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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

O Programa REUNI: significados e ressonâncias da implantação do curso de Serviço Social da UFG/CCG 2008/ 2012 / The REUNI Program: meanings and resonances of the implantation of the course of Social Service for the UFG/CCG 2008/ 2012

Gonçalves, Carla Agda 28 June 2013 (has links)
Made available in DSpace on 2016-04-29T14:16:23Z (GMT). No. of bitstreams: 1 Carla Agda Goncalves.pdf: 5866702 bytes, checksum: 1ade602a01c7a9ce3022e819ff2c7e4b (MD5) Previous issue date: 2013-06-28 / This thesis defines as general objective, to know and to analyze the meanings and resonances of the process of proposing and implementing the course of Social Service for the UFG/CCG, by REUNI, pioneer in the state of Goiás. Formulate as central hypothesis, that the process of proposing and implementing the course of Social Service for the UFG/CCG by REUNI, in its pioneering spirit in the state of Goiás, represents a march of expansion and internalization of the professionals formation in the Social Service. The adopted concepts as theoretical framework are University and Quality of Higher Education, based in the areas of Social Sciences, Education and Social Service. From a methodological point of view, it is a qualitative research, spanning: Bibliographic research in Brazilian authors and contemporary; documentary research, mainly concerning the REUNI; and field survey. This latter has had as significant subjects a representative of CRESS-GO, a social worker of PROCOM/UFG, leaders, advisor of the rectory, lecturers and the students who participated in the process of proposing and implementing the course of Social Service for the UFG/CCG, having been conducted 15 semi-structured interviews, on the basis of a script guiding. For the analysis of the data collected was adopted to content analysis, which allowed reveal how search results. The meanings of proposition and implantation of the course of Social Service for the UFG/CCG by REUNI, which is evidenced in a distinct manner according to the subjects predominance of acceptance favorable to the REUNI by the leaders and lecturers; predominance of criticism to the REUNI by the lecturers, although ,there is a general agreement that the implantation of the course and a relevant goal for the professional Social Service s formation in the state of Goias. As for the resonances of the implantation of the course, it was evidenced that is a process in building, even with recent advances, limits and challenges, requiring a broader debate of the university on the overriding issue of the quality of higher education / A presente Tese define como objetivo geral, conhecer e analisar os significados e ressonâncias do processo de proposição e implantação do curso de Serviço Social da UFG/CCG, pelo REUNI, pioneiro no estado de Goiás. Formula como hipótese central, que o processo de proposição e implantação do curso de Serviço Social da UFG/CCG pelo REUNI, em seu pioneirismo no estado de Goiás representa um marco de expansão e interiorização da formação de profissionais do Serviço Social. Os conceitos adotados como referencial teórico são Universidade e Qualidade da Educação Superior, fundamentados nas áreas de Ciências Sociais, Educação e Serviço Social. Do ponto de vista metodológico, trata-se de uma pesquisa qualitativa, abrangendo: pesquisa bibliográfica, em autores brasileiros e contemporâneos; pesquisa documental, principalmente referente ao REUNI; e pesquisa de campo. Esta última teve como sujeitos significativos representante do CRESS-GO, assistente social da PROCOM/UFG, dirigentes, assessor da reitoria, docentes e discentes que participaram do processo de proposição e implantação do curso de Serviço Social da UFG/CCG, tendo sido realizadas 15 entrevistas semiestruturadas, com base em um roteiro norteador. Para a apreciação dos dados coletados foi adotada a análise de conteúdo que possibilitou revelar como resultados da pesquisa: os significados da proposição e implantação do curso de Serviço Social da UFG/CCG pelo REUNI, que se evidenciaram de forma distinta conforme os sujeitos predominância da aceitação favorável ao REUNI pelos dirigentes e discentes; predominância de críticas ao REUNI pelos docentes, havendo, porém uma concordância geral de que a implantação do curso é um marco relevante para a formação profissional de Serviço Social no estado de Goiás. Quanto às ressonâncias da implantação do referido curso, foi evidenciado que se trata de um processo em construção, ainda recente com avanços, limites e desafios, exigindo um debate mais amplo da universidade sobre a questão primordial da qualidade da educação superior
12

Aspectos avaliativos que compõem os indicadores de qualidade da educação superior: uma análise comparativa com foco no corpo discente da UNIPAMPA / Evaluative aspects that compose the quality indicators of higher education: a comparative analysis with focus on the students of UNIPAMPA

Schwaab, Kalú Soraia 27 November 2015 (has links)
The quality of education is extremely important for competitiveness and knowledge dissemination needs to the benefit of the community, in the context of a global society increasingly dependent on knowledge. In recent decades it has been the expansion of demand for higher education, leading to the creation of new institutions in many developed and developing countries. The current expansion of Brazilian higher education, backed by inserted government policies in a National Education Plan (PNE), considering that the higher education institutions (HEIs) are subjected to periodic evaluation by the National Higher Education Evaluation System (Sinaes), it becomes a complex configuration being studied. In this context is the Federal University of Pampa (UNIPAMPA), which emerged in 2005 from social demands, supported by expansion of public higher education policies. This university, which has great relevance for the community as agent of social transformation and its goals in its Institutional Development Plan (IDP), academic excellence and institutional improvement, among others (UNIPAMPA, 2014th). Given this context and the importance of the students for HEIs, this study aimed to verify if there are differences in the assessments of students of UNIPAMPA, and perceptions of these on your institution, compared to other Brazilian federal universities. For this purpose, we applied t tests for independent samples and the Mann Whitney test on data for the Enade 2013 examination. Three courses with more students of UNIPAMPA were selected to the study: Pharmacy, Physiotherapy and Social Work. The main differences are related to performance in gross notes on the specific component of the students of Pharmacy and Physiotherapy courses of UNIPAMPA. Some variables of the assessments of the conditions of the training process (didactic- pedagogic organization, infrastructure and physical facilities, and expansion opportunities of academic and vocational training) also showed significant differences. A variable related to infrastructure and physical facilities, which questions whether there was a cafeteria layout, canteen and toilets in adequate conditions to meet users, presented different assessment for three courses analyzed. A variable related to the evaluation of the didactic-pedagogical organization, which questioned whether teachers demonstrate content mastery of the subjects who gave presented different assessment for the courses of Physical Therapy and Social Work. Finally, given these findings, it is suggested to managers and program coordinators, reviewing the political pedagogical projects of the courses, as well as the contents of the syllabus of the subjects and the realization of a work of sensitization and awareness both students and teachers to the evaluation process of ENADE, as there may be lack of information about the importance of this exam. (SILVEIRA, CAMARGO, MIRANDA and OLIVEIRA, 2014; RIOS, SCHWAAB and COSTA, 2015). It is also recommended, managers and program coordinators, propose a constant training plan for teachers, covering topics such as teaching practices along the organs of support - Educational Development Center (NUDE). / No contexto de uma sociedade global cada vez mais dependente do conhecimento, a relevância da qualidade do ensino é extrema diante da competitividade e da necessidade de difusão de conhecimento em benefício da coletividade. Nas últimas décadas tem ocorrido a expansão da demanda por educação superior, conduzindo à criação de novas instituições em muitos países desenvolvidos e em desenvolvimento. A atual expansão da educação superior brasileira, respaldada em políticas governamentais inseridas em um Plano Nacional de Educação (PNE), considerando-se que, as Instituições de Ensino Superior (IES) são submetidas a avaliações periódicas pelo Sistema Nacional de Avaliação da Educação Superior (Sinaes), torna-se uma complexa configuração a ser estudada. Neste contexto encontra-se a Universidade Federal do Pampa (UNIPAMPA), que surgiu, em 2005, de reivindicação social, amparada em políticas de expansão da educação superior pública. Universidade esta, que possui grande relevância para a comunidade como agente de transformação social e tem como metas, em seu Plano de Desenvolvimento Institucional (PDI), a excelência acadêmica e o aperfeiçoamento institucional, entre outras (UNIPAMPA, 2014a). Considerando este cenário e a importância do corpo discente para as IES, o presente estudo objetivou verificar se há diferenças nas avaliações dos discentes da UNIPAMPA, e nas percepções destes, sobre a sua instituição, comparativamente às outras Universidades Federais brasileiras. Para tanto, procedeu-se a aplicação dos Testes t de Student, para amostras independentes, e teste de Mann Whitney nos dados referentes ao exame Enade 2013. Selecionaram-se, para o estudo, os três cursos da UNIPAMPA com maior número de alunos participantes constantes na base de dados: Farmácia, Fisioterapia e Serviço Social. As principais diferenças encontradas são referentes ao desempenho nas notas brutas no componente específico dos estudantes dos cursos de Farmácia e Fisioterapia da UNIPAMPA. Algumas variáveis das avaliações das condições do processo formativo (organização didático-pedagógica, infraestrutura e instalações físicas, e oportunidades de ampliação da formação acadêmica e profissional) apresentaram também diferença significativa. Uma variável relacionada à infraestrutura e instalações físicas, a qual questiona se houve a disposição de refeitório, cantina e banheiros em condições adequadas para atender os usuários, apresentou avaliação difstinta para três cursos analisados. Uma variável relacionada à avaliação da organização didático- pedagógica, a qual questionava se os professores demonstraram domínio do conteúdo das disciplinas que ministraram, apresentou avaliação diferente para os cursos de Fisioterapia e Serviço Social. Por fim, diante das constatações, sugere-se aos gestores e coordenadores de curso, a revisão dos projetos político pedagógicos dos cursos, bem como, dos conteúdos dos planos de ensino das disciplinas e a realização de um trabalho de sensibilização e de conscientização tanto de alunos quanto de professores para o processo avaliativo do ENADE, pois pode haver falta de informação sobre a importância deste exame. (SILVEIRA, CAMARGO, MIRANDA e OLIVEIRA, 2014; RIOS, SCHWAAB e COSTA, 2015). Recomenda-se ainda, aos gestores e coordenadores de curso, proporem um plano de capacitação constante para os docentes, abordando temas como práticas pedagógicas, juntamente aos órgãos de apoio Núcleo de Desenvolvimento Educacional (NuDE).
13

The Adult Learner in the Online Writing Course

Hoy, Cheryl A. 22 April 2010 (has links)
No description available.
14

Was macht Hochschulabsolventen erfolgreich? / What leads academics to success? An analysis of determiners of career and job success on the basis of the Dresden alumni survey 2000-2003

Krempkow, René, Pastohr, Mandy 13 December 2005 (has links) (PDF)
Bisher erhalten potenzielle Studienanfänger, Studenten und Hochschulabsolventen kaum empirisch begründete Antworten auf ihre Frage, was den beruflichen Erfolg beflügeln könnte. Im Vordergrund der hochschulpolitischen Diskussion stehen vor allem Studiendauer und Alter der Absolventen. Wie groß oder klein deren Einfluss auf den (individuellen) beruflichen Erfolg aber tatsächlich ist, wird selten reflektiert. Andere, in der Ratgeberliteratur vielfach genannte Einflussmöglichkeiten für den beruflichen Erfolg wie zum Beispiel die Nutzung persönlicher Kontakte zu Hochschullehrern, aus Praktika usw., aber auch Indikatoren sozialer Kompetenzen wurden bisher kaum untersucht. Auch die Auswirkung einer Berufsausbildung vor dem Studium wurde bislang oft nur aus der Perspektive der Ausbildungskosten und der geringeren zur Verfügung stehenden Lebensarbeitszeit der Absolventen diskutiert. Und schließlich kann auch die soziale Herkunft der Absolventen Einfluss haben. Im Rahmen der Dresdner Absolventenstudien konnten bereits für einige Fakultäten bzw. Fachrichtungen der TU Dresden Untersuchungen zu Bestimmungsgründen beruflichen Erfolges unternommen werden. In dem vorliegenden, neu aufgelegten und überarbeiteten Bericht zu Bestimmungsgründen beruflichen Erfolges konnten nun erstmals Daten der Absolventenstudien aller Fakultäten bzw. Fachrichtungen der TU Dresden, d.h. von knapp 2.000 Befragten einbezogen werden. Damit liegen wohl erstmals in Deutschland derartig detaillierte Untersuchungen für alle Fakultäten einer großen Universität vor. In der hiermit vorgelegten Publikation soll - ergänzend zu den bereits vorgelegten fachspezifischen Analysen - eine fächerübergreifende Analyse von Bestimmungsgründen beruflichen Erfolges dokumentiert werden. Hiermit wird immer wieder gestellten Fragen entsprochen, welche individuellen Merkmale von Absolventen - also welche (Vor)Erfahrungen und gegebenenfalls Brüche im Lebenslauf, welche (zusätzlichen) Qualifikationen, sozialen und beruflichen Kompetenzen, Einstellungen, soziodemographischen Eigenschaften und Strategien - und welche Rahmenbedingungen der Bildungsbiographie (mit Fokus auf die Hochschul- und Studienqualität) fächerübergreifend Einfluss auf den beruflichen Erfolg haben. Hierzu war zunächst zu definieren und auf Eignung zu prüfen, was als Maßstab des Erfolges gelten soll. Allein das Einkommen - vor allem wenn es nur zu einem Zeitpunkt erfasst wird - ist als Erfolgskriterium nicht hinreichend zu bewerten. Außerdem ist für die Absolventen selbst das Einkommen wesentlich weniger wichtig als z.B. eine interessante Tätigkeit oder ein gutes Arbeits- und Betriebsklima, so dass diese sich im Zweifelsfall wohl für eine geringer bezahlte, aber interessantere Stelle entscheiden würden. Und dies gilt für fast alle Fächergruppen. Daher wurden für den Berufserfolg das Einkommen zu mehreren Zeitpunkten sowie als weitere Kriterien die aktive Suchdauer bis zur ersten beruflichen Tätigkeit, die Zufriedenheit mit der beruflichen Situation und - zusätzlich zur vorangegangen Untersuchung - nun auch die Ausbildungsadäquanz der Beschäftigung operationalisiert. Die Analysen erfolgten in zwei Schritten: Im ersten Schritt werden für einen ersten Eindruck von der Stärke (und gegebenenfalls Richtung) des wechselseitigen Zusammenhangs jeweils zweier Variablen die Korrelationskoeffizienten auf Hochschul- und Fakultäts- bzw. Fachrichtungsebene ermittelt. Der zweite Schritt und Schwerpunkt der Untersuchungen sind die Regressionsanalysen. Da dieses komplexe Analyseverfahren deutlich größere Fallzahlen erfordert, konnte es für die Dresdner Absolventenstudien an den einzelnen Fakultäten bislang nur vereinzelt eingesetzt werden. Jetzt können mit dessen Hilfe auch Zusammenhänge zwischen mehr als zwei Variablen berücksichtigt werden (multivariate Analyse).
15

Virtual. International. Job orientated. – Best practice on how virtual collaboration courses can succeed

Nenner, Christin, Bergert, Aline, Naa Amlah Böhnisch, Angelina 06 June 2018 (has links) (PDF)
From April to June 2016 a new and exclusively virtual teaching format – the international STEM1 Summer School – was provided at the University of Mining and Technology in Freiberg. The paper presents the approach, didactical design, and results of evaluation. The international STEM Summer School was developed and tested within the project „Holistic International STEMs - Learning with case studies and real-life industry experiences“. The aim was to better prepare STEM students for challenges in the current professional world that are characterized by in-ternationalization and digitalization. The project offers some ideas on how to teach the currently re-quired skills and competencies by industry in higher education. The conceptualization of the project was made possible with funding from the Donors\' Association for the Promotion of Humanities and Sciences in Germany2. The exclusively virtual collaboration is due to the different geographical distances and locations of the participating students, which generates specific challenges. On the one hand, technical conditions at the particular places of residence have an impact on virtual collaboration. On the other hand, cultural, lingual, and occupational differences, as well as the differing media literacy, play an important role. In addition, the setting of objectives and provision of incentives is decisive for the shared virtual work. The results of the first round of the international STEM Summer School indicate possible solution strategies based on the three areas of media use, interaction, and task orientation. During the Summer School, students from ten different countries solved real-life job case studies in small interdisciplinary teams. The exchange took place with the help of various e-learning tools like the virtual classroom, wiki, forum and e-portfolio. The participants were mentored by national and international industry partners, STEM professors, and e-tutors. After nine weeks work in intercultural teams they presented their results and learning outcomes during a web conference. The following article focusses on the evaluation results as well as selected insights and challenges.
16

Virtual. International. Job orientated. – Best practice on how virtual collaboration courses can succeed

Nenner, Christin, Bergert, Aline, Naa Amlah Böhnisch, Angelina 06 June 2018 (has links)
From April to June 2016 a new and exclusively virtual teaching format – the international STEM1 Summer School – was provided at the University of Mining and Technology in Freiberg. The paper presents the approach, didactical design, and results of evaluation. The international STEM Summer School was developed and tested within the project „Holistic International STEMs - Learning with case studies and real-life industry experiences“. The aim was to better prepare STEM students for challenges in the current professional world that are characterized by in-ternationalization and digitalization. The project offers some ideas on how to teach the currently re-quired skills and competencies by industry in higher education. The conceptualization of the project was made possible with funding from the Donors\' Association for the Promotion of Humanities and Sciences in Germany2. The exclusively virtual collaboration is due to the different geographical distances and locations of the participating students, which generates specific challenges. On the one hand, technical conditions at the particular places of residence have an impact on virtual collaboration. On the other hand, cultural, lingual, and occupational differences, as well as the differing media literacy, play an important role. In addition, the setting of objectives and provision of incentives is decisive for the shared virtual work. The results of the first round of the international STEM Summer School indicate possible solution strategies based on the three areas of media use, interaction, and task orientation. During the Summer School, students from ten different countries solved real-life job case studies in small interdisciplinary teams. The exchange took place with the help of various e-learning tools like the virtual classroom, wiki, forum and e-portfolio. The participants were mentored by national and international industry partners, STEM professors, and e-tutors. After nine weeks work in intercultural teams they presented their results and learning outcomes during a web conference. The following article focusses on the evaluation results as well as selected insights and challenges.
17

Was macht Hochschulabsolventen erfolgreich?: Analyse der Bestimmungsgründe beruflichen Erfolges anhand der Dresdner Absolventenstudien 2000 - 2003

Krempkow, René, Pastohr, Mandy 13 December 2005 (has links)
Bisher erhalten potenzielle Studienanfänger, Studenten und Hochschulabsolventen kaum empirisch begründete Antworten auf ihre Frage, was den beruflichen Erfolg beflügeln könnte. Im Vordergrund der hochschulpolitischen Diskussion stehen vor allem Studiendauer und Alter der Absolventen. Wie groß oder klein deren Einfluss auf den (individuellen) beruflichen Erfolg aber tatsächlich ist, wird selten reflektiert. Andere, in der Ratgeberliteratur vielfach genannte Einflussmöglichkeiten für den beruflichen Erfolg wie zum Beispiel die Nutzung persönlicher Kontakte zu Hochschullehrern, aus Praktika usw., aber auch Indikatoren sozialer Kompetenzen wurden bisher kaum untersucht. Auch die Auswirkung einer Berufsausbildung vor dem Studium wurde bislang oft nur aus der Perspektive der Ausbildungskosten und der geringeren zur Verfügung stehenden Lebensarbeitszeit der Absolventen diskutiert. Und schließlich kann auch die soziale Herkunft der Absolventen Einfluss haben. Im Rahmen der Dresdner Absolventenstudien konnten bereits für einige Fakultäten bzw. Fachrichtungen der TU Dresden Untersuchungen zu Bestimmungsgründen beruflichen Erfolges unternommen werden. In dem vorliegenden, neu aufgelegten und überarbeiteten Bericht zu Bestimmungsgründen beruflichen Erfolges konnten nun erstmals Daten der Absolventenstudien aller Fakultäten bzw. Fachrichtungen der TU Dresden, d.h. von knapp 2.000 Befragten einbezogen werden. Damit liegen wohl erstmals in Deutschland derartig detaillierte Untersuchungen für alle Fakultäten einer großen Universität vor. In der hiermit vorgelegten Publikation soll - ergänzend zu den bereits vorgelegten fachspezifischen Analysen - eine fächerübergreifende Analyse von Bestimmungsgründen beruflichen Erfolges dokumentiert werden. Hiermit wird immer wieder gestellten Fragen entsprochen, welche individuellen Merkmale von Absolventen - also welche (Vor)Erfahrungen und gegebenenfalls Brüche im Lebenslauf, welche (zusätzlichen) Qualifikationen, sozialen und beruflichen Kompetenzen, Einstellungen, soziodemographischen Eigenschaften und Strategien - und welche Rahmenbedingungen der Bildungsbiographie (mit Fokus auf die Hochschul- und Studienqualität) fächerübergreifend Einfluss auf den beruflichen Erfolg haben. Hierzu war zunächst zu definieren und auf Eignung zu prüfen, was als Maßstab des Erfolges gelten soll. Allein das Einkommen - vor allem wenn es nur zu einem Zeitpunkt erfasst wird - ist als Erfolgskriterium nicht hinreichend zu bewerten. Außerdem ist für die Absolventen selbst das Einkommen wesentlich weniger wichtig als z.B. eine interessante Tätigkeit oder ein gutes Arbeits- und Betriebsklima, so dass diese sich im Zweifelsfall wohl für eine geringer bezahlte, aber interessantere Stelle entscheiden würden. Und dies gilt für fast alle Fächergruppen. Daher wurden für den Berufserfolg das Einkommen zu mehreren Zeitpunkten sowie als weitere Kriterien die aktive Suchdauer bis zur ersten beruflichen Tätigkeit, die Zufriedenheit mit der beruflichen Situation und - zusätzlich zur vorangegangen Untersuchung - nun auch die Ausbildungsadäquanz der Beschäftigung operationalisiert. Die Analysen erfolgten in zwei Schritten: Im ersten Schritt werden für einen ersten Eindruck von der Stärke (und gegebenenfalls Richtung) des wechselseitigen Zusammenhangs jeweils zweier Variablen die Korrelationskoeffizienten auf Hochschul- und Fakultäts- bzw. Fachrichtungsebene ermittelt. Der zweite Schritt und Schwerpunkt der Untersuchungen sind die Regressionsanalysen. Da dieses komplexe Analyseverfahren deutlich größere Fallzahlen erfordert, konnte es für die Dresdner Absolventenstudien an den einzelnen Fakultäten bislang nur vereinzelt eingesetzt werden. Jetzt können mit dessen Hilfe auch Zusammenhänge zwischen mehr als zwei Variablen berücksichtigt werden (multivariate Analyse).

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