Lifestyle of people is one of the determinants of health. Is created from complex of factors that have influance on health and sicnesses. Factor of lifestyle is way of living, that includes regime of work and rest, physical activity, nutritions, bad habits, but also education, way of coping with stress and social status. According to the World Health Organization is lifestyle affected by quality of healthy population. Many epidemiological studies have shown that the majority of the population accept the risky and protective factors affecting health only at theoreticl level. Thesis is devided into theoretical and practical part. The theoretical part was processes by secondary data analysis of literature. In the theoretical part I focused mainly on health determinants (personal wellbeing, enviroment, life style, food, leisure, day mode). In another chapters I dealt with issue of stress, physical activity, risk behaviors and stress from University education. The practical part of thesis I conducted a quantitative method using questionnaire survey on the lifestyle of college students. The questionnaire was anonymous. Data were collected in March and April and questionnaire was sent out via email to students of ZSF JCU. Data and results were processed in graphical form using Microsoft Office excel 2007. The sample consisted of students of Bachelor's and Master's degrees ZSFJCU. Sample were 300 students of 1,2,3,4, and 5year. Part of questioned students did not reply to the questionnaire, ome only partially. 80 % returned questionnaire. The sample consisted of 232 students (211 woman and 21 mans) from diferrent branches of ZSFJCU (see Table 1). In teses the hypotheses were:H1: Students of Health and Social Studies have weaknesses in the way and quality of life. This hypothesis was confirmed based on the result od the questions in the questionnaire. Specifically, the issues relating the food, particularly inadequate consumtion of fruits, vegetables and fish. Furthermore, students have deficiencies in physical activity, which is recommended daily for at least one hour of physical activity. H2: Health and Social Studies students will have knowledge about the impact of bio-psycho-social factors on health. The second hypothesis is based on responses to the question : What are the main health risks caused by inappropriate lifestyles? This question answerd correctly 95 % of students that were asked. H3: Students of Health and Social Studies after completing their studies, participate in programs of health promotion and health education of population. This hypothesis was not confirmed. Only 10 % of students want to work after graduation programs of health promotion and health education of the population. H4: Health and Social Studies creates conditions to support a healthy lifestyle. This hypothesis was verified. Health and Social studies allows you to participate in pysical education in the study. This option uses 54 % of the total number of students that were asked. It also allows food in the canteen on the premises of the faculty. Furthermore, in the study are ZSF JCU lectures dealing with the topic.

323 f. / Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-04-29T14:30:20Z No. of bitstreams: 1 Rocha, Jose Claudio.pdf: 1482234 bytes, checksum: 2a246521fe52765765139ad25e7d3f0b (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-04-30T18:45:14Z (GMT) No. of bitstreams: 1 Rocha, Jose Claudio.pdf: 1482234 bytes, checksum: 2a246521fe52765765139ad25e7d3f0b (MD5) / Made available in DSpace on 2013-04-30T18:45:15Z (GMT). No. of bitstreams: 1 Rocha, Jose Claudio.pdf: 1482234 bytes, checksum: 2a246521fe52765765139ad25e7d3f0b (MD5) Previous issue date: 2006 / A tese intitulada A reinvenção solidária e participativa da universidade: um estudo sobre redes de extensão universitária no Brasil discute as mudanças advindas da globalização, e em grande parte em reação a ela, e as possibilidades de (re)construção conceitual da extensão universitária, frente a essa sociedade mundializada. A partir da observação de experiências de articulação da extensão universitária em rede, o estudo investiga como essas articulações colaboram para a construção da cidadania de seus membros e da sociedade como um todo e se apresentam como um significativo recurso organizacional, tanto pelo ângulo das relações pessoais quanto pelo ângulo da estruturação social. A pesquisa orientou-se pelas diretrizes da pesquisa-ação aplicando e adaptando métodos da observação participante, da antropopedagogia e da pedagogia aberta. / Salvador

nÃo hà / A educaÃÃo superior vem ocupando nas Ãltimas dÃcadas, em nosso paÃs, um espaÃo cada vez mais relevante dentro das polÃticas educacionais, notadamente no que concerne à qualidade do ensino ofertado, como tambÃm, à abertura de possibilidades para a inserÃÃo dos seus egressos no mercado de trabalho. Este fato evidencia-se, sobretudo, pela implementaÃÃo de polÃticas de expansÃo, regulaÃÃo e avaliaÃÃo da educaÃÃo superior atravÃs do MinistÃrio da EducaÃÃo. Esta pesquisa tem como objetivo principal verificar a eficÃcia da formaÃÃo universitÃria atravÃs da anÃlise da inserÃÃo laboral dos egressos do curso de AdministraÃÃo da Faculdade Cearense. E como objetivos especÃficos, traÃar o perfil desses egressos, bem como suas opiniÃes a respeito do curso. O estudo faz inicialmente uma contextualizaÃÃo das polÃticas pÃblicas voltadas para a EducaÃÃo Superior no Brasil, alÃm de uma abordagem sobre o Projeto PedagÃgico do curso pesquisado. Foi aplicado um questionÃrio semi-estruturado para a obtenÃÃo dos resultados e construÃÃo das anÃlises. Os resultados mostram que houve uma inserÃÃo laboral dos egressos apÃs a conclusÃo do curso. Revelam, tambÃm, que os egressos demonstram opiniÃes favorÃveis sobre o curso. / Higher education has occupied in recent decades in our country, an increasingly important space within the educational policies, especially regarding the quality of education offered, as well, opening possibilities for the integration of its graduates in the market job. This fact is evidenced mainly by implementing policies of expansion, regulation and evaluation of higher education through the Ministry of Education. This research aims to verify the effectiveness of university education by analyzing the employability of the students who graduated from the Administration course of the Faculdade Cearense. And the specific objectives, define the profile of these graduates, as well as their opinions about the course. The study initially makes a contextualization of public policies for higher education in Brazil, as well as a discussion of the pedagogical project of course researched. A semi-structured to obtain the results of the analysis and construction questionnaire was applied. The results show that there was a job placement of graduates after graduation. They also reveal that graduates demonstrate favorable opinions about the course.

Neste trabalho utilizou-se o mapa conceitual como ferramenta para analisar a estrutura conceitual de alunos de um curso de graduação em química de uma universidade pública do estado de São Paulo, sobre o tema equilíbrio químico em dois momentos distintos, o primeiro ao ingressarem na universidade e o segundo após um ano de curso. Os mapas foram analisados utilizando uma adaptação do método de Análise Estrutural de Mapas Conceituais (AEMC adaptada). Teve-se como meta do trabalho: a) Avaliar, através de mapas conceituais elaborados pelos alunos a estrutura conceitual dos mesmos referente ao conceito equilíbrio químico; b) Descrever e analisar a evolução das relações entre os principais conceitos envolvidos no tema feitas por alunos no seu ingresso no curso de graduação e após um ano de curso, quando são submetidos pela primeira vez a um estudo sistemático do tema. Pretendeu-se assim, verificar quais foram às mudanças mais significativas ocorridas em decorrência das disciplinas ministradas neste período e c) Estabelecer uma relação entre estas mudança com o processo de ensino ao qual o aluno foi submetido, ou seja, como a estrutura conceitual dos estudantes a respeito do tema mudou em função do processo de aprendizado a que foram submetidos. Concluiu-se que a ferramenta desenvolvida durante a pesquisa foi muito útil na análise proposta; onde os alunos ingressantes definem o Equilíbrio químico como o estado onde as velocidades das reações se igualam sem relacionar a conceitos da termodinâmica, estes também, demonstraram muitos conhecimentos oriundos de como o conceito é apresentado no ensino médio. Verificou-se também que os estudantes ao serem submetidos à disciplinas relacionadas ao tópico equilíbrio químico modificaram seu entendimento sobre o tema. / In this work it was used the Concept Map as a tool for analyzing the conceptual structure of students in an undergraduate degree in Chemistry from a public university in the state of São Paulo, on the subject of Chemical Equilibrium at two different times, the first at the moment when entered in the university and second after a year. The maps were analyzed using an adaptation of the method of Structural Analysis of Concept Maps (AEMC adaptada). The objectives of work were: a) Explore and modify a method of analysis of Concept Maps in order to obtain a Concept Map that shows the main conceptual connection of a group of students in order to graphically represent their conceptual structure; b) Evaluate, through Concept Maps prepared by students their conceptual framework for the Chemical Equilibrium concept; c) Describe and analyze the evolution of relations between the main concepts involved on the subject made by students in their admission to the undergraduate course and after one year course, when they are first subjected to a systematic study of the subject. Thus the intention was to verify which were most significant changes occurred as a result of the matter taught in this period and d) Establish a connection between these changes with the teaching process to which the student was submitted, ie, how the conceptual framework of students regarding the subject changed as a function of the learning process they have submitted. It was concluded that the tool developed during the research was very useful in analyzing the proposal, which the new students define the Chemical Equilibrium as state where the velocities of reactions are equal without relating the concepts of thermodynamics, they also showed a lot of knowledge from as the concept is presented in high school. It was also found that students be subjected to the disciplines related to the topic Chemical Equilibrium changed their understanding of the subject, therefore, provide a greater number of connections between the different concepts involved on the matter.

Made available in DSpace on 2016-08-17T13:54:11Z (GMT). No. of bitstreams: 1 Jose Batista de Oliveira.pdf: 208551 bytes, checksum: 2f074729f74d9fccdc07fa9417d7a008 (MD5) Previous issue date: 2008-03-18 / The teaching pedagogical graduation for the university education contemplates the pedagogical graduation as an element that gained importance in the 1990 s in Brazil, before the demands which are put upon the educational work in the university education, coming from the changes that involved the world right from the last decades of the XX century. It presents the scientific-technological revolution, the neoliberalism and the globalization as factors which have been giving support to the informational society unchaining the reform of the State and the neo-liberal polictics for the university education, coming to interfering in its teacher s graduation. It contempaltes the teaching undertandings in the university education settling them historically from the establishment of the university courses in 1808, going by the foundation of the Brazilian university in 1920 an arriving at the new university model that has been implemented in Brazil starting from the 1990 s with the reform of the Brazilian State. It investigates the pedagogical graduation offered by the post-graduation course (lato sensu) in Methodology of the Higher Education offered by tow teaching institutions in Imperatriz. / A formação pedagógica da docência para a educação superior reflete sobre a formação pedagógica como elemento que ganhou importância na década de 1990 no Brasil, diante das exigências que são colocadas ao trabalho docente no 3º grau, provenientes das mudanças que envolveram o mundo a partir das últimas décadas do século XX. O trabalho apresenta a revolução científico-tecnológica, o neoliberalismo e a globalização como fatores que têm dado sustentação à sociedade informacional, desencadeando a reforma do Estado e as políticas neoliberais para a educação superior, acabando por interferir na formação de seus professores. Reflete sobre as compreensões de docência na educação superior, situando-as historicamente desde a criação dos cursos superiores em 1808, passando pela criação da universidade brasileira em 1920 e chegando ao novo modelo de universidade que vem se implantando no Brasil a partir da década de 1990, com a reforma do Estado brasileiro. Investiga a formação pedagógica oferecida pelo curso de pós-graduação (lato sensu) em Metodologia do Ensino Superior existente em duas instituições de ensino em Imperatriz.

La formation à distance connaît une forte croissance, et ce dans le but de répondre à une demande importante. Ce type de formation permet à certains publics d’accéder à l’enseignement, ce qui ne leur serait pas possible autrement. En formation à distance, abrégée en FAD, le processus d’enseignement/apprentissage est transformé. La recherche que nous avons menée a comme objectif principal de clarifier les transformations que subit le rôle de l’enseignant quand il intervient dans une formation universitaire à distance. Autrement dit, cette recherche vise à cerner les rôles de l’enseignant et ses fonctions dans le contexte d’une FAD. Nous avons travaillé dans le domaine des Sciences de l’Éducation. De telles transformations gagneraient à être précisées et mieux connues afin d’être prises en considération par les enseignants universitaires dans la mise en œuvre de tout dispositif de FAD. Le travail de recherche, qui fait l'objet de cette thèse, s'intéresse à la question suivante : « En quoi l’utilisation d’une plate-forme modifie-t-elle la place et les rôles des enseignants universitaires en Sciences de l’Éducation impliqués dans ce dispositif ? ». Les résultats présentés font l’analyse des données recueillies par des entretiens semi-directifs réalisés auprès d’enseignants et d’étudiants de l’Université LUMIÈRE LYON II, impliqués en Master 1 à distance en Sciences de l’Éducation. D’autre part, nous avons adressé aux étudiants un questionnaire dont nous avons analysé les résultats. / E-learning knows a strong growth and, that, with the aim of responding to an important request. This type of learning gives access to teaching for populations who could not have the formation by a different way.In e-learning, French abbreviation FAD, the process of teaching/learning is transformed. The research that we led has for main objective to clarify the transformations that undergoes teacher’s role interfering in a distance university education. In other words, this research aims to identify teacher’s roles and functions in a FAD context. We worked in the Educational Sciences field. Such transformations would gain to be specified and better known to be considered by university’s teachers in the building of any FAD device. Our research work, that is the object of this thesis, is concerned by the following question: “How the use of a platform could have modified place and roles of university teachers in Educational Sciences involved in this device?”.The presented results make the analysis of data collected by semi-structured interviews realized with teachers and students of the LUMIERE LYON II University, involved in distance Master1 in Educational Sciences. For this work, we sent to students a questionnaire to collect results that we analyzed.

No description available.

University education is ideally expected to significantly expand higher education capabilities among students. Yet, if left unchecked, university education processes can under-equip students in terms of higher education capabilities. In the last one and a half decades, public university education in Uganda has been rapidly growing in terms of student enrolment and course completion. However, the higher education capability levels among students and consequently new graduates (2001-2010) have apparently been declining, especially in terms of practical reason, sociality and participation, learning dispositions, and science and technology. The current study analyses why the new graduates of public universities in Uganda are seemingly deficient in higher education capabilities. Data for analysis were mainly collected from 221 stakeholders of two public universities, namely Makerere University and Mbarara University. The analysis focused on respondents’ perceptions of the three sub-variables of university education, namely curriculum content, teaching processes, and learning processes. Through regression analysis, it was established that these sub-variables jointly predict higher education capability expansion among students in Uganda by 81.2%. Meanwhile, results from qualitative analyses suggest that the curriculum content of public university education is at an acceptable standard and, therefore, a minor cause of higher education capability deficiency among students. However, the teaching processes are perceived as ineffective since lecturers mainly use non-participatory approaches, teach fewer sessions than timetabled, and engage ‘liberal’ quality assurance measures that are open to abuse. Moreover, the learning approaches of some students seem to be surface in nature and the students’ levels of research learning and practice are low. Hence, the study conclusions suggest that low levels of higher education capabilities among students or new graduates in Uganda are largely due to ineffective teaching and learning processes at the two public universities studied. Consequently, the study recommends that, in a bid to enhance higher education capability expansion among students, public universities should focus on improving teaching processes and learning processes, particularly on staff pedagogical skills, commitment, quality controls, and reducing the number of students enrolled in most university courses. / Development Studies / D. Litt et Phil. (Development Studies)

University education is ideally expected to significantly expand higher education capabilities among students. Yet, if left unchecked, university education processes can under-equip students in terms of higher education capabilities. In the last one and a half decades, public university education in Uganda has been rapidly growing in terms of student enrolment and course completion. However, the higher education capability levels among students and consequently new graduates (2001-2010) have apparently been declining, especially in terms of practical reason, sociality and participation, learning dispositions, and science and technology. The current study analyses why the new graduates of public universities in Uganda are seemingly deficient in higher education capabilities. Data for analysis were mainly collected from 221 stakeholders of two public universities, namely Makerere University and Mbarara University. The analysis focused on respondents’ perceptions of the three sub-variables of university education, namely curriculum content, teaching processes, and learning processes. Through regression analysis, it was established that these sub-variables jointly predict higher education capability expansion among students in Uganda by 81.2%. Meanwhile, results from qualitative analyses suggest that the curriculum content of public university education is at an acceptable standard and, therefore, a minor cause of higher education capability deficiency among students. However, the teaching processes are perceived as ineffective since lecturers mainly use non-participatory approaches, teach fewer sessions than timetabled, and engage ‘liberal’ quality assurance measures that are open to abuse. Moreover, the learning approaches of some students seem to be surface in nature and the students’ levels of research learning and practice are low. Hence, the study conclusions suggest that low levels of higher education capabilities among students or new graduates in Uganda are largely due to ineffective teaching and learning processes at the two public universities studied. Consequently, the study recommends that, in a bid to enhance higher education capability expansion among students, public universities should focus on improving teaching processes and learning processes, particularly on staff pedagogical skills, commitment, quality controls, and reducing the number of students enrolled in most university courses. / Development Studies / D. Litt et Phil. (Development Studies)

Cette étude est consacrée à l’université publique marocaine. Elle se situe dans le champ de l’enseignement supérieur public. Les chercheurs du secteur universitaire au Maroc qualifient la gestion de l’enseignement supérieur de centralisée, bureaucratisée, rigide et incapable de trouver des réponses efficaces à la société. L’université publique marocaine vit une crise : elle a fait l’objet de nombreux critiques sur la nature des services universitaires. Sur le plan académique, elle est inappropriée pour faire face à la demande sociale en matière de l’enseignement universitaire. Sur le plan interne, elle est inadaptée à cause de dysfonctionnement pédagogie, organisationnel et administratif. L’université publique n’a pas été apte à s’adapter au secteur privé en créant des débouchés viables pour ses diplômés. Devant la gravité de la situation de l’enseignement supérieur public marocain, une Commission Royale Spéciale a été créée, dont le mandat était de trouver une meilleure façon de rationaliser le système universitaire. C’est ainsi qu’en 1999, la Commission a établi une Charte nationale de l’éducation et de la formation. Les premiers éléments de la nouvelle réforme ont été mis en application dès la rentrée universitaire 2003-2004. Cette nouvelle réforme est perçue comme un moyen d’améliorer le fonctionnement des établissements universitaires publics. Son objectif principal est de réformer d’une manière globale le système universitaire public. Dans les recherches qui se sont intéressées à la réforme de l’université publique marocaine, nous avons constaté qu’il y a une absence de documentation en ce qui trait aux réactions des acteurs universitaires et professionnels face aux orientations de cette réforme. Dans le but d’apporter des éclaircissements, nous nous sommes fixé un double objectif : déterminer, à partir de la perception d’acteurs universitaires, les effets des orientations de la nouvelle réforme et de ses modalités; connaître les changements organisationnels et leurs exigences. La stratégie de recherche répondant le mieux à notre double objectif était la recherche exploratoire. La démarche que nous avons privilégiée fut celle d’une première étude avant l’implantation de la nouvelle réforme et d’une autre après trois semestres de son implantation. Les questions qui ont soutenu notre recherche sont les suivantes : les attitudes des acteurs universitaires ont-elles été modifiées par l’introduction de la nouvelle réforme? Si oui, dans quel sens ont-elles été modifiées? Est-ce que la nouvelle réforme a modifié les pratiques pédagogiques et financières dans le sens indiqué par la charte? Quelles formes de contribution des acteurs universitaires peuvent-ils apporter à une implantation efficace de la nouvelle réforme? Parmi les quatorze universités publiques que compte le Maroc, nous avons choisi l’Université Mohammed V de Rabat-Salé. Cet établissement est l'une des universités les plus anciennes au Maroc. Elle est caractérisée par un nombre significatif de départements qui ont un potentiel de recherche et une réputation nationale. Aucune université ne dispose d’autant de facultés et de différentes disciplines : lettres, sciences, économie, droit, médecine et pharmacie, médecine dentaire, ingénierie, technologie et autres. La démarche méthodologique retenue est axée sur des entrevues auprès des acteurs universitaires et professionnels de trois facultés : 1) faculté des Lettres et Sciences humaines, 2) faculté des Sciences juridiques, économiques et sociales, 3) faculté des Sciences. Celles-ci sont considérées comme des facultés pilotes par rapport à la nouvelle réforme. Nous avons entrepris deux séries d’entrevues : la première en 2001 avant l’implantation de la nouvelle réforme de l’université et la deuxième en 2005 après son implantation. Nous avons mené au total quarante-cinq (45) entrevues qui se sont déroulées en deux périodes : la première a eu lieu entre décembre 2000 et janvier 2001 et la deuxième entre décembre 2004 et janvier 2005. Lors de la première série d’entrevues, notre protocole était composé de questions spécifiques portant sur les initiatives inhérentes à la mise en application d’un système modulaire, sur les procédures pour restructurer la formation universitaire publique, sur le développement de projets spéciaux et de matériel didactique en rapport avec le nouveau système pédagogique et sur les propositions et les procédures pour la participation de l’université au marché du travail. Nous avons aussi posé des questions concernant les aspects financiers. Enfin, pour mieux comprendre le contexte, des questions portaient sur les évaluations et les recommandations de la nouvelle réforme de l’université publique. Au cours de la deuxième période d’entrevues, nous avons recueilli des données sur le soutien du département au pilotage des objectifs de la nouvelle réforme universitaire, le soutien des instances professionnelles à l’avancement de la réforme, la coopération des enseignants au plan de l’avancement des pratiques pédagogiques et les conditions nécessaires à une implantation efficace. Les réponses obtenues auprès des acteurs universitaires et professionnels ont été soumises à une analyse de contenu. Nous avons opté pour le modèle politique comme cadre conceptuel de notre recherche. Ce modèle nous a aidés à montrer l’importance des acteurs universitaires et professionnels dans les démarches pour l’application de la nouvelle réforme. Il nous a aidés également à comprendre comment les caractéristiques de la communauté universitaire peuvent faciliter ou bloquer la réussite de la réforme en cours. Cette recherche montre dans quelle mesure les objectifs de la nouvelle réforme fixés par la Commission Royale Spéciale sont en voie de réalisation. En ce sens, notre recherche pourrait être utile au plan national marocain : elle pourrait aider les responsables politiques et les administrateurs universitaires à prendre des décisions appropriées au processus d’implantation de la nouvelle réforme universitaire. / This study is devoted to the Moroccan public university. It is located in the field of public higher education. Researchers from the university sector in Morocco describe higher education management as being centralized, bureaucratic, rigid and unable to find effective answers to societal concerns. The Moroccan public university is in a crisis: it has been subject to many criticisms about the nature of its services. On the academic front, it is inadequate to meet the social demand for university education. In terms of internal, it is inadapted because of the dysfunction pedagogical, organizational and administrative matters. The public university has not been able to adapt to the private sector by creating viable opportunities for its graduates. Given the gravity of the situation of public higher education in Morocco, a Special Royal Commission was established, whose mandate was to find a better way to streamline the university system. Thus in 1999 the Commission established a National Charter of Education and Training. The first elements of the new reforms have been implemented since the academic year 2003-2004. This new reform is seen as a way to improve the functioning of public universities. Its main objective is a comprehensive reform of the public university system. In the researches that have focused on the reform of the Moroccan public university, we found that there was a lack of documentation in relation to key academics and professionals reactions regarding the directions of this reform. In quest for more clarify, we have set to ourselves a double objective: to determine from the perception of academic actors the effects of the orientations of the new reform and its terms; to determine the needed organizational changes for the implementation of the new academic reform to be effective. The research strategy that best meet our dual objective was an exploratory research. The approach we have chosen was that of an initial study before the implementation of the new reform and another three semesters after of the implantation. The questions under laying our research evolve around the following aspects: were the attitudes of university actors modified by the introduction of the new reform? If yes, in what way have they changed? Has the new reform altered the educational and financial practices in the direction indicated by the charter? What forms of contribution could university actors make for an efficient implementation of the new reform? Among the fourteen public universities that account in Morocco, we chose the University Mohammed V of Rabat-Salé. This establishment is one of the oldest universities in Morocco. It is characterized by a significant number of departments that have a potential of research and a national reputation. No other university has as many faculties and disciplines: humanities, sciences, economics, law, medicine and pharmacy, dentistry, engineering, technology and more. The methodology used focused on interviews with academics and professionals in three faculties: 1) Faculty of Arts and Humanities, 2) Faculty of Law, Economic, and Social Sciences, 3) Faculty of Sciences. These Faculties are considered to be pivotal in relation to the new reform. We conducted two series of interviews: the first one in 2001 before the implementation of the new reform and the second one in 2005 after its implantation. We conducted a total of forty-five (45) interviews in two phases: The first one has been between December 2000 and January 2001 and the second one between December 2004 and January 2005. Our protocol interviews of the first period was composed of specific questions on the initiatives inherent in the implementation of a modular system, procedures to restructure the public university education, the development of special projects, tools, training materials related to the new educational system and proposals, procedures for the university to participate in the labour market. We also asked questions concerning the financial aspects. Finally, to better understand the context, questions were raised about the assessments and recommendations for further reform of the public university. In the second period of interviews, we collected data to support the department in piloting the objectives of the new university reform, the support of professional bodies to advance the reform, the cooperation of teachers in terms of advancement of teaching practices and requirements that promote effective implementation. The responses from academic and professional actors have been put to content analysis. We opted for the political model as a conceptual framework of our research. This model has helped us demonstrate the importance of academic and professional actors in the application process of the new reform. It has also helped us understand how the characteristics of the university community can facilitate or block the success of the ongoing reform. This research shows to which extent the objectives of the new reform fixed by the Special Royal Commission are being realized. In this sense, our research could be helpful at the national level in Morocco: it could help political leaders and university administrators make appropriate decisions to the process of implementation of the new academic reform.