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1
Kamenou, Andri. "Universities and culture". Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019918/.
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For various reasons, a number of scholars, such as Matthew Arnold, Allan Bloom, Jean-Francois Lyotard and Bill Readings, have recently suggested that the contemporary university has lost any cultural role and that in turn its members have lost any right to claim that they pursue any cultural functions. For the more recent of such scholars (Lyotard; Readings), the problematic nature of the contemporary university as a cultural site is a result of the dominance of neoliberal values and market affiliated norms. Contrary to these claims, I suggest here that the cultural profile and role of universities today are changing and expanding, rather than diminishing or dying out. I explain that the allegation that the university has ceased to be a cultural institution is misleading, because it is based on problematic bases and on a restricted understanding of the idea of culture. I argue in a similar manner that the two almost polar proposals of scholars towards restoring the relationship between universities and culture are equally problematic, because they also draw on a limited conception of culture. Readings and Lyotard, on the one hand, suggest that the university should become an open cultural space, facilitating uncritically the flourishing of every emerging belief or idea. The other alternative proposed by scholars like Arnold and Bloom is that the university should become an elitist institution, sustaining extensively high culture and remaining uninvolved with societal affairs. I go on to argue that universities are still cultural sites and have more complex positions as to how they influence their surrounding cultures and as to how they are influenced by local and global cultures. Against the set of reflections maintaining that the university is currently just another expression of the dominant global economy, I suggest a third way in understanding the relationship between universities and culture. Universities may provide space for various voices to be heard and for many cultures to flourish. But this has to be done critically, by enabling people inside and outside the boarders of the universities to develop and set in action well-informed mechanisms of understanding and judgement. Reflecting conceptually on aspects of this relationship and drawing on the case of the University of Cyprus, I suggest that universities are indeed still cultural sites, which may be described as cultures-inaction.
2
au, P. Reece@murdoch edu, i Philip David Reece. "Universities as Learning Organizations: How can Australian Universities become Learning Organizations?" Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040714.134623.
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This thesis examines the research issue of universities as Learning Organization. It examines the research problem of How can Australian universities become Learning Organization? This thesis presents the findings from a qualitative study of two publicly funded universities based in Western Australia, using the convergent interview and multiple case study methodology. The 11 convergent interviews were used to establish the ten key dimensions of what, the researcher considered, are necessary for Australian universities to become Learning Organization. The 32 case studies were then used to confirm or disconfirm these ten key dimensions which are listed below:
Leadership
Vision
Organizational culture
Human resource management
Role in society
Accessibility
Resources
Innovation and creativity
Information Communication Technology
Global reach
Of the ten key dimensions examined some, such as leadership, vision, Human Resource Management and having sufficient resources, were found to be clearly important to Australian universities becoming Learning Organization. While others, such as the global reach of a university and the accessibility to a university, presented with less clear findings, but still remain as part of the overall basis for Australian universities to become Learning Organization. The findings presented in this thesis represent the combined views of 32 staff members of two West Australian universities and provide many meaningful insights to the current state of two contemporary West Australian universities; one noted primarily as a research university and the other as primarily a teaching university. Finally, this thesis presents a model of what Australian universities could be, as Learning Organization.
3
Osman, Sally Ali Mohamed Hassan. "Understanding Change in Universities Exploratory Case Studies in Two UK Universities". Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518910.
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Victor, Mofjell. "How could universities use trade shows better? : Exhibit marketing for universities". Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33030.
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Dai, Rui. "Financial systems in UK universities : a case study of three universities". Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702884.
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Reece, Philip David. "Universities as learning organizations: how can Australian universities become learning organizations?" Thesis, Reece, Philip David (2004) Universities as learning organizations: how can Australian universities become learning organizations? PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/274/.
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This thesis examines the research issue of universities as Learning Organization. It examines the research problem of 'How can Australian universities become Learning Organization'? This thesis presents the findings from a qualitative study of two publicly funded universities based in Western Australia, using the convergent interview and multiple case study methodology. The 11 convergent interviews were used to establish the ten key dimensions of what, the researcher considered, are necessary for Australian universities to become Learning Organization. The 32 case studies were then used to confirm or disconfirm these ten key dimensions which are listed below:
* Leadership
* Vision
* Organizational culture
* Human resource management
* Role in society
* Accessibility
* Resources
* Innovation and creativity
* Information Communication Technology
* Global reach
Of the ten key dimensions examined some, such as leadership, vision, Human Resource Management and having sufficient resources, were found to be clearly important to Australian universities becoming Learning Organization. While others, such as the global reach of a university and the accessibility to a university, presented with less clear findings, but still remain as part of the overall basis for Australian universities to become Learning Organization. The findings presented in this thesis represent the combined views of 32 staff members of two West Australian universities and provide many meaningful insights to the current state of two contemporary West Australian universities; one noted primarily as a research university and the other as primarily a teaching university. Finally, this thesis presents a model of what Australian universities could be, as Learning Organization.
7
Reece, Philip David. "Universities as learning organizations : how can Australian universities become learning organizations? /". Reece, Philip David (2004) Universities as learning organizations: how can Australian universities become learning organizations? PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/274/.
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This thesis examines the research issue of universities as Learning Organization. It examines the research problem of 'How can Australian universities become Learning Organization'? This thesis presents the findings from a qualitative study of two publicly funded universities based in Western Australia, using the convergent interview and multiple case study methodology. The 11 convergent interviews were used to establish the ten key dimensions of what, the researcher considered, are necessary for Australian universities to become Learning Organization. The 32 case studies were then used to confirm or disconfirm these ten key dimensions which are listed below:
* Leadership
* Vision
* Organizational culture
* Human resource management
* Role in society
* Accessibility
* Resources
* Innovation and creativity
* Information Communication Technology
* Global reach
Of the ten key dimensions examined some, such as leadership, vision, Human Resource Management and having sufficient resources, were found to be clearly important to Australian universities becoming Learning Organization. While others, such as the global reach of a university and the accessibility to a university, presented with less clear findings, but still remain as part of the overall basis for Australian universities to become Learning Organization. The findings presented in this thesis represent the combined views of 32 staff members of two West Australian universities and provide many meaningful insights to the current state of two contemporary West Australian universities; one noted primarily as a research university and the other as primarily a teaching university. Finally, this thesis presents a model of what Australian universities could be, as Learning Organization.
8
Victor, Mofjell. "Factors for universities to consider for trade shows : Exhibit marketing for universities". Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33031.
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This paper investigates factors universities should consider when attending trade shows. The findings are based both on earlier studies, but also a research on this subject. The purpose of this study is to examine important aspects of exhibit marketing for universities which subsequently could be improved to improve the performance at a trade show. The findings of this study are that the booth staff, the layout of the booth, pre-show communication with the desired audience, among others, are important factors for universities to consider when attending trade show.
9
Frühbrodt, Geneviève Ilse. "International activities of universities". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq22709.pdf.
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Grindsted, T. S. "Environmental management of universities". Thesis, Видавництво СумДУ, 2012. http://essuir.sumdu.edu.ua/handle/123456789/26579.
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Smoliakova, I. D. "Sporting tourism in universities". Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/58103.
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The development of amateur sports movement is gaining
significance at the contemporary stage of youth’s education.
Sporting tourism is one of the most popular kind of active
recreations in the world, as well as physical, spiritual and moral
improvement. Tourism favours the development of all the vital
psychical and morally determined qualities, cultivates the sense of
collectivism, communicative abilities, love to the nature.
12
Aschinger, Philipp, i Michaela Muthsam. "The Influence of Universities on their Region : Twenty years of Universities in Krems". Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-28052.
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Universities play an important role within their region and the common economy. They are source of the development of essential knowledge and industrially relevant technology, have a strong influence in economic development of a region, and, as employers, they are part of the regional society. In addition universities have an influence on the competitiveness of a region through a combination of people’s wellbeing, regional feeling, reputation, and everyday happiness. Students of universities get an impression of the universities themselves and of the surrounding environment. They promote their feelings about the universities, the campus, and the city to their relatives, families, and friends. The focus of the present study is to visualize the influence of universities on their region, the development in the past decade and the existing challenges to combine third level education with traditional occurrences and the vicissitude of a region influenced by the universities themselves. The research area is the Austrian municipality Krems at the Danube with five universities which has a long tradition in education. The foundation of the first two universities in the middle of the 1990s was the start of higher education within the region. Inductively based approach was used for investigating how universities are influencing their environment, which needs exist and which benefits are created through a common planning and confident cooperation with the regional government. Empirical data was collected through a mix of methods; in addition to literature and statistics the main data was extracted from interviews with involved persons of the universities and the local government. As a result of this study the predominating topics mentioned by the interviewees are the challenges for both participants which are given by a change of society through increasing numbers of students and young people, the tasks to solve infrastructural problems, the effects and advantages for the local labor market and the purchasing power of the region, the reputation and its effects to the region, and finally the common need and ways to intensify the cooperation between the local government and the universities. The aim of this study is to give a broad but detailed overview about the thinking of involved persons and to compile implications to focus further research.
13
Pearce, Elizabeth Helen. "King's College, purpose and accountability in higher education, the dilemma of King's College, 1827-1853". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0001/NQ41269.pdf.
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Ngugi, P. M. Y., i P. M. Masau. "Kiswahili Research in Kenyan Universities:". Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-98085.
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The Department of Linguistics and African Languages, in which Kiswahili is a central subject, was established in the Faculty of Arts at the University College of Nairobi in 1969. Since then, at least five more departments which are devoted to the teaching and study of the Kiswahili language and literature have been established in various Kenyan universities (see below). Most of these departments run post-graduate programmes leading to MA. and PhD - degrees. As a result, considerable research activity related to both the Kiswahili language and literature has been going on. This is evident from the dissertations that have been written and that continue to be written every year.
15
Humphries, Donna Irene Nisbet. "Canadian universities : a functional analysis". Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/29672.
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This thesis identifies a university's typical administrative structure for the purpose of establishing a framework which working university archivists can use to acquire control of university records. The organizational structure of Canadian universities is examined with respect to their functions, juridical persons, and their relative competences. This study may be defined as a "functional analysis."
The intertwined concepts of function, competence, and juridical persons serve as foundations for this thesis. A function is defined as the whole of the activities, considered abstractly, necessary to accomplish one purpose. A competence is the authority to carry out a determined sphere of activities within one function. Such authority, however, has to be delegated or assigned to a given office or individual, and that office or individual is termed a juridical person. Therefore, a link is forged between a function and a competence through a juridical person, because it is a juridical person who carries out certain duties and responsibilities within a specified function.
Since juridical persons create records in the course of executing their competence, a functional analysis establishes the provenance of the records and places the records of an administrative body in the context of their creation. A functional analysis also reveals and explains the relationships and bonds between the records, record series, and record
groups that comprise an administration's archival residue. These objectives -- understanding the organizational structure of the administrative body, identifying its functions, determining the provenance of its records, and placing records in the context of the activities that generate them — help archivists and records managers acquire a fundamental level of intellectual control over the administrative body's records. Without this knowledge, archivists and records managers cannot proceed with any of their own practices.
By studying the history and development of universities from the Middles Ages to the twentieth century, this thesis identifies four functions which are common to all universities: Sustaining Itself, Teaching, Research, and Service to the Community. A number of juridical persons, either in the form of administrative bodies or individuals who comprise the administrative structure of the university, are then examined, and the functions with which with they are entrusted are ascertained by studying their competences. As a result of this analysis, the typical organizational structure of a university is revealed, the functional provenance of records created by universities (as a whole) are identified, and its records are placed in the context of the activities that generate them.Arts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate
16
Fraser, Ian, i ian fraser@rmit edu au. "Strategy Formation in Chinese Universities". RMIT University. Accounting and Law, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080121.161858.
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This thesis explores the process by which Chinese universities carry out strategy formation. It aims to provide an insight into the lives of the managers of Chinese universities in the period 2002-2003 which was a time of transition from the regime of President Jiang Zemin to that of President Hu Jintao. Chinese refer to this period as the transition from the third to the fourth generation of leaders. Strategy was defined as a course of action aimed at achieving an organization's purpose and strategy formation was defined as including strategy development and implementation. Answers were sought to the following questions based on data from a small number of universities using stakeholder theory to inform the data collection process: · What is the process by which strategy development and implementation takes place in Chinese universities? · How is the process applied in different universities? · How can an understanding of strategy formation in Chinese universities assist in the development of joint ventures in China by foreign educational institutions? The method of data collection involved interviewing three levels of management in six different universities drawn from three major cities in China. In order to guarantee confidentiality, the identities of the instutions and the individuals involved has been concealed. Background information collected included the history of Chinese universities to 2002 and important features of Chinese culture, society and politics. Stakeholder theory was found to provide a useful framework for analysing the process of strategy formation. It was found that assumptions based on the operations of Australian universities did not apply in China, particularly in the areas of work relationships, reporting and performance management and in the conduct of research. Findings included: · Three approaches to strategy emerged, including the President making unilateral decisions, a consultative approach including stakeholders, and an approach involving consultation with staff. · The process varies between universities depending on factors such as the guanxi relationships of the President. · The learnings from this project can be applied to other joint ventures in education in China.
17
Collier, Alan James, i not supplied. "Enhancing Australian Universities' Research Commercialisation". RMIT University. Management, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20081027.163031.
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The Australian Government expects universities to engage in technology transfer and commercialisation (TT&C) and almost all universities have established a technology transfer office (TTO) for this purpose. The primary aim of this research was to identify what would enhance the overall performance of Australian universities in research commercialisation and industry uptake of the university research commercialisation outcomes. Four research questions were enunciated: 1 What are the systemic barriers to research commercialisation within Australian universities? 2 How could Australian universities overcome the systemic barriers to the commercialisation of university research? 3 How, in particular, could Australian smaller and regional universities enhance their research commercialisation capacity and performance? 4 How could the uptake by industry of Australian university research outcomes be improved? Question 1 was answered using a qualitative content analysis on the substantial body of literature available. Questions 2 and 3 were answered using multiple-case analysis involving eight Australian university case studies and comparing Australian university practice with five benchmark universities two from the US, two from Canada, and one from New Zealand. The first major conclusion was that there are three essential criteria upon which university TT&C success is built: institutional and senior executive support for TT&C superior TTO management; and sufficient world-class research being conducted. The second major conclusion was that the same key criteria for success in TT&C apply across the board, whether a university is smaller, regional, technical, new or old, research-intensive or otherwise. Question 4 was answered using case studies developed on five SME companies in the electronics industry in one Australian State and comparing these results with the outcome of a narrative review conducted on the literature to permit methodological triangulation. The research found a rich engagement occurring between universities and industry, with the most important element involving individual personal relationships.
18
MORGAN, Keith J. "Quality Assessment in English Universities". 名古屋大学高等研究教育センター, 2003. http://hdl.handle.net/2237/16569.
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Tyrer, D. "Institutionalised Islamophobia in British universities". Thesis, University of Salford, 2003. http://usir.salford.ac.uk/14845/.
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This thesis is a conceptual study of institutionalised Islamophobia in British universities. My analysis is illustrated, although not driven, by exemplars drawn from fieldwork undertaken in four case study universities. The thesis is situated in the paradoxical context of increasing provisions for Muslim students that occurred throughout the 1990s while simultaneously fears of Muslim student 'fundamentalism' on campus were also on the increase and resulted in targeted action by the National Union of Students, the Committee for Vice-Chancellors and Principals, and a number of individual universities concerned about the possible threat to campus harmony posed by Muslim students. Employing a conceptual vocabulary influenced by anti-foundationalism and psychoanlysis, I explore the ways in which racialised governmentality is exercised over Muslim students. This analysis includes consideration of the functions of formal multiculturalist practices as strategies for the governance of bodies, and through which racialised exercise of disciplinary power over Muslim students can be exercised. The thesis begins with a general consideration of the reasons why perceived distinct changes to the ways in which Muslims articulate their identities should so often be seen as potentially transgressive or disruptive, It then proceeds to an analysis of the ways in which Muslim students are constructed through institutional practices, paying particular attention to strategies for stabilising representations of Muslims, whiteness and the west which range from lslamophobic hoaxing to lslamophobic violence.
20
Zimbalevska, Yu. "Problems of interaction: universities – business". Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18917.
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Martinsson, Jonas. "Age discrimination at Swedish Universities". Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96305.
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Discrimination at the schooling level has mainly been examined in terms of gender discrimination or discrimination against certain ethnical groups, while age discrimination mainly has been researched in the area of the labor market. In this paper, I examine the possible existence of age discrimination at Swedish Universities with the help of a difference-in-difference method by comparing standard exams graded both anonymously and non-anonymously. The results found were in line with previous studies regarding the fact that anonymously graded exams overall reduced the grades. Regarding the age discrimination the results indicate that there is discrimination among students aged 27-30, although to a very small extent.
22
Graves, Roger C. W. "Writing instruction in Canadian universities". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287426354.
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Graves, Roger. "Writing instruction in Canadian universities /". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758680160531.
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Allen, Michael. "The goals of British universities". Thesis, University of Bath, 1986. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356840.
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25
Martinez, Magaly Montenegro. "Evaluation of EPA's "Colleges and Universities Sector Program" at three universities in New York state /". Online version of thesis, 2007. http://hdl.handle.net/1850/5510.
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Lam, Chau Diem. "Academic staff recruitment and development in private universities in Vietnam : in comparison with public universities". Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/11003/.
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Quality of education remains a problem in higher education in Vietnam and can be considered one of the most crucial and greatest challenges that institutions are now facing and which they need to make great efforts to resolve. Among the various factors that influence this is the quality of the teaching staff in higher education institutions. Due to the shortage of highly qualified academic staff, higher education institutions of both public and private are competing both with each other, and with organisations outside the educational sector, in recruiting academic staff. The thesis explores current issues of staffing and academic staff development in private universities in Vietnam, the policies implemented by them to promote academic staff development, and the extent to which these policies have proved to be effective in raising teaching quality. A comparative and qualitative method with multiple case studies was used for the research. Six higher education institutions in Vietnam, three public and three private, were chosen as case studies. Standards of staffing in public institutions were used as the bench mark for the comparative study, as public higher institutions in Vietnam have a longer history of establishment and operation, which have helped them build up cadres of highly qualified and experienced teaching staff. Data on higher education policies and issues relating to academic staff development and the quality of education in these institutions were gathered using a mixed methods approach. The results of the study showed that institutions of both sectors were facing similar issues in recruiting and developing their academic staff. With financial support from government, public universities are more advantageous than private ones in recruiting and retaining academic staff, thus whilst private universities used economic benefits as their core policies, public institutions attracted and retained academic staff by providing them opportunities for professional development. The research shows that there are still many decisions to be made in the establishment of an effective policy on academic staff development to overcome challenges facing institutions of both the public and the private higher education sector in Vietnam.
27
Dumouchel, Jerrett R. "The Power of Facebook for Universities: A Study of Official Facebook Pages of Florida's Universities". UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/552.
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The purpose of this mixed methods study was to investigate the potential power of Facebook to be used by higher education institutions as a key communication tool to provide viewers’ emergent impressions, or frames, of the institution. This study was intended to contribute to the knowledge base of social media and higher education by studying the emergent frames formed from the posts on the official Facebook page of each member university of the Florida State University System.
28
GOGLIO, VALENTINA. "ITALIAN UNIVERSITIES ACROSS TIME.A LONGITUDINAL ANALYSIS OF THE DIFFUSION OF ITALIAN UNIVERSITIES AND THEIR DETERMINANTS". Doctoral thesis, Università degli Studi di Milano, 2013. http://hdl.handle.net/2434/219120.
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The dissertation deals with the expansion of the endowment of higher education institutions in Italy and the driving forces behind this process. The focus has been mainly on macro level variables, observing how the aggregate number of universities and satellite universities evolved through time, since the unification of Italy to nowadays. The dissertation has been organized on the basis of two main objects of analysis: the first part deals with the increase of universities operating in the country, while the second part deals with the diffusion of satellite universities. For each of the two objects of analysis we had both a descriptive and analytic purpose: at first we concentrate on describing how the process of founding of new universities (and afterwards, their modern extension, satellite universities) developed through time. On a second stage the focus of attention moved to the analytic level: we investigate under which circumstances a new university or a new satellite university is opened. Which are the features at local and national level that more likely affect the rate of founding of a new university or a satellite campus? We developed a set of hypothesis that mainly refer to the three domains: a) institutional and organizational processes; b) economic factors; c) demand driven processes.
With respect to the diffusion of universities, findings from our statistical models suggest that expansion of universities in the last thirty years has been mainly driven by factors that can be associated to the demand for higher education, with a distribution of universities mainly in highly populated areas and with good economic performances.
As far as satellite universities are concerned, findings from our model suggest that again the phenomenon may be interpreted as demand-driven, but strongly associated with a tendency to implement imitative processes among peers. Referring to the notion of isomorphism and legitimacy developed by new institutional literature, imitative processes seem to work both between and within satellite universities. Once the new form of organization begins to be accepted and legitimated, a sort of race for following the new “fashion” spreads among universities. The same occurs among satellite universities that become autonomous universities: once become “adult” they tend to perpetuate the same scheme that gave them birth. The latter may be identified as a sort of intergenerational imitative process, that could be traced back -although in a variant version- to the case of mimetic isomorphism described in new institutional theory.
29
Grisoli, Marie-Luce. "Le management stratégique dans les organisations pluralistes : l'étude du faire stratégique dans une université pluridisciplinaire de grande taille". Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0500.
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La recherche questionne le faire stratégique au sein d’une organisation pluraliste de type universitaire. En tant qu’organisations spécifiques, mêlant divers principes guidant l’action et qui développent leur capacité de pilotage stratégique, notamment en réponse à un environnement complexe et mouvant les universités relèvent de caractéristiques pluralistes (Denis et al., 2001) et de foyers stratégiques contradictoires (Jarzabkowski, 2006). Nous étudions comment le management stratégique sous l’angle des pratiques et des acteurs impliqués selon l’approche conceptuelle « strategy as practice ». La démarche empirique relève d’une étude de cas unique, longitudinale, menée dans une université française, fusionnée, de grande taille (80 entretiens semi-directifs). Les résultats s’articulent selon quatre axes : un processus articulant une initiative politique sur un territoire dans un contexte institutionnel favorable, comme un élément qui participe à l’influence d’une stratégie formalisée au sein de l’organisation. Le déploiement délibéré d'une stratégie résulte d’un ensemble de pratiques organisationnelles généralisées dans l’organisation. L’analyse montre que la stratégie s’opère au regard de trois sphères d’actions et d’interventions ne résultant pas d’une approche hiérarchique, du fait de la présence d’acteurs hétérogènes en leur sein. Ceci implique l’imbrication de pratiques qui sont la résultante d’activités épisodiques, rationnelles et discursives en vue de la coordination d’actions délibérées au sein des sphères d’action. La stratégie s'apprécie au regard d’actions managériales multiples et combinées par des outils et d’artefacts mobilisés par différents groupes d’acteursThe objective of the research is to put into question the notion of strategizing amongst an academic pluralistic organization. Academic organizations are specific and combining diverse principles to guide an action which develops its strategic monitoring capacity; especially due to a complex and moving environment, answering to different features, those organizations are filled with contradictory strategic positions that constitutes a number of challenges to the development of their strategic management. The conceptual approach strategy as practice permits to study the notion of strategizing of those organizations. The empirical approach of the dissertation was conducted as part of a single longitudinal case study amongst a french merged university of great proportion. According to a qualitative methodology, various sources were requested: 80 semi-directed interviews; observations, logbooks. The assessment shows that the willingly expansion of the strategy results in a series of functional practices widespread in the organization. Those practices not only enable to translate the orientations but to justify changing and finally permit to involve the stakeholders in executing the strategy. The empirical analysis demonstrates that the notion of strategizing occurs in regards to three spheres of actions and the intervention of stakeholders which does not result in a hierarchic approach due to the presence of “interdependent” stakeholders in the three spheres. Strategizing also implies the embedding of strategic practices which results from episodic, rational and discursive activities and requires the coordination of deliberated actions within the three spheres of action
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García, Estévez Javier. "Essays on universities and economic development". Doctoral thesis, Universitat de Barcelona, 2013. http://hdl.handle.net/10803/104265.
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This dissertation seeks to contribute to a better understanding of the roles that universities currently play in economic development. This topic is particularly relevant in the current situation, in the aftermath of the world financial crisis, when the leading industrial nations are increasing their support for universities and for scientific research in particular (Hughes and Mina, 2012). The main questions that this dissertation will deal with are therefore the following: How do universities affect economic development? To what extent do universities generate impacts on economic development that would otherwise not occur? These are big questions. We can start by answering smaller questions: What happens in a region in terms of firm creation when a university is created? What is the role of the universities in terms of creating of human capital? What are the effects of the universities on industrial innovation?
After the general introduction of the dissertation, the second chapter evaluates the effects of the establishment of new universities by measuring its impact on the formation of new firms. I study this effect making use of the differences-in-differences methodology. I create a quasi-experimental design based on the enacting of the Spain’s 1983 University Reform Act (LRU), which opened the door to the foundation of new universities and faculties.
The results indicate that the establishment of a new university has a positive and significant effect on new firm start-ups. When the analysis is carried out at faculty level, the findings indicate that the foundation of science and social science faculties has had a marked impact on the creation of firms.
The third chapter aims to analyse university characteristics that affect the graduation rate, and to determine whether regional characteristics influence university performance in terms of graduation. The results show that university expenditure has been a key determinant of the graduation rate in Spain over the last decade. Moreover, results obtained through quantile regression analysis show that a policy of increasing university expenditure only makes sense for universities with low graduation rates. However, universities whose graduation rates do not belong to the 20th percentile can improve their ranking by raising financial-aid to students.
The universities’ roles in industrial innovation are tested in chapter fourth. Four different roles of universities are analysed: 1) as source of information, 2) as a partner of cooperation, 3) as an agent helping to enhance absorptive capacity and, 4) as a supplier of R&D services.
The main findings can be summarised as follows. Firstly, the role of universities as a source of information and knowledge is found to be a very important channel in enhancing firms’ innovative performance. Secondly, carrying out formal collaboration with universities in order to perform research is a very effective mechanism for improving firms’ innovation outcomes. Moreover, the effect of collaborating with universities over four years is found to have a strong and positive impact on firm innovative performance. Thirdly, universities as a creator of highly skilled workers are found to be one of the natural and most important mechanisms through which they boost innovation. Finally, universities play another role in the innovation process as suppliers of R&D services. It is confirmed that firms that undertake the development of complex innovations buy R&D services from universities.
In a nutshell, the dissertation’s chapters are concerned with questions of universities and economic development. The first two of them with a regional perspective - firm location and creation of human capital - and the other deals with the links between universities and industry. Overall, this dissertation provides strong evidence for the importance of universities and demonstrates the wide range of mechanisms by which universities influence economic development.
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Chernikova, Elena. "Opening Global Studies in Canadian Universities". Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20111.
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This study examined global studies programs which emerged as a seemingly new field of knowledge in Canadian universities, beginning in 1998. These programs arose within the context of a number of transformational processes in higher education, namely internationalization, the introduction of global citizenship, an accent on civic engagement, and interdisciplinarity. By analysing institutional motivations and the personal convictions of the initiators of the new programs, the study identified a problematic lack of cohesion within the growing field of global studies in Canada.
The principal method of analysis adopted in this study was the first-hand examination of a number of specific cases at different universities or institutions of higher learning, in the form of extensive interviews with leading individuals in the relevant programs. Additionally, university policy documents, reports of Canadian organizations (e.g. AUCC), and program websites were consulted in order to examine trends in global studies programs in Canada.
An in-depth review of existing literature on the conceptualization of global studies as well as an analysis of diverse data collected made it possible to identify a number of problems, foremost of which was a disconnect between the theoretical aspirations for the emerging field and the understanding of global studies due to a lack of consensus in Canada on a definition of global studies. It was revealed that a common understanding of global studies in Canada is lacking. Furthermore, the analysis brought to light the diverse ideas behind the conceptualization of global studies programs, and the ways in which the personal ideas of the programs’ founders interacted with a variety of motives for designing these kinds of programs at different universities. An examination of the composition of the programs revealed their indeterminate character, as well as a remarkable overlap with the field of international development.
Finally, the study offers recommendations for the leaders in global studies in Canada and provides suggestions for future research.
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Gündogdu, Alper. "Designing a Better App for Universities". Thesis, Linnéuniversitetet, Institutionen för datavetenskap (DV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60512.
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There is an app for everything, however, not every app delivers what the user expects. As a student, I had many tasks which were routine such as keeping track of the courses, events, exams or to dine. I wished for a mobile application that would ease the burden these routines create. While there was an LNU mobile application, it failed to address some of the needs I had as a student. Consequently, I felt it lacked the tools I needed to be successful. For instance, absent features such as a personalized academic calendar prevented me from finding relevant information about the location and times of classes. On our way to improve the functionality of the current solution, we started with surveying other students and collecting their thoughts about the LNU mobile app. Next, we performed market research in order to understand how other universities handled these needs. Finally, we combined the findings and built a prototype for students to test. The prototype managed to achieve higher rates of student satisfaction and will serve as the basis for future development.
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Eedle, Elizabeth Margaret, i n/a. "Resoure allocation in selected Australian universities". Swinburne University of Technology, 2007. http://adt.lib.swin.edu.au./public/adt-VSWT20070828.164416.
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Australian universities are multi-million dollar operations employing tens of thousands of people. They attract revenue from a variety of government and non-government sources, and yet, as non-profit organisations they are judged by governments, peers and their communities on their performance in teaching and research rather than on a financial bottom line.
In order to achieve these results, university managers must make decisions on how to allocate available funding throughout the university. Faced with competing demands on scarce funds, how do university managers make these choices? One option is to use a resource allocation model to 'crunch the numbers'. Resource allocation models can incorporate a number of elements - student and staff numbers, weightings and performance data, for example - to allocate available funds. These allocation models are used in different ways in different universities, but serve the same basic purpose of assisting decision-making on how much to allocate to different sections of the organisation. Such models operate within a process and context that includes the strategic aims of the University, the organisation structure, its committees and culture.
This thesis contains case studies of resource allocation models and processes used in three Australian universities. It examines the methods used for resource allocation at the first and second levels within each university; that is, from the Vice-Chancellor to Dean (or equivalent), and from Dean to Head of School (or equivalent). Observations and conclusions are drawn on the models used, the processes surrounding the models, and the continuity between the two layers of allocations.
The research finds all the case-study universities operate models at multiple levels in their organisations, and that there is a concerning lack of consistency and flow-through at these different levels. The messages that the university leadership intends to send through the allocations may be lost to managers one-process removed from them. The research also concludes that transparency is the most important element of the resource allocation process. University staff dealing with allocation processes will accept the results, even if they are not ideal, if they can understand how and why decisions were made.
As a professional doctorate thesis, the aim is to provide a practical aid to people with responsibility for resource allocation in universities.
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Huang, Li Ting. "Teaching Buddhism in New Zealand universities". Click here to access this resource online, 2009. http://hdl.handle.net/10292/779.
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This thesis is an investigation into the university-level teaching of Buddhism in New Zealand, which has developed as part of the international spread of education about Buddhism for both Buddhists and non-Buddhists. The study was based on Interpretivism and accordingly sought to understand and interpret university teachers’ perceptions and experiences about their teaching of Buddhism; as they engage with the students' learning in this field. Semi-structured in-depth interviews were employed as the primary research method. All seven university teachers who teach Buddhism in New Zealand were invited to be the participants. Six university teachers participated in this research-study. Five of them were academic teachers, respectively teaching at Religious Studies of Massey, Victoria and Otago. Another one was a New Zealand-born Zen teacher who had been teaching a Zen meditation workshop at Auckland University of Technology for several years, and taught two Buddhism-related courses at the University of Auckland. These participants were chosen according to the information provided on official websites of New Zealand universities. The findings from the study showed that the university-level teaching of Buddhism in New Zealand, though growing, had been limited by the number of teachers and students. As fewer students were primarily interested in Buddhism, outward funding support appeared to be a very important factor for its future development. In terms of teachers’ role, objective-outsider remained the main position for scholars and scholar-practitioners in teaching Buddhism in university classroom. In addition to the pursuit of knowledge, there were also alternative educational opportunities, such as Zen workshop, for university staffs and students to learn Buddhism, outside university classroom. This thesis is significant in that it provided a bibliography and a set of data for the university-level teaching of Buddhism in the West, particularly New Zealand It established a space for future educational research into for the university-level teaching of Buddhism in the West, as part of the field of’ Buddhism and Education.’ In future studies, the limited approaches to teaching Buddhism in universities could be investigated on the basis of the literatures and findings of this study.
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Eedle, Elizabeth. "Resoure allocation in selected Australian universities". Australasian Digital Thesis Program, 2007. http://adt.lib.swin.edu.au/public/adt-VSWT20070828.164416/index.html.
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Thesis (DBA) - Faculty of Business and Enterprise, Swinburne University of Technology, 2007.Submitted in partial fulfilment of the requirements for the degree of Doctorate of Business Administration in the Faculty of Business and Enterprise, Swinburne University of Technology, 2007. Typescript. Bibliography: p. 209-227.
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Martinez, Adrienne M. "Bystander intervention programming at metropolitan universities". Thesis, University of Central Oklahoma, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1589161.
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The current study reviews the responsibilities and benefits of institutions in receipt of federal funding to provide bystander education as a primary prevention program to students per current federal regulations and guidance. Existing bystander intervention programs have the potential to 1) train key staff by experts; 2) continue training of other staff via train-the-trainer efforts; 3) implement a variety of student-specific programming (such as gender neutral, gender-specific, student athletes, Greek students, and other student organizations and leadership groups); and, 4) obtain/maintain compliance with federal guidance and recent legislative mandates. Per Potter and Stapleton (2011), practitioners need to decide if purchasing an existing program, developed and evaluated at another institution, will in fact be successful at the investing institution.
Metropolitan universities typically have student populations of that are older (non-traditional), have lower socioeconomic statuses, have minority backgrounds (Barnett & Phares, 1995); commute, are more likely to be employed (Muhollan, 1995); and, are first-generation college students (Barnett & Phares, 1995). Vast diversity can present challenges to engaging a student body with a one-handed type of approach. Metropolitan universities would be benefited most by 1) purchasing an existing train-the-trainer bystander intervention program; 2) identifying the needs of unique metropolitan university student groups; 3) modifying the program to meet these needs; 4) developing a strategic implementation plan; 5) pre/post assessment plans; and, 6) identifying accompanying social marketing campaign strategies. Considerations for developing a modified bystander intervention program at a metropolitan university and meeting these needs are discussed.
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Rungfamai, Kreangchai. "Research universities in Thailand: challengesto governance". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47179375.
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The literature on research-university governance is predominantly concerned with how higher education institutions become successful research universities. However, there is a dearth of studies on the perceptions of university stakeholders towards research-university governance. Therefore, this research aims to reveal the university stakeholders’ perception of research universities in Thailand, with special attention to governance. Governance is investigated through two levels of analysis: national and institutional. Two institutions in Thailand are chosen as case studies: Chulalongkorn University (CU) and Chiang Mai University (CMU).
A qualitative approach is adopted, which is based on three methods of data collection: document analysis, interviews, and observations. There are 52 research participants, mainly consisting of top university leaders and academics of CU and CMU, and senior officials from governmental agencies and independent organizations.
One of the key findings is that it can be argued that the Asian Financial Crisis in 1997 has significantly changed the pattern of university behavior via the introduction of quasi-market mechanisms. These quasi-market mechanisms facilitated the adoption of a university entrepreneurial culture, particularly in terms of diversifying the financial base. In addition, the crisis also promoted the emergence of autonomous universities.
This research has both theoretical and practical contributions. In terms of theoretical contribution, it provides an alternative theoretical framework for examining research-university governance. This framework is called the Design of Contractual Relationships, which provides a theoretical lens to examine the perceptions of university stakeholders on the critical conditions and actions of research-university governance. It has three fundamental dimensions: (1) context-underpinning factors (2) incentive arrangements and funding and (3) monitoring and oversight mechanisms.
In terms of practical contribution, this research illuminates the fundamental elements of research-university governance in Thailand and provides a comparison between CU and CMU in terms of governance.
The Design of Contractual Relationships is adopted to examine the governance comparison between CU and CMU. The comparison shows that the university stakeholders? perceptions of critical conditions and actions can be broadly categorized into the following aspects: the institutional entrepreneurial culture in terms of diversified financial base, the impact of bureaucratic mindset over the university incentive arrangements and monitoring mechanisms, academic inbreeding, and the absence of a “publish or perish” culture.
An examination of research-university governance at both the national and institutional levels indicates that there are four fundamental elements embedded in the university cultural structure and the university stakeholders? behavior. These elements are (1) Thai bureaucracy (2) quasi-market mechanisms (3) patronage and (4) pluralistic academic freedom. These fundamental elements have implicitly and explicitly exerted their power over university governance, affected the way in which the governance instruments are selected, and influenced university stakeholders? behavior and the university as a whole.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Hayajneh, Ferial A. "Teaching nursing practice at Jordanian universities". Thesis, University of Glasgow, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295322.
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Waysarach, Phongsri. "Employee inventions in Thai government universities". Thesis, University of Sheffield, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419591.
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Mahl, Beate. "Environmental Science Communication at Swedish universities". Thesis, Umeå universitet, Sociologiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-180898.
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Given the severe environmental problems we are facing, it is crucial to communicate environmental knowledge to society in order to facilitate a trajectory towards sustainability. Therefore, the aim of this study is to explore how departments at Swedish universities, whose research revolves around environmental topics, communicate their research. At four departments at two universities, I examine based on semi-structured interviews (I) with whom and in what ways these departments communicate their research, (II) what the motivations are to do so, and (III) if there are challenges in communicating environmental science. For examining the departments’ communication strategies, I apply the theory of a multi-model framework of expert-public interaction. This multi-model framework, however, proved to be too simplistic for the complexity of reality, as the models underlying this framework are too intertwined, and not competing descriptions of reality. They rather describe specific aspects of communication practices. The results show that even though there are two-way communication practices with both the government, specific stakeholders, and the general public, the mere dissemination of environmental knowledge seems to be the default practice of science communication at the examined departments - especially concerning the general public. The motivation to communicate environmental knowledge is of intrinsic nature, to give something back to society and to increase awareness about sustainability practices. Discovered challenges in science communication include a general lack of time to effectively communicate research results, as well as deficient education in science communication for researchers. For transforming into sustainable societies communication strategies need to be improved.
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Wegel, Melanie, Maria Kamenowski i Andrea Barbara Hartmann. "Compliance and value orientations at universities". Universität Leipzig, 2018. https://ul.qucosa.de/id/qucosa%3A32049.
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Compliance, defined as the obligation to follow particular rules1 at the institutional level,
can hardly be considered while disregarding individual actors: after all, it depends on the
value orientation of their attitudes and actions.2 Compliance with the law forms the basis
for the actions of all companies, including universities. In Switzerland, most universities
have no explicit compliance guides, but they often do have other guidelines that allow making
statements about the identity of the institution. The Zurich University of Applied Sciences
(ZHAW) has made social integration a priority for 2017/2018. Within the scope of
this priority area, 13 research projects were funded; in this case, the subtopic was 'work,
diversity, living space and social security'. In addition, the Department of Social Work
provided ad hoc support for smaller projects that illustrate the aspect of social integration.
Thus, this institution does not only set guidelines, but also actively promotes them. However,
the question remains open as to whether the individual actors act and think in accordance
with the guidelines of their institution. As part of a research project on value orientation funded by the Swiss National Science Foundation, ZHAW employees were selected as a
reference group and asked about their value orientation. The social factor being a crucial
focal point at institutions of higher education, the survey was intended to show both the
heterogeneity of the group and its common ground: the values shared by all the respondent
members that are instrumental in guiding their actions. The precise manifestation of the
respondents' social values was also of interest.
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Іванова, Тетяна Володимирівна, Татьяна Владимировна Иванова, Tetiana Volodymyrivna Ivanova i J. Nwosu. "Method of teaching in nigerian universities". Thesis, Sumy State University, 2013. http://essuir.sumdu.edu.ua/handle/123456789/30811.
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Contemporary society requires learners to develop abilities and skills besides having a basic knowledge of a discipline. This is because knowledge and technology becomes outdated rapidly and is updated constantly; much of what students will need to know in their future career after graduation has not yet been generated! This knowledge explosion cannot be solved by adding more courses. Therefore, the responsibility of teachers in university or college is not only to teach the students with the particular or professional knowledge of their discipline but also to help them develop successful lifelong learning skills. This has remained the philosophy and guiding principles of teaching in Nigerian Universities. Thus, different teaching methods are employed by university teachers in Nigeria depending on the course content. However, there are generally approved and outstanding modern methods of teaching prevalent in Nigerian universities. It is the aim of this paper to discuss some of these methods.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/30811
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Reeds, Karen. "Botany in medieval and Renaissance universities". New York : Garland, 1991. http://books.google.com/books?id=quLaAAAAMAAJ.
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Thesis (Ph. D.)--Harvard University, 1975."Annex: 'Renaissance humanism and botany, ' Annals of science 33 (1976), 519-542 [and] 'Publishing scholarly books in the sixteenth century, ' Scholarly publishing, April 1983, 259-274." Includes bibliographical references (p. 261-283) and index.
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Maier, Gunther. "The market areas of Austrian universities". Institut für Wirtschaftsgeographie, Abt. Stadt- und Regionalentwicklung, WU Vienna University of Economics and Business, 2003. http://epub.wu.ac.at/1438/1/document.pdf.
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This paper uses a dataset of first-time students in Austria, which shows among other information the home location and the university location of those students. Since Austria has a free access university system, where universities have to accept high school graduates, these data reflect the preferences of these students. From a university's point of view, the data reflect the area from where they can attract students, i.e. the market areas of the universities. Currently, the market areas of Austrian universities are largely unknown. It is also unknown whether the universities serve spatial markets like a spatial monopolist or compete on a national scale. This information, however, is of crucial importance for the future strategies of the Austrian universities who are in a process of restructuring from a bureaucratically governed system to one of independence and autonomy. For universities who have to develop their own strategies information about their market is essential.Series: SRE - Discussion Papers
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Knox, J. W. "Trade unionism in Canadian universities : An empirical study of unionised and nonunionised academic staff at Canadian universities". Thesis, University of Bradford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379032.
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Bayenet, Benoît. "Le financement des universités: gestion et évaluation". Doctoral thesis, Universite Libre de Bruxelles, 2001. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211599.
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Nguyen, Thi Thanh Huyen. "Mesurer la performance des universités au Vietnam en termes d’efficience : Une application de la méthode DEA". Thesis, Rennes 1, 2015. http://www.theses.fr/2015REN1G016/document.
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Avec l’apparition d’une économie basée sur les connaissances, le rôle de l’enseignement supérieur prend de plus en plus d’importance. Pour le Vietnam, ces dernières décennies ont été marquées par une explosion de la demande en études supérieures. Néanmoins, les lacunes actuelles des universités en matière de gestion et d’utilisation des ressources ont limité leur compétitivité, surtout à l’échelon régional et international. Un système de mesure de leur performance devient donc incontournable, plus précisément de l’efficience. Notre étude a pour objectif de construire ce système en utilisant trois techniques : l’analyse de sensibilité, l’approche DEA méta-frontière et les indices de MalmquistWith the emergence of a knowledge-based economy, the role of higher education is becoming increasingly important. For Vietnam, recent decades have seen an explosion in the demand for higher education. Nevertheless, the current deficiencies of universities in management and in using resources have limited their competitiveness, particularly at regional and international levels. A system of performance measurement becomes indispensable, especially the efficiency. Our study aims to build it, using three techniques: sensitivity analysis, DEA metafrontier and Malmquist index
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Schubert, Tinka Tabea. "Universities free of Gender Violence. Communicative acts among the university community that overcome gender violence in Spanish universities". Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/319701.
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Violence against women at universities is a major problem that is widely analyzed and recognized in most countries, especially in the United States. Data evidences high incidence rates such as 19% of college students have experienced attempted or completed sexual assault since starting their higher education (Krebs et al., 2007). Pioneer research focused on evidencing the existence of gender violence, developing tools to measure the scope of the problem and analyzed the influence of power structures in higher education. Consequences have been found devastating and refer to the victims’ health as well as to academic consequences for the victim and the institution (Cortina et al., 1998; Fitzgerald et al., 1988; Kirkpatrick & Kanin, 1957). Recently, literature mainly focuses on gender violence prevention due to the persistence of the problem highlighting the role of the community for more effective prevention strategies (Banyard et al., 2005). In Spain, pioneer research is very recent and evidences the existence of gender violence as well as the silence that reigns in Spanish universities representing a major force of resistance. However, progress has been made and research results have led to changes in the legislation mandating the institution of specific mechanisms. Yet, prevention of VAW at Spanish universities is crucial to turn them into spaces free of violence. The present research departs from the analysis of communicative acts that are present among the Spanish university community analyzing and that promote violence against women in Spanish universities and those that help to overcome it. Research on the prevention of VAW has demonstrated that the analysis of communicative acts provides elements to effectively contribute to overcoming these situations.
The Communicative Methodology is used which has been recommended by the European Commission for research with vulnerable groups. It aims at social transformation by focusing on both, the barriers to overcoming VAW at universities as well as the possibilities to overcoming it. Departing from an extensive review of the existing scientific literature and documentary on the prevention of VAW at universities and communicative acts, diverse data collection techniques are employed: communicative daily life stories with victims of VAW at universities; in-depth interviews with institutional representatives mainly related to gender issues, and with faculty who have supported victims of gender violence and are fighting for eradicating VAW at universities.
Results evidence the existence of violence in the communicative acts among the Spanish university community as well as communicative acts that promote violence and those that change the interactions among the university community contributing to preventing gender violence in Spanish higher education. The existing mechanisms to tackle gender violence are subordinate to the prevailing power structures which are maintained in communicative acts. Still, there are increasing initiatives that evidence changes in Spanish universities. The emergence of the first peer-to-peer network, the Solidarity network of victims of gender violence in universities, evidences these changes and contribute to increasing communicative acts that effectively tackle gender violence. The present research evidences the possibilities of contributing to gender violence prevention when communicative acts that are free of gender violence and that challenge the power structures are promoted.
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Boon, Rachel. "Faculty perceptions of privatization in public universities". [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3373496.
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Thesis (Ph.D.)--Indiana University, Dept. of Education, Leadership and Policy Studies, 2009.Title from PDF t.p. (viewed on Jul 6, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3769. Adviser: Douglas M. Priest.
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Francis, Paul. "Construction project partnering in Texas' public universities". Texas A&M University, 2003. http://hdl.handle.net/1969.1/6011.
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Partnering is a tool used in the construction industry to reduce claims and litigations and
also to deliver a quality product in a cost efficient and timely manner. This research
analyzes the impact of the partnering process on the outcome of construction projects in
Texasâ public universities. For this study project specific data were obtained from 218
buildings built between 1996 and 2006. Parametric and non-parametric statistical tests
were used to measure and explain the project performances of partnered and nonpartnered
projects on four different building types in terms of cost overrun, schedule
change, change orders and claims.
One of the variables that had a significant effect on the outcome of the project
performance parameters was the initial cost of the project. It was found that projects that
utilized partnering were less likely to have claims that non-partnered projects. Partnered
projects also had fewer change orders than non-partnered projects for two of the four
building types that were analyzed. The results of this study can be used in the successful
planning and execution of construction projects by organizations involved in the
construction procurement processes for Texasâ public universities.