Dissertations / Theses: 'University education in France'

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Parrique, Timothée. "Economics Education for Sustainable Development: Institutional Barriers to Pluralism at the University of Versailles Saint-Quentin (France)." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201465.

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While commitments made at the Rio+20 conference paved the road for the building of a green and fair economy, the ability of economics to provide a satisfactory intellectual framework to support this process has been increasingly questioned, particularly since the 2008 global financial crisis. In order to make economics more responsive to present and future challenges, this study argues that education in economics must be centred on the pursuit of sustainable development with what has been termed Education for Sustainable Development (ESD). To qualify as ESD, this paper contends that economics education must embrace pluralism on four levels (theoretical, methodological, disciplinary and pedagogical). This fourfold pluralism will improve economists’ capacity to deal with societal challenges and allow for the long-term building of resilient green-er and fair-er economies. The University of Versailles Saint-Quentin (France) Bachelor of Economics and Management is chosen as a case study to identify the current institutional factors hindering the opening of economics education to pluralism. The thesis draws on relevant literature in the field, and also utilises interviews undertaken with five economic professors teaching in the Bachelor. Following analysis of the case study, five main barriers to a plural economics education were found; these barriers are professionalisation, recruitment, evaluation, laziness and performance.

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Thiou, Eric. "L’université de Besançon et les étudiants comtois à la fin de l'Ancien Régime." Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCC002.

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La présente recherche appréhende l’université de Besançon et ses étudiants dans les dernières décennies de l’Ancien Régime. Les 1300 étudiants inscrits entre 1767 et 1789 sont étudiés à travers leur origine sociale et géographique, leur évolution socio-professionnelle et leur cursus. La peregrinatio academica comtoise vers d’autres universités françaises est aussi abordée. L’université, pour sa part, est analysée dans son fonctionnement interne (gestion financière et seigneuriale, étude des locaux). Le corps enseignant est examiné sous le prisme du recrutement et des carrières respectives des professeurs. La faculté de droit, qui accueille le plus d’étudiants, voit nombre de ses diplômés occuper une place notable dans la société comtoise jusqu’au début du XIXe siècle. Les diplômés de celle de médecine font de la Franche-Comté une province riche en praticiens. La faculté de théologie est surtout réduite à octroyer des doctorats à des clercs ambitieux. À travers cette recherche, l’on s’est attaché à brosser le portrait et le destin d’une génération de l’élite comtoise, placée à la lisière de l’Ancien Régime et de l’époque des révolutions
The present research deals with the university of Besançon (France) and its students in the last decades of the Ancien Régime. 1300 students registered between 1767 and 1789 are studied through their social and geographical origins, their social and occupational evolution and their studies. The peregrinatio academica towards other French universities is alsoapproached. The university, for its part, is analyzed in its internal functioning (financial and seigneurial management, study of buildings). The teaching profession is examined under the prism of the recruitment and the respective careers of the professors. The faculty of law, whichwelcomes most students, sees a lot of its graduates occupying a notable position in the society of Franche-Comté until the beginning of the XIXth century. The graduates of the faculty of medicine make Franche-Comté a province rich in practitioners. The faculty of theology is reduced to grant doctorates to ambitious clerks. Through this research, we have attempted to paint the portrait and the fate of a generation of Franche-Comté’s elite, from the last decades of the Ancien Régime to the age of revolutions

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Aquilina, Dawn A. "Degrees of success : negotiating dual career paths in elite sport and university education in Finland, France and the UK." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/15993.

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The requirements placed on Olympic and professional athletes in contemporary world sport are such that they need to dedicate themselves more and more to achieving excellence. This immediately implies that most athletes' time is dedicated to developing their sporting career, with very little time left to develop other aspects of their lives outside their sport. The reality facing many elite athletes is that few are sufficiently financially rewarded to allow them to make a living out of their sport, and even fewer can rely on measures in place in their own country to assist with the financial and psychological impacts of their retirement from sport (Stambulova, Stephan, & Japhag, . 2007). This places even more importance on the need for the athlete to either have a 'dual career' or else to prepare for a post-athletic career while still participating in elite sport. However, though policy makers have begun to demonstrate an awareness of these needs, and programmes have been developed to assist in the educational and vocational development of athletes, little effort has been made to identify how athletes perceive the choices which face them and how they negotiate a way through the challenges of developing and maintaining a dual career. To redress this, a life story approach has been adopted during this research study to try to elicit student-athletes' own life experiences and to identify and evaluate the decision-making processes they go through, in order to combine an academic and elite sporting career successfully. The athletes selected for the development of life-stories are drawn from three countries, Finland, France and the UK which reflect different approaches to state intervention in sport/education (Amara, Aquilina, Henry, & Taylor, 2004). Crucial to an evaluation of these national systems is an understanding of what these policy systems are seeking to achieve. This may be expressed in terms of a balance between the roles; rights and responsibilities of the main stakeholders (including the athlete, the university, the Member State and the European Union) which are articulated within the study. This research study therefore seeks to develop an understanding of the perspectives on student-athletes' development in academic and sporting terms, identifying the principal challenges faced and how these may be overcome, and considers the implications of such insights for practitioners and policy makers.

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Filimonova, Ekaterina. "« Université-monde » : l'internationalisation des politiques universitaires en France et en Russie." Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0452/document.

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La thématique de la thèse concerne un sujet très actuel, car elle s’inscrit dans le contexte de larecomposition du monde universitaire visant à réussir dans la compétition mondiale des systèmesuniversitaires. Dans notre recherche, nous considérons l’internationalisation, d’abord commecatalyseur, puis comme analyseur de changements produits dans le système universitaire. Pourétudier ces changements, nous recourrons à l’approche de B. Jobert et P. Muller, par référentiel, etfaisons l’hypothèse qu’au milieu des années 2000 nous assistons à la formation d’un nouveauréférentiel de « l’université compétitive», dont le degré supérieur de développement est l’université« de classe mondiale ». Ce référentiel, commun à plusieurs pays, présente des particularités àdifférents niveaux des systèmes universitaires. Ainsi, la première partie de la thèse est une réflexionsur la construction d’un nouveau système de représentations dans le domaine de l’enseignementsupérieur et de la recherche. Dans la deuxième partie, nous poursuivons la recherche avec une étudede terrain, afin d’évaluer dans quelle mesure ce référentiel change en pratique
The thesis is devoted to a topical issue of universities reorganization in condition of internationalcompetition of university systems characteristics. In our research we consider the internationalizationas a catalyst, on one hand, and as an analyzer of changes in university systems, on the other hand. Forthe purpose of studying these changes, we appeal to B. Jobert’s and P. Muller’s concept ofréféréntiél. The basis of our hypothesis is the fact that since the middle of 2000s we could witness аcreation of a new référéntiel of a « competitive university » that could set a new standard of a“world-class university” in the nearest future. Even though this référentiel is common for manycountries, it presents some particularities when applied to different levels of university systems.Thus, in the first part of the thesis we would like to present the main principals of a new socialrepresentation system in terms of higher education and research. In the second part of this work, wehave recourse to a field study in order to explore if the référentiel changes in reality

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Hipple, Dean A. "Re-entry training and education for returning sojourner undergraduates of French grandes écoles : a thesis." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/562.

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This study is a design and delivery of a comprehensive re-entry training program which has been implemented to meet the needs of returning French engineering grande ecole undergraduate sojourners. With particular attention to the historical and specific character of a grande ecole's interdependent relationship with industry and professional training as an integral part of the educational design, this program has been specifically conceived as a semiautonomous, in-house institute for advanced intercultural training and studies with the combined aims of a) meeting the immediate and longer-term needs of returning sojourners and b) enhancing intercultural awareness at the school generally. This study focuses specifically on the re-entry program delivered by the newly created Winter Institute of Intercultural Communication (WIIC) as the capstone innovation in the broader developmental curriculum redesign scheme for grande ecole students. The Institute now provides the necessary re-entry follow up after an extensive pre-departure training program and six months experience abroad as well as providing a workshop for moving on to more advanced levels of intercultural communication issues.

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Prokou, Eleni. "Higher education reforms in Greece, France and Germany : a comparative approach with special reference to the non-university sector in Greece, as a European semi-periphery." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10019051/.

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This thesis is about higher education reforms - with special reference to the institutions of the non-university• sector of higher education - in Greece, in comparison to apparently similar reforms in France and Germany. Overall, the thesis attempts to analyse and explain the similarities and differences in these reforms (starting from the late 1960s) through an interpretation of Greece as a 'semi-peripheral' society within Europe. Chapter One presents an overview of the thesis, and thus introduces the background of the research problem, the comparative framing, the purpose, the theoretical orientation, the main argument and the organisation of the thesis. Then, the thesis has two parts. The first Part is both descriptive and analytical and sets out to show the apparent similarities in the reforms of higher education in the three countries. Chapter Two outlines the higher education reforms in Greece. Chapter Three analyses the reforms in France and Chapter Four analyses the reforms in Germany. Chapter Five summarises the similarities and the differences. The second Part of the thesis is both theoretical and descriptive. It interprets the Greek case. Chapter Six works on two theoretical approaches to 'semiperipheral' societies. Chapter Seven presents, in detail, the case of Greece as a 'semi-peripheral' society within Europe. Chapter Eight offers a reinterpretation and an analysis of the similarities and differences in higher education reforms identified earlier, in terms of the 'semi-peripherality' of Greece. This Chapter is also the conclusion of the thesis.

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Moreau, Thomas. "Etudier, enseigner, rayonner : l'Université de Caen 1793-1944." Thesis, Normandie, 2018. http://www.theses.fr/2018NORMC044/document.

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Cette thèse vise à étudier et comprendre l’histoire de l’Université de Caen de la Révolution à la destruction de ses bâtiments lors de la Libération. Cette étude permet de retracer l’histoire des institutions sur la période donnée, c’est-à-dire l’évolution structurelle de l’enseignement supérieur à Caen, bouleversé pendant la Révolution puis réorganisé sous l’Empire sous la forme de facultés et enfin rassemblé en université en 1896.L’étude ne vise pas seulement à retracer l’histoire institutionnelle de l’université de Caen mais tend à envisager cette histoire sous plusieurs angles, comme l’évolution des bâtiments et surtout en intégrant l’ensemble des ses acteurs : professeurs, personnel administratif et étudiants. Leur positionnement et le rôle politique des étudiants et des enseignants sont également étudiés.Enfin, un dictionnaire biographique présentant trois cent cinquante notices de professeurs et de recteurs de l’université de Caen du XIXe et du XXe siècle permet de mener une étude prosopographique de ce personnel
This thesis aims to study and understand the history of the University of Caen from the Revolution to the destruction of its buildings during the Liberation. This study makes it possible to trace the history of the institutions over the given period, that is to say the structural evolution of higher education in Caen, upset during the Revolution and reorganized under the Empire in the form of faculties and finally gathered in university in 1896.The study not only aims to trace the institutional history of the University of Caen but tends to consider this story from several angles, such as the evolution of buildings and especially by integrating all of its actors : teachers, administrative staff and students. Their positioning and the political role of students and teachers are also studied.Finally, a biographical dictionary presenting three hundred and fifty records of professors and rectors of the University of Caen of the 19th and 20th century allows a prosopographic study of these personnel

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Besançon, Maud. "Collèges, lycées et université en Franche-Comté au cœur des grandes mutations de l’éducation au milieu du XXème siècle : Ruptures, renouveau et continuités (1938-1947)." Thesis, Bourgogne Franche-Comté, 2020. http://www.theses.fr/2020UBFCA021.

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Les études historiques sur Vichy et l’Occupation allemande ont accordé très peu d’intérêt au système éducatif français et à ses acteurs. Pourtant, cette époque est souvent présentée comme un moment de bouleversements majeurs pour la société française : du côté du régime de Vichy, un nouveau projet de société en rupture avec la tradition républicaine du développement de l’éducation ; du côté de l’occupant, une politique de domination et de transformation idéologique de la France pour l’intégrer dans une Europe nazifiée. La réforme de l’enseignement (secondaire, professionnel et supérieur) et la jeunesse sont des éléments récurrents au cœur des discours du nouveau régime. En quoi a consisté la philosophie de cette réforme et comment a-t-elle été transformée en politique éducative ? Quelles ont été les perceptions, les réactions et les pratiques des acteurs de ce système ? Peut-on évaluer l’impact de cette politique ? Quelle importance accorder aux circonstances de la guerre et de l’Occupation qui ont créé une situation d’exception et provoqué la désorganisation du système ? Comment se sont combinés les éléments de rupture et de continuité avec la politique d’avant- guerre et d’après-guerre ? Comment a-t-on tenté de concilier la volonté politique et les contraintes extrêmes produites par l’événement ? Tel est le questionnement général qui est à l’origine de cette thèse.Afin de pouvoir cerner le phénomène au plus près de la réalité, une région a été choisie, la Franche-Comté, sur une période élargie allant de 1938 à 1947. Il s’agit d’examiner la manière dont les établissements scolaires d’enseignement secondaire, professionnel et supérieur de la région Franche-Comté ont évolué durant cette période critique et comment, durant cette période de basculement, s’est amorcée une mutation profonde du système éducatif. Ces établissements ont été confrontés à une double pression. Tout d’abord le contexte politique (la guerre, l’Occupation allemande et le régime de Vichy) : la proximité de la région avec l’Allemagne nazie en fait un espace stratégique dans la politique expansionniste allemande. Le poids de la guerre s’y fait particulièrement ressentir. Ensuite, la succession des réformes de l’éducation et de l’enseignement qui se multiplient dès l’avant-guerre sans parvenir à prendre corps dans la réalité institutionnelle. La Franche-Comté est une région importante dans l’application des réformes de l’éducation, car certains établissements scolaires ont été désignés comme pilotes pour la réforme de Jean Zay dans le sillage du Front populaire, mais aussi pour le plan Langevin-Wallon. Ce processus de réformation se poursuit bien après la Libération, porté par le programme de la Résistance et la volonté de reconstituer de nouvelles élites tout en amorçant une politique de démocratisation de l’accès à l’enseignement.L’objet de cette étude est donc d’appréhender à la fois l’évolution du quotidien éducatif franc-comtois d’une époque à l’autre, mais aussi de souligner les spécificités régionales dans l’organisation et la gestion des établissements scolaires et des enseignements dispensés aux élèves et aux étudiants, pour tenter de mesurer l’impact de ces politiques successives sur la société éducative
The historical studies undertaken on Vichy and the German Military Administration of occupied France give little attention to the French educational system and its actors. Nonetheless, this period has often been presented as a time of major upheavals for the French society, such as Vichy regime’s new project of society that breaks with the Republican tradition of education enhancement and the German occupiers’ policy of ideological control and transformation of France to integrate the country into a Nazified Europe. The (secondary, vocational and higher) education reform and the youth are both recurring topics in the new regime’ speeches. What was exactly the philosophy guiding this reform and how was it turned into an educational policy? What were the system actors’ perceptions, reactions and practices? Is it possible to measure the impact of this policy? What weight should we give to the circumstances of war and occupation that produced this exceptional situation and occasioned the disorganisation of the system? How did the elements of disruption and continuity combine with the pre-war and post-war policies? How was it intended to conciliate the political will with the extreme constraints linked to the war? This is the overall questioning that originated this thesis.In order to identify what happened while staying true to the facts, a region, the Franche- Comté, was selected for study over an extended period from 1938 to 1947. The purpose was to review how the secondary, vocational and higher education schools of Franche-Comté had evolved over a critical time and how, during this changeover period, was initiated a deep transformation of the education system. These institutions faced a double pressure. On one hand, there was the political context (the war, the German Military Administration and the Vichy regime). The proximity of the Nazified Germany with the region turned it into a strategic area within the German expansionary policy. The region was seriously affected by the war. On the other hand, the education and instruction reforms proliferated as of the pre-war era, failing at taking shape within the institutional reality. The Franche-Comté was an important region for the implementation of the education reforms as some schools were appointed pilots as part of the Jean Zay Reform supported by the French Popular Front, and also within the framework of the Langevin-Wallon Plan. This reformation went on way after the liberation of France, carried by the French Resistance’s program and the will to train new elites while introducing an access to education democratization policy.The purpose of this study is thus to comprehend the evolution of the education daily life in Franche-Comté over different periods, while also highlighting the regional specificities with regards to the organisation and management of the schools and the education provided to the pupils and students, in order to measure the impact of the successive policies on the education society

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Desvignes, Arnaud. "Vers l’autonomie des universités en France. Les acteurs universitaires, politiques et syndicaux face à la réforme (1968-1984)." Thesis, Paris 4, 2016. http://www.theses.fr/2016PA040219.

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Le premier objectif de cette thèse est de réfléchir aux conditions de la genèse des grandes réformes universitaires à travers l’étude de la loi Faure de 1968 et de la loi Savary de 1984. Il s’agit d’essayer d’évaluer les rôles des différents acteurs, selon leur fonction et leur mode de pensée, dans le cadre du processus d’élaboration de la réforme. L’autre ambition assignée à ce travail est de tenter d’évaluer le degré d’application de la loi Faure de 1968 dans les universités. Une telle étude revêt une importance toute particulière dans la mesure où les historiens ont montré que cette loi est la première qui offre les moyens aux universités de devenir autonomes. Jusqu’à cette date, et malgré les réformes républicaines de la fin du XIXe siècle, l’enseignement supérieur français est resté tributaire de la « tyrannie des facultés » instituée par Napoléon en 1808. Nous avons donc cherché à évaluer le degré d’autonomie dont disposent les universités au lendemain de la loi de 1968 dans les domaines des diplômes, des finances et de la participation. Les sources autorisant la conduite d’une telle analyse sont très variées : dossiers des ministres en charge des universités, archives de l’Élysée, de différents rectorats, transcriptions des débats tenus à l’Assemblée nationale et au Sénat, rapport des commissions parlementaires, témoignages oraux a posteriori, etc... Pour ce qui concerne les sources émanant des universités, nous avons axé nos recherches sur les archives relatives à trois établissements : Paris VII, Rennes I et l’université de Picardie
Our project strives for pondering the conditions for gradually implementing self-governance in the French universities. From this point of view however, the time frame spanning 1968 to 1984 is apparently a great opportunity for reflection. In fact the laws advocated by the Ministers Faure and Savary can be considered as the first steps towards practical autonomy of the universities.. History shows abundantly that despite republican reforms passed by the end of the 19th century, until 1968 the French higher education systems remained dependent on the “Colleges’ tyranny” established by Napoleon in 1808. A description of the French education system before 1968 will shed light on the administrative burdens on the universities, which may have aroused a willingness to change in some individuals. But in most cases, a reform derives from a trade-off whose origin may be tracked by historians. For such a quest, the sources of information flow from politicians of the time, or from their assistants, from academics or from teachers unions: proceedings of the Parliament or the Senate, reports from ministerial staffs, university bodies, ex post facto oral evidence etc…Confronting the material should allow one to gauge the part played in the reform preparation process by the various stakeholders, according to their function and mindset

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Desvignes, Arnaud. "Vers l’autonomie des universités en France. Les acteurs universitaires, politiques et syndicaux face à la réforme (1968-1984)." Electronic Thesis or Diss., Paris 4, 2016. http://www.theses.fr/2016PA040219.

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Le premier objectif de cette thèse est de réfléchir aux conditions de la genèse des grandes réformes universitaires à travers l’étude de la loi Faure de 1968 et de la loi Savary de 1984. Il s’agit d’essayer d’évaluer les rôles des différents acteurs, selon leur fonction et leur mode de pensée, dans le cadre du processus d’élaboration de la réforme. L’autre ambition assignée à ce travail est de tenter d’évaluer le degré d’application de la loi Faure de 1968 dans les universités. Une telle étude revêt une importance toute particulière dans la mesure où les historiens ont montré que cette loi est la première qui offre les moyens aux universités de devenir autonomes. Jusqu’à cette date, et malgré les réformes républicaines de la fin du XIXe siècle, l’enseignement supérieur français est resté tributaire de la « tyrannie des facultés » instituée par Napoléon en 1808. Nous avons donc cherché à évaluer le degré d’autonomie dont disposent les universités au lendemain de la loi de 1968 dans les domaines des diplômes, des finances et de la participation. Les sources autorisant la conduite d’une telle analyse sont très variées : dossiers des ministres en charge des universités, archives de l’Élysée, de différents rectorats, transcriptions des débats tenus à l’Assemblée nationale et au Sénat, rapport des commissions parlementaires, témoignages oraux a posteriori, etc... Pour ce qui concerne les sources émanant des universités, nous avons axé nos recherches sur les archives relatives à trois établissements : Paris VII, Rennes I et l’université de Picardie
Our project strives for pondering the conditions for gradually implementing self-governance in the French universities. From this point of view however, the time frame spanning 1968 to 1984 is apparently a great opportunity for reflection. In fact the laws advocated by the Ministers Faure and Savary can be considered as the first steps towards practical autonomy of the universities.. History shows abundantly that despite republican reforms passed by the end of the 19th century, until 1968 the French higher education systems remained dependent on the “Colleges’ tyranny” established by Napoleon in 1808. A description of the French education system before 1968 will shed light on the administrative burdens on the universities, which may have aroused a willingness to change in some individuals. But in most cases, a reform derives from a trade-off whose origin may be tracked by historians. For such a quest, the sources of information flow from politicians of the time, or from their assistants, from academics or from teachers unions: proceedings of the Parliament or the Senate, reports from ministerial staffs, university bodies, ex post facto oral evidence etc…Confronting the material should allow one to gauge the part played in the reform preparation process by the various stakeholders, according to their function and mindset

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Hoang, Van tuan. "L'enseignement supérieur en Indochine (1902-1945)." Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLV048.

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Titre : L’enseignement supérieur en Indochine (1902-1945) Mots clefs : Enseignement, Enseignement supérieur, université indochinoise, université de Hanoi, Ecoles supérieures, Vietnam, Indochine. Résume : L’enseignement supérieur en Indochine à l’époque coloniale française fut marqué notamment par la création de l’Ecole de Médecine de Hanoi en 1902, puis par la création d’une université indochinoise en 1906 qui était une mesure. Cette décision fut avant tout politique, ce fut celle de Paul Beau pour faire à face aux changements en Extrême-Orient et aux exigences du peuple indigène. A partir de la réforme d’Albert Sarraut en 1917, l’enseignement supérieur devint une partie officielle du système de l’enseignement en Indochine. L’université indochinoise fut réorganisée et plusieurs écoles supérieures furent créées et formèrent à presque tous les domaines nécessaires au développement du pays : la médecine, le droit, les beaux-arts, le commerce, l’agriculture et la sylviculture, les travaux publics et la pédagogie. Jusqu’en 1945, le système d’enseignement supérieur en Indochine fut très complet et très bien organisé et Hanoi devint un centre éducatif dans tout l’empire colonial français. L’université indochinoise, bien que comportant des limites quant à la quantité et la qualité des enseignements propos, a participé au développement des pays de la péninsule indochinoise, pendant la période coloniale et après l’indépendance des trois pays. Elle était la seule université consacrée aux étudiants indigènes dans tout l’empire colonial français. L’université indochinoise est considérée comme une des plus importantes œuvres du colonialisme français en Indochine
Title : Higher education in Indochina (1902-1945) Keywords: Education, higher education, Indochinese university, university of Hanoi, colleges, Vietnam, Indochina. Abstract : The higher education in Indochina in the French colonial period was highlighted by the creation of the School of Medecine of Hanoi in 1902 and by the creation of an Indochinese university in 1906. It was a temporary mesure as well as a political. Paul Beau created the Indochinese university in response to changing situation in the Far East and to match the requirement of indigenous people. From Albert Sarraut’s reform in 1917 onward, the higher education became an official part of the system of education in Indochina. The Indochinese university was reorganized and several colleges were created and trained people in almost every domains to meet the development of the country: the medicine, the law, the fine arts, the business, the agriculture and the forestry, the public works and the pedagogy. Until 1945, the system of higher education in Indochina was very well organized and offered a rather complete. Hanoi became an educational center in the whole French colonial empire. The Indochinese university, despite its limits about the quantity and the quality of lessons proposed, participated in the development of the Indochinese peninsula’s countries, during the colonial era and after independence the three countries. It was the only university dedicated to the native students in all the French colonial empire. The Indochinese university is considered as one of the most important works of the French colonialism in Indochina

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Olivier, Florian. "L'impact des études supérieures sur les valeurs des étudiants." Thesis, Paris, EHESS, 2017. http://www.theses.fr/2017EHES0068/document.

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Ce travail de thèse part d'une idée simple : ce que l'on fait, ce que l'on vit nous change. Or au sein des expériences collectives vécues, l'une tend à devenir de plus en plus partagée : le passage par des études supérieures. Aussi peut-on être surpris de constater que peu nombreuses sont les études s'intéressant à l'impact que peuvent avoir les cursus disciplinaires sur le jugement des étudiants, population dont l'identité – ne serait-ce que professionnelle – reste en construction. A partir d'une enquête par questionnaire inspirée des European Values Survey et des Enquêtes sur les pratiques culturelles des Français et menée auprès d'un échantillon final d'étudiants de 11 filières universitaires, notre travail montre que l'idée controversée d'une socialisation disciplinaire mérite d'être considérée. Car si dès la première année, les disciplines tendent à s'attirer les faveurs de populations aux profils déjà différenciés, l'avancée dans les études tend de son côté à remodeler ces particularisme initiaux. Les contenus disciplinaires jouent indéniablement un rôle dans ce remodelage, via l'acquisition ou le renforcement de dispositions et (sentiments) de compétences spécifiques. Mais de façon concomitante, la particularisation des profils étudiants au fil des études apparaît relever d'un phénomène de socialisation anticipatrice faisant qu'avancée dans les études et appropriation de la future et probable place occupée dans l'espace social vont de pair
This thesis comes from a simple idea : what one does, what one lives change us. Now, within the collective experiences, one tends to become more and more shared : going for higher studies. It is therefore surprising to note that few studies have examined the impact that majors may have on the judgment of students, whose identity – so much as professional - remains under construction. From a survey inspired by the European Values Survey and the Survey on The Cultural Practices of the French, and conducted with a final sample of students from 11 academic disciplines, our work shows that the controversial idea of a socialization deserves consideration. For if from the first year the disciplines tend to attract populations with already differentiated profiles, they tends at the end to reshape these initial particularisms. Disciplinary contents undoubtedly play a role in this remodeling, through the acquisition or reinforcement of specific skills and dispositions. But concomitantly, the particularization of student profiles over the years appears to be a phenomenon of anticipatory socialization : becoming an advanced student and the appropriation of the future and probable place occupied in the social space go hand in hand

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Roure, Niubó Jorgina. "Les dispositifs de professionnalisation par alternance sous contrat de travail :vers quelles transformations des pratiques pédagogiques dans l'enseignement supérieur? : L'exemple de l'apprentissage en France." Doctoral thesis, Universitat de Lleida, 2011. http://hdl.handle.net/10803/81417.

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Poques vegades al llarg de la història, les universitats europees s’han vist amb la necessitat de donar resposta a les demandes de la societat com en aquests últims decennis. En efecte, és un fet innegable que la universitat es troba immersa en una societat en la què l’educació, la ciència, les innovacions tecnològiques i la informació ocupen un lloc preponderant per al desenvolupament econòmic. El rol que ha de jugar l’educació superior és decisiu per respondre a les demandes de saber i coneixement d’una societat cada vegada més complexa, més experta, més oberta i que es troba en un procés evolutiu accelerat. En un primer temps, l’objectiu de la nostra recerca és posar en perspectiva tots els elements portadors de canvi en les universitats. En aquest sentit, aquesta investigació pren peu en aquest context d’exigències a les que les universitats estan confrontades i s’inscriu clarament en un procés de transformació de la universitat. És per això que la nostra recerca es basa en identificar els dispositius que poden ajudar a donar i a construir un nou sentit a les activitats formatives ja tinguin lloc en un entorn acadèmic o en un entorn professional. Del que es tracta és de saber com les universitats s’adapten a aquest nou escenari, com es construeixen una nova identitat i com s’encaren cap a unes noves competències a les quals estan irremediablement abocades. Des d’aquesta perspectiva, la professionalització de l’educació superior sembla que pot esdevenir una estratègia per a les universitats. Ens referim al desenvolupament de formacions en alternança amb contracte de treball. Dos països europeus privilegien aquesta via de formació en el seu sistema universitari: França i Alemanya. El que pretenem en un segon objectiu de la recerca és presentar la formació en alternança com un dispositiu original de professionalització en l’educació superior que posa en relleu la construcció i el desenvolupament competències individuals com a objectiu clau. La problemàtica de recerca, tal com l’hem plantejat, s’orienta a prendre mesura de la manera en què un dispositiu de professionalització modifica o transforma les modalitats pedagògiques i de quina manera millora l’eficàcia de l’acte formatiu en educació superior. Finalment, el què ens interessa és qüestionar un dispositiu,-l’alternança-, que provoca no només l’evolució de la lògica de les pràctiques pedagògiques, de les missions, de les competències o de les funcions de la universitat sinó que transforma el nostre sistema universitari tal com el coneixem.
En pocas ocasiones a lo largo de la historia, las universidades europeas se han visto en el empeño de dar respuesta a las exigencias de la sociedad, como en estos últimos decenios. En efecto, es un hecho innegable que las universidades se encuentran inmersas en una sociedad en la que la educación, la ciencia, las innovaciones tecnológicas y la información ocupan un lugar preponderante para el desarrollo económico. La universidad juega un papel decisivo para responder a las exigencias de del conocimiento y del saber de una sociedad cada vez más compleja, más experta, más abierta i que se encuentra en un proceso evolutivo acelerado. En un primer momento, el objetivo de nuestra investigación es precisamente poner en perspectiva los elementos portadores de cambio en las universidades. En este sentido, nuestra investigación toma pie en este contexto de exigencias a las que las universidades están confrontadas; así mismo nuestra investigación se inscribe claramente en un proceso de transformación de la universidad. Es por este motivo, que trataremos de identificas los dispositivos de formación que puedan ayudar a dar y a construir un nuevo sentido a las actividades formativas ya sea en un entorno académico o en un entrono profesional. Se trata pues, de saber como las universidades se adaptan en este nuevo escenario, como construyen una nueva identidad y como afrontan las nuevas competencias a las que están irremediablemente abocados. Desde esta perspectiva, la profesionalización de la universidad aparece como una estrategia a tener en cuenta. Nos referimos a las formaciones en alternancia con contrato de trabajo. Dos países están privilegiando, desde hace unos años esta vía de formación en educación superior: Francia i Alemania. Presentamos, como segundo objetivo de investigación, la formación en alternancia como un dispositivo original de profesionalización en educación superior que pone de manifiesto la construcción y el desarrollo de las competencias individuales como objetivo clave. La problemática de investigación, tal como la hemos planteado, se orienta a comprender como un dispositivo de profesionalización modifica y transforma las practicas pedagógicas y cómo mejora la eficacia del acto formativo en educación superior. Finalmente, cuestionamos el dispositivo de la formación en alternancia, que provoca la evolución, no solamente de la práctica pedagógicas, de la misión, de las competencias o de las funciones de la universidad, si no que transforma nuestro sistema universitario tal como lo conocemos.
On few occasions throughout its history has the European university endeavoured so hard to respond to society's demands as during the last few decades. It is clear that the modern-day university forms an integral part of a society in which education, science, technological innovation and information are of vital importance for economic development. It plays a decisive role in feeding the hunger for knowledge and know-how of an ever more complex, open and expert society in the throes of an accelerated evolutionary process. Our investigation aims firstly to provide some form of perspective for those elements which are the cause of change in our universities. This context of universities undergoing a process of transformation and at the same time having to deal with the demands being placed upon them by society provides the setting for our investigation. With this in mind, we will attempt to identify the ways in which training and educational activities, whether in a professional or academic environment, can be redefined and restructured. How do universities adapt to this new scenario? How do they build a new identity? How do they deal with the new challenges they are inevitably required to confront? From this perspective, one strategy that needs to be examined in greater detail is the so-called 'professionalization' of universities. By this, we mean work-linked educational/training courses operating in conjunction with employment contracts. Two countries in particular have been promoting this training pathway in higher education over the last few years: France and Germany. The second aim of our investigation is to present linked work and training as an original measure for higher education professionalization that emphasizes skill building and development as a key objective. Our investigation sets out to understand how such professionalization approaches can modify and transform pedagogical practices and how they might improve the effectiveness and efficacy of higher education and training. Finally, we will look at and question linked work and training and its effects. This professionalization approach is not simply one more aspect in the evolution of the pedagogical practices, objectives and functions of our universities, it is in fact causing a transformation of the university system as we know it.

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Jones, Pamela Nicolette Louise. "Secularising the veil : a study of legal and cultural issues arising from the wearing of the Islamic headscarf in the Affaire Du Foulard in France /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18268.pdf.

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Hardman, Jocelyn Brooks. "The intelligibility of Chinese-accented English to international and American students at a U.S. university." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276818520.

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Casta, Aurélien. "Le financement des étudiants en France et en Angleterre de 1945 à 2011 : le student finance, l'award et le salaire étudiant et leur hégémonie." Thesis, Paris 10, 2012. http://www.theses.fr/2012PA100086/document.

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La thèse porte sur les politiques de financement des étudiants en France et en Angleterre et les débats publics qui les entourent depuis l’après-guerre. Elle s’inscrit dans deux questionnements principaux. Dans une perspective de sociologie des politiques sociales, il s’agit tout d’abord d’opérer une comparaison entre les trois ensembles de propositions et de politiques – le student finance, l’award et le salaire étudiant – qui ont traversé les enseignements supérieurs des deux pays depuis 1945. Il s’agit ensuite, à partir du concept d’hégémonie et de l’utilisation qu’en a fait Antonio Gramsci au début du 20ème siècle, de soulever la question des modalités de construction de ces régimes dans les deux pays. Les éléments de réponse apportés à ces questionnements se fondent sur l’étude des données statistiques disponibles, des archives des syndicats étudiants, de la littérature gouvernementale et de documents diffusés par différents acteurs institutionnels du secteur. La thèse traite de quatre périodes, deux dans chacun des pays, et retrace les débats, les conflits et les politiques qui s’y sont déployés. Elle montre finalement que ces régimes de financement se différencient tout d’abord par les mesures qui leur sont associées : les prêts, les frais d’inscription et les bourses pour le student finance ; le paiement par la collectivité des frais d’inscription et de vie courante pour l’award ; et le salaire et la gratuité pour le salaire étudiant. Elle montre aussi que ces régimes se distinguent les uns des autres par leur représentation des étudiants, leur convention de valorisation du travail et de l’enseignement supérieur et leurs structures décisionnelles et financières. Elle montre également que la promotion de ces conventions et représentations dans le débat public et le déploiement de ces institutions au sein du secteur permettent à ces ensembles de se mettre en place et aux acteurs qui les portent de construire leur hégémonie
The thesis deals with student funding policies in France and England and the debates that they raised since the post-war years. It answers two main questions. By using the approach of the social policies sociology, it compares the systems of proposals and policies – the student finance, the award and the salaire étudiant – which have shaped higher education since 1945 in both countries. By using the concept of hegemony that Antonio Gramsci thought it at the beginning of the 20th century, the thesis shows the decision-making process that lead to these proposals and policies. Our materials are composed of the available statistical data, the student union archives, the governmental reports and the documents diffused by the groups involved in the sector. The thesis deals with four periods – two in each country – and describe the debates, the conflicts and the policy which took place. It shows that those funding systems are founded on different measures: tuition fees, loans and grants for the student finance; the public funding of maintenance and fees for the award; free higher education and wage for the salaire étudiant. It also shows that they are supported by specific representations of students and the value of their work and specific types of funding and decision-making process. It shows finally that the spreading of these ideas in the public debate and the development of these institutions inside the sector make possible the shaping of their policies and of their hegemony

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Deeb, Angham. "Place et rôle de l'enseignant intervenant dans des dispositifs de formation à distance à l'université : le cas du campus numérique FORSE à l’Université Lumière-Lyon 2." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2060/document.

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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

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Pouget, Mireille. "The VAE, or the need for ordering : an impossible quest? : an analysis of representation and translation processes in the Validation des Acquis de l'Expérience in a French University." Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/3586.

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This study presents an analysis of the processes of representation and translation involved in the practice of the Validation des Acquis de l’Expérience (VAE), or Recognition of Prior Experiential Learning, in a French University. This analysis is based on a qualitative research using semi-structured interviews with VAE candidates, advisers and academic staff, and recorded interactions between candidates and their advisers, and the validation juries. The research was at first influenced by the life history and educational biographies perspective (Josso 2001; Dominicé 2002; Pineau 2002), which privileged a dialogic approach. This has led to the decision to let the candidates tell their story of ordering struggle, where the resistance, dissidence and controversies circulate within and around the VAE ‘object’. This study is interested in the ordering modes enacted through the VAE and their relational effects with subjectivities. The analysis draws on Callon’s (1986) four moments of translation, as a way to give an initial frame of reference for the research. It presents the actors’ voices in a sequence of accounts, disrupted by the researcher’s running commentaries. It also focusses on the role the portfolio plays in ‘ordering’ the heterogeneous elements of the candidates’ lives, subjecting them to a form of ‘disciplinary writing’ through ‘technologies of the self’, whereby subjectivities are mobilised into specific modes of ordering. It analyses how the VAE becomes a stabilized network (Star 1991), insisting on speaking with a unitary voice, erasing the multiplicity of selves and the messy realities of the candidates’ lives, until the heterogeneous elements of the network escape again. Finally the study seeks to investigate further the recognition of heterogeneity, the possibility of multiplicity of cultures and agencies, multiple identities.

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Velis, Chavez Raul Humberto. "Le processus historique de féminisation de l’Université de Montpellier, une conséquence de l’évolution philosophique du féminisme européen ?" Thesis, Montpellier, 2016. http://www.theses.fr/2016MONTT096/document.

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À la fin du XIXe siècle, les premières femmes arrivent à l’Université comme étudiantes dans les domaines traditionnellement attribués aux hommes. Elles sont devenues le début du processus de féminisation d’une institution avec une forte personnalité masculine, crée au Moyen Age et renforcée grâce à l’Humanisme et l’Illustration. Malgré les conceptions misogynes contre la capacité intellectuelle des femmes, pendant le XXe et le XXIe siècle elles sont devenues professeurs et même fonctionnaires administratives, directrices et doyens au sein de l’institution universitaire. Mais la participation des femmes à l’Université n’est pas accidentelle ou par hasard, c’est le produit de la relation entre l’évolution historique de l’éducation des femmes, l’évolution philosophique de la pensée féministe et l’évolution institutionnelle de la même université. La présente thèse cherche la vérification des relations de ces trois éléments dans la participation académique et administrative des femmes à l’Université de Montpellier
At the end of the XIX century, the firs women arrive to the University like students in the domains that traditionally were attributed to men. These women become the beginning of the feminisation process of one institution with a strong masculine personality, created at the Middle Ages and reinforced during the Humanism and the Enlightenment. Despite all the misogynous conceptions about the intellectual capacity of women they become professors and even administrative officers, directors and deans within this institution. But this participation of women at the University it’s not accidental, it is the product of the relation between the historic evolution of women’s education, the philosophical evolution of feminism and the institutional evolution of the University itself. This thesis seeks for the verification of the relation of these three elements at the academic and administrative participation of women at the University of Montpellier

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Dormoy-Rajramanan, Christelle. "Sociogenèse d’une invention institutionnelle : le centre universitaire expérimental de Vincennes." Thesis, Paris 10, 2014. http://www.theses.fr/2014PA100149/document.

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Relevant de l’intérêt renouvelé de l’histoire sociale pour la période des « années 1968 », ce travail cherche à comprendre à la fois les conditions de possibilité de la création d’une institution telle que le « Centre universitaire expérimental de Vincennes » et comment celle-ci a été initialement façonnée par les investissements pratiques et les projections de ses concepteurs, fondateurs et premiers acteurs. A la croisée de la sociologie des politiques publiques éducatives et de l´histoire sociale des champs intellectuels, la socio-histoire de cette expérience universitaire participe de la connaissance des effets de la crise symbolique sans précédent de Mai 68, et offre une voie d´entrée à l´histoire des idées qui prend en compte simultanément les acteurs mobilisés et mobilisables que sont les étudiants et les enseignants, et leurs négociations avec le pouvoir politique. A l’échelle macro-sociologique, cette recherche s’attache à éclairer les logiques qui président au développement morphologique et symbolique de l´Université depuis les années 50 et participe de la connaissance du fonctionnement de l’Etat et du pouvoir politique en conjoncture de crise. A l’échelle micro-sociologique, elle se veut attentive aux logiques d’action des acteurs sociaux et aspire à comprendre comment et pourquoi, suivant quels représentations, dispositions et intérêts, les acteurs (individuels et collectifs) investissent leurs rôles et « métiers » (de hauts fonctionnaires, responsables politiques, « intellectuels », enseignants-chercheurs, étudiant), sans sous-estimer les contraintes qui pèsent sur eux. Ce travail s’appuie sur des matériaux complémentaires (archives, entretiens, biographies, statistiques) qui permettent de mettre en perspective « données quantitatives » et « données qualitatives », et de renseigner les deux échelles d’analyse
Building on social history renewed interest for the “long 1968” period, this work seeks to understand both the conditions of possibility of an institution such as the “Experimental University of Vincennes” (Centre universitaire expérimental de Vincennes) and the way it was initially shaped by the practical concerns and projections of its planners, creators and first actors. Between a sociology of education policies and a social history of intellectual fields, the history of this university experiment adds to our knowledge of the symbolic crisis of May 1968, and paves the way for a history of ideas which simultaneously takes into account the mobilized and mobilizable actors that are students and professors, and their negotiation with the political power.On a macrosociological scale, this research aims to shed light on the logics that led to the morphological and symbolic development of the University since the 1950s and adds to our knowledge of the functionning of the state and policial power in a context of crisis. On a microsociological scale, it focuses on the logics of action of social actors and seeks to understand how and why, according to which representations, dispositions and interests, actors (both individual and collective) assume their roles and “professions” (of high-civil servants, political leaders, “intellectuals”, professors, students), without underestimating the constraints that are imposed on them. This work is based on complementary materials (archives, interviews, biographies, and statistics) which put in perspective “quantitative data” and “qualitative data”, combining two scales of analysis

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Buffa, Maurício. "Unifran: história, desenvolvimento e novos desafios." Universidade Federal de São Carlos, 2005. https://repositorio.ufscar.br/handle/ufscar/2794.

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Made available in DSpace on 2016-06-02T19:40:00Z (GMT). No. of bitstreams: 1 DissMB.pdf: 2928920 bytes, checksum: 0e23dac2dec3388631113ef230cf0452 (MD5) Previous issue date: 2005-10-28
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Since the republic proclamation, and in a more intense way, since 1930, the public-private opposition has been dominating the Brazilian educational scenery, varying the actors and the main papers according to the times that these disputes happen. This opposition, in spite of the specific particularities of every historical moment and of the private interests that permeate the conflict, has been harming the formatting of a more united and appropriate politics for the social, cultural and economical transformations that transcend the society. In the higher education specific case, it is added to this fact the imposition, starting from the 1968 reform, of an specific formation model that should converge for the indissociability among teaching and researche, through academical structures that embraced the universality field. Inside this context, the increase of the demand for vacancies in the higher education since the 60s, in conjunction with the government politics for the sector and the experienced economical development of the country, the number of private schools increased. This fact divided the institutions into two groups, the elite group, formed by the few public ones that could associate teaching and researche, and the mass group, constituted mainly by the private institutions, that have been concentrating on the teaching activities according to the market. Contrarily to the own reform, the last ones began small and without many resources, as isolated universities and, paradoxically, they started to assist the middle class population that couldn't reach the public universities. Contextualized in the 60s, 70s and 80s, a period where a great part of the Brazilian society saw the education as a public good, therefore non-tradable, and they defended the public and unpaid school for all, that situation consolidated a negative image of the private institutions, considered by many as a second category schools, without teaching quality and with exclusively profit interests. Since the end of the 80s, some institutions became universities and, authorized for opening of courses, they had an accentuated growth, which allowed a great investments in infrastructure and faculty, improving the teaching quality and, consequently, their image in front of the society. However, the investments in structure were not followed by a strategic planning that, according to the competition, the regional subjects and the specificity of each institution, positioned them inside the new Brazilian educational market reality, reorienting their development and objectives. With all of those considerations as backdrop and inside of the History of the School Institutions research line, this work makes a case study of Unifran, University of Franca.
Desde a proclamação da república, e de maneira mais intensa a partir dos anos 1930, a oposição público-privado tem dominado o cenário educacional brasileiro, variando os atores e os papéis principais conforme as épocas em que acontecem as disputas. Essa oposição, a despeito das particularidades específicas de cada momento histórico e dos interesses privados que permeiam o conflito, tem prejudicado a formatação de políticas mais coesas e adequadas às transformações sociais, culturais e econômicas que perpassam a sociedade. No caso específico do ensino superior, soma-se a esse fato a imposição, a partir da reforma de 1968, de um modelo único de formação que deveria convergir para a indissociabilidade entre ensino e pesquisa, por meio de estruturas universitárias que abrangessem a universalidade de campo. Dentro desse contexto, o aumento da demanda por vagas no ensino superior a partir da década de 1960, aliado às políticas governamentais para o setor e ao desenvolvimento econômico experimentado pelo país, fez crescer o número de escolas privadas, o que acabou por dividir as instituições em dois grupos, o de elite, formado pelas poucas públicas que conseguiram associar ensino e pesquisa, e o de massa, formado principalmente pelas privadas, que concentrou-se nas atividades de ensino voltadas para o mercado. Contrariamente à própria reforma, essas últimas começaram pequenas e sem muitos recursos, como faculdades isoladas e, paradoxalmente, passaram a atender as camadas médias da população que não conseguiam alcançar as universidades públicas. Contextualizada nas décadas de 1960, 1970 e 1980, período em que boa parte da sociedade brasileira entendia a educação como um bem público, portanto não comercializável, e defendia a escola pública e gratuita para todos, essa situação foi consolidando uma imagem negativa das instituições privadas, considerada por muitos como escolas de segunda categoria, sem qualidade de ensino e voltadas exclusivamente para o lucro. A partir do final dos anos 1980, algumas instituições transformaram-se em universidades e, com liberdade para a abertura de cursos, experimentaram um crescimento acentuado, o que lhes permitiu grandes investimentos em infra-estrutura e corpo docente, melhorando a qualidade de ensino e, conseqüentemente, sua imagem junto à sociedade. Porém, esses investimentos em estrutura não foram acompanhados de um planejamento estratégico que, em função da concorrência, das questões regionais e das especificidades de cada uma, posicionasse essas instituições dentro da nova realidade do mercado educacional brasileiro, reorientando seu desenvolvimento e seus objetivos. Tendo como pano de fundo essas considerações e dentro da linha de pesquisa voltada para a História das Instituições Escolares, esse trabalho faz um estudo de caso da Unifran, Universidade de Franca.

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Pinatel, Thibault. "Les organisations étudiantes à vocation représentative : un modèle de représentation atypique sous influence du droit social." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM1094.

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L'augmentation croissante du nombre d'étudiants en France initiée au cours de la seconde moitié du XXème siècle a progressivement projeté les thématiques relatives à leur situation sociale et à l'enseignement supérieur au centre du débat politique. Afin de défendre les intérêts matériels et moraux de cette catégorie de la population, plusieurs organisations ont émergé. Longtemps cantonné à l'UNEF, le paysage de la représentation étudiante est dorénavant pluriel et divisé. Ces organisations étudiantes à vocation représentative, plus connues sous l'appellation de « syndicats étudiants », constituent un modèle atypique de représentation locale et nationale. Bien que structurées en tant qu'associations relevant de la loi de 1901, elles subissent l'influence indéniable du droit social. Cette influence se matérialise notamment par l'émergence d'un modèle associatif ambigu, oscillant volontiers entre syndicalisme et associationnisme, et par une dimension concurrentielle prégnante, articulée autour d'un système électoral visant à déterminer la représentativité de chaque organisation. L'attraction opérée par le droit social est également perceptible en ce que le droit positif reconnaît aux étudiants un droit d'action collectif permettant aux organisations de déployer une action militante et revendicative comparable à celle des syndicats professionnels. La présence étude a donc pour objet de proposer une analyse juridique globale des organisations étudiantes à vocation représentative et des normes qui leur sont applicables tout en s'appuyant sur l'attraction que constitue le droit social
The increasing number of students in France initiated during the second half of the twentieth century has gradually projected themes related to social status and higher education at the center of political debate. To defend the moral and material interests of this population group, several organizations have emerged. Long confined to the UNEF, the landscape of student representation is now plural and divided. These student organizations with representative vocation, better known under the name of "student unions" are a unique local and national representation model. Although structured as associations of 1901 law, they face the undeniable influence of social law. This influence is notably the emergence of an ambiguous association model, oscillating between unionism and associationism, and a pregnant competitive dimension, articulated around a voting system to determine the representativeness of each organization. The attraction operated by the labor law is also evident in that the positive law gives students a collective right of action that allows organizations to deploy a militant action comparable to that of trade unions. Present study was therefore designed to provide a comprehensive legal analysis of the students in vocation representative organizations and standards that apply to them while relying on the attraction is the social right

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Demougeot-Lebel, Joëlle. "Le développement professionnel pédagogique des enseignants-chercheurs : une exception française ? : contribution à la compréhension du phénomène sur base empirique." Thesis, Dijon, 2015. http://www.theses.fr/2015DIJOL002.

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Depuis peu la question de la pédagogie universitaire en général, et du développement professionnel pédagogique (DPP) des universitaires en particulier est une question d’actualité en France. Toutefois ce concept reste polysémique et protéiforme. Qui plus est, d’aucuns attribuent à la France une spécificité à propos de ce DPP.Cette recherche appréhende le concept par le prisme de trois dimensions : les pratiques pédagogiques que déclarent mettre en œuvre les universitaires, leurs conceptions à propos de ce qui constitue un « bon » et un « mauvais » cours et enfin les attentes et besoins qu’ils expriment pour se développer pédagogiquement. Ce travail se réalise via un dispositif méthodologique mixte qui combine démarches qualitative et quantitative, et interroge des enseignants universitaires de disciplines et années d’expériences variées. Tant à propos de leurs pratiques, que de leurs conceptions ou encore de leurs attentes et besoins, les répondants ne forment pas un groupe homogène et leur DPP s’avère pouvoir être abordé sous différents aspects. Nos résultats font le constat que les pratiques d’enseignement et les conceptions sont encore très majoritairement inscrites dans un modèle magistral et transmissif. Mais avec une prise en compte de l’apprenant. Ce qui conduit les enseignants à identifier un besoin de soutien au DPP, mais une difficulté à identifier ce qui pourrait concourir à le satisfaire. Ce DPP apparaît comme un processus solitaire qui s’exerce dans un « isolement pédagogique ».Nous revenons sur la possibilité d’une spécificité française. Laquelle ne peut être démontrée si on analyse uniquement l’axe «enseignants». Ce qui conduit à envisager des perspectives d’analyse situationnelle
Recently, teaching and learning in higher education, Faculty and educational development (FED) in particular, have become topical issues in France. However, the concepts are polysemic and protean. Moreover, some argue that there is a French specificity about FED. This research approaches the FED concept from three angles: teaching practices, faculty beliefs on what constitutes "good" or "bad" teaching, and their stated expectations and needs for professional development. This work was carried out with a mixed methodology combining qualitative and quantitative approaches, based on a survey of 174 academics of the same university, distributed across disciplines and various lengths of teaching experience. On the three accounts of practices, beliefs or expectations and needs, the population of respondents is heterogeneous and their FED may be approached in different ways. Our results point out that their teaching practices and views still predominately refer to the transmission model of teaching, blended with a consideration for the learner. This leads them to identify a need for support towards FED, but with a difficulty to identify what might contribute to satisfy it. FED appears as a solitary process that takes place in a "pedagogical isolation." When contemplating a possible French specificity, we concluded that it could not be established from the only perspective of academics. This leads to consider the prospects of a contextual analysis

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Richard, Guillaume. "Enseigner le droit public à Paris sous la Troisième République." Thesis, Paris 10, 2013. http://www.theses.fr/2013PA100156/document.

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Le droit public est un élément structurant l’organisation des facultés de droit depuis la fin du XIXe siècle en France. Pourtant, la notion reste bien souvent problématique : l’objet de cette étude est d’en préciser la portée dans l’enseignement, à partir de l’exemple de la Faculté de droit de Paris. Celle-ci, par ses effectifs, sa proximité avec les institutions politiques et la concurrence directe d’autres établissements d’enseignement supérieur joue un rôle de premier plan dans l’élaboration et la mise en œuvre des réformes qui conduisent sous la IIIe République à la généralisation du droit public dans les facultés de droit. Elle permet ainsi de comprendre le processus de spécialisation des professeurs de droit, marqué notamment par le sectionnement de l’agrégation en 1896. Loin de produire des résultats simples, ces évolutions créent une série d’équilibres instables et de tensions. La volonté des publicistes de former un groupe distinct de celui des privatistes se heurte au souhait largement répandu de maintenir l’unité de la science juridique. Le droit public lui-même n’est pas homogène. Ensemble de matières (droit administratif, droit international public, droit constitutionnel, législation financière) plus que savoir cohérent, il est traversé par deux tendances : l’une en fait un savoir formalisé et autonome, capable d’imposer sa logique propre à l’écume des faits, l’autre à l’inverse le rattache aux sciences politiques et économiques. Le succès tardif de la première tendance ne doit pas dissimuler la volonté, dans la première moitié du XXe siècle, de faire du droit public un savoir lié à l’actualité et explicatif du social
Public law has been instrumental in organizing Law Schools in France since the late 19th century. However, the notion remains problematic: based on the example of the Law School of Paris, the purpose of this study is thus to examine its specific impact on legal teaching. The Parisian School of Law, by far the biggest and closest to political institutions, played a leading role in the reforms which led to a generalization of public law in Law Schools during the Third Republic. Its framework provides a good example of how legal scholars have specialized after the separation, in 1896, of the agrégation recruitment competition into different sections, one of them being for public law and one for private law. Far from being simple, these evolutions remain unstable. Public law scholars both wish to distinguish themselves from the dominating civilists, and to maintain the unity of legal science. Public law itself is not a homogeneous field of knowledge. A collection of disciplines (administrative law, international public law, constitutional law, financial legislation) rather than a coherent science, it is characterized by two trends: the first sees public law as a formalized and autonomous body of knowledge, able to comprehend facts through its distinctive logic; on the contrary, the second trend sees it simply as a part of political and economic sciences. Before the supremacy of the first trend imposed itself – rather late – in the first half of the 20th century, public law was considered a social knowledge, used to explain contemporary political events

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Guimarães, Orlineya Maciel [UNESP]. "A internacionalização do ensino superior: estudo de caso sobre a mobilidade internacional de estudantes de graduação da Universidade Estadual Paulista – UNESP, campus de Franca, no período de 2003 a 2014." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/137864.

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Esta pesquisa pretende analisar a política pública de internacionalização do ensino superior, enfocando o aspecto específico da promoção da mobilidade acadêmica internacional de estudantes de graduação. Por meio da análise de aspectos normativos, estruturais e quantitativos relacionados a esta mobilidade, o presente trabalho apresenta o estudo de caso dos alunos dos cursos de graduação da Universidade Estadual Paulista “Júlio de Mesquita Filho”, Unesp, campus de Franca. Seu objetivo é, portanto, analisar a política de internacionalização existente na Universidade, apresentando a relação entre as questões procedimentais e os resultados obtidos na execução desta política entre os anos de 2003 e 2014. Abordou-se as questões pedagógicas envolvidas com a realização do intercâmbio acadêmico internacional, buscando a compreensão da construção e as legislações pertinentes aos quatro cursos de graduação existentes no campus. Por meio de dados primários coletados são descritas as características da mobilidade acadêmica internacional dos estudantes de graduação da Unesp, campus de Franca, e os dados socioeconômicos destes alunos intercambistas. Por meio da investigação documental e relatos históricos é apresentada uma abordagem quanti e qualitativa, de modo a demonstrar de que forma esta mobilidade efetivamente foi assimilada e realizada no campus de Franca da Unesp.
This research aims to analyze the public policy concerning the internationalization of higher education, focusing on the specific aspect of the international academic mobility of undergraduate students. Based on the analysis of normative, structural and quantitative aspects related to this mobility, this dissertation presents a case study of students in undergraduate courses of Sao Paulo State University “Júlio de Mesquita Filho” (Universidade Estadual Paulista “Júlio de Mesquita Filho”), Unesp, at Franca. Its objective is therefore to analyze the existing policy in the University, and present the relationship between procedural issues and the results obtained in implementing this policy between 2003 and 2014. It also concerns pedagogical issues involved with the international academic exchange academic, as well as the relevant legislation and internal norms applied to the four existing undergraduate courses on this campus. Using primary data, this dissertation describes the characteristics of international academic mobility of undergraduate students of Unesp, at Franca, and socioeconomic data of involved students. It uses also documental research and historical data presenting quantitative and qualitative analysis in order to demonstrate how this mobility was effectively assimilated and held on the campus of Franca.

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Bian, Cui. "A Local Comparative Study of Inbound Student Mobility and Internationalization in Grandes Écoles and Universities." Thesis, Bordeaux, 2014. http://www.theses.fr/2014BORD0247/document.

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A partir d’un travail qualitatif réalisé au sein de deux groupes d’établissements d’enseignement supérieur : deux grandes écoles et deux universités spécialisées en sciences sociales et sciences et technologie, cette thèse contribue à la compréhension des défis de l’internationalisation auxquels les institutions françaises font face à, à travers des pratiques institutionnelles de recrutement et d’accueil d’étudiants étrangers.L’analyse comparée de deux groupes d’institutions vise à examiner les profils d’étudiants étrangers accueillis dans ces deux groupes et identifier la convergence et la non-convergence des stratégies mises en oeuvre dans les grandes écoles et les universités pour recruter et accueillir des étudiants étrangers.Le travail présent s’appuie sur les entretiens avec trois groupes d’acteurs institutionnels : les personnels administratifs du bureau de relations internationales, les enseignants-chercheurs et les étudiants étrangers au niveau d’études Master ou équivalent; et sur l’analyse des documents officiels institutionnels
The increasing impact of marketization on higher education and global attention on referencing systems has discretely transformed the academic world. We observed some nations’ overemphasis on economic benefits in international education and some nations’ huge investment in their HEIs building for better ranking positions. We observed the quasi-gratuity of higher education fees in France; and in spite of their unsatisfactory academic performance on international rankings, French HEIs have always been the top favorite hosting destinations. We also observed the lack of knowledge of grandes écoles in the international academic community and a mysterious image created by the complexity of this dual system for French HEIs. To examine the contradictory facts and reveal the complex phenomena, two grandes écoles and two universities specializing in similar study fields were selected to be sites of exploration. The purpose of this local comparative study was mainly to explore how the two groups of institutions have developed their respective strategies in the international student recruitment process in the context of internationalization. This study used a qualitative approach for data collection incorporating interviews and documentation analysis. The analysis revealed both the pain and the gain that the grandes écoles and universities have been experiencing in internationalization and the comparative results related to inbound study mobility in these institutions

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Morinière, Soline. "Laboratoires artistiques : genèse des collections de tirages en plâtre dans les universités françaises (1876-1914)." Thesis, Bordeaux 3, 2018. http://www.theses.fr/2018BOR30010.

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Institué par décret du 21 décembre 1886, le premier « musée de moulages » universitaire français ouvre ses portes à la faculté des lettres de Bordeaux. En moins de vingt ans, des musées similaires fleurissent dans tous les grands centres universitaires français à Montpellier, Toulouse, Lille, Paris, Lyon, Nancy et des collections de moindre importance à Aix-en-Provence, Besançon, Caen, Dijon, Grenoble, Poitiers et Rennes. Copies de chefs d’œuvres de l’antiquité grecque et romaine, de spécimens égyptiens et orientaux, et d’œuvres d’art médiévales et renaissantes se côtoient dans un même lieu, au cœur des établissements d’enseignement supérieur. Ces musées sont le symbole de la profonde réforme de l’enseignement par le gouvernement français de la Troisième République, de l’institutionnalisation des disciplines archéologiques et d’histoire de l’art. Leur installation fut rendue possible par la vague de constructions publiques du XIXe siècle où des « palais des Facultés » ont été édifiés dans chaque grand centre universitaire français. Les locaux plus grands ont ainsi permis la mise en place de ces collections d’études, essentielles pour l’enseignement des disciplines dans la plus stricte rigueur scientifique, une rigueur développée par le système allemand qui possédait des collections similaires depuis près d’un siècle. Ces musées sont également les témoins de l’essor des découvertes archéologiques en Grèce et en Asie Mineure au XIXe siècle, des nouvelles études consacrées à l’Orient, l’Égypte, l’Espagne ibérique, de l’intérêt pour l’art renaissant et moderne qui prône le retour à l’antique, et de la réhabilitation de l’art médiéval dans les esprits de l’époque. S’intéressant à l’histoire des enseignements, de l’archéologie et du patrimoine, dans un contexte historique particulier, cette étude vise à retracer la constitution et à définir le(s) rôle(s) de ces collections de tirages en plâtre universitaires françaises dont il reste encore de nos jours de nombreux vestiges
Created by a decree on the 21st of December 1886, the first university plaster casts museum opened its doors in the Faculty of Arts in Bordeaux. In less than 20 years, similar museums were created in all the most important French universities, such as Montpellier, Toulouse, Lille, Paris, Lyon, Nancy. Minor collections took place in Aix-en-Provence, Besançon, Caen, Dijon, Grenoble, Poitiers and Rennes. Copies of Greek and Roman antiquity masterpieces, Egyptian and Oriental specimens, medieval and modern works of arts were in the same place, in the heart of higher education institutions. These museums were the symbol of the deep educational reform by the French Third Republic government, of the institutionalization of archeology and History of Arts. The context of great public rebuildings in the late 19th century when many “Palais des Facultés” were created, enabled the blooming of these collections. Greater buildings enabled the settlement of these collections. These were essential for the study of these subjects with scientific rigor, developed by the German system which had similar collections for almost a century. These museums were also the window of the archeological discoveries in Greece and Minor Asia in the 19th century, of new studies about the East, Egypt and Spain Iberian, of interest in Renaissance and modern art, in the recovery of medieval art. This study aims at tracing the building of plaster cast collections and their role in the French universities. It takes place in a particular historical context and deals with several subjects such as History, archeology and heritage

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Lafon, Sophie. "L'Université dans la métropole : la Communauté Urbaine et l'Université de Bordeaux." Thesis, Bordeaux, 2017. http://www.theses.fr/2017BORD0594/document.

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Cette recherche a pour objet l’étude de l’émergence des métropoles, à partir du cas bordelais, en tantqu’acteurs locaux de l’enseignement supérieur et de la recherche. Dans un contexte de renforcement descapacités politiques des pouvoirs locaux, de promotion d’une économie et d’une société de la connaissance etd’un ancrage territorial des acteurs universitaires, les métropoles issues de la loi MAPTAM de janvier 2014ont renforcé leur intervention dans le domaine de l’enseignement supérieur et de la recherche. Elles se sontengagées dans un travail de définition de leur cadre d’intervention, formalisé par la production de documentsstratégiques. Cette institutionnalisation de l’action des métropoles a eu pour conséquence de transformer lesmodalités de coopération entre acteurs publics locaux et de mise en cohérence de leurs stratégies, en posantles bases d’une gouvernance métropolitaine de l’enseignement supérieur et de la recherche
The purpose of this reseach is to study the emergence of French metropolitan governments, from the exempleof Bordeaux, as actors of higher education and research policymaking. In a context of devolution thatstrengthens local governments, of a knowledge economy and knowledge society, of universities interactingwith their local environment, metropolitan governments have developped their intervention capacity in thefield of higher eduction and research. With new interventions and strategic plans, their actions have had animpact on the cooperation between local governments and the harmonization of their political strategies, thuspaving the way for a governance of higher eduction and research policies at a metropolitan level

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Gacem, Rachida. "La France et la construction de l'Espace Européen de l'Enseignement Supérieur (EEES) depuis le début des années soixante à l'époque contemporaine." Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2013. http://tel.archives-ouvertes.fr/tel-01011136.

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Cette thèse porte sur la mise en place de l'Espace européen de l'enseignement supérieur (EEES), initié en 1998-1999 par le processus Sorbonne-Bologne, et dont l'artisan politique -souvent dénigré dans ce rôle majeur- n'est autre que le Ministre de l'Enseignement supérieur français Claude Allègre. Qualifié de processus des plus ambitieux jamais réalisé dans le domaine de l'enseignement supérieur européen, son objectif vise à instaurer une harmonisation des diplômes européens de l'enseignement supérieur, afin de rendre comparables et compatibles les systèmes nationaux de ces Etats sur la base du LMD.Initié dans le cadre d'un processus intergouvernemental, sur une base volontariste d'Etats désireux d'intégrer cet espace européen de l'enseignement supérieur prévu pour 2010, ce processus qui a tenu à l'écart la Commission européenne, du moins un temps, rassemble plus de 47 Etats signataires aujourd'hui ; près de la moitié sont des Etats extra-communautaires.L'objectif de cette étude est d'analyser le rôle et le degré de contribution de la France, et d'acteurs français au travers de la politique française menée dans ce domaine depuis la fin des années 1960, à nos jours.Une étude de cas spécifique à la France, nous permettra de nous interroger sur la place de la France dans le processus de Bologne, en présentant un état des lieux des forces et des faiblesses de la France dans le cadre de l'application de ce processus.

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Fernandes, Camille. "Des libertés universitaires en France : Etude de droit public sur la soumission de l'enseignant-chercheur au statut général des fonctionnaires." Thesis, Bourgogne Franche-Comté, 2017. http://www.theses.fr/2017UBFCB003.

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Les libertés universitaires sont fondamentales pour assurer la pérennité des sociétés démocratiques : sans elles, l’enseignement supérieur ne peut remplir son rôle qui est de dé-battre des connaissance acquises et d’en découvrir de nouvelles, ainsi que de les transmettre aux générations futures. Pour exercer cette double mission de recherche et d’enseignement, les universitaires doivent être libres de mener des investigations et d’en publier les résultats ; libres de choisir le contenu et la forme de leurs cours ; indépendants de tout pouvoir politique ou économique. Avec ces libertés, viennent cependant des responsabilités : les libertés universitaires ne pourraient conserver leur légitimité si elles ne s’accompagnaient pas du respect des exigences résultant de la déontologie universitaire. En France, les libertés universitaires sont singulières. Elles se distinguent de la définition qu’en proposent le droit allemand – à travers le concept de Wissenschaftsfreiheit – et le droit anglo-saxon – qui a consacré la liberté académique. Cette spécificité devrait permettre de répondre à la contradiction entre la soumission des enseignants-chercheurs français au statut général de la fonction publique – qui encadre les libertés individuelles des fonctionnaires – et la nécessité pour eux d’exercer leurs fonctions universitaires sans entraves. Cependant, les libertés universitaires telles qu’elles sont consacrées en France ne semblent pas, dans un contexte largement renouvelé, en mesure d’opérer efficacement cette conciliation : il convient, dès lors, d’étudier leur contenu et leurs sources. L’approche comparée mettant en perspective trois modèles différents – allemand, américain et britannique – permet d’envisager des possibilités d’évolution du droit universitaire français
Academic freedom is fundamental to ensure the longevity of democratic societies: whithout it, higher education cannot play its part, which is to question acquired knowledge, to discover more and to transmit it to the next generation. To fulfil this double mission of inquiry and teaching, faculty should be free to investigate and to publish the results of their research; free to choose the contents and the form of their courses ; independant from politic and economic powers. However, with this freedom come some responsabilities: the academic freedom would not be legitimate if faculty did not respect the requirements of professional ethics.In France, academic freedom is singular. It is different from the definition stemming from the German law – at the origin of the concept of Wissenschaftsfreheit – and from English legal tradition – that created the concept of « academic freedom ». This specificity should overcome the contradiction between the compliance of the french university professors to the civil servant Act – which limits the individual freedoom of the state employees – and the need for them to exercise their academic functions freely. Nevertheless, academic freedom as defined in France does not seem able, in an innovative context, to ensure this conciliation, so that it becomes necessary to study its content and its sources. The comparative approach will allow to propose some possibility of evolution for French higher education law

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Lemmens, Juan-Claude. "Students’ readiness for university education." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/26675.

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The aim of the thesis is to investigate the readiness characteristics that determine risk for either failure or withdrawal before students enter university. These relationships are investigated and explained with a literature discussion that includes readiness for university education, student transition, retention and withdrawal theory. The motivation for this research emanates against the challenges that the South African Higher Education in general faces as well as the demands placed on the Faculty of Economic and Management Sciences to supply for the high demand for well equipped financial service professionals. The research project was completed in three phases. In the first phase a structured questionnaire was developed to measure the non-cognitive factors relating to readiness for university education. The purpose of the ‘Academic Readiness Questionnaire’ is to function as a screening test for first-year students that enter university. The Academic Readiness Questionnaire went through a scientific process of test development and standardisation. The overall Cronbach’s alpha for the questionnaire is 0.87, which indicates good internal consistency reliability for the scale with this sample. In the second phase the Academic Readiness Questionnaire was administered to the 2008 cohort of first-time entering students from the faculty of Economic and Management Sciences during the first-year orientation week. The total number of students in the sample is 829 students. In the third phase the students who withdrew from their studies were interviewed telephonically. A total of 42 students were interviewed to determine the salient reasons for withdrawal. Quantitative data were analysed using various descriptive and inferential statistical methods. These include factor analysis, regression analysis and multiway frequency analysis. The telephonic interviews were analysed with content analysis. The main findings reveal that the readiness characteristics show a direct relationship with academic success and intention to withdraw. The number of variables able to predict risk for either failure or withdrawal differ. More variables show a significant relationship with risk for failure than for withdrawal. Furthermore, the research results show that African students have higher academic achievement and are less likely to withdraw, when compared to white students. African students also tend to have higher academic success, compared to white students. The differences in academic success and withdrawal rates among African and white students are due to high school achievement and the number of credits the students register for. White students are also more likely to withdraw voluntarily, mostly within the first couple of weeks or months mainly due to choosing an incorrect study choice.
Thesis (PhD)--University of Pretoria, 2011.
Psychology
unrestricted

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Daghbashyan, Zara. "Essays on University Efficiency Analysis and Entrepreneurship among University Graduates." Doctoral thesis, KTH, Samhällsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-109298.

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The thesis consists of five papers: three deal with the efficiency of higher education institutions (HEI) and two with entrepreneurship among university graduates. The efficiency of HEIs is analyzed at three different levels: units of one university, universities of one country and universities of a group of European countries. Using data envelopment analysis (DEA) the first paper compares technical efficiency among university units at the Royal Institute of Technology (Stockholm). An interesting result is that there seems to be a complementary relationship between efficiency of resource utilization in teaching and in research. The second paper applies stochastic frontier analysis (SFA) to estimate the cost efficiency of Swedish higher education institutions. According to the estimates, half of the Swedish HEIs have an above average efficiency of 85 percent. The efficiency differences are mainly influenced by the source of funding, HEI size, the number of students per faculty as well as faculty and student compositions. The third paper analyses the cost efficiency of universities among a set of public higher education institutions from six European countries by means of stochastic frontier techniques. The results suggest small variation in the mean economic efficiency of higher education institutions from UK, Norway, Sweden, Finland and Switzerland, implying that the efficiency differences are not explained by country effects. Instead the variations in efficiency are related to organizational differences. The two essays on entrepreneurship among university graduates are based on a unique dataset encompassing individual level data on all employees registered in the Swedish labor market. The first paper explores the differences in entrepreneurial choice of graduates from different universities. The main finding from this paper is that the entrepreneurial choice of graduates from internationally ranked Swedish universities systematically differs from others with the difference varying by the area of education. The second paper on entrepreneurship aims at explaining the high interest in entrepreneurship among arts graduates and finds that the need for self-expression is among the main motivations for their high interest in entrepreneurship.

QC 20130107

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Latif, Mohammad. "Innovation in university education : a case study of Brunel University." Thesis, University of Cambridge, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292836.

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Odendal, Marta W. "Students' university choice." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/23039.

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This thesis addresses UK students’ university choice using discrete choice methods and micro-data obtained from Higher Education Statistical Agency for graduates between 2006 and 2010. The thesis consists of three chapters with each addressing a different aspect of students’ choice. The studies are intended to provide policy-makers and other decision-makers with valuable information that will help them to implement strategies and policies for better higher education. Some work in the literature has been dedicated to students’ university choice. This thesis explores this body of work and builds on it, extends it and improves what is previously known in the literature. The aim of the first chapter is to investigate what affects students’ university choice. It contributes to the literature by establishing the best method to do so. Two models are used: the standard conditional logit and conditional logit with, what is called in this paper, alternative specific constants. Conditional logit with alternative specific constants improves on conditional logit twofold: it deals with unobserved university characteristics and improves the model fit. The results show that the probability of attending a university decreases with an increase in tuition fees and distance between students’ home and the university, and decreases in students’ socio-economic status. The second chapter further investigates the importance of distance on students’ university choice and it contributes to the literature by calculating the willingness to pay of students for distance to university. The chosen models are estimated for different socio-economic group of students separately. This methodology allows for meaningful comparison between socio-economic groups and produces more reliable estimates due to the fact that it accommodates for different unobserved characteristics of universities for different groups of students. The results show that students with the highest socio-economic status are not affected or have a positive utility of distance. The willingness to pay of other socio-economic groups are mixed and depend on the university characteristics used in the model. The third chapter focuses on students’ attitudes towards costs and benefits of university degree by calculating the discount rate of future income using marginal utility of graduate income and tuition fees. In addition, the chapter shows how use of consideration sets of universities for each student improves the model fit. The results show that students have a normal discount rate around 1% without consideration sets. The discount rate becomes negative in all models apart from one, when consideration sets are used.

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Eichsteadt, James Eric. ""Shut it down" the May 1970 national student strike at the University of California at Berkeley, Syracuse University, and the University of Wisconsin-Madison /." Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1342729141&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.

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Sarinzhipov, Aslan. "Opportunities for faculty to influence academic matters at Kazakh National University and Eurasian National University." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592375.

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Kazakhstan's higher education system is based on the Soviet governance structure, limited academic freedom and no autonomy from the state. In such a system faculties are contract employees delivering predesigned courses with no incentive to bring new ideas and methods. But employers and the general public are concerned with the mismatch between market demand and curricula of universities. Qualitative research based on two case studies collected evidence on the opportunities for faculty to influence academic affairs of the two most prominent research universities in Kazakhstan. The study gave a detailed picture of state controls, hierarchical structures and limited role of faculty at the higher education institutions under investigation. The national universities of Kazakhstan were also compared with the University of West Florida, a public research university of similar size which is based on academic freedom, shared governance and faculty authority over academic matters. Conceptual framework for the analysis is based on the theory that university governance differs from other organizations in its involvement of faculty in decision making on academic affairs. The power is shared with faculty because of their recognized knowledge and authority in teaching and research in their particular professional fields.

The study identified that the national universities in Kazakhstan are established regulated and run like government organizations with a hierarchical structure. The existing centralized and stricter controlled environment results in frustrated and demotivated faculty who are not able to produce good quality teaching and research. Universities are required to produce similar academic programs and courses and offer a limited number of majors approved by the inter-ministerial committee. Structures of degree programs are set according to State Standards and contain certain share of mandatory courses which are provided by the Ministry. The universities are managed by the rectors who have wide powers especially in hiring and promotion of faculty as well as on other academic matters.

The research identified a number of shortcomings and mismatches with international theory and international best practice. If national universities are to develop they have to be allowed to compete and have freedom to innovate. The national universities need the governing boards to be introduced. Increasing faculty participation will be central to promoting key values of higher education such as academic freedom, autonomy and transparency. Empowering faculty will contribute to their greater responsibility and engagement in developing higher education institutions and their core functions of teaching, research and community service.

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Stoecklin, Pierre. "La performance d'une politique publique déclinée au niveau d'un territoire académique : l’institut universitaire de formation des maitres de l’académie de Montpellier et son évaluation (1991-2005)." Thesis, Montpellier 3, 2012. http://www.theses.fr/2012MON30026/document.

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Cette étude qui a trouvé appui sur les sciences de l’éducation s’est attachée à mesurer les résultats de la politique publique de formation des maîtres déclinée au niveau d’un établissement, implanté dans l’Académie de Montpellier, sur une période de quinze ans, en conjoignant des méthodes d’évaluation selon quatre axes. - L’axe d’observation de l’action publique a recensé les éléments constitutifs de la politique nationale, suivi la construction de la politique de formation, évalué sa pertinence par rapport à son objectif initial, apprécié les résistances. - L’axe d’observation du pilotage de l’établissement a traité de la capacité de la direction à animer la communauté universitaire autour de ce projet en intégrant la complexité du fonctionnement de l’IUFM. Les relations internes au sein de la communauté universitaire et celles avec les partenaires ont fait l’objet d’une attention soutenue. - L’axe d’observation consacré aux usagers a privilégié l’analyse des flux entrants (attractivité des formations, admission des étudiants) et des flux sortants (résultats aux concours). - L’axe d’observation de la formation a permis de vérifier la qualité de la formation organisée par l’établissement, évaluée par rapport à plusieurs référentiels. S’y est ajouté le recueil de l’opinion des fonctionnaires stagiaires sur la construction de leurs compétences. Enfin, l’hypothèse selon laquelle il n’y pas eu d’évaluation globale, locale et «scientifique» conduisant à la décision d’intégrer l’IUFM dans une université a été vérifiée
This study based on the sciences of education attempts to measure the results of the public policy of the training of teachers carried out in a higher education institution established in the Academy of Montpellier over a period of fifteen years, by combining assessment methods along four axes. - The observation axis of public action lists the constituent elements of the national policy, it follows the building up of the training policy, it assesses its suitability in comparison to the initial target, it rates resistance. - The observation axis of the operational management of this institution deals with the capacity of the management to liven up the university community around this project by integrating the complex functioning of the UFM. The internal relationships within the university community and those with partners have been the object of a steady attention- The observation axis dedicated to the users gives priority to inflows analysis (attractiveness of the trainings, the admission of students) and the outflows (the results in.the competitive exams). - The observation axis of the training has permitted to check the quality of the training organized by the institution assessed in comparison to several reference frames. The collection of the opinion of the state-employed trainees on the construction of their skills has been added. Finally, the hypothesis according to which there has been no global, local nor “scientific” evaluation leading to the decision to integrate the IUFM into a university has been confirmed

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Clergue, Chantal. "Les professeurs agrégés de l'enseignement secondaire spécial (1866-1914)." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20043.

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En 1865, V. Duruy, ministre de l’Instruction publique nommé par Napoléon III, organise un cursus intermédiaire entre l’enseignement primaire et l’enseignement secondaire. Cet « enseignement secondaire spécial » doit pouvoir fournir à la Nation des cadres intermédiaires pour l’industrie, le commerce et l’agriculture. Conséquemment, cette filière appelle dans ses rangs des enseignants spécifiques et V. Duruy, souhaitant donner ses lettres de noblesse à cette nouvelle formation, crée trois agrégations distinctes. Il fonde également à Cluny une École normale chargée de former le nouveau personnel tout en laissant également l’opportunité à des candidats libres de se présenter à ce nouveau concours. À partir de 1881, l’enseignement secondaire spécial subit plusieurs réformes et il est transformé en 1891 en enseignement moderne. L’École normale ferme ses portes et les agrégations spéciales sont supprimées. La dernière session du concours a lieu en 1893. De 1866 à cette date, 468 candidats auront réussi une agrégation spéciale. Dans une période qui s’étend de 1866 à 1914, notre travail de recherche se propose tout d’abord de partir à la rencontre de ce personnel enseignant méconnu. En nous appuyant sur les dossiers personnels des agrégés spéciaux, nous examinerons tout d’abord leurs origines sociale, scolaire et géographique puis leurs parcours tant dans la vie professionnelle que dans la sphère privée. L’étude s’attache ensuite à suivre ces professeurs dans leur quotidien afin d’apprécier leur niveau de vie. Enfin, l’historiographie ayant souvent souligné que les agrégés classiques affichaient souvent du mépris vis-à-vis des catégories subalternes, il s’agira de mettre en lumière la place occupée, tant dans l’Université que dans la société, par les agrégés spéciaux
In 1865, Victor Duruy, Minister of State Education appointed by Napoleon III, puts in place an intermediate course between primary and secondary education. This “Special Secondary Education” was meant to provide the nation with intermediate executives for the industry, trade and agriculture. Consequently, this sector called up in its ranks specific teachers and, wishing this new training to be officially recognized, V. Duruy created three distinct agrégations. He also founded at Cluny a Teacher Training College or École normale in charge of training the new staff while giving the opportunity to external candidates to take this new examination. From 1881 onwards the Special Secondary Education underwent several reforms, until 1891 when it became Modern Education. The Teacher Training College closed down and the special agrégations were stopped. The last exam session took place in 1893. From 1866 to that date, 468 candidates will have passed the special agrégation. For a period which extends from 1866 to 1914, our research work suggests first of all getting to know this neglected teaching staff. Relying on the special agrégés’ personal files, we will first study their social, academic and geographical origins, then their personal routes both in their professional and private lives. The study will next attempt to follow these teachers in their everyday life in order to assess their standard of living. Finally, historiography having pointed out that the standard agrégés often showed contempt towards lower grade social groups, our task will be to highlight the place either in the University or in society the special agrégés held

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Rousan, Laith M. "Agent turnover in Ohio State University Extension." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1195671035.

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Marple, Amanda. "Democratizing University Foodscapes? Student Food Cooperatives and the Neoliberal University." Thesis, West Virginia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752427.

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According to a report published in 2015, the National Center for Education estimated that over 20 million students were forecasted to enroll in higher education in the 2016–17 school year, situating American universities as major institutional food retailers. Over the past two decades, corporate food providers have increasingly sought long-term public and private university contracts as a means to expand their reach into lucrative campus food landscapes (foodscapes), replacing in-house services with cheaper, more “efficient, and “productive” dining strategies. Companies such as Sodexo, Aramark, and Bon Appetit control the foodscapes of many university campuses across the United States, creating food environments dominated by corporate interests.

However, at the same time these corporate food service providers have colonized university food terrains, a growing movement of consumers concerned with ethical food sourcing have driven students across the United States to seek alternatives to dominant food sourcing strategies on their campuses. In a context of increased corporate control over their university foodscapes, student across the US have launched campaigns aiming to develop and establish student food cooperatives (SFCs), organizations seeking to assert the availability of sustainable, ethical, and healthy food options on campus in addition to pushing for more student decision-making power within their university food environments (Marsden, 2000).

It is within this context that my thesis aims to explore if and how student food cooperatives are creating new spaces for food sovereignty and if they are democratizing the control over their university food systems through campus based food initiatives.

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Vasikainen, S. (Soili). "Performance management of the university education process." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526206189.

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Abstract The goal of this thesis is to investigate whether the performance management systems of the university education process can be developed by using the mechanisms and indicators of operations management. This thesis is a result of a multiple-case study consisting of two polar cases: the Faculty of Technology and the Faculty of Humanities in the University of Oulu. Both faculties have several departments which constitute separate cases. This study explores the elements of the performance management systems used by the Ministry of Education during the first decade of the 21st century and considers whether these performance management systems have affected the university education process. First, the existing research is examined to understand what kind of factors affect the controllability and performance management of organisations. Furthermore, an empirical study was conducted on how the control mechanisms of the Ministry of Education reflect the main variable of controllability analysis. After that, the changes in the education processes in the various departments of the two faculties were examined using a controllability analysis. The results indicate that the financial models of the Ministry of Education reflect to some extent the main variables of controllability analysis. However, the models focus almost solely on output indicators. The Ministry of Education should consider expanding the models to include input and process variables. During the 21st century the number of university drop-outs has increased dramatically. This indicates that the process has become more ineffective. The focus of control has shifted from control of the quality of input to the quantity of the output. The finances of the Faculty of Humanities have decreased and it has had to adapt to the financial model of the Ministry of Education by seeking financial flexibility and by changing the production process (decreasing the number of new students, giving a more restricted variety of courses, restricting the maximum amount of credits). The Faculty of Technology faces a different situation. Most notably, the Department of Electrical Engineering has faced the problem of rapid growth. This has caused problems related to the quality of material (students), insufficient capacity and the inability to produce the volumes that the Ministry of Education desired. The Department of Electrical Engineering therefore made its own decision to decrease the number of new students. The reason for this was different from that of the Faculty of Humanities. The Department of Electrical Engineering was not able to increase the production volume to a sufficient level. The Faculty of Humanities instead had a problem of overproduction. The Ministry of Education does not compensate for production that is over its targets
Tiivistelmä Tämän väitöskirjan tavoitteena on tutkia, voidaanko yliopistojen opetusprosessin suorituskyvyn johtamista kehittää käyttämällä tuotannonohjauksen menetelmiä ja indikaattoreita. Tämä väitöskirja muodostuu useista esimerkkitapauksista, jotka ryhmittyvät kahden toisilleen vastakkaisen tapaustutkimuksen alle: Oulun yliopiston teknillinen tiedekunta ja humanistinen tiedekunta. Molemmissa tiedekunnissa on useita laitoksia, jotka ovat jo sinällään itsenäisiä esimerkkitapauksia. Tässä tutkimuksessa kartoitetaan opetusministeriön 2000-luvun alussa yliopistojen suorituskyvyn johtamiseen käyttämiä menetelmiä ja pohditaan niiden vaikutuksia yliopistojen opetusprosessiin. Aluksi kartoitettiin olemassa olevien tutkimusten pohjalta niitä tekijöitä, jotka vaikuttavat organisaation ohjattavuuteen ja suorituskyvyn johtamiseen. Seuraavaksi selvitettiin empiirisen tutkimuksen avulla, miten opetusministeriön käyttämät ohjausmenetelmät heijastelevat ohjattavuusanalyysin keskeisiä tekijöitä. Lopuksi molempien tiedekuntien laitoksilla toteutettiin ohjattavuusanalyysi opetusprosessissa tapahtuneiden muutosten selvittämiseksi. Tulosten perusteella voidaan todeta, että opetusministeriön ohjausmallit heijastelevat jossain määrin ohjattavuusanalyysin keskeisiä muuttujia. Mallit keskittyvät kuitenkin lähes kokonaan prosessin loppupäähän eli tuloksiin. Ministeriön tulisikin harkita syöte- ja prosessimuuttujien lisäämistä malliin. 2000-luvun ensimmäisellä vuosikymmenellä opintonsa keskeyttäneiden määrä on kasvanut merkittävästi. Tämä kuvastaa sitä, että prosessista on tullut aiempaa tehottomampi. Ohjauksen painopiste on siirtynyt opiskelijavalinnan laadusta tutkintojen määrään. Humanistisen tiedekunnan rahoitus on vähentynyt tutkimusjaksolla ja tiedekunta on pyrkinyt sopeutumaan opetusministeriön rahoitusmalliin etsimällä taloudellista liikkumavaraa ja muuttamalla opetusprosessia (pienentämällä sisäänottoa, kaventamalla kurssitarjontaa ja rajoittamalla tutkinnon kokonaisopintopistemäärää). Teknillisen tiedekunnan lähtökohdat ovat erilaiset. Ennen kaikkea sähkötekniikan osasto on joutunut sopeutumaan nopeaan kasvuun. Tämän on aiheuttanut ongelmia mm. opiskelijoiden osaamistasossa, kapasiteetin puutteena ja kyvyttömyytenä päästä opetusministeriön asettamiin tutkintotavoitteisiin. Sähkötekniikan osasto päätti edellä mainituista syistä pienentää sisäänottoa. Osaston päätös perustui siten eri syihin kuin humanistisen tiedekunnan vastaava ratkaisu. Sähkötekniikan osasto ei pystynyt kasvattamaan opetusprosessin volyymia riittävälle tasolle. Humanistinen tiedekunta sen sijaan kärsi ylituotannosta. Opetusministeriö ei korvaa tavoitteet ylittäviä tutkintomääriä

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Patrick, Helen. "Academic staff in university departments of education." Thesis, University of Leicester, 1990. http://hdl.handle.net/2381/35660.

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This study arose out of a research project on teacher education in England and Wales which was funded by the Department of Education and Science and which was based at the University of Leicester School of Education from 1979 to 1982. The study aimed to explore the ambivalence and ambiguity which, the literature suggested, were inherent in the enterprise of training teachers in universities. Empirical data on university teachers of education were collected by questionnaire and interview and the findings are considered within a number ofS contexts. In university departments of education university teachers train students to become school teachers. The first context examined in the study is the sociology of occupations which is used as a framework within which to compare and contrast the two occupations of university teaching and school teaching. University teachers and school teachers are thus established as reference groups for university teachers of education. Next the study considers the role of these reference groups within the context of the history of teacher education in the universities. In the central part of the study data on the social, educational and occupational backgrounds of university teachers of education are considered in relation to the two reference groups of school teachers and university teachers. Data on the nature of the work undertaken by university teachers of education are also examined in this context. The study then explores the context of occupational constraint and control, comparing and contrasting teacher education in the universities with university teaching in other subjects and with school teaching. The role of ideology in teacher education is then analysed as a context within which to view the nature of ideology in teacher education in the universities, again drawing on empirical data from questionnaires and interviews. In the final chapter additional data are presented to bring together the findings and interpretations presented in the body of the study.

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Fink, Mark L. "Peer interaction in university-level distance education." Connect to Online Resource-OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1183500982.

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Dissertation (Ph.D.)--University of Toledo, 2007.
Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction." Bibliography: leaves 118-135.

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Vaičiūnienė, Vilhelmina. "Information literacy in modernization of university education." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20071109_154354-04112.

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Innovations and changes in higher education paradigm are related to the idea of lifelong learning and application of information communication technologies in learning process. Information literacy is a phenomenon conditioned by modern life realia, related to the newest technologies and abundance of information. It appears to be one of the means of modernization of university education. The issue of information literacy at the university level in Lithuania has not been researched in more depth so far. Integration of information literacy into the curriculum of higher education is a key question closely related to the shift in the idea of the university mission and to the transformations of being and functioning in the knowledge-based society. The dissertation addresses the issue of information literacy integration into the curriculum of higher education. The integration of information literacy into university curriculum creates preconditions for quality improvement in teaching and learning processes. The research reveals the topicality of standardization of information literacy at university education as the way to modernize it. The dissertation presents a phenomenographic research into students’ information literacy conception. The expert study results reveal university teachers and librarians’ attitude towards information literacy and its need at university. The comparative analysis based on the mode of study and gender reflects differences in students’ information literacy... [to full text]
Universiteto struktūra, strategija, mokymo tikslai ir mokymo(si) metodai keičiasi drauge su visuomenėje vykstančia pažanga, kai šalia kitų funkcijų universitetui patikėta mokymosi visą gyvenimą misija. Plačios ir sparčios kaitos kontekste naujas ugdymo turinys skatina naujai pažvelgti į studijų procesą, ieškoti būdų ir priemonių kaip jį tobulinti. Siekį keisti studijų paradigmą lemia: a) išoriniai (globalizacija, informacinių technologijų plitimas) ir b) vidiniai (noras tobulėti, kelti kvalifikaciją, siekti žinių) veiksniai. Lietuvos tyrėjai, analizavę universitetinių studijų procesą, skiria didelį dėmesį kompetencijų apibrėžčiai, jų sandarai, kuri glaudžiai siejama su mokymo ir mokymosi strategijomis universitetinėse studijose, universitetinių studijų kokybe ir jos vertinimu, inovacinių mokymosi metodų taikymu universitetinėse studijose, suaugusiųjų mokymosi ir mokymosi visą gyvenimą dimensijomis, mokymosi ir universitetinių studijų santykiu. Šie klausimai neabejotinai yra glaudžiai tarpusavyje susiję, papildo vienas kitą, sudarydami visuminį šiandieninio mokymosi universitete paveikslą. Lietuvoje informacinio raštingumo problematika universitetinėse studijose mažai tyrinėta. Informacinio raštingumo integravimas į aukštojo mokslo turinį yra aktuali problema, glaudžiai susijusi su kintančia universiteto misijos samprata, bei pakitusiais visuomenės, grindžiamos žiniomis, funkcionavimo principais. Užsienio patirtis rodo, kad informacinio raštingumo gebėjimų įgijimas turi... [toliau žr. visą tekstą]

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Gilliam, Paul Howard. "Nepalese students' reflections on UK university education." Thesis, Anglia Ruskin University, 2017. http://arro.anglia.ac.uk/703002/.

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This thesis analyses the reflections on UK university Business Studies courses of Nepalese graduates who choose to return home to Nepal after graduating. It considers the personal and cultural influences on educational decision-making that led them to choosing to study in the UK and their post-graduation employment expectations. The primary research was undertaken at a time when UK universities were facing increasing competition to recruit international students and numbers of Nepalese students choosing to study in the UK had dropped. In addition, Nepalese graduates choosing to return home were faced with scarcity of employment opportunities due to political uncertainty and improvements to local higher education. The qualitative, inductive research was based on semi-structured interviews which took place in Nepal with twenty-three Nepalese graduates, their Nepalese employers and Nepalese education consultancies. Data was analysed using the ecological, five systems model of Bronfenbrenner (1979) and Trompenaars and Hampden-Turner’s (2012) Intercultural Awareness Profiling (IAP) of graduates. In addition to identifying five major themes and associate themes, the findings extend beyond existing “push-pull” models by identifying how a graduate’s understanding of cultural orientation affects their decision-making. Although the overall expectations of Nepalese students and employers towards UK higher education remain positive, results indicated a lowering in their estimation of the quality and reputation of UK universities. The outcomes of the research make a valuable contribution to the knowledge of how and why international, specifically Nepalese, students choose overseas higher education. The findings also establish why Nepalese employers are struggling to see clear benefits from employing UK educated Nepalese business graduates. Recommendations are made for changes to be implemented to business studies courses to help university practitioners better meet the needs and expectations of future Nepalese students, graduates and employers. These recommendations reflect a deeper understanding of educational decision-making of international students.

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Ghanem, Thanaa. "Organisation et conditions de la formation des doctorants dans le cadre de l'université française." Phd thesis, Université de Bourgogne, 2007. http://tel.archives-ouvertes.fr/tel-00172021.

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Ce travail de recherche, en se référant au cadre théorique de Pierre Bourdieu, montre que l'enseignement supérieur peut être considéré comme un champ scientifique défini comme un microcosme, relativement autonome du macrocosme économique et social, mais néanmoins fortement pénétré par les valeurs et l'évolution de ce dernier vers le libéralisme. Cette évolution est clairement perceptible dans les réformes structurelles (contractualisation, décentralisation, autonomie accrue...), induites notamment par la construction de l'espace européen de l'enseignement supérieur et de la recherche. L'enseignement supérieur est structuré en sous champs disciplinaires hiérarchisés avec au centre les disciplines dominantes (sciences dures) et à la périphérie les disciplines dominées (SHS). Cette hiérarchisation est tangible dans la formation doctorale, centre de cette recherche : La mise en oeuvre d'une enquête sur la formation doctorale à l'Université de Bourgogne sous forme de deux questionnaires destinés aux doctorants et aux directeurs de thèse des écoles doctorales de cette université, a permis de mettre en évidence que les habitus et la socialisation professionnelle des doctorants sont très différents selon les champs disciplinaires autant au niveau des conditions matérielles et sociales de travail des doctorants, de l'importance des rôles joués par les acteurs, que des outils de la formation- socialisation professionnelle des doctorants.

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Kennedy, Benjamin Clayton. "Special education directors' perceptions on how no child left behind influenced special education services in North Mississippi /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1798967061&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258143196&clientId=22256.

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Cavani, Jane Sarah O'Reilly. ""Do you ever get this feeling…?" : university teacher narratives from a research-led university." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8619/.

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In 2002 a contractually differentiated teaching–focused post, University Teacher (UT), was created within my Russell Group HEI. This interpretivist study seeks to explore the impact of the ‘lived experience’ of this recent post on both myself and a group of 11 colleagues, some of whom were transferred and others employed as UTs. A narrative approach is adopted to evaluate existing public stories of the UK HE sector and changing definitions of academic functions and identities alongside original private stories, both my own and those co-constructed with participants. My primary research comprised in-depth narrative interviews with four Senior UTs, six UTs and one research-focused Lecturer recently transferred from a UT post. The interviews sought to elicit participants’ storied accounts of professional identity construction and management on the career paths towards their current posts and beyond. The interview data was examined reflexively using a pragmatic hybrid model based on a range of narrative analytic lenses: structural and linguistic narrative analysis of three case studies, together with thematic analysis of narratives across all 11 interviews. The participants shared highly personal, emotional and reflective accounts. The case study analysis centred on the identification and scrutiny of overarching plotlines, key episodes, genres and characterisation. The thematic analysis revealed common concerns around the job title, the relative weightings and status of teaching and scholarship, the nature of scholarship and career progression. The complex connection between intra-, inter-, cultural and structural dimensions proved key; personal values and agency, relationships with peers and managers, and institutional and sectoral priorities were all essential to the achievement of a progressive, as opposed to a regressive or static, UT identity typology. UTs clearly had some control over their own agency. However, institutional leaders and line managers were seen to have more significant power to promote or inhibit identity growth for academics on differentiated contracts. Changes have recently been made to the UT post in relation to the job title and promotion criteria. In the conclusions I suggest that further research is needed on the effect of these changes and on the impact of contractual differentiation on staff and students across the HE sector. Implications for institutions and staff on how to facilitate teaching-focused academics’ positive identity growth are also put forward.

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Seagle, Edward Earl Jr. "Faculty Burnout In The California State University System." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3362.

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Purpose. The purposes of this study were to determine: (a) to what extent does faculty burnout exist within the California State University (CSU) system; (b) the correlation between faculty burnout and various demographic factors; (c) the correlation of the measured variables of burnout as related to self-perceptions; and (d) the dimensions of burnout within the CSU system. Procedures. Full-time faculty from each of the 19 CSU campuses were surveyed. Two questionnaires were used to canvass respondents' feelings of burnout: (a) Maslach Burnout Inventory (MBI) and (b) Faculty Feeling Survey. The number of responses analyzed was 370. Findings. Comparing the CSU faculty with MBI norms, CSU faculty scores indicated fewer feelings of being overworked, mentally exhausted, and experiencing ambivalence toward recipients of their services. Respondents' scores indicated slightly higher feelings of personal accomplishment as compared to the MBI norms. Comparing CSU faculty scores with various demographic data, the findings show no significant difference among the 19 campuses, department size, marital status, and the highest degree earned. Demographic variables which indicated significance were the job classification of Assistant Professor reporting the lowest burnout on both Personal Accomplishment subscales; tenure track faculty were less burned out and experienced higher personal accomplishment; newer faculty experienced lower burnout on Personal Accomplishment-Intensity subscale; females rated higher burnout on both Emotional Exhaustion subscales than males, yet more personal accomplishment. The 31 to 40 age group reported the lowest burnout on Personal Accomplishment subscales; Blacks indicated lower burnout on Personal Accomplishment-Frequency subscale; and faculty in their present job for five years or less demonstrated higher burnout on both Emotional Exhaustion subscales. Faculty with 6 to 10 years total teaching experience displayed higher burnout on Depersonalization-Frequency; faculty missing more work days reflected higher burnout on Emotional Exhaustion-Frequency; and the majority of faculty who had not taken a sabbatical revealed they were less burned out on the Personal Accomplishment-Intensity subscale than did those who had taken a sabbatical.

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Patterson, Sarah. "Focus enhancement intervention: A university classroom experience." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28105.

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Focus plays an integral role in learning, performance and living across a variety of applied settings (Abernethy, 2001; Orlick, 2008; Werthner, 2002). The purpose of this intervention study was to evaluate to impact of a focus enhancement intervention project delivered in a university classroom context. Interpretive phenomenological analysis of 10 participants' journal from an applied sport and performance psychology course drew out participant's experiences with focus enhancement (Smith & Osborn, 2008). Essential elements of improved focus included exclusive thoughts, present moment focus and sense of connection. The enhanced focus experience emerged as a learning cycle of preparation, action, reflection and lessons learned utilizing goal setting, relaxation techniques, cue words, shifting to a positive focus and creating an optimal focus environment and. These findings have broad potential implications in many life areas.

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Dissertations / Theses on the topic 'University education in France'

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