The Social Composition of Medical Students at the Erzsébet University Between 1930 and 1945

The purpose of the study. To examine the social composition of medical students of the Erzsébet University of Pécs (ETE) between 1930 and 1945 based on statistics about religion, place of birth and father/guardian occupation. To present the external processes affecting the admission of students based on the minutes of the university governing body. To present some typical individual careers of students of the examined period. Applied methods. Statistical analysis of student enrolment and diploma books. Analysis of major processes using the minutes of the medical faculty and university council meetings and literature. Presenting and categorising careers using all available archival and library data. Outcomes. Compared to the previous decade and a half, the number of medical students at ETE decreased for demographic and political reasons. The religious composition of the students changed due to measures restricting Jewish students’ university admission, and disenfranchising them. The careers examined also demonstrate how affected students tried to circumvent these measures.

A política pública de ação afirmativa da educação superior indígena na Universidade Federal do Paraná (UFPR) sob o olhar de uma secretária executiva

A Universidade Federal do Paraná (UFPR) se mostrou uma das pioneiras na implementação da política de educação superior indígena, pois em 2004 já realizava discussões nesta temática, o que culminou na Resolução n. 37/2004 do Conselho Universitário (COUN). Considerando tal afirmativa, este artigo tem como objetivo analisar a política pública de ação afirmativa pelo viés da educação superior indígena na UFPR, considerando a atuação e experiência de uma Secretária Executiva nessa área e temática. Para tanto, realizou-se uma aproximação teórica entre os conceitos inerentes ao secretariado executivo, políticas públicas, ações afirmativas; política educacional superior indígena – específica de ingresso na instituição de ensino investigada. Na metodologia contemplou-se o Modelo de Múltiplos Fluxos, o Estudo de Caso e a abordagem da análise de conteúdo. O destaque foi dado à formação da agenda política, cotejando entrevistas com os gestores e informantes-chave da implementação da política na UFPR. Por fim, como resultado localizou-se a agenda nessa conjunção política considerando os elementos históricos e institucionais, a ocorrência da ação do governo no papel dos gestores da universidade, ainda a dos movimentos sociais, da comunidade acadêmica e verificou-se a mudança das ações políticas principalmente na gestão 2002/2006. ABSTRACT The Federal University of Paraná (UFPR), proved to be a pioneer in the implementation of indigenous higher education policy, since in 2004, it already had discussions on this theme, that brought as a result the resolution number 37/04 of the University Council (COUN). Considering this statement, this paper aims to analyze the public policy of affirmative action by the bias of indigenous higher education at UFPR, considering the performance and experience of an Executive Secretariat in this area and thematic. Therefore, a theoretical approach was carried out between the concepts inherent to the executive secretariat, public policy, affirmative actions, indigenous higher education policy - the specifically of admission the educational investigated. In the methodology, we contemplated the Multiple Streams Models, Case Study and the Content Analysis approach. The emphasis was given to the agenda formation, collating interviews with managers and key informants of the implementation of the policy in UFPR. Nevertheless, as result, located the agenda in this political conjunction considering the historical and institutional elements, the occurrence of government action in the role of institutional managers, as well as the social movements, the academic community and there was a change in political actions mainly in the 2002/2006 management.

Ineffective academic deans in public universities in Ghana: A case approach

This paper sought to find out the reasons why in the view of faculty members and officers, some academic Deans in public universities are ineffective leaders. Faculty members and officers of some faculties and schools in University of Cape Coast were requested to first say why in their view; some Deans in University of Cape Coast turn out to be ineffective leaders. Second, they were also requested to give their views on the consequences of leadership failure. Using a qualitative design, the investigators sampled eight (8) faculty members and four (4) faculty officers purposively from four Faculties in University of Cape Coast. Interviewees were asked to consider their own Deans first. A thematic narrative analysis was used to analyse data from the interviews and reported. The results showed that Deans fail due to poor posture, poor interpersonal skill, unclear vision and direction and communication failure. The paper has shown that the consequences of a Dean’s failure affect individual members within the faculty, and create disaffection thus, affecting organisational output. It was therefore recommended that the University Council and Management should consider reviewing the current policy of voting deans into office if it even calls for amendments in the 2016 Statute of the University.

History of organization of the department of hygiene, medical police, medical geography and statistics at Kyiv university.

The work identifies the main stages of organizing the Department of Hygiene, Medical Police, Medical Geography and Statistics at the University of St. Vladimir in Kiev. In 1863, the issue of creating the Department was discussed at the meetings of the Faculty of Medicine and the University council. In 1865, the permission was given to organize the Department from 1867. In 1869—1871 V.A. Subbotin was trained by foreign specialists. In 1871 he was elected assistant professor at the named Department. This year can be considered the year of creation of the Department. Finally, in 1872 V.A. Subbotin became a professor.

The introduction of legal audit within French universities: The impact on the managerial latitude of managers

The adoption of the Law relative to the Liberties and Responsibilities of Universities (LRU) in 2007 has sought to “modernize” the governance system of French universities. Article 18 of this Law stipulated “the accounts of the university are subject to an annual audit by a legal auditor” (Law no. 2007–1199 of 10 August 2007). This paper explores management teams’ perceptions of the role of legal audit in the governance system of French universities and its impact on the managerial latitude of university managers. Based on twenty-five interviews carried out with members of the management teams in three universities, the results of this study are threefold. Firstly, legal audit plays a disciplinary role by reducing the information asymmetry and cognitive conflicts between university managers and the stakeholders involved in governance particularly the financial supervisory authorities and the accounting agency. Secondly, the audit report is used by university managers to reinforce the legitimacy and the objectivity of their decisions, in the face of internal and external political pressure coming mainly from the university council, faculties, and the supervisory authorities. Thirdly, legal audit plays a complementary role to the governance system in place, including the controls of the accounting agency, the Council, and the Rectorate. Therefore, the results of this research are part of an integrated governance approach (Wirtz, 2006) which is characterized by the complementarity between the disciplinary and cognitive dimensions (Williamson, 1991; Charreaux, 1997)

El Modelo Educativo UABJO. Una ruptura epistemológica necesaria

On November 15, 2019, the University Council of the Universidad Juarez Autonoma “Benito Juarez” de Oaxaca approved the UABJO Educational Model for Social Transformation. Model aimed to change the paradigm of the University, considered as the space in which all types of knowledge built by the worldviews of those who interact in the teaching and learning process converge. These disciplinary/scientific, community/cultural and common sense/ everyday awareness are taken up in the classroom to generate dialogical processes that allow building socially significant knowledge and at the same time placing it in real contexts, as part of training linked to society and care of the needs of the environment. This is because the knowledge generated at the University must be returned to the society in which it is built and contribute significantly to the continuous improvement of the educational processes of students, graduates and the community in general. The objective of this work is to carry out the epistemological positioning from which it was started for its construction and to account for the processes that were undertaken and that gave guidelines for the construction of the present model.