Transformation of the higher education system has come under the spotlight recently. At the core of this debate are issues pertaining to access and throughput rates at universities. Although access has improved significantly, throughput rates remain relatively low especially amongst black students (Council on Higher Education, 2017). The current study aims to explore the learning experiences and academic performance of postgraduate black students at the university of South Africa. Through a qualitative approach that included interviews, a phenomenological research design and critical race theory to gain an insiders perspective. This approach is chosen for its ability to generate rich descriptive and interpretive accounts of events based on the participant’s narratives. The findings revealed that the variation in learning experiences and academic performance was accounted for by background factors rather than student’s own intellectual or academic competencies. / Psychology / M.A. (Psychology with specialisation in Research Consultation)

Made available in DSpace on 2016-04-27T14:32:34Z (GMT). No. of bitstreams: 1 Valdenice_Minatel_Melo_de_Cerqueira.pdf: 1371758 bytes, checksum: 26d34f789203cbc9d4fbbe73aaa1101f (MD5) Previous issue date: 2005-06-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work deals with the pedagogical mediation in digital environments for distance learning. More specifically, it tries to understand which characteristics of pedagogical mediation, at web studying chattings, open up conditions to collective contribution. The focus of the research s analysis is an academic subject known as "Teachers formation at digital environments", carried out in 2003, at PUCSP, as part of a major for a stricto sensu Master s degree, and made available to student teachers through TelEduc software. The qualitative research was conducted as a study of case. For the interpretation of chats, the theories of Edgard Morin, José Armando Valente, Mikhail Bakhtin, Paulo Freire and Lev Semenovitch Vygotsky were used as analytical support. The theoretical concepts were articulated so as to establish the analysis foundation as well as to understand the net involving the data and joining the mentioned interpretation. As result of this joint between practice and theory, there have been identified "embroideries" whose texture shows the characteristics of the pedagogical mediation applied in the scope of contribution practices between participants of the referred subject: intermediation, co-mediation, encourage to contribution as well as to reaching autonomy, organization and joint of information, coherence between practice and theory, dialogueness, affection, collaborative work and spiral of learning. The analysis made possible to glimpse the broadness and the limits of educational use of chat, besides the role of mediation in the context of the use of such tool, and the adequacy of this same device to the application of distance learning in postgraduate studies intended for research developments. / O presente trabalho trata da mediação pedagógica em ambientes digitais de ensino e aprendizagem a distância. Mais especificamente, procura entender quais as características da mediação pedagógica, em situações de chat educacional, que criam condições para a colaboração, tendo como foco de análise a disciplina Formação de professores em ambientes digitais , realizada na PUCSP em 2003, como parte do curso de mestrado stricto sensu, por meio da plataforma TelEduc. Nesse contexto, a pesquisa qualitativa ocorreu na modalidade estudo de caso. Para a interpretação dos chats, foram utilizadas as teorias de Edgard Morin, José Armando Valente, Mikhail Bakhtin, Paulo Freire e Lev Semenovitch Vygotsky. Os conceitos teóricos foram articulados para dar prosseguimento à fundamentação das observações, bem como para entender as tramas que envolvem os dados e que se corporificam na respectiva interpretação. Como resultado dessa articulação entre teoria e prática, foram identificados bordados cujas tessituras evidenciam as características da mediação pedagógica realizada no âmbito das práticas de colaboração entre os participantes da já referida disciplina: intermediação, co-mediação, encorajamento à colaboração e à busca da autonomia, organização e articulação de informações, coerência entre teoria e prática, dialogicidade, acolhimento, trabalho colaborativo e espiral de aprendizagem. A análise possibilitou vislumbrar a abrangência e os limites do uso educacional do chat, o papel da mediação no contexto de uso dessa ferramenta, bem como a adequação desta às iniciativas de EaD na pós-graduação orientada para o desenvolvimento de pesquisas.

This study explores the management of equity in medical schools in South Africa using both quantitative and qualitative research methods. Notions and models of equity are discussed and student and staff profiles in medical schools are contrasted with national and international profiles. in-depth unstructured interviews are conducted with select senior and executive management members at national, institutional and faculty of medicine levels to identify the challenges and best practices associatd with promoting equity in medical schools in five broad areas, namely, staff, students, curriculum, research, and policies and practices. The study shows significant contextual differences between medical schools and their universities resulting in divergent trends in the student and staff profiles. Historically Black medical schools continue to provide access to aproximately 68% of African MBChB students. Postgraduate students remain predominantly White men and although more female than male students are enrolled for MBChB, the few females entering postgraduate training are segregated in particular areas of specialisation. Redressing the historically determined prevailing inequities in medical schools, in terms of race, gender and class, is inextricably linked to different management ideologies, management policies and practices, economic factors and discipline specific power dynamics. To manage equity inmmedical schools more efficiently, it is recommended that a single, separate budget be allocated to medical schools for staff appointments and student training. The management of academic health complexes should be under the jurisdiction of a national, joint Department of Education/Department of Health structure. Such a structure should, at a national level clarify, co-ordinate and monitor equity in medical schools and ensure that policies and practices in medical faculties are aligned to national strategic transformation frameworks and equity goals of higher education and health. Monitoring could include analyses of student applications, admissions, failure, drop-out and graduation rates of students. The establishment of a comprehensive database of South African medical doctors by race, gender, area of specialisation and location of practice is needed to track trends and shifts. / Educational Studies / D. Ed. (Educational Management)

Text in English with abstracts in English, Afrikaans and Tswana. / Academics in social sciences are increasingly conducting research in multilingual contexts. Researchers in the field of cross-language research agree that issues on the role of translators and translation are often neglected and even omitted in research reports, which may affect the trustworthiness of such a study. The aim of this study was to investigate the role of translators in cross-language qualitative research from the views of master’s and doctoral students who conducted cross-language qualitative research in psychology at a selected South African university. Exploratory qualitative research and methodology were deemed suitable for this study. Key participants were sampled through snowball sampling. Five postgraduates availed themselves to participate. Data were collected by semi-structured e-mail, telephone and/or face-to-face interviews. Semi-structured interviews were audio recorded and transcribed by the researcher after the interviews. As the number of available participants was limited, the researcher also sampled unpublished dissertations (5) and doctoral theses (2) to conduct document analysis. Transcripts were imported into ATLAS.ti™, whereafter the qualitative data were analysed by means of thematic data analysis. Five main themes emerged from the data. Themes from the transcripts as well as notes in the researcher’s reflective journal and relevant literature findings were collated. Finally, a critical discussion was provided. Key participants believed that translators may play a significant role in several stages of a cross-language qualitative study. Participants reported experiencing several translation challenges, namely: language barriers between them and their research participants; difficulty translating subject terminology from English into Afrikaans; and outdated bilingual scientific dictionaries. Findings also revealed that the credentials of the translator hired may have an impact, whether positive or negative, on the translation product. Reasons why translators may be excluded from a cross-language qualitative study were also highlighted. Firstly, although some of the participants reported that translators may be valuable in a cross-language study, all of them strongly asserted that they possessed high language competency, and therefore they deemed the inclusion of translators unnecessary. v It also emerged that qualitative researchers may need to be cognisant of ethical issues that may arise in a cross-language study. Translators may further be excluded as translation may not be suitable for the specific research design (for example, phenomenology). Finally, researchers may not have the financial means to hire translators. None of the key participants reported the language/translation challenges they experienced during their studies and the possible impact it may have had on the methodology or quality of data. They did not deem it an important aspect of their studies. In some of the dissertations and theses sampled, only the mother tongue of participants was often indicated but, in most cases, was discussed very superficially. These researchers mostly mentioned (as part of the biographic information) the language profile of their participants; that the data for that study were collected in either Afrikaans or English; and that the data were translated and analysed. Finally, although some of the sampled research reports were edited by professional language practitioners, translation and grammatical errors were clear throughout in the manuscripts. From this research it was clear that including translators in cross-language qualitative research in psychology is not a common practice in the South African context, and matters relating to translation and how challenges in this regard were dealt with are grossly neglected and mostly omitted in postgraduate research reports. To conclude, limitations of this study were highlighted, and recommendations for future translation research and practice were made. Keywords:; / Navorsing in sosiale wetenskappe word toenemend in veeltalige kontekste uitgevoer. Kruistaal kwalitatiewe navorsers is dit eens dat vraagstukke rondom die rol van vertalers en vertaling gereeld oor die hoof gesien word en selfs in navorsingsverslae uitgelaat word, wat uiteindelik die vetrouenswaardigheid van so ʼn studie mag affekteer. Hierdie studie het ten doel gehad om ondersoek in te stel na die rol van vertalers in kruistaal kwalitatiewe navorsing vanuit die oogpunt van meestersgraad- en doktorale studente wat kruistaal kwalitatiewe navorsing in sielkunde aan ʼn gekose Suid-Afrikaanse universiteit uitgevoer het. Eksploratiewe kwalitatiewe navorsing en metodologie is as geskik geag vir hierdie studie. Sleuteldeelnemers is deur middel van sneeubalsteekproefneming gekies. Vyf nagraadse studente het hulleself beskikbaar gestel om aan die navorsing deel te neem. Data is deur middel van semi-gestruktureerde e-pos-, telefoon- en aangesig-tot-aangesig-onderhoude ingesamel. Die aantal deelnemers wat aan die studie kon deelneem was beperk en daarom het die navorser ook ongepubliseerde verhandelings (5) en proefskrifte (2) ingesamel ten einde dokumentanalise uit te voer. Transkripsies is in ATLAS.ti™ ingevoer, waarna die kwalitatiewe data deur middel van tematiese data-analise ontleed is. Vyf hooftemas het uit die data gespruit. Temas uit die transkripsies sowel as die navorser se notas uit haar reflektiewe joernaal en relevante literatuurbevindinge is saamgevat, waarna ʼn bespreking gevolg het. Sleuteldeelnemers was van mening dat vertalers ʼn belangrike rol kan speel in verskeie fases van ʼn kruistaal kwalitatiewe studie. Volgens deelnemers het hulle verskeie vertaaluitdagings ervaar, naamlik: taalhindernisse tussen hulle (die navorser) en hul navorsingsdeelnemers; uitdagings om vakterminologie van Engels in Afrikaans te vertaal; en verouderde tweetalige vakwoordeboeke. Bevindinge het ook getoon dat die aangestelde vertaler se kwalifikasies ʼn impak mag hê, hetsy positief óf negatief, op die vertaalproduk. Redes waarom vertalers van ʼn kruistaal kwalitatiewe studie uitgesluit kan wees, is ook uitgelig. Ten eerste, hoewel enkele deelnemers meegedeel het dat vertalers in ʼn kruistaal kwalitatiewe studie waardevol kan wees, het alle deelnemers sterk benadruk dat hulle oor hoë taalvaardigheid beskik, en daarom het hulle die insluiting van vertalers in hul studies vii onnodig geag. Dit blyk ook dat kwalitatiewe navorsers bewus moet wees van etiese vraagstukke wat in ʼn kruistaal studie mag onstaan. Vertalers kan voorts uitgesluit word indien vertaling nie geskik is vir die spesifieke navorsingsontwerp nie (byvoorbeeld, fenomenologie). Laastens, navorsers beskik moontlik nie oor die finansiële middele om vertalers aan te stel nie. Geeneen van die sleuteldeelnemers het die taal- of vertaaluitdagings wat hulle in hul studies ervaar het, genoem nie en het ook nie gemeld wat die moontlike impak op die metodologie of kwaliteit van die data mag wees nie. Hulle het dit nie in hulle studies belangrik geag nie. In enkele gekose verhandelings en proefskrifte is die moedertaal van navorsingsdeelnemers in daardie studies aangedui, maar is meestal baie simplisties bespreek. Hierdie navorsers het grotendeels slegs die taalprofiel van hulle deelnemers genoem (as deel van die biografiese inligting); dat data in hulle studies in óf Engels óf Afrikaans ingesamel is; en dat die data vertaal en ontleed is. Laastens, hoewel sommige van die navorsingsverslae deur professionele taalpraktisyns geredigeer is, is vertaal- en grammatiese foute steeds deurgaans in die manuskripte opgemerk. Dit blyk duidelik uit dié navorsing dat die insluiting van vertalers in kruistaal kwalitatiewe navorsing in sielkunde nie algemene praktyk in die Suid-Afrikaanse konteks is nie, en sake wat verband hou met vertaling en hoe uitdagings in dié verband hanteer is, word grootliks nagelaat en meestal in nagraadse navorsingsverslae uitgelaat. Ten laaste is beperkings van die studie uitgelig, en aanbevelings is gemaak vir toekomstige vertaalnavorsing en -praktyk. / Batlhatlheledi mo dithutong tsa maaranyana a dikgolagano gareng ga batho ba ba dirang patlisiso ka ga bopuontsi, ba ntse ba oketsega go feta. Babatlisisi mo tikologong ya dipuo tse di fapaaneng ba dumela gore mabaka a a ka ga karolo e e tsewang ke baranodi le diphetolelo, mo nakong e ntsi e tlogelwa kwa morago mme le gone ga e akaretswe gotlhelele mo dipegong tsa patlisiso. Seno, se ka ama boikanyego jwa serutwa. Maikaelelo a serutwa seno e ne e le go batlisisa karolo e e tsewang ke baranodi mo patlisisong ya dipuo tse fapaaneng e e itsegeng ka la ‘qualitative’, go tswa mo dikakanyong tsa baithuti ba dithuto tsa Masetase le tsa Bongaka, ba ba dirileng patlisiso tsa dipuo tse di fapaaneng mo patlisisong e e itsegeng ka la ‘qualitative’, mo go saekholoji mo yunibesiting e e kgethilweng mo Aforikaborwa. Patlisiso e e ka ga ditlhaloso tsa mabaka a a batlisisiwang, ya go utulola mmogo le mokgwa wa go batla tshedimosetso, di fitlhetswe e le tse di siametseng serutwa seno. Batsayakarolobagolo ba patlisiso ba ne ba kgethiwa mme ba ne ba tshwanetse go batla batsayakarolo bangwe ba go tla dirwang diteko ka bone. Batsholadidikerii tsa dithuto tse dikgolwane ba le batlhano ba ne ba ithaopa go tsaya karolo. Tshedimosetso e kgobokantswe ka imeile ya seka-thulaganyo, mogala le/kgotsa dipuisano tsa go lebelana ka matlho. Ditherisano tsa seka-thulaganyo di ne tsa gatisiwa mme tsa kwalololwa ke mmatlisisi morago ga dipuisano. Ka ntlha ya fa palo ya batsayakarolo e ne e le e nnye, mmatlisisi o ne a kgobokanya dikao di le 5 go tswa mo dithutong tsa Masetase, le tse 2 go tswa mo go tsa Bongaka, tse di sa phasaladiwang di kanoka. Dikgatiso di ile tsa tsengwa mo teng ga ATLAS.ti™, mme morago tshedimosetso e e ka ga ditlhaloso e ne ya kanokwa ka mokgwa wa kanoko ya dithitokgang. Go tswa mo tshedimosetsong, go ne tlhagelela dithitokgang di le tlhano. Dithitokgang go tswa mo dikgatisong mmogo le dikwalwa go tswa mo jenaleng ya dikakanyo tsa mmatlisisi le diphitlhelelo go tswa mo dipuisong tsa patlisiso, di ne tsa kgobokanngwa. Mo bokhutlong, go ne ga nna le puisano e e nang le dikakanyo tse di farologaneng. Batsayakarolo-bagolo ba na ba dumela gore baranodi ba ka tsaya karolo e e botlhokwa thata mo thutong ya ditlhaloso e e ka ga dipuo tse di fapaaneng. Batsayakarolo ba begile fa ba nnile dikgwetlho tsa diphetolelo, e leng: dikganedi tsa puo magareng a bone le batsayakarolo ba bone mo patlisisong; bothata jwa go fetolela mareo a serutwa go tswa mo Seesimaneng go ya kwa Seaforikanseng; le dibukantswe tse dipuopedi tsa bonetetshi tsa bogologolo. Diphitlhelelo di supile gape gore bokgoni jwa moranodi yo o hirilweng bo nnile le tshusumetso, E ka ne e le e e siameng kgotsa e e sa siamang, mo go lereng phetolelo. Mabaka a goreng baranodi ba ka tlogelwa kwa morago mo serutweng se se ka ga dipuo tse di fapaaneng, le one a ne a tlhagisiwa. Sa ntlha, le fa ba bangwe ba batsayakarolo ba begile gore baranodi ba ka nna botlhokwa thata mo serutweng se se ka ga dipuo tse di fapaaneng, botlhe ba ne ba dumela gore ba na le bokgoni jwa maemo a a kwa godimo jwa puo, mme ka lebaka leo, ba bone gore go akaretsa baranodi ga go tlhokege. Go ne ga tlhagelela gape gore babatlisisi ba dipatlisiso tse di ka ga ditlhaloso, ba ka tshwanela go ela tlhoko mabaka a a amogelegang ka sengwe se tsewang se siame kgotsa se se siama, a a ka tlhagelelang mo serutweng se se ka ga dipuo tse di fapaaneng. E bile baranodi ba ka nna ba se akarediwe ka gonne diphetolelo di ka fitlhelwa se nne matshwanedi mo mekgweng le mefuta e e dirisiwang go kgobokanya le go kanoka tshedimosetso ka ga dipatlisiso (sekao, serutwa se se ka ga kakanyo kgotsa maitemogelo). Mo bokhutlong, gongwe babatlisisi ba ka se nne le madi a go thapa baranodi. Ga go ope wa batsayakarolo bagolo yo o begileng dikgwetlho tsa puo/phetolelo tse ba kgatlhaneng le tsona mo dithutong tsa bone le le seabe se di nnileng le sona mo mokgweng wa go batla tshedimosetso kgotsa boleng jwa tshedimosetso. Ga ba a bona seno e le ntlha e e botlhokwa mo dithutong tsa bone. Mo dithutong tsa masetase le tsa bongaka tse di kgobokantsweng, go ne ga tlhagisiwa fela puogae ya batsayakarolo, mme mo mabakeng a le mantsi, puisano ka ga yona e ne e se boteng. Babatlisisi bano ba kaile go le gantsi (jaaka karolo ya tshedimosetso ka ga motho) ka ga puo e e buiwang ke batsayakarolo; gore tshedimosetso ka ga serutwa seo e kgobokantswe ka puo ya Seaforikanse kgotsa Seesimane; le gore tshedimosetso e ne ya fetolelwa mme ya kanokwa. Mo bokhutlong, le fa diphoso tse di ka puo mo go tse dingwe tsa dipegelo tsa dipatlisiso di ne tsa baakanngwa ke baitseanape ba ba dirang ka puo, diphoso tsa phetolelo le thutapuo di nnile teng mo dikwalweng. Go tswa mo patlisisong eno, go ne ga itshupa gore go akaretsa baranodi mo patlisisong ya dithuto tse di ka tlhaloganyo, e e ka ga ditlhaloso mo dipuong tse di fapaaneng, ga se se se diriwang ka tlwaelo go ya ka Seaforikaborwa. Le gona, mabaka a a amanang le phetolelo le mokgwa o dikgwetlho di neng tsa rarabololwa ka teng, di kgatolositswe e bile ga di akarediwe mo dipegelong tsa dipatlisiso tsa dithuto tse di kgolwane. Go konosetsa, dikganedi tsa serutwa seno di ne tsa supiwa mme ga newa dikgakololo ka ga dipatlisiso le tiriso ya phetolelo mo isagong. / Linguistics and Modern Languages / M.A.(Linguistics)

Submitted by Leonardo Lucifora (lucifora@gmail.com) on 2017-11-05T10:03:48Z No. of bitstreams: 2 Dissertacao-4.3.pdf: 942636 bytes, checksum: 3c91e1c1c6e48a9fdc3e18de5c7ac3ee (MD5) Carta Leo001.pdf: 258655 bytes, checksum: 0f9dea8999331c479b9e9e81c7f90d47 (MD5) / Rejected by Ronildo Prado (producaointelectual.bco@ufscar.br), reason: Oi Leonardo, Faltou inserir a folha de aprovação na dissertação. Se não estiver contigo faça a solicitação na Secretaria do Programa de Pós-Graduação. Fico no aguardo para finalizarmos o processo. Abraços Ronildo on 2017-11-06T18:48:14Z (GMT) / Submitted by Leonardo Lucifora (lucifora@gmail.com) on 2017-11-07T11:49:50Z No. of bitstreams: 2 Carta Leo001.pdf: 258655 bytes, checksum: 0f9dea8999331c479b9e9e81c7f90d47 (MD5) Dissertacao-4.4.pdf: 1274617 bytes, checksum: 889cdb73063825931e932312c3eaecef (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-18T12:04:47Z (GMT) No. of bitstreams: 2 Carta Leo001.pdf: 258655 bytes, checksum: 0f9dea8999331c479b9e9e81c7f90d47 (MD5) Dissertacao-4.4.pdf: 1274617 bytes, checksum: 889cdb73063825931e932312c3eaecef (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-18T12:05:00Z (GMT) No. of bitstreams: 2 Carta Leo001.pdf: 258655 bytes, checksum: 0f9dea8999331c479b9e9e81c7f90d47 (MD5) Dissertacao-4.4.pdf: 1274617 bytes, checksum: 889cdb73063825931e932312c3eaecef (MD5) / Made available in DSpace on 2018-01-18T12:12:28Z (GMT). No. of bitstreams: 2 Carta Leo001.pdf: 258655 bytes, checksum: 0f9dea8999331c479b9e9e81c7f90d47 (MD5) Dissertacao-4.4.pdf: 1274617 bytes, checksum: 889cdb73063825931e932312c3eaecef (MD5) Previous issue date: 2017-09-13 / Não recebi financiamento / The main objective of this research was to construct guidelines for a future formulation of policies of access and permanence for students from disadvantaged economic sectors, based on the current legislation, that intend to enter in the courses of master academic and doctorate. This was done through the collection of information on the lattes platform and on institutional sites, both of free access, and also through questionnaires applied to undergraduate and graduate coordinators. It was also part of this objective to verify what are the current institutional policies geared specifically to graduate students. Finally, the following proposals for guidelines for actions for access were elaborated: a) Increased dissemination of UFSCar's research groups to motivate undergraduate students to join these groups; b) Offer of language courses for UFSCar undergraduates who wish to enter the master's and doctoral courses; c) Assistance in the elaboration of research projects, both at the undergraduate level (CI projects) and at the postgraduate level (Master's projects, mainly). Actions for permanence: d) Improvement of UFSCar infrastructure to meet people with special needs; e) Encouraging the active participation of postgraduate students in the discussions involving scholarship, housing, food and transportation; f) Expand the offer of scholarships that take into account socio-economic criteria, in addition to the academic criteria. For both of them: g) To create spaces for discussion at UFSCar that deal with the problems of access and permanence in postgraduate courses of students from economically disadvantaged social strata, involving teaching staff, technical-administrative staff, undergraduate students and graduate students. / O objetivo principal desta pesquisa foi construir diretrizes para uma futura formulação de políticas de acesso e permanência para estudantes oriundos de setores econômicos desfavorecidos, com base na legislação atual, que pretendem ingressar nos cursos de mestrado acadêmico e de doutorado. Isto foi realizado através da coleta de informações na plataforma lattes e em sites institucionais, ambos de livre acesso, e também por meio dos questionários aplicados aos coordenadores de graduação e de pós-graduação. Também fez parte deste objetivo verificar quais são as atuais políticas institucionais voltadas especificamente para pós-graduandos. Por fim, foram elaboradas as seguintes propostas de diretrizes de ações para o acesso: a) Maior divulgação dos grupos de pesquisa da UFSCar para motivar o ingresso dos alunos de graduação nesses grupos; b) Oferta de cursos de idiomas para os alunos de graduação da UFSCar que pretendem ingressar nos cursos de mestrado e doutorado acadêmicos; c) Auxílio na elaboração de projetos de pesquisa, tanto em nível de graduação (projetos de IC) como em nível de pós-graduação (projetos de mestrado, principalmente). Ações para a permanência: d) Melhoria da infraestrutura da UFSCar para atender pessoas com necessidades especiais; e) Incentivo à participação ativa de discentes de pós-graduação nas discussões que envolvem bolsa, moradia, alimentação e transporte; f) Ampliar a oferta de bolsas que levem em consideração critérios socioeconômicos, além dos critérios acadêmicos. Para ambos: g) Criar espaços de discussão na UFSCar que tratem da problemática de acesso e permanência na pós-graduação, de estudantes de camadas sociais economicamente desfavorecidas, envolvendo servidores docentes, servidores técnico-administrativos, alunos de graduação e alunos de pós-graduação.

Submitted by Marcia Silva (marcia@latec.uff.br) on 2015-11-04T19:55:08Z No. of bitstreams: 1 Dissert Marineuza Correa do Espírito Santo.pdf: 3171440 bytes, checksum: df09dea14d26bb585401e338d3ea33c7 (MD5) / Made available in DSpace on 2015-11-04T19:55:08Z (GMT). No. of bitstreams: 1 Dissert Marineuza Correa do Espírito Santo.pdf: 3171440 bytes, checksum: df09dea14d26bb585401e338d3ea33c7 (MD5) Previous issue date: 2015-10-07 / A qualidade da pós-graduação Stricto Sensu no Brasil está relacionada diretamente com o nível de titulação do corpo docente. Sendo assim, acredita-se que o investimento na capacitação e qualificação docente deverá trazer benefícios para os seus Programas de Pós-graduação Stricto Sensu, para uma melhor avaliação. Neste contexto, surge o seguinte problema: como avaliar a influência da capacitação e qualificação docente no desempenho da pós-graduação stricto sensu? A partir dessa premissa, esta pesquisa visa a analisar a influência das práticas e da política de capacitação e qualificação docente nos resultados da avaliação da pós-graduação pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) na Universidade Federal Fluminense. Mediante pesquisa bibliográfica sistematizada, construiu-se um questionário que foi aplicado a uma amostra composta por Programas de Pós-graduação Stricto Sensu da UFF que obtiveram notas de 3 a 7 nas três últimas avaliações da CAPES. Mais especificamente esta amostra foi composta pelos seguintes programas: Física, Engenharias I – Civil, Engenharias II – Metalúrgica, Engenharias III – Produção e Mecânica, Geociências (Geoquímica), Geografia e História.O questionário, contendo dezessete questões, sendo dezesseis fechadas e uma aberta, abordou os fatores que são influenciados pela capacitação e a qualificação do corpo docente, além da influência dos critérios de inserção social e internacionalização na melhoria da qualidade dos programas de Pós-Graduação Stricto Sensu na UFF. Como instrumento de apoio a coleta de dados, utilizou-se a plataforma Survey Monkey, tendo sido enviados 240 convites, dos quais 60 foram considerados válidos.Paralelamente, foram feitos levantamentos dos afastamentos dos docentes para qualificação no país e no exterior, bem como dos resultados da avaliação da CAPES dos oito Programas de Pós-Graduação Stricto Sensu selecionados. Os resultados da pesquisa indicaram que os fatores relacionados com os critérios de avaliação da CAPES foram percebidos como muito influenciados pelas práticas e políticas de capacitação e qualificação docente e que a política adotada pela UFF deve ser melhor divulgada para os docentes, além da necessidade do seu aprimoramento e de planejamento institucional.Confirmou-se também a alta influência dos critérios da inserção social e internacionalização na melhoria dos Programas de Pós-graduação Stricto Sensu na UFF. Com base nesses resultados, podem ser estabelecidos parâmetros para a elaboração de políticas voltadas para a Pós-Graduação Stricto Sensu na Universidade, além de fornecer subsídios para realização de estudos nessa área em outras Instituições de Ensino Superior. / The quality of stricto sensu postgraduate studies in Brazil is directly linked to lecturers’ academic degrees. For that reason, it is reasonable to believe that investment in training and qualification of teaching staff should benefit Stricto Sensu Postgraduate Programs, with a view to their being better evaluated. In this context, the following problem arises: how to assess the influence of training and qualification of teaching staff on the performance of stricto sensu postgraduate studies? Based on this premise, this study aims at analyzing the influence of practices and policies for training and qualification of teaching staff on the results of the postgraduate program evaluation carried out by Coordenação de Pessoal de Nível Superior (CAPES) at the Universidade Federal Fluminense. Following from systematic bibliographic research, a questionnaire was devised and applied to a sample audience comprised of Stricto Sensu Postgraduate Programs from UFF which obtained grades 3 to 7 in the last three evaluations from CAPES. More specifically, this sample contemplated the following programs: Physics, Engineering I – Civil, Engineering II – Metallurgical, Engineering III – Production and Mechanical, Geosciences (Geochemistry), Geography and History. The questionnaire, which contained seventeen questions, with sixteen open questions and one closed question, dealt with factors which are influenced by training and qualification of teaching staff, as well as the influence of social insertion and internationalization criteria on quality improvement of Stricto Sensu Postgraduate Programs at UFF. The instrument for support to data collection used was the Survey Monkey® platform, through which a total of 240 invitations were sent, with 60 considered valid. In parallel, the leaves of absence taken by teaching staff for study in Brazil and abroad was surveyed, as well as the results of CAPES evaluation of the eight Stricto Sensu Postgraduate Programs selected. The survey results showed that the factors related to the CAPES evaluation criteria were perceived as being heavily influenced by the practices and policies for training and qualification of teaching staff and that the policy adopted by UFF must be better communicated to teaching staff, besides the need for its improvement and for institutional planning. The strong influence of social insertion and internationalization criteria on the improvement of Stricto Sensu Postgraduate Programs at UFF was also confirmed. On the basis of these results, some parameters for the elaboration of policies concerning the Stricto Sensu Postgraduate Programs at the University may be established, and the study may also contribute to studies in this area at other higher education institutions.

Die internationale Ausrichtung der akademischen Bildung ist nicht nur eine moderne Randerscheinung, sondern hat sich in den letzten Jahren als unverzichtbar im Wettbewerb der Hochschulen um Studierende und hochqualifizierten wissenschaftlichen Nachwuchs erwiesen. Ausgehend davon wird in diesem Papier ein Konzept für die Integration des postgradualen Master- und Promotionsstudiums in Economics präsentiert. Ein besonderes Merkmal dieses Konzeptes stellt die Bifurkation des Studienverlaufs nach einem gemeinsamen zweijährigen Kurssystem dar, wonach sowohl Graduierung als Master, als auch nach einer sich anschließenden Forschungs- und Kollegphase die Promotion erfolgen kann. Ziel ist es, nicht nur die Chancen und die Wettbewerbsfähigkeit von Ökonomen/innen auf dem nationalen und internationalen Arbeitsmarkt für hochqualifizierte Tätigkeiten zu erhöhen, sondern auch die Attraktivität des postgradualen Studiums und die Zukunft des wissenschaftlichen Nachwuchses zu gewährleisten. / The international orientation of the academic education is not only a modern side issue but in recent years it has proven as indispensable in the competition of universities among students and highly-qualified young scientists. Based on this, the paper presents an approach for the integration of the postgraduate master and doctoral studies in economics. A specific feature of this approach is the bifurcation of the course of study after a two-year curriculum course system. Afterwards both the graduation as Master and the PhD after a subsequently research and college phase can be made. The aim is not only to increase the chance and the competitiveness of economists in the international labour market for highly-qualified activities but also to ensure the attractiveness of the postgraduate studies and the future of high-qualified young scientists.

The MA Social Behaviour Studies in HIV and AIDS as a postgraduate degree requires students to work and conduct research independently. The purpose of the study was to gauge the perceptions, attitudes and experiences of second year students and key personnel concerning student support. A mixed methods research design was used. It was found that students and staff regarded support in a positive light, although concerns about insufficient resources were expressed. Students expressed needs for specific academic and research support. Staff tended to romanticise the reasons for students enrolling for the degree. Possible conflicting expectations of the degree and the amount and type of support offered were found between the staff and the students and also among various staff members. / Social Work / M.A. (Social Behaviour Studies in HIV-AIDS)

Die internationale Ausrichtung der akademischen Bildung ist nicht nur eine moderne Randerscheinung, sondern hat sich in den letzten Jahren als unverzichtbar im Wettbewerb der Hochschulen um Studierende und hochqualifizierten wissenschaftlichen Nachwuchs erwiesen. Ausgehend davon wird in diesem Papier ein Konzept für die Integration des postgradualen Master- und Promotionsstudiums in Economics präsentiert. Ein besonderes Merkmal dieses Konzeptes stellt die Bifurkation des Studienverlaufs nach einem gemeinsamen zweijährigen Kurssystem dar, wonach sowohl Graduierung als Master, als auch nach einer sich anschließenden Forschungs- und Kollegphase die Promotion erfolgen kann. Ziel ist es, nicht nur die Chancen und die Wettbewerbsfähigkeit von Ökonomen/innen auf dem nationalen und internationalen Arbeitsmarkt für hochqualifizierte Tätigkeiten zu erhöhen, sondern auch die Attraktivität des postgradualen Studiums und die Zukunft des wissenschaftlichen Nachwuchses zu gewährleisten. / The international orientation of the academic education is not only a modern side issue but in recent years it has proven as indispensable in the competition of universities among students and highly-qualified young scientists. Based on this, the paper presents an approach for the integration of the postgraduate master and doctoral studies in economics. A specific feature of this approach is the bifurcation of the course of study after a two-year curriculum course system. Afterwards both the graduation as Master and the PhD after a subsequently research and college phase can be made. The aim is not only to increase the chance and the competitiveness of economists in the international labour market for highly-qualified activities but also to ensure the attractiveness of the postgraduate studies and the future of high-qualified young scientists.

This master thesis deals with the topic of migration of the fresh graduates from Czech Republic to Germany. By means of a qualitative research the decision and reasons to migrate are presented in this thesis like a natural strategy of reaction on decline of an actual situation of young doctors in the Czech health system. The research shows an important role of the non-financial motivating factors. The central topic of research became the social status, especially the prestige and related respect. The reasons for migration are introduced with the theoretical help of the Push and pull factors theory. The understanding of the strategy of decision to migrate as a natural process is related to the theory of Exit, voice and loyalty of Albert Hirschman. The research is based on a series of semi-structured interviews with participants who intend to migrate after the graduation. Since this thesis is focused on the perspective of the main actors of the phenomenon, the migrants, it introduces the diversity of their attitudes to the reasons for migration. The main finding is the importance of the role of respect in the particular everyday situations, which is reflected in the several of ascertained types of motivating factors to migrate. The research also discovered the particular meanings of the motivational...