892/2008 a partir da agregação/transformação de antigas instituições de educação profissional, são instituições de educação superior, básica e profissional. Especializados na oferta de educação em diferentes modalidades de ensino, os IFs ofertam cursos de ensino médio integrado à educação profissional, cursos de ensino médio, cursos técnicos, graduações tecnológicas, licenciaturas e bacharelados, cursos de pós-graduação, lato e stricto sensu, promovendo, desta forma, a integração e verticalização da educação básica à educação profissional e educação superior. Na perspectiva da atribuição de ofertar cursos de pósgraduação stricto sensu, o presente estudo, composto por três artigos científicos, propôs compreender e analisar a atuação dos IFs no Sistema Nacional de Pós-Graduação - SNPG. O primeiro artigo tem como foco analisar a atuação dos IFs na oferta de cursos de pósgraduação stricto sensu, fazendo um comparativo entre 2008 e 2014, que representa o período antes e após a criação dos IFs. O segundo artigo analisa a participação e o desempenho dos IFs no contexto da submissão de proposta de curso novo, recomendação e reavaliação de curso de Pós-Graduação stricto sensu pela CAPES, verificando índices de recomendação das propostas, identificando fragilidades e analisando o desempenho dos cursos nas reavaliações realizadas pela CAPES (avaliações trienais). O terceiro artigo apresenta uma análise da atuação dos IFs como lócus de formação de professores no contexto da oferta de cursos de pós-graduação stricto sensu, considerando que em 2014, Ensino era a área de avaliação que concentrava maior parte dos cursos de Pós-Graduação ofertados por IFs. Constatou-se que a atuação dos IFs no SNPG foi fortalecida pela Lei nº 11.892/2008, refletindo no crescimento da oferta de cursos de pós-graduação, no aumento da submissão de propostas de cursos novos e na constituição dos Institutos Federais como lócus de formação continuada de professores para educação básica, evidenciando, desta forma, o reconhecimento dos IFs como instituições com competência para ofertar cursos de pós-graduação stricto sensu e contribuir para a formação de recursos humanos. / The Federal Institutes of Education, Science and Technology - IFs -, created by Law 11.892/2008 from the aggregation / transformation of old professional education institutions, are institutions of higher, basic and professional education. Specialized in the provision of education in different types of teaching, the IFs proffer high school courses integrated into professional education, high school courses, technical courses, technological graduations, graduations and bachelor degrees, post-graduate courses, lato and stricto sensu, promoting thus the integration and verticalization of basic education to professional and higher education. In view of the assignment to offering stricto sensu post-graduate courses, this study, consisting of three scientific papers, proposed to understand and analyze the performance of IFs in the National System of Post-Graduate - SNPG. The first article focuses on analyzing the IFs’ performance in offering stricto sensu post-graduate courses, making a comparison between 2008 and 2014, that representing the period before and after the IFs’ creation. The second article examines the IFs' participation and performance in the context of the new course proposal submission, recommendation and review of stricto sensu postgraduate course by CAPES, checking the proposed recommendation indexes, identifying weaknesses and analyzing the performance of courses in the revaluations by CAPES (triennial reviews in 2007, 2010 and 2013). The third article presents an analysis of IFs’ performance as teacher training locus in connection with the provision of stricto sensu post-graduate courses, whereas in 2014, Teaching was the area of evaluation that focused most post-graduate courses offered by IFs. It was found that the performance of IFs in SNPG was strengthened by Law 11.892/2008, reflecting in the offers’ growth of post-graduate courses, increased submission of new courses proposals and the Federal Institutes’ constitution as a training locus of continuing education of basic education’s teachers, which highlights the IFs’ recognition as institutions empowered to offer stricto sensu post-graduate courses and contribute to the training of human resources.