Considerando contexto de massificação e mercantilização da educação, dado aumento significativo de cursos de Administração no Brasil, buscou-se compreender a percepção dos alunos egressos e de final do curso acerca das competências desenvolvidas na graduação em Administração de 3 campi da Universidade Federal de Rondônia (UNIR) e, em especial, como tal formação se alinha às orientações das normas (Lei de Diretrizes e Bases – LDB; Diretrizes Curriculares Nacionais – DCN; Projeto Político Pedagógico – PPP) e demandas de mercado/organizações endereçadas aos cursos encontradas na teoria. Foram adotadas a abordagem francesa de noções de competência, um modelo de competências inglês validado no Brasil por meio de Modelagem de Equações Estruturais (MEE) em 2005 por Godoy et al.(2009), ensejando a busca de aprofundamento acerca das três grandes tradições da ética e sobre reflexividade, supermeta do referido modelo. Partindo-se de uma abordagem preponderantemente quantitativa, foram aplicados questionários estruturados impressos tipo survey (2011 e 2012), que também foram enviados em 2012 por meio de link aos contatos, utilizando-se da técnica Snow Ball. Aplicaram-se 4 instrumentos de coleta (2 replicados), visando identificar o grau de concordância (questões abertas e fechadas em escala Likert de 6 pontos) sobre o desenvolvimento de competências; a) identificar as competências mais e menos desenvolvidas; e verificar a concordância sobre orientações das DCN‟s (escala Likert de 5 pontos) e também para, b) identificar aspectos quanto ao desenvolvimento em especial de ética e valores e reflexividade. Os resultados permitem responder aos objetivos no sentido de que todas as categorias de competências foram identificadas, com maior desenvolvimento da Competência Social e menor para a Técnico Profissional, observadas algumas diferenças de percepções entre faixas etárias e motivos de escolha do curso, evidenciando que experiência e expectativa de formação influenciam a percepção. Disciplinas como Administração de Recursos Humanos e Planejamento Estratégico são as que mais contribuem para a aquisição das competências desejáveis ao administrador. A formação percebida alinha-se parcialmente às normas e demandas, cujas lacunas merecem atenção, aprofundamento investigativo e intervenção da IFES. Enquanto as demandas orientam para competências de natureza comportamental, os sujeitos apontam maior desenvolvimento das relacionadas à Solução de Problemas e menor desenvolvimento para as Técnico Profissionais, divergindo em parte das DCN‟s e maior proximidade da proposta do PPP e LDB. Sobre o desenvolvimento de Ética e Valores e reflexividade, estas foram identificadas e incluídas ao MEE elaborado para o caso da UNIR, onde a Capacidade para Reflexão compõe a Dimensão Básica e, a Ética e Valores é Dimensão que, juntamente com a Competência Social, forma a Metacompetência Ético Social, recebendo influência da Metacompetência Funcional composta pelas Dimensões Técnico Profissional, Básica e Solução de Problemas. Realizaram-se ainda 6 entrevistas em profundidade aliada à técnica laddering, apoiadas por roteiro semiestruturado cujos sujeitos, selecionados segundo divergências de percepções entre faixas etárias e motivos de escolha do curso, e analisadas pelo conteúdo de forma categórica e interpretativa, corroboraram para constatar em que momentos e atividades do curso oportuniza-se o ser/agir ético e o ato de refletir, bem como respectivas influências percebidas decorrentes da reflexão. / Considering the context of massification and commodification of Education , given the significant increase of Business Administration courses in Brazil , we explored the perceptions of undergraduate and graduate students on the skills developed undergraduate course of Business Administration taught on three campuses of the Federal University of Rondônia (UNIR). We have particular interest in investigating how such training is aligned with the guidelines of the rules (National Law of Basic Guidlenes – LDB; National Curriculum Guidelines – DCN; Political Pedagogical Project – PPP) and market demands /organizations assigned to the courses found in theory. We adopted the French approach relating to notions of competence, an English competence model validated in Brazil through Structural Equation Modeling (SEM) in 2005 by Godoy et al. (2009), allowing for the search of deepening about the three major traditions of ethics and on reflexivity, super goal of that model. Starting from a predominantly quantitative approach, we applied structured questionnaires printed in survey type (2011 and 2012) , which were also sent in 2012 through a link to contacts, using the technique Snow Ball. We applied four instruments for data collection instruments ( 2 replicates ), aiming at identifying the degree of agreement (open and closed questions on a Likert scale of 6 points) on the development of skills, a) identify skills more and less developed, and to verify the agreement on guidelines of DCN 's (5-point Likert scale) and also to, b) identify aspects in the development particularly of ethics, values and reflexivity. The results allow to meet the objectives in the sense that all categories of skills were identified, with further development of social competence and less for the Technical Professional, observed some differences in perceptions between age groups and reasons for choosing the course, showing that experience and expectation formation influence perception. Disciplines such as Human Resource Management and Strategic Planning are the biggest contributors to the acquisition of skills desirable administrator. The training perceived partially aligns to the standards and demands, whose gaps deserve attention, deepening IFES investigative and intervention. While the demands for guided behavioral skills, subjects show greater development of related Troubleshooting and less development for Technical Professionals, dissenting in part of DCN 's and greater proximity of the proposed PPP and LDB. Development of Ethics and Values as well as reflexivity were identified and assigned to the SEM prepared in case of UNIR, where the capacity for reflection composes Basic and Dimension, Ethics and Values is Dimension that , along with Social Competence, form the Ethical Social Metacompetence, receiving influence of Functional metacompetency, composed by Technical Professional Dimension, and Basic Troubleshooting. There were also six in-depth interviews combined with laddering technique, supported by semi-structured routs, whose subjects, selected according to differing perceptions among age groups and reasons for choosing the course and the content analyzed categorically and interpretive corroborated to note what course‟s moments and what course‟s activities give opportunities to the “act” and being ethica”l, as well as to realize the perceived influences arising from reflection. / Teniendo en cuenta el contexto de masificación y mercantilización de la educación, dado el aumento significativo de los cursos de Administración en Brasil, se buscó comprender la percepción de los estudiantes egresos y de los que se encuentran en el momento final del curso, sobre las competencias desarrolladas en la graduación en Administración de 3 Campi de la Universidad Federal de Rondonia (UNIR) y, en especial, como tal formación se acerca a las orientaciones de las normas (Ley de Directrices y Bases – LDB; Directrices Curriculares Nacionales – DCN; Proyecto Político Pedagógico – PPP) y demandas Del mercado/organizaciones dirigidas a los cursos encontradas en La teoría. Han sido adoptadas el abordaje francés de nociones de competencia, un modelo de competencia inglés validado en Brasil por medio de modelos de ecuaciones estructurales (MEE) en 2005 por Godoy et al. (2009), proporcionando la búsqueda de profundizar sobre las tres tradiciones principales de la ética y sobre reflexividad, super-meta del ya mencionado modelo. A partir de un abordaje predominantemente cuantitativo, han sido usados cuestionarios estructurados, impresos, tipo survey (2011 y 2012), que también fueron enviados en 2012 por un link a los contactos, utilizando la técnica Snow Ball. Aplicando 4 instrumentos de recolección de datos (2 replicados), para identificar el grado de acuerdo ( preguntas abiertas y cerradas en una escala Likert de 6 puntos ) sobre el desarrollo de competencias, a) identificar las competencias más y menos desarrolladas, y verificar la concordancia sobre orientaciones de las DCN´s (escala Likert 5 puntos) y también, b) identificar aspectos relativos al desarrollo, particular de la ética y los valores y la reflexividad. Los resultados permiten cumplir con los objetivos en el sentido de que se identificaron todas las categorías de competencias, con mayor desarrollo de la Competencia Social y menor para el Profesional Técnico, observadas algunas diferencias de percepciones entre las edades y razones para elegir el curso, demostrando que la experiencia y expectativa de formación influyen en la percepción. Disciplinas como la Gestión de Recursos Humanos y Planificación Estratégica son las mayores contribuyentes a la adquisición de competencias deseables por el administrador. La formación percibida se alinea parcialmente a las normas y necesidades, cuyas lagunas merecen atención, mayor investigación e intervención de la IFES. Mientras que las necesidades de competencias de naturaleza comportamental, los sujetos muestran mayor desarrollo de las relacionadas a la Solución de Problemas y menor desarrollo para los Profesionales Técnicos, divergiendo en parte de las DCN´s y mayor acercamiento de la propuesta del PPP y LDB. Sobre el desarrollo de Ética y Valores y reflexividad, éstos han sido identificadas e inclusas al MEE preparado para el caso de La UNIR, donde la Capacidad para Reflexión compone la Dimensión Básica y, la Ética y Valores es Dimensión que, junto con la Competencia Social, forma la Meta-competencia Ético Social, recibiendo influencia de Meta-competencia Funcional compuesta por las Dimensiones Técnico Profesional, Básica y Resolución de Problemas. También han sido realizados 6 entrevistas en profundidad junto a la técnica laddering, con el apoyo de rutero seme-estructurado cuyos sujetos, seleccionados conforme las diferencias de percepciones entre los grupos de edad y razones para la elección del curso y analizadas por el contenido de forma categórica e interpretativa han corroborado para verificar en que momentos y actividades del curso se ha dado la oportunidad al ser/accionar ético y el acto de reflejar, así como respectivas influencias percibidas por la reflexión.

abstract: ABSTRACT Education policymakers at the national level have initiated reforms in K-12 education for that past several years that have focused on teacher quality and teacher evaluation. More recently, reforms have included legislation that focuses on administrator quality as well. Included in far-reaching recent legislation in Arizona is a requirement that administrators be evaluated on a standards-based evaluation system that is linked to student outcomes. The end result is an annual summative measure of administrator effectiveness that impacts job retention. Because of this, Arizona administrators have become concerned about rapidly becoming proficient in the new evaluation systems. Administrators rarely have the explicit professional development opportunities they need to collaborate on a shared understanding of these new evaluation systems. This action research study focused on a group of eight administrators in a small urban district grappling with a new, complex, and high-stakes administrator evaluation that is a component of an all-encompassing Teacher Incentive Fund Grant. An existing professional learning time was engaged to assist administrators in lessening their concerns and increasing their understanding and use of the evaluation instrument. Activities were designed to engage the administrators in dynamic, contextualized learning. Participants interacted in a group to interpret the meaning of the evaluation instrument share practical knowledge and support each other's acquisition understanding. Data were gathered with mixed methods. Administrators were given pre-and post-surveys prior to and immediately after this six-week innovation. Formal and informal interviews were conduct throughout the innovation. Additionally, detailed records in the form of meeting records and a researcher journal were kept. Qualitative and quantitative data were triangulated to validate findings. Results identified concerns and understanding of administrators as they attempted to come to a shared understanding of the new evaluation instrument. As a result of learning together, their concerns about the use of the instrument lessened. Other concerns however, remained or increased. Administrators found the process of the Administrator Learning Community valuable and felt their understanding and use of the instrument had increased. Intense concerns about the competing priorities and initiatives led to the administrators to consider a reevaluation of the competing initiatives. Implications from this study can be used to help other administrators and professional development facilitators grappling with common concerns. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2014

Este trabalho foi desenvolvido tendo como tema principal a metodologia de simulação chamada Jogos de Empresas. Este tema ganhou destaque no cenário empresarial e acadêmico nas últimas décadas e tem sido utilizado como ferramenta de treinamento no meio empresarial e de aprendizagem no meio acadêmico, além de ser amplamente discutido em artigos, dissertações e teses. Tendo isto em vista, destaca a relevância dos jogos de empresas como metodologia de aprendizagem no ensino de Administração. Seu enfoque está baseado no conceito de aprendizagem vivencial, no qual o aluno participa ativamente do processo de aprendizagem e também na técnica de simulação com ênfase nos jogos de negócios; apresentando sua evolução, classificação, pesquisas sobre o seu emprego, a estruturação básica e a forma geral de funcionamento, além das suas utilizações, seu desenvolvimento e suas perspectivas, tendo em vista os grandes avanços tecnológicos que permitem hoje, maiores aproximações das simulações com a realidade. Apresenta um novo modelo de jogo de empresas a ser utilizado como instrumento de apoio à formação e treinamento de administradores, enfatizando principalmente o processo decisório, dando nova dinâmica a esta metodologia, visando estabelecer melhores resultados em termos de aprendizagem e motivação aos participantes. O modelo proposto foi aplicado em seis turmas diferentes, de cursos de administração, sendo então apresentados os principais efeitos da aplicação e uso do modelo proposto, mostrando que embora não tenha sido possível mostrar que o aprendizado foi maior, a percepção dos participantes mostrou resultados muito positivos. Finalmente apresenta sugestões para futuras pesquisas. / This work was developed seeking as main theme the simulation methodology. This theme stood out in the managerial and academic scenery in the last decades and it has been used as training tool in the managerial way and of learning in the academy, besides being discussed thoroughly in papers, dissertations and theses. This way, it detaches the relevance of the business games as learning methodology in the teaching of Administration. Your focus is based on the concept of experimental learning, in which the student participates actively of the learning process and also in the simulation technique with emphasis in the business games; presenting your evolution, classification, researches on your employment, the basic structuring and the general form of operation, besides your uses, your development and your perspectives, considering the great technological progresses that allow today, larger approaches of the simulations with the reality. It presents a new model of business game to be used as support to the administrators in your formation and training, emphasizing mainly the decision process, giving new dynamics to this methodology, seeking to establish better results in learning and motivation to the participants. Finally, it presents the principal effects and results of the application and use of the proposed model, besides the recommendations for future researches.

Syftet med den här studien är att undersöka och analysera vilka diskurser om inkludering som blir synliga i skolledares tal om begreppet. Från en socialkonstruktionistisk utgångspunkt användes Faircloughs kritiska diskursanalys på en text bestående av fyra transkriberade intervjuer med skolledare. Sammanfattningsvis har studien sett sex diskurser om inkludering framträda. Dessa var en gemenskapsdiskurs, en diagnostisk diskurs, en dialogisk diskurs, en expertisinriktad diskurs, en individualiseringsdiskurs och en förmågediskurs. Inkluderingen beskrevs på skiftande sätt, vilket stämmer väl överens med skiftande definitioner även inom forskningen. De diskurser inom vilka språkanvändandet minst stämmer överens med forskning om inkludering var den diagnostiska diskursen och förmågediskursen, där det lätt blir att barnet sätts som bärare av problemet. / The object of this study is to examine and analyze which discourses concerning inclusion become apparent when school administrators speak of the concept. Fairclough critical discourse analysis was used, from a social constructionist premise on four transcribed interviews with school administrators. In conclusion, six discourses became apparent about inclusion. These included a community discourse, a diagnostic discourse, a dialogical discourse, an expertise oriented discourse, an individualization discourse and an ability discourse. Inclusion was described in varying ways, which corresponds well with current research. The discourses where language use least corresponded with research about inclusion was the diagnostic discourse and the ability discourse, wherein the child is easily portrayed as the carrier of the problem.

As it implies from the title, aim of this thesis is to compare Czech and German insolvency law and find out differences, also on the practical level. Motivation to choose these countries came from facts, that both countries are economically connected and German law is traditional source of Czech law. Another aim is to find out, if the law of our western neighbours can be inspiration also for future changes to relatively new insolvency law in Czech. Because the title of this thesis is rather general, it was necessary to specify the content of this thesis with choosing main points. These are discharge from debts, reorganisation and insolvency administrator seen as a profession. Aim of this thesis is not to cover the insolvency law complexly. Thesis is divided into eleven chapters. First chapter is introduction and clears aims of this thesis. Second and third chapter describes the introduction to German insolvency law, which fairly overlaps the introduction to Czech insolvency law. Selected differences are mentioned in fourth chapter. Chapters five to seven are containing the main themes of this thesis, and these chapters are divided into subchapters with German law, Czech law and subchapter with comparison. The chapter about discharge from debts is rather extensive, because the concept of this legal...

Florence Stephens became the owner of Huseby bruk, an industry located in Småland, 1934 while she was just over 50 years old, she inherited it from her late father. Huseby bruk, while under the ownership her father Huseby bruk had a thriving economy and expanded. When he died his daughter Florence Stephens took over. Missing formal education regarding how to manage an industry led to a declining economy and later one of the bigger economic scandals in the county. One of the outcomes of the scandal was that Florence Stephens was declared a legally incompetent person and she remained so in 19 years. This study aims to fill in the gaps of studies regarding her attempts to regain her legal competence and in the legal dispute about arranging an administrator for Florence Stephens that followed. Further this study analyzes her right of possession to Huseby bruk and if she had all the rights she was entitled. The source material chosen for this study is documents left over from her cases located at Linnéuniversitetet in the Huseby archives. The result reached by the study was that Florence Stephens regained her legally competence 1976 which led to a response from Alvesta chief guardian requesting that this only happens if an administrator is assigned. This lead to a long lawsuit ending in October 1978. Regarding her possession of Huseby have the study concluded that she still had the rights but they were not absolute.

Hospital administrators are being held accountable by patients, insurers, and other stakeholders in evaluating their overall hospital performance to reduce costs and improve efficiency. With the move to alternative payment models and value-based purchasing, hospital administrators must understand the economic viability and value that their specialty services bring to their facility. The purpose of this study was to identify the determinants New England acute care hospital administrators’ utilize in making the choice of anesthesia practice model for their facility. A quantitative, exploratory study of factors hospital administrators use when choosing an anesthesia practice model utilizing a non-experimental, correlational research design was completed. The research was descriptive in nature to determine the factors that influenced a hospital administrator when making decisions about the type of anesthesia practice model that would be the best for their hospital. This research examined seventeen independent variables that were hypothesized to determine hospital administrators’ choice of anesthesia practice model. After the final logistic regression analysis, it was determined that the presence of a hospital being located in a medically underserved area (MUA) alone was a predictor of type of anesthesia practice model utilized. In light of the study limitations and prior literature on the CRNA-only model being present in almost 100% of rural facilities, more exploration is necessary to come to more robust conclusions on predictors of choice of anesthesia practice model determined by hospital administrators. This study showed that there are definitive areas that hospital administrators identify as high importance to the healthy functioning of their facility. By addressing these needs, an anesthesia department could contribute to the overall stability of the hospital, while at the same time, making themselves a more valuable asset overall. Value-driven services offered by anesthesia departments may be the determining factor in choice of anesthesia practice model. By measuring and analyzing anesthesia provider and hospital demographics and hospital administrators’ perceptions of anesthesia services, the objective data collected may assist in defining the most appropriate practice model for a hospital.

Approximately 30% of Florida’s college system (FCS) students are enrolled in distance learning courses (FLDOE, 2015). As FCS institutions continue to grow their online programs to meet demand, a lack of support from, and consensus among administrator and faculty stakeholders could undermine institutional efforts to sustain growth and quality standards in these programs. The purpose of this quantitative study was to examine administrator and faculty perceptions of institutional support for online education in Florida’s College System. Differences in perceptions between these groups were also investigated. Additionally, this study explored if perceptions differed based on role and level of experience with online education. For this study, Administrators were operationally defined as administrators of online education and instructional technology staff, and Faculty were operationally defined as full-time and adjunct faculty. The sample included 25 Administrators, 25 Instructional Technology Staff, 131 Full Time Faculty, and 92 Adjunct Faculty. A total of 273 administrators and faculty employed in the Florida College System consented to participate in the study. To confirm the latent constructs underlying the survey questions, a factor analysis was conducted. Six scales were identified: Faculty Teaching and Technology Support (FTTS), Student Readiness for Online Learning (SROL), Institutional Commitment to Online Learning (ICOL), Student Services and Technology Infrastructure (SSTI), Online Learning Access and Administration (OLAA), and Online Learning Evaluation and Assessment (OLEA). A survey consisting of a 4-point Likert scale ranging from 1 to 4 where 1= Strongly Disagree, 2 = Disagree, 3 = Agree, and 4 = Strongly Agree, was used to measure perceptions of institutional support for online education. Findings from this study indicate that in the areas of Faculty Teaching and Technology Support (FTTS), Student Services and Technology Infrastructure (SSTI), and Online Learning Access and Administration (OLAA), administrators, instructional technology staff, full time faculty, and adjunct faculty agreed that their institutions were providing the necessary institutional support for online education. However, in the areas of Student Readiness for Online Learning (SROL), Institutional Commitment to Online Learning (ICOL), and Online Learning Evaluation and Assessment (OLEA), these institutional stakeholders differed in their views regarding institutional support for online education. As it relates to Student Readiness for Online Learning (SROL), administrators (M = 2.32, SD = 0.72), instructional technology staff (M = 2.23, SD = 0.69), and full time faculty (M = 2.33, SD = 0.79) all agree that institutions need to do more to address students’ readiness for online learning, while adjunct faculty (M = 2.80, SD = 0.82) perceive that institutions are providing the necessary support in this area. This finding signals a call for action in two areas. First, because institutional stakeholders agree this is an area of concern, institutions need to do more to address student readiness for online learning. Second, institutions need to ensure that adjunct faculty are aware of the technology preparedness screening that is available, or not available, to students enrolled in online courses and programs. In the area of Institutional Commitment to Online Learning (ICOL), administrators (M = 2.76, SD = 0.64), instructional technology staff (M = 2.66, SD = 0.85), and full time faculty (M = 2.88, SD = 0.63), perceive a need for more institutional commitment to online education, while adjunct faculty (M = 3.17, SD = 0.59) perceive that institutions are sufficiently demonstrating their commitment to online education. Differences in perceptions in this area signal that institutions need to gather information from these stakeholders in order to work towards consensus related to institutional commitment to online education. As it relates to Online Learning Evaluation and Assessment (OLEA), administrators (M = 2.87, SD = 0.79), instructional technology staff (M = 2.69, SD = 0.80), and full time faculty (M = 2.85, SD = 0.76) perceive that institutions need to do more to address online learning evaluation and assessment while adjunct faculty (M = 3.18, SD = 0.61) perceive that institutions are providing appropriate support in this area. Differences in perceptions in this area also signal that institutions need to gather information from these stakeholders to work towards consensus related to online learning evaluation and assessment. It is imperative that institutions in the Florida College System address issues that negatively impact student success in distance education. Findings from this study indicate that to enhance the quality of online education, and positively impact online retention efforts, FCS institutions should endeavor to gain support and solicit consensus from administrator and faculty stakeholders regarding efforts to sustain and grow their online programs.

This diploma thesis deals with process of "aryanization" in the time of the Protectorate Bohemia and Moravia and it emphasizes the region of Kolín. The thesis is divided into two parts, the first one covers the mechanism of "aryanization", it describes by whom was it executed and who was the proffitent. The second analytical part deals with the "aryanization" in the Kolín's region which is characterised by the means of archive sources (State district archive in Prague, State District Archive in Plzeň, Security Services Archive in Prague, The National Archive in Prague). It describes life strory of the jewish family Morawetz and their "aryanizated" manor farm estate in Světlá nad Sázavou and Golčův Jeníkov. The study is completed with personal profile of the two officers, imposed administrator Werner Würfel and regional council president Wilhelm Hübner.

Considerando contexto de massificação e mercantilização da educação, dado aumento significativo de cursos de Administração no Brasil, buscou-se compreender a percepção dos alunos egressos e de final do curso acerca das competências desenvolvidas na graduação em Administração de 3 campi da Universidade Federal de Rondônia (UNIR) e, em especial, como tal formação se alinha às orientações das normas (Lei de Diretrizes e Bases – LDB; Diretrizes Curriculares Nacionais – DCN; Projeto Político Pedagógico – PPP) e demandas de mercado/organizações endereçadas aos cursos encontradas na teoria. Foram adotadas a abordagem francesa de noções de competência, um modelo de competências inglês validado no Brasil por meio de Modelagem de Equações Estruturais (MEE) em 2005 por Godoy et al.(2009), ensejando a busca de aprofundamento acerca das três grandes tradições da ética e sobre reflexividade, supermeta do referido modelo. Partindo-se de uma abordagem preponderantemente quantitativa, foram aplicados questionários estruturados impressos tipo survey (2011 e 2012), que também foram enviados em 2012 por meio de link aos contatos, utilizando-se da técnica Snow Ball. Aplicaram-se 4 instrumentos de coleta (2 replicados), visando identificar o grau de concordância (questões abertas e fechadas em escala Likert de 6 pontos) sobre o desenvolvimento de competências; a) identificar as competências mais e menos desenvolvidas; e verificar a concordância sobre orientações das DCN‟s (escala Likert de 5 pontos) e também para, b) identificar aspectos quanto ao desenvolvimento em especial de ética e valores e reflexividade. Os resultados permitem responder aos objetivos no sentido de que todas as categorias de competências foram identificadas, com maior desenvolvimento da Competência Social e menor para a Técnico Profissional, observadas algumas diferenças de percepções entre faixas etárias e motivos de escolha do curso, evidenciando que experiência e expectativa de formação influenciam a percepção. Disciplinas como Administração de Recursos Humanos e Planejamento Estratégico são as que mais contribuem para a aquisição das competências desejáveis ao administrador. A formação percebida alinha-se parcialmente às normas e demandas, cujas lacunas merecem atenção, aprofundamento investigativo e intervenção da IFES. Enquanto as demandas orientam para competências de natureza comportamental, os sujeitos apontam maior desenvolvimento das relacionadas à Solução de Problemas e menor desenvolvimento para as Técnico Profissionais, divergindo em parte das DCN‟s e maior proximidade da proposta do PPP e LDB. Sobre o desenvolvimento de Ética e Valores e reflexividade, estas foram identificadas e incluídas ao MEE elaborado para o caso da UNIR, onde a Capacidade para Reflexão compõe a Dimensão Básica e, a Ética e Valores é Dimensão que, juntamente com a Competência Social, forma a Metacompetência Ético Social, recebendo influência da Metacompetência Funcional composta pelas Dimensões Técnico Profissional, Básica e Solução de Problemas. Realizaram-se ainda 6 entrevistas em profundidade aliada à técnica laddering, apoiadas por roteiro semiestruturado cujos sujeitos, selecionados segundo divergências de percepções entre faixas etárias e motivos de escolha do curso, e analisadas pelo conteúdo de forma categórica e interpretativa, corroboraram para constatar em que momentos e atividades do curso oportuniza-se o ser/agir ético e o ato de refletir, bem como respectivas influências percebidas decorrentes da reflexão. / Considering the context of massification and commodification of Education , given the significant increase of Business Administration courses in Brazil , we explored the perceptions of undergraduate and graduate students on the skills developed undergraduate course of Business Administration taught on three campuses of the Federal University of Rondônia (UNIR). We have particular interest in investigating how such training is aligned with the guidelines of the rules (National Law of Basic Guidlenes – LDB; National Curriculum Guidelines – DCN; Political Pedagogical Project – PPP) and market demands /organizations assigned to the courses found in theory. We adopted the French approach relating to notions of competence, an English competence model validated in Brazil through Structural Equation Modeling (SEM) in 2005 by Godoy et al. (2009), allowing for the search of deepening about the three major traditions of ethics and on reflexivity, super goal of that model. Starting from a predominantly quantitative approach, we applied structured questionnaires printed in survey type (2011 and 2012) , which were also sent in 2012 through a link to contacts, using the technique Snow Ball. We applied four instruments for data collection instruments ( 2 replicates ), aiming at identifying the degree of agreement (open and closed questions on a Likert scale of 6 points) on the development of skills, a) identify skills more and less developed, and to verify the agreement on guidelines of DCN 's (5-point Likert scale) and also to, b) identify aspects in the development particularly of ethics, values and reflexivity. The results allow to meet the objectives in the sense that all categories of skills were identified, with further development of social competence and less for the Technical Professional, observed some differences in perceptions between age groups and reasons for choosing the course, showing that experience and expectation formation influence perception. Disciplines such as Human Resource Management and Strategic Planning are the biggest contributors to the acquisition of skills desirable administrator. The training perceived partially aligns to the standards and demands, whose gaps deserve attention, deepening IFES investigative and intervention. While the demands for guided behavioral skills, subjects show greater development of related Troubleshooting and less development for Technical Professionals, dissenting in part of DCN 's and greater proximity of the proposed PPP and LDB. Development of Ethics and Values as well as reflexivity were identified and assigned to the SEM prepared in case of UNIR, where the capacity for reflection composes Basic and Dimension, Ethics and Values is Dimension that , along with Social Competence, form the Ethical Social Metacompetence, receiving influence of Functional metacompetency, composed by Technical Professional Dimension, and Basic Troubleshooting. There were also six in-depth interviews combined with laddering technique, supported by semi-structured routs, whose subjects, selected according to differing perceptions among age groups and reasons for choosing the course and the content analyzed categorically and interpretive corroborated to note what course‟s moments and what course‟s activities give opportunities to the “act” and being ethica”l, as well as to realize the perceived influences arising from reflection. / Teniendo en cuenta el contexto de masificación y mercantilización de la educación, dado el aumento significativo de los cursos de Administración en Brasil, se buscó comprender la percepción de los estudiantes egresos y de los que se encuentran en el momento final del curso, sobre las competencias desarrolladas en la graduación en Administración de 3 Campi de la Universidad Federal de Rondonia (UNIR) y, en especial, como tal formación se acerca a las orientaciones de las normas (Ley de Directrices y Bases – LDB; Directrices Curriculares Nacionales – DCN; Proyecto Político Pedagógico – PPP) y demandas Del mercado/organizaciones dirigidas a los cursos encontradas en La teoría. Han sido adoptadas el abordaje francés de nociones de competencia, un modelo de competencia inglés validado en Brasil por medio de modelos de ecuaciones estructurales (MEE) en 2005 por Godoy et al. (2009), proporcionando la búsqueda de profundizar sobre las tres tradiciones principales de la ética y sobre reflexividad, super-meta del ya mencionado modelo. A partir de un abordaje predominantemente cuantitativo, han sido usados cuestionarios estructurados, impresos, tipo survey (2011 y 2012), que también fueron enviados en 2012 por un link a los contactos, utilizando la técnica Snow Ball. Aplicando 4 instrumentos de recolección de datos (2 replicados), para identificar el grado de acuerdo ( preguntas abiertas y cerradas en una escala Likert de 6 puntos ) sobre el desarrollo de competencias, a) identificar las competencias más y menos desarrolladas, y verificar la concordancia sobre orientaciones de las DCN´s (escala Likert 5 puntos) y también, b) identificar aspectos relativos al desarrollo, particular de la ética y los valores y la reflexividad. Los resultados permiten cumplir con los objetivos en el sentido de que se identificaron todas las categorías de competencias, con mayor desarrollo de la Competencia Social y menor para el Profesional Técnico, observadas algunas diferencias de percepciones entre las edades y razones para elegir el curso, demostrando que la experiencia y expectativa de formación influyen en la percepción. Disciplinas como la Gestión de Recursos Humanos y Planificación Estratégica son las mayores contribuyentes a la adquisición de competencias deseables por el administrador. La formación percibida se alinea parcialmente a las normas y necesidades, cuyas lagunas merecen atención, mayor investigación e intervención de la IFES. Mientras que las necesidades de competencias de naturaleza comportamental, los sujetos muestran mayor desarrollo de las relacionadas a la Solución de Problemas y menor desarrollo para los Profesionales Técnicos, divergiendo en parte de las DCN´s y mayor acercamiento de la propuesta del PPP y LDB. Sobre el desarrollo de Ética y Valores y reflexividad, éstos han sido identificadas e inclusas al MEE preparado para el caso de La UNIR, donde la Capacidad para Reflexión compone la Dimensión Básica y, la Ética y Valores es Dimensión que, junto con la Competencia Social, forma la Meta-competencia Ético Social, recibiendo influencia de Meta-competencia Funcional compuesta por las Dimensiones Técnico Profesional, Básica y Resolución de Problemas. También han sido realizados 6 entrevistas en profundidad junto a la técnica laddering, con el apoyo de rutero seme-estructurado cuyos sujetos, seleccionados conforme las diferencias de percepciones entre los grupos de edad y razones para la elección del curso y analizadas por el contenido de forma categórica e interpretativa han corroborado para verificar en que momentos y actividades del curso se ha dado la oportunidad al ser/accionar ético y el acto de reflejar, así como respectivas influencias percibidas por la reflexión.