Suchergebnisse

Postgraduate quality management can be carried out from two approaches: the first, (competitive) is based on compliance with academic, scientific and administrative standards, and the positioning of universities in world lists of best institutions; the second (humanist-social) in the commitment of the universities with the solution of the problems of sustainable development. The objective of this article is to review the recent information backing the competitive and social-humanist approaches to quality in postgraduate studies, and on this basis support what should be the meeting point between both approaches in Latin American universities. For this purpose, articles published predominantly in Latin America, and also from Asia and Africa, were analyzed. From the points of view expressed in the reviewed documents, reflections on quality management in postgraduate studies were formulated from the Latin American perspective. It was found that the competitive approach predominates in postgraduate quality management worldwide, and that the social responsibility of universities, and of postgraduate studies in particular, implies a commitment to solving local, regional and national problems, only achievable with a solid social-humanist approach. Latin American universities must combine compliance with competitive standards with postgraduate social responsibility objectives, and assign greater weight to the latter in accreditation systems.

Posters have been used in political communication for more than a century, and are still an important element in the election campaigns. However, few studies have been devoted to the way in which text and image work together in order to obtain the rhetorical goal of making voters vote for a specific party. In this study, election posters in the 2002 general election in Sweden from all parties represented in the Swedish parliament are analysed. The context of this specific sample of political communication is described through a sociological approach inspired by Pierre Bourdieu, and through theories of political marketing. The model for analysis of the posters combine semiotics and rhetoric in order to present a model capable of analysing both text and image, and the way in which they are used in order to influence and persuade voters. The conclusions are that Swedish parties favour textual messages and not visual elements, and that when visual elements are used, these are mostly portraits of candidates. So apparently, the predominance of visual elements in advertising does not show in election posters. Neither can one claim that personalisation is a predominant element, as the total percentage of posters depicting candidates is quite low. The tendency towards negative campaigning seen in earlier elections is not present in the 2002 posters, and the rhetoric is mostly epideictic and thus aimed at keeping already convinced voters rather than attracting new ones. This might indicate that the posters have lost their role as means of attracting new voters and have become more of an "internal" affair, telling the party's voters, in a way which presupposes shared points of view, that the party is there to be voted for as always. The posters thus fulfil a symbolic function of binding together adherents rather than attracting newcomers.

Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation.