IMPACTO SOCIAL E MISSÃO DAS UNIVERSIDADES PÚBLICAS BRASILEIRAS: HÁ CONVERGÊNCIA?

PurposeA mission statement is the central axis of any organization and the cornerstone of its strategic planning. Universities have implemented this tool to define, among other things, its identity; however, the legal nature and functions of the mission statement have not been determined. In this article, the authors analyze the differences in the university mission statements of public and private higher education institutions in relation to the mission functions proposed by the 1992 legislation on higher education in Colombia – Law 30 – involving teaching, research, extension and social projection and internationalization.Design/methodology/approachThrough content analysis, the authors analyze the mission statements of two groups of institutions that make up the totality of universities in Colombia – 32 public and 53 private universities. The analysis is conducted along the four dimensions defined by the law as comprising the higher education mission, i.e. teaching, research, extension and social projection, and internationalization, due to its importance in the high-quality institutional accreditation process.FindingsBased on the differences identified in the mission statements, the authors establish the university functions and determine how they give back to society in their legal capacity as public or private institutions.Research limitations/implicationsThis research scenario is appropriate for answering research questions related to whether there are differences in the strategies of Colombian public and private universities based on their mission statements. Although the Colombian higher education system includes various types of tertiary institutions, only universities are included in the study.Practical implicationsResearch has shown that regardless of their legal nature, based on their mission statements, Colombian universities are mainly geared towards teaching. However, when comparing additional dimensions, private universities are less involved in research processes and more focused on activities related to social impact than are public universities. Additionally, private universities are more engaged in internationalization than are public institutions, with mission statements focused on both national and international accreditation processes.Social implicationsThe results of this research are intended to help society comprehend the differences between public and private universities in Colombia based on mission statements, which can contribute to understanding, among other factors, the academic programs offered by universities and how they should guide their activities.Originality/valueThis is the first such study in Colombia, a country that provides higher education through public and private institutions in very similar proportions, that analyses the differences in university mission statements and whose findings contribute to understanding whether universities are strategically oriented towards their own established policies or to contributing to the development of new public policies aimed at supporting the country's development process.

The concept of Development as synonym of Economic Expansion has been attacked frequently and deeply. Governments, social groups, intellectual and educational circles are questioning and being questioned about the future. Natural resources have been explored and exploited in a massive path, in a platform that combines technology and capital. In the middle of this discussion, innovation comes to light as the main engine of this development. In another dimension, Universities, relevant actors in the innovation systems, expand their activities to fulfil their Third Mission, beyond the first, Teaching, and second, Research, which means the development of their environment, including Sustainability. So, the question of this paper is if Third Mission and Sustainability are autonomous and opposed concepts to solve the economic, social and environmental problems. The proposition is to point the grade of interrelation between the concepts while development tools of society. The investigation, as an exploratory study, evaluates the intensity of internalization of the Third Mission and Sustainability concepts in the Brazilian federal public universities. Supported by a relevant literature review, the analysis axes were defined. In addition, a review of strategic plans and actions completed the map. A case study added empirical evidence. Results point that universities use the third mission concept. The relationship university- third mission – sustainability has solid links in the Brazilian public universities, which include the themes in their strategic plans. The conclusion of this paper is that Third Mission and Sustainability are not opposed but even embedded concepts.

Title of Document: FACTORS AFFECTING THE ACADEMIC ACHIEVEMENT AND PERSISTENCE OF QUOTA STUDENTS IN STEM: A CASE STUDY OF A PUBLIC UNIVERSITY IN BRAZIL Porsha Yasmin Childs, Doctor of Philosophy, 2015 Directed By: Dr. Nelly Stromquist, International Education Policy, Department of Counseling, Higher Education, and Special Education In order to maintain competitiveness in the global economy nations around the world are heavily investing in access to higher education and more specifically the production of skilled workers in science, technology, engineering, and math (STEM). Whereas upper social-class majority males have traditionally dominated this field, the expansion of university enrollments as well as the presence of rapidly growing minority populations signals a shift in which a larger number of minorities and women will add to the STEM talent pool. To date, much of the research on underrepresented minorities in STEM has focused on women and underrepresented racial and ethnic minorities in universities in the U.S. (Espinoza & Cole, 2008; Museus et al., 2011; St. John & Musoba, 2011). Few studies have focused on the persistence and academic achievement of underrepresented minorities in countries and institutions outside of the Unites States and none have specifically targeted minority students who are beneficiaries of affirmative action policies. The current study seeks to explore factors that affect the academic performance and persistence of quota students majoring in STEM fields in a public university in Brazil. The major research questions guiding this study were: (1) In what ways do institutional factors affect quota student persistence and academic performance in STEM fields? (2) To what extent does campus climate affect the academic performance of quota students in STEM fields? (3)What barriers (major academic, social, and financial concerns) do quota students in STEM fields face after admission and how do student and faculty perceptions of these barriers differ? (4) What institutional services are available to support quota STEM students and which of these services do STEM students use most frequently? Using qualitative methods and an ethnographic case study design, semi-structured interviews were conducted with ten undergraduate quota students, two graduate students, and six university personnel. In addition, the researcher observed students on campus, both in and out of class. Additional observations were made of location students frequented such as the residence hall, library, campus restaurants, and the physics, chemistry, and engineering buildings. Findings revealed four broad themes: pre-college experiences, college experiences, college outcomes, and barriers to graduation and institutional responses. Participants indicated that their pre-college academic experiences had the largest effect on their academic achievement and persistence. Quota students in STEM disciplines routinely reported having failed their core math and science courses during the first year and experiencing difficulty with others as they matriculate. This was largely attributed to the fact that they entered with a lack of a strong academic base. Additional barriers students faced were lack of finances, and a lack of family support and cultural capital. While the university has implemented various financial supports to address quota students’ needs, they lack structured academic supports such as bridge programs, supplemental instruction, and tutoring. FACTORS AFFECTING THE ACADEMIC ACHIEVEMENT AND PERSISTENCE OF QUOTA STUDENTS IN STEM: A CASE STUDY OF A PUBLIC UNIVERSITY IN BRAZIL By Porsha Y. Childs Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park, in partial fulfilment of the requirements for the degree of Doctor of Philosophy 2015 Advisory Committee: Dr. Nelly Stromquist, Professor and Dissertation Chair Dr. Jing Lin, Professor Dr. Alberto Cabrera, Professor Dr. William Strein, Professor Dr. Jennifer Turner, Associate Professor © Copyright by Porsha Yasmin Childs 2015

In the current globalized scenario, open innovation applied to the public sector is becoming increasingly prominent. This model allows organizations to achieve greater breadth of ideas, which, coupled with internal practices, expand the field of solutions to problems in society. Therefore, glimpses the adoption and use of technological platforms for the management of ideas and open innovation, in order to promote greater relationship and collaboration between governments and citizens. In this context, considering the potential contributions of technological platforms and crowdstorm processes in promoting innovations and improvements in organizations, the present work tries to understand the processes of adoption, implantation and use of a technological platform of ideas management associated with crowdstorm processes, applied to a public university in Brazil. The main objective is to describe the project, here called “Open University: Innovative Solutions”, involving all the processes related to the implantation and use of the PremioIdeia® Technology Platform associated with the crowdstorm approach in a Public University in Brazil. The numbers associated with the project and the themes challenges evidence that crowdstorming brought benefits to the university, such as a greater appreciation of collaborations, the commitment of participants and also a greater interaction among students, teachers and university management. Based on this, it is suggested that projects of this nature can be carried out in other public universities in order to meet a specific demand for academic and administrative improvements and, in this way, promote the growth and evolution of the country’s public universities.

Purpose Corruption remains a major issue in Indonesia, necessitating the commitment of various parties, including higher education institutions, to prevent and combat it. The primary aim of this study is to ascertain the extent of commitment by Indonesian universities, as expressed through their mission statements, in creating effective, accountable and transparent institutions (SDG No.16). This is examined by analyzing the amount of fraud and anti-fraud information disclosed on their websites. In addition, this study compares the commitment of public and private universities in disclosing anti-fraud information on their websites. Design/methodology/approach This study used content analysis of university mission statements and anti-fraud information disclosures on the websites of 25 public and 25 private universities in Indonesia, using the University Fraud Prevention Disclosure Index. Findings The findings indicate that public universities disclose mission statements encompassing a greater integrity structure compared to private universities. Consequently, public universities are more likely to disclose anti-corruption prevention efforts as part of their commitment to realizing SDGs No.16 than private universities. Research limitations/implications The analysis was conducted over a limited timeframe, with the possibility of periodic updates on university websites. Originality/value There is limited research examining university mission statement disclosures and the level of anti-corruption disclosure in higher education institutions in developing countries, such as Indonesia.

Sustainable technological innovation is a key factor for companies seeking competitive advantage. Against the backdrop of the Sino-US trade war, the US government has been severely impeding Chinese enterprises’ technological innovation with its trade policies. Consequently, how to ensure the sustainability of technological innovation is a huge challenge for Chinese enterprises. In the Chinese context of a relationship-based society, network relationships have been instrumental in the process of technological innovation. This study constructs a theoretical model, with market dynamics as the moderator, exploring the impact of three dimensions of network relationships (network relationship selection, network relationship maintenance, and network relationship utilization) on sustainable technological innovation via an empirical analysis of 208 Chinese technology companies. The results of this study indicate that network relationship selection, network relationship maintenance, and network relationship utilization have a positive effect on sustainable technological innovation. Furthermore, the moderating effect of market dynamics on the association between network relationships and sustainable technological innovation is also confirmed. This study contributes to resource-based theory and dynamic capability theory by demonstrating how network relationships influence sustainable technological innovation in varying market dynamics. This study provides a better understanding of the role of network relationships in sustainable technological innovation and suggests that managers should pay attention to the selection, maintenance, and utilization of network relationships in order to achieve sustainable technological innovation. Additionally, managers should also consider market dynamics when making decisions related to network relationships, as they can have a significant impact on sustainable technological innovation.

The aim of this research was to understand the reasoning developed by medical students in a public university in Brazil. This research on education included semi-structured interviews and film recordings of interns discussing 10 clinical cases. A sample of 16 interns analyzed cases presented on a notebook computer with a webcam. They were instructed to verbalize all their thoughts on the procedures they would use. The film recordings and transcripts of the interviews were analyzed. Quantitative data was evaluated using Yates' chi-squared test and speech analysis was used to evaluate the transcripts. The theme worked on in the practice of reasoning was: the student's perceptions of their clinical practice. Of the 160 diagnoses, 57% were done with analytical reasoning and 43% with non-analytical reasoning. The hypothetical deductive method was employed by 31% of the interns and the inductive method was employed by 69%. The diagnostic accuracy was 81% correct for easy cases and 85% correct for difficult cases. We observed two empirical categories: the cognitive universe of the student and the patient's context.

This work is an excerpt from a final research paper on the topic of Geography education and teacher training: a history in the making. The objectives of this research were to engage in a discussion about teacher training and the challenges faced by teachers in public basic education, as well as to reflect on the particularities of Geography teacher training. It highlights the main problems encountered by Geography courses in public universities in Brazil. Methodologically, the research was developed through theoretical analysis. In order to support this work, we sought theoretical input from authors such as Nóvoa (1995), Elliot (1998), Brzenziski (2001), Barreiro and Gebran (2006), Calvacanti (2008-2011), Callai (2011-2013), and Gatti (2010-2014). Through this research, it was possible to reflect on the dilemmas faced by teachers in basic education, such as the devaluation of education as a whole, and to understand the initial training process. It also shed light on the internal conflicts within Geography courses in public universities in Brazil.

The research is financed by CAPES through the notice 047/2017 Abstract This article is a contribution to the debate about the public university in Brazil and its political confrontations. The objective was to reflect on the role of the public university as a social institution in opposition to the proposal of its transformation into a service provider organization. The importance of this discussion is to present which political project is being proposed by the Brazilian government, how it transforms the link between the university and Brazilian society and what the consequences are. Its importance also lies in pointing out what are the possibilities of resistance of public universities. The argumentation was based on qualitative analysis of documents and bibliographic research. The study is structured in four parts; introductory discussion on the historical-social construction of the public university in Brazil; reflection on its function and social responsibility; presentation of the contemporary scenario of disorganization of the public university as a social institution; and, finally, the possibilities of resistance. Keywords: Brazilian Public University, Social Responsibility, Social institution, Service Provider Organization DOI: 10.7176/RHSS/10-24-01 Publication date: December 31 st 2020

Analysis of undergraduate cell biology contents in Brazilian public universities

Brazil has around half of Latin America's twenty-five best-ranked universities, and all of them are public. Most Brazilian public universities are also socially embedded, building knowledge in dialogue with communities, and are involved in defending human rights, social justice, and environmental sustainability. They are a fundamental part of the Brazilian biopolitical pact that has prevailed in recent decades. Brazil's new, openly authoritarian government has chosen this public university system as a central target, pursuing two courses of action: one a radical neoliberal agenda and the other an ideological war on the production of critical, social, and scientific knowledge. For this regime and its necropolitical bias, public universities are no longer necessary institutions. Nevertheless, despite all the attacks against them, universities have acted as important institutions in Brazil during the COVID-19 pandemic, defending life and human rights.

<p><span>The purpose of this article is to better understand the nature of mission and vision statements issued by universities and whether these statements reflect the values of the institution’s leaders, faculties, and students. The researchers, being employed as professors in a Japanese science university, sought to analyze their own institution’s mission statement using open, axial, and selective (OAS) coding as an evaluation methodology. The themes that emerged were those of the great man, elite education, and alumni exclusivity. The overarching theme of the mission statement was elite serving the elite. Although presented as a mission statement, the prominence of the theme of a visionary man suggests this document stylistically adheres as much to the characteristics of a vision statement as it does to a mission statement. This paper may assist teachers in deriving meaning from their institution’s mission or vision statements, and critically assessing whether the institution’s mission or vision comports with the beliefs, standards, and educational philosophies evidenced by their institution in practice.</span></p>

Analysis of the dimensional structure of the Patient Health Questionnaire-9 (PHQ-9) in undergraduate students at a public university in Brazil

Since 2001, Brazilian universities have been implementing affirmative-action policies to correct the racial, social and ethnic disparities in university admissions. An examination of the social-inclusion policies at three public universities in Brazil – the University of Brasilia, the Federal University of Bahia and the State University of Campinas – was undertaken to analyse: (1) the impact of affirmative-action policies on campus diversity, (2) the academic performance of quota and non-quota students and (3) the predictive validity of the college entrance exam as a selection criterion. Using institutional enrolment, course grades in several academic programmes and retention indicators, the study finds that quota students do reasonably well and thus do not diminish the quality of their institutions. Academic performance varies by programme of study but, in general, variation is surprisingly slight. This latter finding suggests that the predictive validity of the college entrance exam is weak.

The mission statements of the federal universities and the projection of internationalization in Brazil