Awards & achievements
Chapter: Institutional Evaluation, Management Practices and Capitalist Redesign of The University: A Case StudyDenise Leite[show abstract] [hide abstract]
ABSTRACT: This chapter is a product of reflections on continuing research projects1 concerning institutional evaluation. The evaluation processes of nine universities2 from four countries were researched. I worked in partnership with colleagues from these countries and was supported mainly by CNPq (National Council for Scientific and Technological Development) and FAPERGS (Foundation for Support of Research in the State of Rio Grande do Sul). The main objective of the project was to understand the impact and changes associated with university evaluations. I focused on pedagogical innovation. The theory that sustains the cases researched is based on Buchbinder’s conceptions (1993) about ‘market-oriented universities’, on Cowen’s (1996) discussions about ‘performative universities’ and on Barrow’s (1996) conception about the university of ‘selective excellence’. As background, I used the Portuguese social theorist B.S. Santos’(1994) notion of the ‘university of ideas’ instead of the ‘idea of the university’. This allowed me to examine the cases with respect to their contradictions and differences instead of their similarities. At the beginning, I was in search of participative practices as an innovative evaluation methodology. But when discussing the performance results of the evaluation processes I realised that another important change was occurring — the capitalist redesigning of universities. This redesigning is associated with the improvement of management of corporate boards, aiming at the markets and the resolution of institutional problems. Once the problems are identified — along with more competitive issues — strategies are articulated. These strategies are internally directed to the boundaries of efficiency and effectiveness with the central scope of ‘doing more with less’ and externally directed to new publics and to the market visibility of the institution. The changes cannot be understood as a linear and direct result of internal evaluations. Many factors are relevant to this new university performance, including the introduction of educational reforms and national evaluation and accreditation processes, institutionalised in the 1990s, in Latin American higher education. International pressures on universities can also be identified as a factor affecting internal change.07/2011: pages 253-273;
Article: Quality Evaluation of the Brazilian Higher Education System: Relevance, Diversity, Equity and EffectivenessJulio Bertolin, Denise LeiteQuality in Higher Education 07/2008; 14(2):121-133.
Denise Leite, Maria Cecília, Loréa Leite, Maria Elly, Herz Genro, Marlis Morosini, Polidori Mônica, Pagel Edelwein, Clarice Escott, Glades Félix, Regina Céli, Machado Pires, Renata Silva Machado[show abstract] [hide abstract]
ABSTRACT: Resumo: Este é um trabalho de pesquisa coletiva que vem sendo construído por várias mãos no espaço da parceria. O texto apresenta a revisão de literatura, metodologia e resultados parciais de uma investigação que entende Avaliação Participativa (AP) em seu acoplamento com Tecnologias da Informação e da Comunicação (TICs), um tema sobre o qual as pedagogias ainda não produzem respostas suficientes e adequadas. Mostra como foram captadas (observação e mini-estudos etnográficos), registradas (protocolos e estudos de caso) e analisadas (referenciais) as formas de avaliação que foram praticadas em cená-rios universitários, educação presencial e não presencial, educação a distância (EAD) e em cenários de ações sociais e educação não formal, praticadas em periferias urbanas (ONG). Abstract: This is a collective research that has been constructed collaboratively by many hands. The text presents the literature research, the methodology and the partial results of an investigation that understands Participative Evaluation (PE) in its connection with the Information and Communication Technologies (ICTs), a topic about which the pedagogies still do not produce sufficient or adequate answers. It shows how the kinds of evaluation that were practiced in university settings, presential and distance education and; and in social action and non-formal education settings, practiced in urban peripheries (NGO) are collected (observation and mini ethnographic studies), registered (protocols and case studies) and analyzed (referentials).AVALIAÇÃO PARTICIPATIVA ONLINE E OFF-LINE. 01/2007; 12(3):445-460.
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ABSTRACT: Propomo-nos reflectir, neste trabalho, sobre a relação entre os diferentes modelos de governo da universidade, a avaliação institucional e ogerencialismo. Num primeiro momento, procuramos analisar o significado que os modelos da racionalidade e da partilha da decisão, da ambiguidade e da incerteza e político atribuem à avaliação institucional. Num segundo momento, perspectivamos a influência do gerencialismo no governo dasuniversidades e na avaliação institucional como expressão das tentativas de introdução da noção de mercado no ensino superior. Estas tentativas abremo caminho para a sobreposição de uma nova racionalidade ¿técnico-burocrática¿ à ¿racionalidade substantiva¿ das actividades académicas,influenciando fortemente o regime interno de governo das universidades.Revista Portuguesa de Educação. 01/2003;
Denise Leite[show abstract] [hide abstract]
ABSTRACT: This article examines Brazilian higher education (HE) politics from a post‐colonial perspective. The term ‘post‐colonial’ originally referred to a historical period of colonial empires established by European nations. Nowadays, the term commonly distinguishes a field of contemporary studies of ‘defamiliarisation of the imperial North’ made up of successive acts of unlearning and re‐learning. In the text I discuss the effects of globalisation on the Brazilian HE system, with emphasis on the outstanding role of evaluation and accreditation procedures. These are preparing the HE system for increasing internationalisation. Brazil, the new global player, is showing its potential in HE political acts of unlearning and re‐learning. The epistemology could be called ‘anthropophagic’ because instead of copying foreign ideas there is a tendency to create new ones and re‐elaborate them with a Global North anticipatory view and an accent on Global South localism.Globalisation. 06/2010; Societies and Education(Vol. 8):219-233.