Dissertations / Theses on the topic 'University extension Evaluation'

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A presente dissertaÃÃo compreende dois estÃgios distintos, no que diz respeito à investigaÃÃo cientÃfica. A princÃpio, identificam-se indicadores de desempenho e define-se ambiente estratÃgico, tendo como instrumento metodolÃgico o balanced scorecard â BSC, com embasamento teÃrico em Kaplan e Norton (1997) e, em particular, no criador do mÃtodo adaptado, Figueiredo (2002). No tocante Ãs adaptaÃÃes destacam-se a implementaÃÃo de novas perspectivas: Organizacional â polÃtica e gestÃo estratÃgica; PedagÃgica â articulaÃÃo ensino, pesquisa e extensÃo; de Responsabilidade Social â relaÃÃo universidade e sociedade e de ProduÃÃo CientÃfica â publicaÃÃo cientÃfica e tecnolÃgica e a definiÃÃo do ambiente estratÃgico de planejamento no contexto da autoavaliaÃÃo institucional da interface ensino, pesquisa e extensÃo, por meio de pesquisa de campo e documental. No segundo estÃgio, avalia-se as atividades de extensÃo universitÃria enquanto finalidade da educaÃÃo superior, destacando-se sua relevÃncia acadÃmica, polÃtica e social. A pesquisa foi aplicada por amostragem, docentes e alunos da educaÃÃo superior das diversas Ãreas de formaÃÃo profisional, por ocasiÃo da primeira avaliaÃÃo institucional no ano letivo de 2006, com base nas diretrizes do SINAES â Sistema Nacional de AvaliaÃÃo da EducaÃÃo Superior no Centro Federal de EducaÃÃo TecnolÃgica do CearÃ. A aplicaÃÃo de questionÃrios a professores e a estudantes (estagiÃrios, bolsistas, voluntÃrios), entrevistas semiestruturadas, consulta a banco de dados sobre as aÃÃes extensionistas no perÃodo de setembro de 2008 a fevereiro de 2009, entre outros, foram os instrumentos utilizados para a realizaÃÃo deste trabalho, tendo como base, principalmente, o planejamento estratÃgico para a extensÃo definido no plano de desenvolvimento institucional para o perÃodo 2005/2009. Considrando-se as quatro perspectivas definidas no processo de identificaÃÃo de indicadores estratÃgicos, como objetivo geral deste trabalho, os rsultados evidenciam que a classe docente e discente tem claro desconhecimento do planejamento polÃtico-pedagÃgico para a interface ensino, pesquuisa e extensÃo, apesar dos esforÃos da alta administraÃÃo da instituiÃÃo pesquisada; nÃo obstante, destaca-se o impacto positivo na formaÃo do aluno e a efetiva contribuiÃÃo para a inclusÃo social da clientela atendida, por meio das atividades de extensÃo; outrossim, percebe-se o grande envolvimento docente em publicaÃÃo cientÃfica e tecnolÃgica, enquanto que, o grupo discente pouco tem participaÃÃo em atividades de inciaÃÃo cientÃfica. No contexto geral, conclui-se que, estes atores sociais - professores e estudantes, tem participaÃÃo insignificante na elaboraÃÃo de polÃticas e no planejamento estratÃgico para a extensÃo universitÃria, apesar de, adequadamente afirmados no plano de desenvolvimento institucional, conforme demonstrado nos resultados da pesquisa aplicada.
This dissertation presents two distinct parts regarding scientific research. At the beginning performance indicators are identified and strategic environment is set up, using the Balanced Scorecard (BSC) as a methodological tool, with a theoretical foundation in Kaplan and Norton (1997) and, in particular, Figueiredo (2002). Among the new adaptations it is highlighted the implementation of new perspectives: Organizational â strategic politics and management; Pedagogical â teaching, research and extension linking; Social Responsibility â university and society relationship and Scientific Production â scientific and technological publication and the definition of the strategic planning environment in the context of institutional self-assessment within the teaching, research and extension interface, through documental and camping research. In the second part, the university extension activities are assessed as an aim of third degree education, expressing your academic, political and social importance. The research was applied by sampling; teachers and students of third degree education from several professional areas, when the first institutional assessment happened in the school year of 2006, based on the guidelines of SINAES â Third Degree Education Assessment National System at Centro Federal de EducaÃÃo TecnolÃgica do CearÃ. The application of questionnaires to teachers and students (trainees, college program workers, volunteers), semi-structured interviews, research to the database on the extension actions between September of 2008 and February of 2009, among others, were the instruments used for this work, and mainly as a base, the analysis of strategic planning for the extension established in the institutional development plan for the period 2005/2009. Considered the four perspectives defined in the process of identification of strategically pointers, as objective generality of this work, the resulted ones evidence that the teaching and learning classroom clearly has unfamiliarity of the politician-pedagogical planning for the interface education, research and extension, although the efforts of the high administration of the searched institution; not obstante, the positive impact in the translation of the pupil and the effective is distinguished contribution for the social inclusion of the taken care of clientele, by means of the activities of extension; also, perceives the great teaching development in scientific publication and technological, whereas, the learning group little has participation in activities of scientific initiation. In the general context, one concludes that, these social actors - professors and students, have insignificant participation in the elaboration of politics and the strategically planning for the university extension, although, adequately affirmed in the plan of institutional development, as demonstrated in the results of the applied research.

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Esta dissertação objetivou avaliar o Programa UFBA em Campo – ACC através da perspectiva dos egressos dos cursos de graduação da UFBA. Para orientar a pesquisa, foram definidos seis objetivos. O primeiro objetivo foi entender que concepção de extensão e de intervenção social a UFBA possui. O segundo foi verificar se há articulação entre as atividades de ACC e as de ensino e pesquisa e como isso se processa. O terceiro foi examinar a existência de articulação das temáticas de ACC com os problemas sociais. O quarto concerniu em descrever as políticas existentes na UFBA para o desenvolvimento da ACC e se existem incentivos institucionais e/ou de outras fontes. O quinto procurou entender como é a participação dos estudantes nas ACC’s. Por último, buscou-se examinar qual a contribuição da ACC na formação do estudante. A pesquisa realizada através da pesquisa bibliográfica, da metodologia do Survey e da pesquisa documental verificou que a UFBA utiliza o mesmo conceito elaborado pelo Plano Nacional de Extensão Universitária, com a ACC em sua essência articulando as funções essenciais da Universidade, em consonância com os problemas sociais. A pesquisa apontou ainda que a Universidade possui políticas institucionais para o desenvolvimento da ACC (política de parceria, política de avaliação e a flexibilização curricular) e que o programa desempenha um papel importante no trajeto curricular do estudante, contribuindo para formação ética, profissional, cidadã e humanitária. Em função dos resultados obtidos, recomendou-se a utilização dos dados desta pesquisa para que a gestão do programa implante um sistema permanente de acompanhamento e avaliação com representação da comunidade, do corpo discente e docente. Aconselhou-se também que a ACC seja utilizada para reconceptualização do currículo, auxiliando o projeto da Universidade Nova no âmbito da UFBA.
Salvador

This study examined the extent to Federal University of Santa Maria (UFSM), seeking to answer how to configure the evaluation process of these actions. The study spoke about the university and its role in society, made a brief historical review of the extension in Brazilian universities, in the form of documentary research. He characterized the extension actions as institutional data and according to expert opinion, as well as analyzed the assessment of the extent of the dimensions of UFSM Extension Policy. The approach used in the construction of the study was qualitative-quantitative and data collection was done through documental research and semi-structured interviews applied to experts of the university extension of the Federal University of Santa Maria. Content analysis and triangulation were the methods used for preparation and discussion of results. Were used as parameters for discussion, the evaluation system of the Portuguese higher education proposed by the Assessment and Accreditation Agency for Higher Education (A3ES), the National System of Higher Education Assessment (SINAES), the National Policy extension, the Plan Institutional Development (PDI-UFSM) and Extension Policy of the Federal University of Santa Maria. The study reached conclusions about the extent of shares of UFSM. Elucidated the processes of evaluation and proposed relevant subsidies for the early development of an Evaluation Instrument for university extension of UFSM.
Este trabalho analisou a extensão na Universidade Federal de Santa Maria (UFSM), buscando responder como se configuram os processos de avaliação dessas ações. O estudo dissertou sobre a universidade e seu papel na sociedade, fez um breve resgate histórico da extensão nas universidades brasileiras, sob a forma de pesquisa documental. Ele caracterizou as ações de extensão conforme dados institucionais e conforme a opinião de especialistas, assim como, analisou a avaliação da extensão nas dimensões da Política de Extensão da UFSM. A abordagem utilizada na construção do estudo foi a qualiquantitativa e a coleta de dados foi feita através da pesquisa documental e de entrevistas semiestruturadas aplicadas a especialistas da área de extensão universitária da Universidade Federal de Santa Maria. A análise de conteúdo e a triangulação foram os métodos utilizados para elaboração e discussão dos resultados. Foram utilizados como parâmetro para discussão, o sistema de avaliação do ensino superior português, proposto pela Agência de Avaliação e Acreditação do Ensino Superior (A3ES), o Sistema Nacional de Avaliação da Educação Superior (SINAES), a Política Nacional de Extensão, o Plano de Desenvolvimento Institucional (PDI-UFSM) e a Política de Extensão da Universidade Federal de Santa Maria. O estudo chegou a conclusões a respeito das ações de extensão da UFSM. Elucidou os processos de avaliação e propôs subsídios relevantes para o início da elaboração de um Instrumento de Avaliação para a extensão universitária da UFSM.

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From the interest in understanding the formation of the student, focusing on the future as professionals who must be able to act differently in different situations in your professional and personal with a high social commitment, we understand that the university extension programs can fulfill important role in this regard. The extension programs aimed at, among its objectives, the training for university students taking social commitments and work towards a less unequal society. We choose then as a field of research, an outreach program at a Catholic university (here called the Center), who works for social inclusion of people with disabilities from an interdisciplinary perspective, taking his team teachers and students in different areas of their undergraduate courses. From a brief history of higher education in Brazil, the implementation of continuing education in institutions of higher education and in this context, the debate on the responsibilities of the State and the University for the development of society, emphasize the importance of assessment procedures university extension programs. From our point of view, these processes are essential to advance these programs and play an important role in the formation of student extension. We argue that the evaluation of extension programs is necessary to address the inseparability of the axes of teaching and research-extension, interdisciplinarity, and to the peculiarities of the specific study, the inclusion of people with disabilities. We develop a meta-evaluation of goals: (1) determine what are the strengths of the evaluation process conducted by the extension program put into the study, (2) ascertaining the weaknesses of this process, and (3) to reflect about which aspects of this assessment contributes to the formation of students participating in the program. This is a case study, and the methodological procedures used were document analysis of the program, literature review, and conducting semi-structured interview with the Coordinator of the program. The empirical analysis was constructed qualitatively and quantitatively. The results showed that operating a process to assess the extent is a complex and that gaps and contradictions must be analyzed carefully, may limit the contributions that the extension activities have potential for the training of students who took part.
A partir do interesse em compreender a forma??o do estudante universit?rio, focalizandoo como futuro profissional que deve ser capaz de atuar de forma diferenciada nas diversas situa??es de sua trajet?ria profissional e pessoal e com elevado compromisso social, entendemos que os programas de extens?o universit?ria podem cumprir importante papel neste sentido. Os programas de extens?o visam, dentre seus objetivos, a capacita??o para os estudantes universit?rios assumirem compromissos sociais e trabalharem por uma sociedade menos desigual. Elegemos, ent?o, como campo da pesquisa, um programa de extens?o de uma universidade cat?lica (aqui chamado de Centro), que trabalha pela inclus?o social de pessoas com defici?ncia, numa perspectiva interdisciplinar, tendo em sua equipe professores e estudantes de diferentes ?reas dos seus cursos de gradua??o. A partir um breve hist?rico sobre a educa??o superior no Brasil, a implanta??o da extens?o universit?ria nas institui??es de ensino superior e, neste contexto, do debate sobre as responsabilidades do Estado e da universidade pelo desenvolvimento da sociedade, destacamos a import?ncia dos processos de avalia??o dos programas de extens?o universit?ria. De nosso ponto de vista, estes processos s?o imprescind?veis para fazer avan?ar estes programas e t?m importante papel na forma??o dos alunos-extensionistas. Argumentamos que na avalia??o de programas de extens?o ? necess?rio abordar a indissociabilidade dos eixos ensino-pesquisa-extens?o, a interdisciplinaridade e, em fun??o das peculiaridades do programa espec?fico estudado, a inclus?o social das pessoas com defici?ncia. Desenvolvemos um trabalho de metaavalia??o, com objetivos de: (1) verificar quais s?o os pontos fortes do processo de avalia??o realizado pelo programa de extens?o colocado em estudo; (2) averiguar quais s?o as fragilidades deste processo; e (3) refletir sobre quais aspectos esta avalia??o contribui para a forma??o dos estudantes que participam do programa. Trata-se de um estudo de caso, e os procedimentos metodol?gicos utilizados foram an?lise documental do programa, revis?o bibliogr?fica, e realiza??o de entrevista semi-estruturada com a Coordenadora do programa. O material emp?rico constru?do foi analisado qualitativa e quantitativamente. Os resultados mostraram que colocar em funcionamento um processo de avalia??o da extens?o ? um trabalho complexo e que lacunas e contradi??es precisam ser analisadas com cuidado, porque podem limitar as contribui??es que as atividades extensionistas tem em potencial para a forma??o dos estudantes que delas participam.

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The objective of the present work is to understand and analyze how the Catholic and Communitarian University expresses and characterize its identity in the extensionist actions that develop and its concern to obtain the data from this work through specific evaluation. To achieve this proposition, five interviews were realized with Extension or Communitarian Action directors, from Catholic and Communitarian Universities located in the Province and in the Coastal region of S?o Paulo with tradition in extensionist actions. The investigation of this subject leads us to understand that the evaluation of the social commitment of the Extensionist Action represent an advance when provides the increase of value and the institutionalization of the Extension process through the research and education. The results obtained showed that in majority, the extensionist action assessment is performed in an informal manner and not conceived as a pedagogical instrument that should evaluate the concrete outcomes and effects of these actions that extend to the society. Although, it s noticed an Extension action becoming an academic practice connected to the research and education, meant of specific aspects of identity while Catholic and Communitarian.
A presente disserta??o tem por objetivo compreender e analisar como a Universidade Cat?lica e Comunit?ria expressa e caracteriza sua identidade nas a??es extensionistas que desenvolve, bem como se preocupa em obter dados acerca deste trabalho por meio de avalia??o espec?fica. Para este prop?sito, realizamos entrevistas com cinco Pr?- Reitores de Extens?o ou A??o Comunit?ria, de Universidades Cat?licas e Comunit?rias localizadas no interior e litoral de S?o Paulo, com tradi??o em a??es extensionistas. A investiga??o deste tema leva-nos a entender que a avalia??o do compromisso social da A??o Extensionista constitui um avan?o na medida em que propicia a valoriza??o e institucionaliza??o da Extens?o por meio do ensino e da pesquisa. Os resultados obtidos mostraram que em sua maioria, a avalia??o da a??o extensionista ? realizada de maneira informal e n?o concebida como um instrumento pedag?gico que deveria avaliar os efeitos e resultados concretos dessas a??es que se estendem a sociedade. Apesar disso, observa-se uma Extens?o transformando-se em pr?tica acad?mica interligada ao ensino e ? pesquisa, significadas de aspectos espec?ficos de identidade enquanto Cat?lica e Comunit?ria.

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O estudo tem como foco a avaliação dos projetos de extensão do Colégio Pedro II, e tem como objetivo geral propor indicadores sociais e institucionais para avaliação dos projetos de extensão do Colégio Pedro II. Para atingir o objetivo desse estudo, foi utilizado como método de pesquisa o estudo de caso, com a finalidade de realizar um estudo aprofundado a respeito da questão central da pesquisa. Trata-se de uma pesquisa exploratória com abordagem qualitativa, com utilização de entrevista semiestruturada contendo um roteiro de perguntas abertas e fechadas, como técnica de coleta de dados, a observação direta, a pesquisa documental e a pesquisa bibliográfica. Os instrumentos de pesquisa (roteiro de perguntas) foram categorizados por classe de respondentes, sendo o primeiro grupo composto pela Pró-Reitora de Pós-Graduação, Pesquisa, Extensão e Cultura e a Diretora de Extensão, o segundo grupo, um servidor lotado em funções administrativas na Diretoria de Extensão, o terceiro grupo composto por quatro professores extensionistas e, o quarto e último grupo, composto por três alunos envolvidos nas ações de extensão. Para a análise dos dados, foram utilizadas a triangulação e interpretação dos dados entre as respostas dos respondentes, a revisão de literatura e a análise da autora do trabalho. Quanto à avaliação dos projetos de extensão com uso de indicadores de desempenho sociais e institucionais, verificou-se a inexistência desses instrumentos na instituição, embora tenha sido constatada a necessidade e o seu impacto positivo tanto no aspecto social como no institucional para a avaliação dos projetos.
The study focuses on the evaluation of extension projects of the Pedro II College, and its general objective is to propose social and institutional indicators for the evaluation of extension projects of the Pedro II College. To reach the objective of this study, the case study was used as a research method, with the purpose of carrying out an in - depth study on the central question of the research. This is an exploratory research with a qualitative approach, using a semi-structured interview containing a script of open and closed questions, such as data collection technique, direct observation, documentary research and bibliographic research. The research tools (question script) were categorized by respondent class, the first group being composed by the Pro-Rector of Postgraduate, Research, Extension and Culture and the Extension Director, the second group, a full-function server The third group comprised of four extension teachers, and the fourth and last group, composed of three students involved in the extension activities. For the data analysis, the triangulation and interpretation of the data between the responses of the respondents, the review of the literature and the analysis of the author of the study were used. With regard to the evaluation of extension projects using social and institutional performance indicators, these instruments were not present at the institution, although the need for and their positive impact on both the social and institutional aspects of project evaluation.

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Essa dissertaÃÃo, atravÃs da metodologia de avaliaÃÃo em profundidade, tem o objetivo de analisar o Programa de Apoio a Planos de ReestruturaÃÃo e ExpansÃo das Universidades Federais (REUNI) na Universidade Federal do MaranhÃo no Campus de Pinheiro. O programa, iniciado no ano de 2007 e encerrado no ano de 2012, torna-se um tema bastante discutido e avaliado por muitos pesquisadores, isso porque seu objetivo geral de elevar as matrÃculas promoveu alteraÃÃes acadÃmicas e estruturais. Visando aprofundar essas alteraÃÃes, a bibliogrÃfica escolhida, os documentos institucionais e questionÃrios fundamentaram e promoveram resultados alÃm do esperado. Para complementar a pesquisa, tambÃm foi feito levantamento histÃrico, social e econÃmico da cidade de Pinheiro. O estudo permitiu verificar que à atravÃs da adesÃo ao REUNI que o Campus de Pinheiro retoma as atividades acadÃmicas atravÃs do oferecimento de cursos regulares, assim como, promove um intercÃmbio de culturas, devido à quantidade de servidores e discentes oriundos de outras regiÃes. Estes passam a residir no municÃpio de Pinheiro a partir de sua aprovaÃÃo em concurso pÃblico ou no caso dos estudantes, pelo Exame Nacional do Ensino MÃdio. Essa caracterÃstica do pluriculturalismo favorece as aÃÃes sociais e educativas coordenadas a partir de Projetos de ExtensÃo para o atendimento de deficiÃncias locais. A pesquisa buscou compreender de que forma os projetos de extensÃo estÃo sendo planejados e executados. Por fim, pode-se identificar diferenÃas nas propostas extensionistas desenvolvidas antes do REUNI e pÃs REUNI.
This dissertation, through the in-depth evaluation methodology, has the objective of analyzing the Support Program for Restructuring and Expansion Plans of the Federal Universities (REUNI) at the Federal University of MaranhÃo at Campus Pinheiro. The program, which began in 2007 and ends in the year 2012, becomes a topic that is much discussed and evaluated by many researchers, because its general objective of increasing enrollments has promoted academic and structural changes. In order to deepen these changes, the bibliography chosen, the institutional documents and questionnaires based and promoted results beyond what was expected. To complement the research, was also made historical, social and economic survey of the city of Pinheiro. The study showed that it is through the adhesion to REUNI that the Pinheiro Campus resumes academic activities through the provision of regular courses, as well as, it promotes an exchange of cultures due to the number of servers and students coming from other regions. These students now reside in the municipality of Pinheiro, following their approval in public competition or in the case of students, by the National High School Examination. This characteristic of pluriculturalism favors coordinated social and educational actions based on Extension Projects to address local handicaps. The research sought to understand how extension projects are being planned and executed. Finally, it is possible to identify differences in the extensionist proposals developed before REUNI and after REUNI.

Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 2, 2006. Dissertation Committee: Larry Kennedy (chair), John Goeldi, Barbara Nourie, William Tolone. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.

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A dissertação tem como objetivo desenvolver um processo de avaliação apreciativa do Núcleo de Prática Jurídica da Faculdade de Direito do Recife (NPJ/FDR), de modo a evidenciar "o que funciona bem”, o que faz com que isso aconteça e as implicações dos resultados alcançados ao longo de sua atuação institucional como parte integrante da formação profissional dos discentes de graduação em Direito da UFPE. Foram abordados temas como: a administração pública brasileira e a universidade pública federal, voltadas para uma forma de gestão capaz de garantir o alcance da indissociabilidade do ensino, da pesquisa e da extensão, à luz de atividades práticas inerentes à formação dos alunos dos cursos jurídicos. A abordagem e metodologia da Investigação Apreciativa (IA) deu suporte à aplicação da avaliação apreciativa do desenho institucional do NPJ/FDR, no qual estão instalados uma Defensoria Pública, um Posto Avançado da Justiça Federal e uma Câmara de Conciliação, Mediação e Arbitragem. Na metodologia foi desenvolvida uma pesquisa exploratória, descritiva, explicativa e intervencionista, valendo-se de dados documentais, bibliográficos e da estratégia do estudo de caso. A avaliação apreciativa prevê que os dados sejam objeto de coleta e análise integradas ao modelo de 5-D: Definition (Definição), Discovery (Descoberta), Dream (Sonho), Design (Planejamento) e Destiny (Destino), posto em prática mediante pesquisa colaborativa, realizada em conjunto com docentes (incluindo coordenador e ex-coordenadores do NPJ), discentes do Curso de Direito, técnicos-administrativos, além dos membros da Defensoria Pública e da Justiça Federal. Para tanto, foram efetuadas entrevistas apreciativas, reuniões e oficinas com os participantes da pesquisa. O trabalho envolveu análise de conteúdo dos dados obtidos, que passaram por triangulação teórica, dos dados e validação pela equipe colaborativa. Como resultado, foi acordado com os participantes que será elaborado um Plano de Ação para o NPJ, com o intuito de implantar as melhorias e inovações por eles sugeridas, junto com a solicitação de apoio e compromisso da Direção do Centro ao qual o NPJ está vinculado. A avaliação apreciativa também estabeleceu uma compreensão mais clara do que funciona bem no NPJ/FDR, ao se delinear o que houve no passado e repensar os fatos relevantes em sua atuação recente. Foram identificadas áreas que necessitam de ajustes, inovações e melhorias, para que se possa ter uma satisfatória formação profissional dos discentes de graduação em Direito da FDR/UFPE, a partir da proposição provocativa elaborada pela equipe colaborativa: o NPJ deve promover, na formação prática dos discentes, a indissociabilidade entre o ensino, pesquisa e extensão, motivando o desenvolvimento das competências e habilidades na aplicação do saber jurídico. Por fim, conclui-se que a perspectiva de avaliação adotada demonstra como chegar até à consecução de uma abordagem participativa apropriada calcada na capacidade das pessoas de se posicionar em uma estratégia de análise, que também significou uma experiência de aprendizagem e um ponto de referência de autoconhecimento do que faz a instituição. Espera-se desenvolver estudos complementares e futuros tendo como objeto outros setores da FDR, de modo a promover uma revolução positiva mais ampla de possibilidades a serem adotadas no seu âmbito organizacional.
The aim of this dissertation is to develop of a appreciative evaluation process of the Center of Juridical Practices of Faculdade de Direito do Recife (NPJ/FDR), so that to bring to the lights “what works well”, so how this occur and the implications of the results achieved during institutional performance on as integrant part of professional formation of the law graduation students of UFPE. It was studied themes such as: Brazilian public administration and the federal public university focused on management form able to provide teaching, research and extension in an inseparability way, with background of inherent practices to the law student formation. The approach e methodology of appreciative inquiry (AI) gave support to application of appreciative evaluation of institutional design of NPJ/FDR, formed by public defense institution, a federal police outpost and a conciliation, mediation and arbitrage chamber. The methodology was developed based on an exploratory, descriptive, explanatory and interventionist research, launching documentary, bibliographic data and case study strategy. The appreciative evaluation intent the data be object of collecting and analysis integrated to the 5-D model: Definition, Discovery, Dream, Design and Destiny, practice according to collaborative research performed by teachers (including coordinators and formers coordinators of NPJ), students of law graduation, administrative technicians and the public defense institution and federal justice members as well. Therefore, it was constructed appreciative interviews, meetings and workshops with the research members. The present work was performed through data analysis collected, data theoretical triangulation and validation by collaborative team. As result, was established among collaborative team an action plan for the NPJ, whose objective is to implant improvements and innovations suggested, as well as to plead support and compromise of center direction whose NPJ is subjected. Appreciative evaluation lead to clear comprehension about what works well in the NPJ/FDR department, by establishment of a train of thought about what occur in the past, realize the relevant facts in its former actions, identifying areas subjected to fit, innovations and improvements, for let may could be have a satisfactory professional formation of the law graduate students of FDR/UFPE, from a provocative proposition performed by NPJ team: NPJ should be promote, in the practical students formation the inseparability among teaching, researching and extension, motivating the development of skills and competencies to apply law acknowledgment. Lastly, the conclusion is the perspective about adopted evaluation, brings to the light how to achieve the consecution of an appropriate participative approach based on people capacity to stand up in a strategy of analysis, which had been meant an learning experience and reference point to self knowledge about what the institution should deliver. To the future is expected the development complementary studies having as a focus other departments of FDR, aiming to promote a kind of positive revolution, large in possibilities to be adopted in organizational of FDR departments.

The Bureau of Land Management (BLM) manages approximately 245 million acres in the U.S., the majority of which are in the western half of the country. There have been several conflicts in Nevada, Oregon, Utah, and Arizona, since 2010 that have resulted in a fatality, armed militias, several incarcerations, and lawsuits facing the federal government. Following a preliminary needs assessment conducted in Box Elder County, Utah, and a comprehensive review of the literature, further research was needed to understand BLM professional (BLM managers or BLM specialists) and rancher perceptions regarding BLM policies and procedures. The study specifically looked at attitudes, perception and knowledge concerning the implementation of range improvement projects to potentially address conflicts and relationship issues between ranchers and BLM professionals. A needs assessment model was used to frame the research. Two similar questionnaires, one for BLM professional and the other for permitees (ranchers) using federal land managed by the BLM, were developed by the researcher. The questionnaire was divided into four sections: participant characteristics; perceptions concerning BLM policies; knowledge questions related to BLM policies; and attitudes concerning federal land ownership and BLM policies. The rancher questionnaire was mailed to 182 ranchers and netted a 37.2% response rate. The BLM questionnaire was emailed to 15 BLM professionals in the Salt Lake Field office and netted an 84.6% response rate. Results were analyzed using descriptive and appropriate correlation statistics. Multiple relationships between rancher and BLM professionals’ perceptions and knowledge were identified. Rancher interventions should include (a) when to submit rangeland improvement projects, (b) what could result in a temporary reduction in AUMs on a grazing allotment, (c) where to access online NEPA documents, and (d) who makes final land management decisions for the BLM. BLM professionals’ interventions could include the steps required for planning a juniper removal project, and when to submit a new waterline or fenceline request. Ranchers’ background has minimal influence on their perception. Rancher age had a medium, positive relationship on ranchers’ attitude regarding the NEPA process working and needing no revisions. Finally, the majority of rancher respondents identified as somewhat agreeing, somewhat disagreeing, or strongly disagreeing with the federal government owning land.

Master of Science
Department of Horticulture, Forestry, and Recreational Resources
Rhonda Janke
With the increasing popularity of urban farming, more people are seeking resources to start their own farming/growing production in urban environments. Traditionally, county Extension educators are a key resource for beginning farmers and growers. However, urban Extension offices are often overlooked as resources in the urban farming planning process. The objectives of this study are 1) identify information urban farmers currently have, information they need, and their preferred delivery methods 2) look at the resources and information that are offered by local Extension educators in the KC metro area and 3) analyze how these two groups are communicating and what could improve to meet farmers‟ needs. This project evaluates current interaction between urban farmers and Extension educators in the Kansas City area through a two-pronged approach: a written mail-out questionnaire for urban farmers and growers in the Kansas City metropolitan area and through in-person one-on-one interviews with Extension educators that emphasize topic areas related to urban agriculture in the KC area. One hundred and nineteen farmers/growers were surveyed, and a 54.6% response rate was achieved. The majority of farmers had small, diversified farms and were relatively new to farming. Respondents were primarily older, white men that had higher education. Independently-driven sources (such as self-research, other farmers, and friends/family) were most commonly used sources among farmers. Overall, respondents ranked Extension highly in terms of information quantity, quality and as their "go to" source. Extension educators from Kansas State University, University of Missouri, and Lincoln University were interviewed one-on-one using scripted interview questions to determine topics and medias of information that are currently being offered. Production and processing information is offered the most by educators followed by distribution, equipment, and marketing information. Financial information was the least offered information topic. Extension educators use a wide variety of methods to distribute information. Most Extension educators are aware of benefits and barriers relating to urban agriculture in the KC metro area. Extension educators are addressing urban agriculture in varying degrees and the level of involvement corresponds to the Extension institution.

Agriculture is not only a country’s backbone of food, livelihood and ecological security systems, but is also the very soul of its sovereignty. In Kerala population density is high and land is scarce. To achieve sustainable advancement in quality of human life, meeting the domestic food requirement is to be given foremost priority in development plans. As the area of cultivation cannot be increased and growth of population cannot be controlled growth in food production is to be achieved by qualitative improvement in farming. This requires improvements in material inputs, farming techniques, storage technology and research. Effective integration of these factors is tied closely to adequate information flow, which can be ensured only by an efficient information system for agricultural education, research, extension and development. So evaluation and improvement of existing information services is very crucial for sustainable agricultural growth. The study evaluates the existing information resources, facilities, services, possibilities for resource sharing, accessibility of external sources, and the factors that affect the quality and efficiency of information services in agricultural sector. Coverage is limited to the State of Kerala. Sample consist 105 institutions of different levels, and information users consisting of 426 scientists and 220 farmers. Different sets of questionnaires and interview schedule were used to elicit information. The study found that agricultural research conducted at various institutions in the region at huge public expense has generated knowledge for improving production. Along with these huge collections of acquired content is also stored in the sector. But when a farmer, an extension worker, a scientist or an administrator needs information it is not easily accessible. The study found that agricultural sector fails to effectively bank on information resources available due to the lack of an information system and network. Recommends an Agricultural and Farm Information System for Kerala. Suggests a model plan for a computer communication network for resource sharing between the agricultural institutions in the State, which will also ensure, smooth flow of results of research down to the grassroots level to achieve maximum productivity in agriculture.

碩士
世新大學
經濟學研究所(含碩專班)
94
This dissertation is to evaluate the efficiency of Taiwan’s extension education system of private universities. By applying Data Envelopment Analysis (DEA) and Malmquist Productivity Index for empirical analysis, we find following results: 1. By the results of Slack Variable Analysis, inefficient universities have to reduce 9 input items to improve the efficiency. In addition, by the results of Reference Set Analysis, 12universities are not included in the CCR or BCC models due to their worst inefficiency, which means these universities are the most necessary to be improved. 2. By dividing input items into 3 groups, we find that the group include general expenditure inputs have the most significant impacts on the efficiency of extension education. 3. When we divide universities into 3 groups using the definition provided by the Ministry of Education, we find that our results are different from the government’s evaluation. An efficient university in our empirical results may not be efficient by the government’s definition. 4. By the analysis of Malmquist Productivity Index, we find that most of the Productivity Index is less than 1, which means the productivity is improving. The reasons for the progress are the enhancement of technical change efficiency and scale efficiency. In addition, the production is approaching to the constant returns to scale, which is positive to the efficiency of extension education.

Despite the availability of distance education technology, Oregon State University Extension Service educators have made limited use of this equipment for delivery of educational programs to clients of the state's 36 county Extension Service offices. Some Extension educators may be hesitant to use distance technology because they are unsure whether clients will accept distance delivered programming. This project explored this issue, framed in the question: Is distance education received favorably or unfavorably by volunteer adult learners? A volunteer learner is defined as one who seeks to gain knowledge while interacting with others who share like interests, a description that fits many Extension Service clients. Other questions in the project were: How much do volunteer learners learn from distance delivered instruction compared to traditional instruction? and How much do volunteer learners interact with instructors and each other in the distance classroom compared to the traditional classroom? Participants in the project were adults taking part in the MG training program in February 1993 in five Oregon counties. These adult learners participated in two 90-minute instructional segments; part one, 'Landscaping for Wildlife' and part two, 'Controlling Wildlife in the Home Landscape.' Part one was delivered via satellite delivery. Part two was delivered to participants in person by the instructor. In both parts, learners were pre- and post-tested on the subject matter presented. Learners also completed opinion surveys for each session. Audio tapes were made of each session for analysis of learner-learner, and learner-instructor interaction. Also, the Extension agents acting as downlink site coordinators in the project were interviewed to assess their opinions of the distance education session. Comparison of the data indicate that learners felt the quality of learning experience in both modes of program delivery was about equal. Also, the testing component indicated that participants learned about the same amount of material. Interaction analysis results indicated little or no difference in the amount of interaction in both the traditional and distance sessions. The results show that the effectiveness of distance delivery of Master Gardener training instruction to adult learners is equivalent to traditional delivery of training instruction for participants in this study.
Graduation date: 1997

Tese de Doutoramento em Ciências da Educação (Especialização em Política Educativa)
Esta tese apresenta um estudo sobre a avaliação da extensão universitária em duas Universidades Federais da Bahia, o qual intencionou desvelar sobre qual o conceito de avaliação e de extensão universitária estas práticas se embasam, elucidando os procedimentos, a finalidade e o uso dos resultados obtidos nesta avaliação. Para atingir estes objetivos, primeiramente situamos o campo teórico de ambas as temáticas onde privilegiamos um enfoque sociológico e histórico destas dimensões. Abordamos a complexidade da concepção de extensão universitária, dimensão tão importante ao trabalho universitário, sobretudo no Brasil. O extensionismo ou a prática da extensão universitária é a forma como a relação da universidade com a sociedade se manifesta nos vários momentos. Essa relação pode ser vista a partir das atividades que a universidade se propõe a realizar, daquelas que efetivamente realiza e das funções que essas atividades vão ter dentro do sistema social vigente. No que se refere à temática da avaliação, ela também tem sido um campo científico marcado por disputas de diferentes visões de mundo. A avaliação se constitui em um fenômeno extremamente complexo que pode ser efetuado por múltiplos procedimentos, já que envolve relações de poder, tensões, julgamentos e escalas de valores. Ela pode vir a assumir um caráter transformador, pois afeta a vida das pessoas envolvidas e produz efeito sobre elas, além de direcionar a tomada de decisões diante dos resultados obtidos. Mas também pode legitimar muitas desigualdades, transformando estas últimas em algo natural, inevitável e fatal (as chamadas desigualdades justas). A partir dos estudos teóricos que fizemos e a partir de uma primeira observação do contexto do objeto de estudo, a tese que se prefigurou para a realidade estudada era que a avaliação das práticas de extensão universitária foi muito discutida, mas pouco realizada no âmbito das universidades federais, pelo que a avaliação da extensão foi sendo concebida como instrumental aos poderes universitários instituídos, justificadora de certas ações ou práticas, gerando relatórios meramente formais de alegada ‘prestação de contas’, uma espécie de avaliação para o relatório, ou avaliação burocrática, numa concepção pragmática que não contempla um processo reflexivo. A avaliação ainda não tem sido feita de modo sistemático e aprofundado e, até hoje, a avaliação da extensão segue sendo um dos pontos de grande discussão no âmbito do Fórum de Pró-Reitores de Extensão das Universidades Públicas Brasileiras, enquanto que nas universidades, esta temática ainda é bem pouco referida. A Universidade Federal da Bahia (UFBA) e a Universidade Federal do Recôncavo da Bahia (UFRB) se constituíram no lócus desta investigação. Foram as duas primeiras organizações federais do estado da Bahia, que embora sendo bastante diferentes, apresentam uma destacada importância para suas comunidades, contribuindo significativamente para a produção e distribuição do conhecimento em seu entorno. A investigação foi realizada sob a ótica o paradigma compreensivo-interpretativo, assumindo-se como uma investigação qualitativa, pois entendemos que o objeto de estudo faz parte de uma realidade em que as pessoas constroem significados nas diferentes interações humanas e sociais: os processos de avaliação, de uma maneira geral, são concebidos como práticas em construção, e podem vir a possuir diferentes sentidos para seus atores. Além disso, escolhemos o estudo de caso como o método de pesquisa mais adequado à produção de conhecimento no domínio do objeto do nosso estudo, pois julgamos que é aquele que permite respeitar as singularidades dos contextos estudados e dar voz aos atores neles envolvidos. Para a coleta de dados utilizamos várias técnicas: análise documental, inquérito por questionário e entrevista semiestruturada; a última delas foi se constituindo como a mais importante na recolha da informação dos atores envolvidos nos processos de avaliação de ambas as organizações: gestores da extensão e membros da Comissão Própria de Avaliação. Para a análise destes dados, utilizamos a técnica da análise de conteúdo; assim definimos as seis categorias para a organização da informação recolhida: práticas de avaliação, concepções, objetivos, participantes, utilização dos resultados e avaliação da extensão envolvida com avaliação institucional. Após a organização dos dados e posterior análise de conteúdo empreendida, percebemos que a avaliação da extensão universitária acontece em dois lócus das organizações estudadas. Primeiramente, no setor em que ela é gerida; e depois na Comissão Própria de Avaliação. Mesmo assim, podemos dizer que ambas as avaliações têm as mesmas características: são feitas ao final dos processos, de forma burocrática e para o relatório, e às vezes de maneira informal (o que nos leva a dizer que o processo não pode ser considerado como avaliação). São realizadas predominantemente através de métodos quantitativos e com o objetivo primordial de medir e dimensionar. Seus resultados são pouco utilizados e servem para prestação de contas aos órgãos externos de controle e avaliação.
This thesis presents a research about evaluation of university extension in two federal universities from Bahia and aims to reveal the evaluation’s concept of these practices, as well as the concept of the university extension, besides elucidating the procedures, the purpose and the use of the results of this evaluation. To achieve these objectives, first we situate the theoretical field of both issues where we privilege a sociological and historical approach of these dimensions. We describe the complexity of the concept of university extension as a dimension so important to university work, especially in Brazil. The extensionism or practice of university extension is how the university's relationship with society is manifested in different times. This relationship can be seen from the activities that the university intends to perform, those who actually performs and functions that these activities will have within the current social system. As regards the evaluation theme, this has also been a scientific field marked by disputes of different worldviews. The evaluation constitutes an extremely complex phenomenon that can be performed by multiple procedures, as it involves power relations, tensions, judgments and values scale. It may come to assume a transformative character, because it affects the lives of those involved and take effect on them, besides orientate decision-making from the results obtained. But it can also legitimize many inequalities, turning them into something natural, inevitable and fatal (so-called fair inequalities). From the theoretical studies we have done and from a first observation of the study object context, the thesis designed for this research was that the evaluation of university extension practices was much discussed but little carried out on the federal universities, so the evaluation of extension was conceived instrumentally to the instituted university powers, justifying certain actions or practices, generating purely formal reports of alleged 'accountability', a kind of evaluation for the report, or evaluation bureaucratic, a pragmatic conception that does not represents a reflective process. The evaluation has not been done in a systematic way and with the necessary depth, and until today, the evaluation of the extension remains one of the points of great discussion in the National Extension Foruns of Public Universities, while in the universities, this theme is still very little referred. The Universidade Federal da Bahia (UFBA) and Universidade Federal do Recôncavo da Bahia (UFRB) constituted the locus of this investigation. They were the first two federal organizations of Bahia, which although being quite different, present a big importance for their communities, contributing significantly to the production and distribution of knowledge in your surroundings. The research was conducted from the perspective the comprehensive-interpretative paradigm, assuming a qualitative research, because we understand that the object of study is part of a reality in which people construct meanings in different human and social interactions: the evaluation processes, in general, are designed as practical in construction, and may come to have different meanings for the actors. In addition, we chose the case study as research method best suited to the production of knowledge in the object's domain of our study because we believe that is one that allows the respect of the singularities of the studied contexts, besides give voice to the actors involved in them. To collect the information, we use several techniques: documentary analysis, questionnaire survey and semistructured interviews; the last one was the most important in gathering the information of the actors involved in the evaluation processes of both organizations: managers of the university extension and members of the commission for institutional evaluation. For the analysis of information, we used the technique of content analysis, it allowed us define six categories for the organization of the information collected: evaluation practices, concepts, objectives, participants, use of the results and evaluation of university extension involved in institutional evaluation. After organize the information and proceed content analysis, we realized that the evaluation of university extension occurs in two locus of the organizations studied. First, the sector in which it is managed; and then in the commission for institutional evaluation. Besides this, we can say that both evaluation have the same characteristics: they are made at the end of the process, in a bureaucratic way and for the report, and sometimes informally (which leads us to say that the process cannot be considered evaluation). Predominantly they are carried out through quantitative methods and with the primary objective of measuring and scale. Their results are little used and serve to accountability to external organs of control and assessment.

Purpose. The purpose of the study is to develop a better understanding of the process of behaviour change and factors which contribute to an increased level of fruit and vegetable intake (F&V) among men in New Zealand. The study aims to determine the impact of psychosocial and contextual factors integrated into an extended stage model. As a more parsimonious continuous model maybe sufficient for understanding F&V intake, the study also plans to evaluate the impact of psychosocial and contextual factors on behaviour, and whether intentions is the mechanism by which the psychosocial factors influence behaviour. Design. Data was collected using a self administered questionnaire in a mail survey from N = 518 men aged 18 years and over randomly selected from the electoral roll. Mean differences in factors across the stages of change were assessed with one way ANOVAs and Games Howell post hoc tests, and trend analyses assessed linear and non-linear components of trend. The independent impact of factors on intentions and behaviour was assessed with hierarchical multiple regression analyses. Measures. Stage of change was assessed with a single item measure, F&V intake with a 7-item food frequency questionnaire, and food insecurity with items used in the 1997 National Nutrition Survey. Previously developed measures were used to assess the pros, cons, self efficacy, self identity, and susceptibility to disease. Scales were developed and adapted for F&V intake for control, descriptive and subjective norms. Results. In total, 51% of men were in the action/maintenance stage and 32%, 10% and 7% in the precontemplation, contemplation, and preparation stages respectively. Mean F&V intake was 3.92 (SD = 2.08) servings a day and 30.4% were eating at least 5 servings. All factors differed significantly across the stages of change. The predictor variables collectively explained R² = 43% (42% adjusted) in intentions and 40% (38% adjusted) in behaviour. The impact of self efficacy and intentions on behaviour depended in part on household food insecurity status. Discussion. Similar conclusions were reached using the stage and continuous model. To increase intentions of eating 5 or more servings of F&Vs a day in the future, interventions should modify perceived norms, self efficacy, pros and cons, and awareness of F&V guidelines. Interventions targeting those with high food insecurity may also be required to help translate their intentions into action.