Abstract
The main objective of this chapter is to investigate the Brazilian Higher Education system focusing in its institutions’ internal environment, that is, how power is distributed inside institutions and the main traits of the inner decision-making process. Brazilian higher education is known for its diversity, in both the public sector and the much larger private sector. This chapter highlights these differences, establishing connections between this diversity and the ways institutions build-up their internal decision-making process. The study considers how this process is perceived by the central actors in all higher education institutions – the academic staff.
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For instance, from 1996 to 2007, the federal government has enacted 2,297 laws, regulations, and decrees. Most of the norms are intended to regulate small details of day-to-day life of HE institution. http://www.prolei.inep.gov.br/pesquisar.do?anoInicial=1996&anoFinal=2007&indInicial=120&indFinal=129&Mais=false&ManterDelimitador=29&descricao=&tipoDocumento=
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One relevant source of resistance against the 1968 reform was the fact that the first reform proposals were drafted by a high level committee with participation of specialists from the US supported by a Brazil–US cooperation treaty (MEC-USAID Cooperation Treaty).
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For an overview of Brazilian graduate education, see Balbachevsky (2004).
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Not surprisingly, this new modality of tertiary education is offered by private institutions and is flourishing in the area of business studies.
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The great majority of Brazilian public institutions are universities. There are a small number of technical colleges, but they were not included since they do not grant bachelor degrees.
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This item includes reading literature, writing, conducting experiments, fieldwork.
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This item includes preparation of instructional materials and lesson plans, classroom instruction, advising students, reading, and evaluating student work.
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In the 1992 survey academics were asked to measure the degree of centralization in seven decision areas, using a scale ranging from 1 to 5, where 1 means “decision entirely centralized” (decisions under sole control of institution’s authorities), and 5 “decision entirely decentralized” (decisions under sole control of academics).
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The adjusted residual for each cell is defined as: \( \frac{{{\text{e}} - {\text{o}}}}{{\sqrt {{{\text{e}}(1 - {\text{row}}\,{\text{proportion}})(1 - {\text{column}}\,{\text{proportion}})}} }} \)Where e is the expected frequency when the variables are independent and o is the observed frequency. The values of the adjusted residuals vary from −α to +α, but in the interval of ±1.96 the adjusted residual’s significance is at least 0.05, which means that the probability of error in assuming an association between the values of the two variables is at least 5%.
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Acknowledgment
The authors would like to acknowledge the financial support given by FAPESP, Fundação de Amparo à Pesquisa do Estado de São Paulo (2006/03329-0).
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Balbachevsky, E., Schwartzman, S. (2011). Brazil: Diverse Experiences in Institutional Governance in the Public and Private Sectors. In: Locke, W., Cummings, W., Fisher, D. (eds) Changing Governance and Management in Higher Education. The Changing Academy – The Changing Academic Profession in International Comparative Perspective, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1140-2_3
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