Pub Date : 2020-05-01DOI: 10.13058/raep.2020.v21n2.1749
Raul Beal Partyka, Jeferson Lana, Rosilene Marcon
This teaching case presents the narrative of the acquisition of XP Investimentos by Itau Unibanco. The bank offered to buy XP Investimentos. This movement occurred shortly before the broker asked to register for its IPO (Initial Offering of Shares, acronym in English) on the Brazilian stock exchange (B3). The objective of the study is to encourage discussions of the acquisition operation for the themes of governance structure and the theory of transaction costs amid technological innovation in the Brazilian financial market. On the XP side, the plan was clear: in one stroke, stay with the asset and eliminate a competitor, and now you can not only dream of being the largest investment group in Brazil. For Itau Unibanco - the largest player in the market - it now has the XP portfolio ready and eliminates a competitor that took its market share. The case indicates discussions about the logic behind Itau Unibanco’s acquisition of XP. Still, it allows asking whether the largest bank in Brazil would not be able to develop such capacities acquired from the broker, in addition to questioning whether XP’s internalized capacities are so valuable to the point of such investment.
{"title":"A XP e o Itaú Unibanco: dos Produtos de Investimento a Desbancarização","authors":"Raul Beal Partyka, Jeferson Lana, Rosilene Marcon","doi":"10.13058/raep.2020.v21n2.1749","DOIUrl":"https://doi.org/10.13058/raep.2020.v21n2.1749","url":null,"abstract":"This teaching case presents the narrative of the acquisition of XP Investimentos by Itau Unibanco. The bank offered to buy XP Investimentos. This movement occurred shortly before the broker asked to register for its IPO (Initial Offering of Shares, acronym in English) on the Brazilian stock exchange (B3). The objective of the study is to encourage discussions of the acquisition operation for the themes of governance structure and the theory of transaction costs amid technological innovation in the Brazilian financial market. On the XP side, the plan was clear: in one stroke, stay with the asset and eliminate a competitor, and now you can not only dream of being the largest investment group in Brazil. For Itau Unibanco - the largest player in the market - it now has the XP portfolio ready and eliminates a competitor that took its market share. The case indicates discussions about the logic behind Itau Unibanco’s acquisition of XP. Still, it allows asking whether the largest bank in Brazil would not be able to develop such capacities acquired from the broker, in addition to questioning whether XP’s internalized capacities are so valuable to the point of such investment.","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"21 1","pages":"214-238"},"PeriodicalIF":0.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66137719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.13058/raep.2020.v21n2.1676
Gracyanne Freire de Araújo, E. Davel
Few studies propose a kind of entrepreneurship education based on experience, although many researches have pointed out that experience is essential for entrepreneurship development. If experience becomes the axis of education, we cannot think of experience without emotion. The relationship between emotion and entrepreneurship education based on experience needs to be better understood. The purpose of this article is to develop knowledge about that relationship, as we focused on the concept of emotional dynamics and the empirical study of educational practices among students of a management undergraduate program at a Brazilian university. Based on the analysis of information obtained from diverse sources (systematic observation, documents, interviews and photos), the emotional dynamics that sustain entrepreneurship education is described, categorized and discussed. The research results contribute to improve the theoretical framework of research on entrepreneurship education. The findings also reveal how fundamental emotions are in order to understand the process of being an entrepreneur.
{"title":"Experiência Emocional na Educação Empreendedora: Emoção como Dinâmica de Aprendizagem","authors":"Gracyanne Freire de Araújo, E. Davel","doi":"10.13058/raep.2020.v21n2.1676","DOIUrl":"https://doi.org/10.13058/raep.2020.v21n2.1676","url":null,"abstract":"Few studies propose a kind of entrepreneurship education based on experience, although many researches have pointed out that experience is essential for entrepreneurship development. If experience becomes the axis of education, we cannot think of experience without emotion. The relationship between emotion and entrepreneurship education based on experience needs to be better understood. The purpose of this article is to develop knowledge about that relationship, as we focused on the concept of emotional dynamics and the empirical study of educational practices among students of a management undergraduate program at a Brazilian university. Based on the analysis of information obtained from diverse sources (systematic observation, documents, interviews and photos), the emotional dynamics that sustain entrepreneurship education is described, categorized and discussed. The research results contribute to improve the theoretical framework of research on entrepreneurship education. The findings also reveal how fundamental emotions are in order to understand the process of being an entrepreneur.","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"21 1","pages":"89-115"},"PeriodicalIF":0.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66137654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.13058/raep.2020.v21n2.1721
D. O. B. Merabet, Rosana Oliveira da Silva, C. Gonçalves, Denise Franca Barros
The aim of this research is to investigate how plural the teaching of marketing is in Business undergraduate courses, considering three schools of thought in Marketing: managerial, macromarketing and critical marketing. In order to achieve this goal, marketing professors were interviewed in different Business undergraduate courses in Rio de Janeiro. The results presented in the three analytical categories produced point to: a) the recognition that the programmatic content based on managerial marketing is insufficient to meet the challenges surrounding the practice of marketing; b) the concern with referring marketing practices to market demands and; c) the importance of establishing ethical, social and critical discussions that involve not only the relationship between companies and consumers, but that recognize the role of the State and pressures from organized civil society. The authors conclude that macromarketing and critical marketing approaches can contribute so that discussions can be conducted by teachers in a more plural and systematized way, so that marketing teaching spills over from the classroom domains to research and extension projects.
{"title":"Quão Plural é o Ensino de Marketing? Um Estudo Exploratório com Professores dos Cursos de Graduação em Administração","authors":"D. O. B. Merabet, Rosana Oliveira da Silva, C. Gonçalves, Denise Franca Barros","doi":"10.13058/raep.2020.v21n2.1721","DOIUrl":"https://doi.org/10.13058/raep.2020.v21n2.1721","url":null,"abstract":"The aim of this research is to investigate how plural the teaching of marketing is in Business undergraduate courses, considering three schools of thought in Marketing: managerial, macromarketing and critical marketing. In order to achieve this goal, marketing professors were interviewed in different Business undergraduate courses in Rio de Janeiro. The results presented in the three analytical categories produced point to: a) the recognition that the programmatic content based on managerial marketing is insufficient to meet the challenges surrounding the practice of marketing; b) the concern with referring marketing practices to market demands and; c) the importance of establishing ethical, social and critical discussions that involve not only the relationship between companies and consumers, but that recognize the role of the State and pressures from organized civil society. The authors conclude that macromarketing and critical marketing approaches can contribute so that discussions can be conducted by teachers in a more plural and systematized way, so that marketing teaching spills over from the classroom domains to research and extension projects.","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"21 1","pages":"147-182"},"PeriodicalIF":0.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66137694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.13058/raep.2020.v21n2.1719
R. Lacerda, Mayara Lucia Bernardes, Bianca dos Santos Simon
This article aims to highlight the critical factors in the application of an action learning method in an extension project at the Federal University of Santa Catarina. The practical procedures proposed by the project are based on the constructivist approach to learning. A qualitative approach was used for data collection, and the applied method of case study. As a result, it was possible to observe some student behavioral events, the search for an optimal and generic problem solution from the scientific literature or similar examples. Another aspect observed was students’ understanding that internal organization and learning management are more important than the technical solution itself. The uniqueness of the startup problem, coupled with limited facts and data, led the group to decide more about studies at an on-site startup than generic bibliographic research on the problem. Practical implications of this research include the contribution to educators and facilitators dealing with problems of uncertain and dynamic nature.
{"title":"Aspectos Críticos na Aprendizagem pela Ação: Resultados da Integração entre Universidade e Startups Catarinenses","authors":"R. Lacerda, Mayara Lucia Bernardes, Bianca dos Santos Simon","doi":"10.13058/raep.2020.v21n2.1719","DOIUrl":"https://doi.org/10.13058/raep.2020.v21n2.1719","url":null,"abstract":"This article aims to highlight the critical factors in the application of an action learning method in an extension project at the Federal University of Santa Catarina. The practical procedures proposed by the project are based on the constructivist approach to learning. A qualitative approach was used for data collection, and the applied method of case study. As a result, it was possible to observe some student behavioral events, the search for an optimal and generic problem solution from the scientific literature or similar examples. Another aspect observed was students’ understanding that internal organization and learning management are more important than the technical solution itself. The uniqueness of the startup problem, coupled with limited facts and data, led the group to decide more about studies at an on-site startup than generic bibliographic research on the problem. Practical implications of this research include the contribution to educators and facilitators dealing with problems of uncertain and dynamic nature.","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"21 1","pages":"116-146"},"PeriodicalIF":0.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46979725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.11606/T.12.2015.TDE-25062015-143117
Taiguara de Freitas Langrafe, A. A. Fischmann, João Maurício Gama Boaventura, F. Meireles
O objetivo deste trabalho é analisar a importância relativa dos stakeholders das Instituições de Ensino Superior (IES) para o Desempenho Social Corporativo, segundo a percepção dos Gestores das IES brasileiras. Apresenta como problema de pesquisa o gap sobre o cálculo do CSP, que não é claro, em particular quanto à importância relativa de cada stakeholder. Nota-se a ausência de pesquisas delimitadas em um setor e contexto específicos. Os dados foram obtidos através de uma survey, com questionário validado por especialistas, enviado por e-mail para 2.391 IES brasileiras, obtendo 88 respostas completas. É possível identificar diferenças na importância relativa dos stakeholders de acordo com os diferentes aspectos pesquisados – no geral, a maior importância relativa para Corpo Docente, Corpo Discente e Corpo Técnico-Administrativo, e menor para Fornecedores. O trabalho permite identificar heterogeneidade de importância dos stakeholders de acordo com a natureza da IES (Pública ou Privada), além de trazer dados empíricos inéditos sobre a relevância dos stakeholders no contexto de IES brasileiras. Evidencia-se que os gestores de IES Públicas têm uma visão mais superficial de seus stakeholders, pouco diferenciando-os entre si. Por sua vez, os gestores de IES Privadas apresentam uma visão mais detalhada e rica dos múltiplos stakeholders, classificando-os em diferentes níveis de importância.
{"title":"Desempenho Social Corporativo em Instituições de Ensino Superior: a Visão dos Gestores Sobre os Stakeholders","authors":"Taiguara de Freitas Langrafe, A. A. Fischmann, João Maurício Gama Boaventura, F. Meireles","doi":"10.11606/T.12.2015.TDE-25062015-143117","DOIUrl":"https://doi.org/10.11606/T.12.2015.TDE-25062015-143117","url":null,"abstract":"O objetivo deste trabalho é analisar a importância relativa dos stakeholders das Instituições de Ensino Superior (IES) para o Desempenho Social Corporativo, segundo a percepção dos Gestores das IES brasileiras. Apresenta como problema de pesquisa o gap sobre o cálculo do CSP, que não é claro, em particular quanto à importância relativa de cada stakeholder. Nota-se a ausência de pesquisas delimitadas em um setor e contexto específicos. Os dados foram obtidos através de uma survey, com questionário validado por especialistas, enviado por e-mail para 2.391 IES brasileiras, obtendo 88 respostas completas. É possível identificar diferenças na importância relativa dos stakeholders de acordo com os diferentes aspectos pesquisados – no geral, a maior importância relativa para Corpo Docente, Corpo Discente e Corpo Técnico-Administrativo, e menor para Fornecedores. O trabalho permite identificar heterogeneidade de importância dos stakeholders de acordo com a natureza da IES (Pública ou Privada), além de trazer dados empíricos inéditos sobre a relevância dos stakeholders no contexto de IES brasileiras. Evidencia-se que os gestores de IES Públicas têm uma visão mais superficial de seus stakeholders, pouco diferenciando-os entre si. Por sua vez, os gestores de IES Privadas apresentam uma visão mais detalhada e rica dos múltiplos stakeholders, classificando-os em diferentes níveis de importância.","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64443164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.13058/RAEP.2020.V21N2.1725
Jandeson Dantas da Silva, Wênyka Preston Leite Batista da Costa, Manoel Pereira da Rocha Neto
Critical Book Review: The innovative classroom: pedagogical strategy to promote active learning – Fausto Camargo, Thuinie Daros. Porto Alegre: Penso, 2018. e-PUBFausto Camargo, Thuinie Daros. Porto Alegre: Penso, 2018. e-PUB.
{"title":"A sala de aula inovadora: estratégias pedagógicas para fomentar o aprendizado ativo – Fausto Camargo, Thuinie Daros. Porto Alegre: Penso, 2018. e-PUB","authors":"Jandeson Dantas da Silva, Wênyka Preston Leite Batista da Costa, Manoel Pereira da Rocha Neto","doi":"10.13058/RAEP.2020.V21N2.1725","DOIUrl":"https://doi.org/10.13058/RAEP.2020.V21N2.1725","url":null,"abstract":"Critical Book Review: The innovative classroom: pedagogical strategy to promote active learning – Fausto Camargo, Thuinie Daros. Porto Alegre: Penso, 2018. e-PUBFausto Camargo, Thuinie Daros. Porto Alegre: Penso, 2018. e-PUB.","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"21 1","pages":"239-253"},"PeriodicalIF":0.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66137700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paulo de Sá Filho, Cláudia Gonçalves de Lima, Rosselini Diniz Barbosa Ribeiro
Este artigo apresenta as percepções de docentes e discentes em relação ao uso das Tecnologias Digitais da Informação e Comunicação (TDIC) nos contextos educativos. Trata-se de um estudo de caso, de caráter descritivo, exploratório e de natureza qualitativa. Apresentando os resultados de três etapas de uma pesquisa realizada: a primeira realizada com gestores educacionais acerca de suas percepções em relação a implementação de carga horária a distância em cursos presenciais; a segunda obtida em um curso de formação de professores para o uso de tecnologias digitais em função da implantação de carga horária a distância em cursos presenciais e a terceira com estudantes sobre a realização de disciplinas a distância em um curso presencial de Eletrotécnica. Os resultados obtidos nos permitiram verificar a contribuição das tecnologias para o processo de ensino e aprendizagem e concluir que a implantação de carga horária a distância em cursos presenciais perpassa pela formação dos gestores e professores. Palavras-chave: Ensino a distância. Ensino Presencial. B-learning. Tecnologias Digitais da Informação e Comunicação.
{"title":"Carga horária a distância em cursos presenciais: desafios e possibilidades para sua implantação","authors":"Paulo de Sá Filho, Cláudia Gonçalves de Lima, Rosselini Diniz Barbosa Ribeiro","doi":"10.37853/pqe.e202002","DOIUrl":"https://doi.org/10.37853/pqe.e202002","url":null,"abstract":"Este artigo apresenta as percepções de docentes e discentes em relação ao uso das Tecnologias Digitais da Informação e Comunicação (TDIC) nos contextos educativos. Trata-se de um estudo de caso, de caráter descritivo, exploratório e de natureza qualitativa. Apresentando os resultados de três etapas de uma pesquisa realizada: a primeira realizada com gestores educacionais acerca de suas percepções em relação a implementação de carga horária a distância em cursos presenciais; a segunda obtida em um curso de formação de professores para o uso de tecnologias digitais em função da implantação de carga horária a distância em cursos presenciais e a terceira com estudantes sobre a realização de disciplinas a distância em um curso presencial de Eletrotécnica. Os resultados obtidos nos permitiram verificar a contribuição das tecnologias para o processo de ensino e aprendizagem e concluir que a implantação de carga horária a distância em cursos presenciais perpassa pela formação dos gestores e professores. \u0000 \u0000Palavras-chave: Ensino a distância. Ensino Presencial. B-learning. Tecnologias Digitais da Informação e Comunicação.","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"35 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80715182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.13058/RAEP.2020.V21N1.1363
Rafael Fernandes de Mesquita, César Ricardo Maia Vasconcelos
The business schools and the formation in administration courses have been subjects of concern due to the critics on their disconnection with the business and social reality and the little relevance and/or practical applicability of their products. In this context, teachers, who are usually classified as scholars or practitioners by their previous training characteristics, workexperiences and teaching practice are invited to develop an ambidexterity that balances these two categories. This paper analyzes the possibilities of this ideal ambidexterity within managementteachers. This is a research with a qualitative methodological approach and results analyzed through lexicographer techniques supported with the use of Iramuteq software. The results point out a balance that can be reached, should provided that certain requirements are fulfilled, implying transformations in the current model of Brazilian business higher education.
{"title":"A Ambidestria da Prática Docente de Professores de Administração no Ensino Superior","authors":"Rafael Fernandes de Mesquita, César Ricardo Maia Vasconcelos","doi":"10.13058/RAEP.2020.V21N1.1363","DOIUrl":"https://doi.org/10.13058/RAEP.2020.V21N1.1363","url":null,"abstract":"The business schools and the formation in administration courses have been subjects of concern due to the critics on their disconnection with the business and social reality and the little relevance and/or practical applicability of their products. In this context, teachers, who are usually classified as scholars or practitioners by their previous training characteristics, workexperiences and teaching practice are invited to develop an ambidexterity that balances these two categories. This paper analyzes the possibilities of this ideal ambidexterity within managementteachers. This is a research with a qualitative methodological approach and results analyzed through lexicographer techniques supported with the use of Iramuteq software. The results point out a balance that can be reached, should provided that certain requirements are fulfilled, implying transformations in the current model of Brazilian business higher education.","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"21 1","pages":"1-23"},"PeriodicalIF":0.1,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66137882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.13058/RAEP.2020.V21N1.1739
M. Lima, Taiguara de Freitas Langrafe, D. Torini, Antonio Renato Cecconello
The rapid transformations that occur in contemporary times require changes in the educational environment. These, in turn, engender a new paradigm of university teaching. In this context, the transformations that most impact on teaching practice derive from the need to guide teaching by and for students' learning. But to what extent have we developed the pedagogical skills required for the teaching-learning process? To what extent have we been able to create environments that foster student learning? In an effort to overcome impressionist visions we conducted a data survey with the application of a questionnaire. We had 301 valid answers and the interpretive exercise of the data helped to identify our main challenges as undergraduate business administration teachers. The text evolves from the introduction to the description of the methodological resources, followed by the description and interpretation of the data, an exercise that legitimized the findings and the signaling of possible developments. Was identified the need for structural solutions in the formation and actualization process of professionals who perform in the new Higher Education Context.
{"title":"Transformação Pedagógica e (Auto)Formação Docente","authors":"M. Lima, Taiguara de Freitas Langrafe, D. Torini, Antonio Renato Cecconello","doi":"10.13058/RAEP.2020.V21N1.1739","DOIUrl":"https://doi.org/10.13058/RAEP.2020.V21N1.1739","url":null,"abstract":"The rapid transformations that occur in contemporary times require changes in the educational environment. These, in turn, engender a new paradigm of university teaching. In this context, the transformations that most impact on teaching practice derive from the need to guide teaching by and for students' learning. But to what extent have we developed the pedagogical skills required for the teaching-learning process? To what extent have we been able to create environments that foster student learning? In an effort to overcome impressionist visions we conducted a data survey with the application of a questionnaire. We had 301 valid answers and the interpretive exercise of the data helped to identify our main challenges as undergraduate business administration teachers. The text evolves from the introduction to the description of the methodological resources, followed by the description and interpretation of the data, an exercise that legitimized the findings and the signaling of possible developments. Was identified the need for structural solutions in the formation and actualization process of professionals who perform in the new Higher Education Context.","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"21 1","pages":"214-243"},"PeriodicalIF":0.1,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66137576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.13058/RAEP.2020.V21N1.1523
David Garcia Penof, Sandra Bergamini Leonardo, Milton Carlos Farina
This is a descriptive exploratory study carried out in a Brazilian Higher Education Institution (IES) with the participation of the coordinators for their importance in the joint actions among courses. This work analyzed the relationship among coordinators and how well they know and promote interdisciplinary actions based on the Projects and Special Activities (PAEs) developed in the institution. Besides, the coordinators evaluated the dimensions considered essential for the success of interdisciplinary work. The questionnaire data answered by the coordinators were interpreted through the Social Network Analysis (ARS) using UciNet V6 software. It was concluded that interdisciplinary actions are incipient among the coordinators. The “Effective Communication” dimension had the higher score among respondents to consolidate interdisciplinarity. On the other hand, the dimension “Individual characteristics” had the lowest score. Individual actions are highlighted to promote and disseminate interdisciplinary activities and interdisciplinarity is on the agenda of the IES, but there is no evidence of institutional action to strengthen the relationship among coordinators. Characteristics of the coordinator and or course make certain courses appear as “islands of knowledge”.
{"title":"Desafios da Interdisciplinaridade no Ensino Superior: o Papel do Coordenador de Curso nos “Projetos e Atividades Especiais – PAES”","authors":"David Garcia Penof, Sandra Bergamini Leonardo, Milton Carlos Farina","doi":"10.13058/RAEP.2020.V21N1.1523","DOIUrl":"https://doi.org/10.13058/RAEP.2020.V21N1.1523","url":null,"abstract":"This is a descriptive exploratory study carried out in a Brazilian Higher Education Institution (IES) with the participation of the coordinators for their importance in the joint actions among courses. This work analyzed the relationship among coordinators and how well they know and promote interdisciplinary actions based on the Projects and Special Activities (PAEs) developed in the institution. Besides, the coordinators evaluated the dimensions considered essential for the success of interdisciplinary work. The questionnaire data answered by the coordinators were interpreted through the Social Network Analysis (ARS) using UciNet V6 software. It was concluded that interdisciplinary actions are incipient among the coordinators. The “Effective Communication” dimension had the higher score among respondents to consolidate interdisciplinarity. On the other hand, the dimension “Individual characteristics” had the lowest score. Individual actions are highlighted to promote and disseminate interdisciplinary activities and interdisciplinarity is on the agenda of the IES, but there is no evidence of institutional action to strengthen the relationship among coordinators. Characteristics of the coordinator and or course make certain courses appear as “islands of knowledge”.","PeriodicalId":53951,"journal":{"name":"Administracao-Ensino e Pesquisa","volume":"21 1","pages":"24-51"},"PeriodicalIF":0.1,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48070413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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