Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-07-30T15:49:35Z No. of bitstreams: 1 Fábio Dal-Soto_.pdf: 1801276 bytes, checksum: 329733f8c759d9378b1b0965ddc5b55d (MD5) / Made available in DSpace on 2018-07-30T15:49:35Z (GMT). No. of bitstreams: 1 Fábio Dal-Soto_.pdf: 1801276 bytes, checksum: 329733f8c759d9378b1b0965ddc5b55d (MD5) Previous issue date: 2018-03-23 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O tema da orientação empreendedora tem encontrado amplo abrigo na literatura inerente aos campos de estratégia e empreendedorismo. Neste estudo, assume-se a orientação empreendedora como conceito corolário do campo da estratégia, especialmente da vertente calcada na adaptação organizacional ou intencionalidade gerencial. No que tange ao campo empírico, as universidades constituem-se em um contexto relevante e pouco explorado para o estudo da ação estratégica, tendo em vista a dinâmica ambiental que constantemente as desafia, devido à necessidade de maior aproximação com a sociedade como um todo. A fim de atender as alterações ambientais e de interferir na própria dinâmica ambiental, as universidades têm se movimentado em direção a novos modelos organizacionais, com destaque ao da universidade empreendedora ou inovadora, o qual vem sendo utilizado em diferentes realidades econômicas e sociais. Nesse contexto, esta pesquisa tem o objetivo de analisar o estabelecimento da orientação empreendedora no ambiente acadêmico, baseado em proposições teóricas e nas transformações institucionais realizadas por universidades, no Brasil e na Suécia, em direção a um modelo de universidade empreendedora. Em termos metodológicos, esta pesquisa centra-se em um estudo de casos múltiplos ou comparativos, de natureza qualitativa, baseado em três universidades: duas no Brasil, a Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) e a Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio), e uma na Suécia, a Lund University (LU). Como fonte direta de dados, entrevistas in loco foram realizadas com vários gestores das universidades pesquisadas. Dados secundários também foram coletados por meio de websites e documentos institucionais, livros, artigos, entre outros. Os resultados mostram o papel-chave desempenhado pela gestão estratégica das universidades pesquisadas no estabelecimento da orientação empreendedora, baseado na perspectiva indeterminista do ambiente. Os três casos pesquisados apresentam variadas ações e mecanismos de inovação e empreendedorismo em direção a um modelo de universidade empreendedora, por meio de comportamentos empreendedores recorrentes ao longo do tempo. Os casos estudados também revelam vínculo de origem da terceira missão acadêmica com as atividades de pesquisa e significativo enraizamento no entorno de atuação. / The topic of entrepreneurial orientation has found broad support in the literature related to the fields of strategy and entrepreneurship. In this study, entrepreneurial orientation is assumed as a corollary concept of the strategy field, especially of the approach based on organizational adaptation or managerial intentionality. Regarding the empirical field, universities are in a relevant and little-explored context in the study of strategic action, considering the constantly challenging environmental dynamics, due to the need for a closer relationship with the society as a whole. In order to answer the environmental changes and to interfere in their own environmental dynamic, universities have been moving towards new organizational models, especially the entrepreneurial or innovative university, which has been used in different economic and social realities. In this context, this research aims to analyze the establishment of the entrepreneurial orientation in the academic environment, based on theoretical propositions and institutional transformations accomplished by universities in Brazil and Sweden towards an entrepreneurial university model. Methodologically, this research focuses on a multiple or comparative case study, of qualitative nature, and set on three universities: two in Brazil, the Pontifical Catholic University of Rio Grande do Sul (PUCRS) and the Pontifical Catholic University of Rio de Janeiro (PUC-Rio), and one in Sweden, Lund University (LU). As a direct data source, on-site interviews were conducted with several managers from the researched universities. Secondary data were also collected from institutional websites and documents, as well as books, papers, etc. The results show the key role played by the strategic management of the researched universities in establishing an entrepreneurial orientation, based on the indeterministic perspective of the environment. The three cases researched present several actions and mechanisms of innovation and entrepreneurship towards an entrepreneurial university model, through recurrent entrepreneurial behaviors over time. The cases also reveal an origin link of the third academic mission with the research activities and meaningful rooting in the surrounding environment.

Toutes les photos présentes dans ce mémoire (sauf indication contraire) ont été réalisées par Dan Antonat (c). / À l’ère de la société de la connaissance, l’éducation supérieure occupe une place prépondérante dans le monde et les universités sont des acteurs de premier ordre. La connaissance, à travers l’innovation qu’elle permet, est devenue un élément central du processus de production et l’on parle désormais d’une économie du savoir, qui serait porteuse d’un ensemble de changements qui affectent la société sur différents plans. Le mode de fonctionnement traditionnel des universités n’y échappe pas et connaît plusieurs renouveaux. Les NTIC ont fait évoluer les manières d'enseigner et de faire de la recherche et l’on parle aujourd’hui d’un nouveau type de relations inédites entre les universités, l'État et le secteur de l’industrie. Après avoir passé en revue l’ensemble de ces changements, nous proposons d'explorer l'impact de toutes ces transformations sur le développement physique des universités à travers l’étude du projet de construction du futur campus de l'Université de Montréal à Outremont et de l'École des HEC Montréal. Nous analysons dans notre étude l'influence de ces changements sur l'organisation physique des universités et sur l'architecture des bâtiments. / In the era of the knowledge society characterized by the importance of constant innovation, various dimensions of social life are going through notable renewals. The New Technologies of Information and Communication (NTIC) are offering a large panel of new possibilities that affects the traditional mode of operating of various institutions. In this context, Universities become fundamental actor, by contributing to the high education of the population through their activities of teaching and research. It seems that the traditional mission of universities is going through major changes. Lots of new possibilities permit by the NTIC affects the traditional way of teaching and doing research and we also talk about new kind of unprecedented relations between universities, state and the industry. We offer to explore the impact of all these changes on the physical development of universities through a look at a case study of the campus of Université de Montréal and the business school of HEC Montreal. Our work discuss about the influence of these changes in the physical organization of the university, more specifically on the architecture of the buildings. Through a look at the project of construction of a new campus situated at Outremont, we have attended to study actual tendencies and concerns about university buildings. We then attended to analyse the impacts of these developments on the organisation of universities buildings through a study of the architectural features of the new school of HEC Montréal.

À l’ère de la société de la connaissance, l’éducation supérieure occupe une place prépondérante dans le monde et les universités sont des acteurs de premier ordre. La connaissance, à travers l’innovation qu’elle permet, est devenue un élément central du processus de production et l’on parle désormais d’une économie du savoir, qui serait porteuse d’un ensemble de changements qui affectent la société sur différents plans. Le mode de fonctionnement traditionnel des universités n’y échappe pas et connaît plusieurs renouveaux. Les NTIC ont fait évoluer les manières d'enseigner et de faire de la recherche et l’on parle aujourd’hui d’un nouveau type de relations inédites entre les universités, l'État et le secteur de l’industrie. Après avoir passé en revue l’ensemble de ces changements, nous proposons d'explorer l'impact de toutes ces transformations sur le développement physique des universités à travers l’étude du projet de construction du futur campus de l'Université de Montréal à Outremont et de l'École des HEC Montréal. Nous analysons dans notre étude l'influence de ces changements sur l'organisation physique des universités et sur l'architecture des bâtiments. / In the era of the knowledge society characterized by the importance of constant innovation, various dimensions of social life are going through notable renewals. The New Technologies of Information and Communication (NTIC) are offering a large panel of new possibilities that affects the traditional mode of operating of various institutions. In this context, Universities become fundamental actor, by contributing to the high education of the population through their activities of teaching and research. It seems that the traditional mission of universities is going through major changes. Lots of new possibilities permit by the NTIC affects the traditional way of teaching and doing research and we also talk about new kind of unprecedented relations between universities, state and the industry. We offer to explore the impact of all these changes on the physical development of universities through a look at a case study of the campus of Université de Montréal and the business school of HEC Montreal. Our work discuss about the influence of these changes in the physical organization of the university, more specifically on the architecture of the buildings. Through a look at the project of construction of a new campus situated at Outremont, we have attended to study actual tendencies and concerns about university buildings. We then attended to analyse the impacts of these developments on the organisation of universities buildings through a study of the architectural features of the new school of HEC Montréal. / Toutes les photos présentes dans ce mémoire (sauf indication contraire) ont été réalisées par Dan Antonat (c).

This research was based on ‘Catholic secondary education and identity reformation in Zambia’s Southern Province. Its main purpose was to explore the nature and scope of the undesired identity reformation experienced in Catholic secondary schools in Zambia’s Southern Province as well as suggest possible ways of how the problem can be resolved. The study was guided by the following main research question ‘How has a conflict of values between the evolving Catholic education policies and Zambian national education policies affected the identity of Catholic secondary schools in Zambia’s Southern Province?’ This question formed the main basis for the achievement of the study’s overarching purpose highlighted earlier. A qualitative methodology was utilized to gather data for this research. Data was gathered using semi-structured interviews, focus group interviews/discussions and documentary/content analysis. Research participants included: the Secretary of Catholic education, the PEO, school headteachers, teachers of RE, parents and grade twelve learners. Key documents analyzed using document analysis were Catholic education policies and Zambian national educational policies. The following findings resulted from the study: a conflict of values is non-existent between Catholic education policies and Zambian national education policies; there are four real/major causes of undesired identity reformation in Catholic secondary schools in Zambia’s Southern Province; the various contemporary challenges experienced by Catholic secondary schools in Zambia’s Southern Province are responsible for the undesired weakening of the school’s ‘academic’ and ‘religious’ mission; RE has experienced undesired changes at the levels of its nature, role and place in the Catholic secondary school curriculum over the years; Catholic secondary schools in Zambia’s Southern Province can be characterized as ‘partially Catholic’; realigning Catholic secondary schools with Catholic education policy involves returning such schools back to Catholic educational practice as recommended in Catholic education policies. The main conclusion of the study was that undesired identity reformation is present in Catholic secondary schools in Zambia’s Southern Province but it is not linked to a conflict of values in Catholic education policies and Zambian national education policies. To resolve the problem of undesired identity reformation in Catholic secondary schools, all study recommendations emphasized an urgent return by the schools to educational practice as recommended in Catholic education policy if they are to regain their lost desired total-Catholic character or identity. / Educational Foundations / D. Ed. (Philosophy of Education)

This research investigates the instructional leadership role of the principal and its impact on learners' academic performance. A literature study investigated models of instructional leadership, characteristics of instructional leadership and instructional leadership as a managerial function. An empirical investigation used a quantitative research design to collect data from a purposefully selected sample of secondary school principals in the Vryheid region, South Africa. A questionnaire was used to gather data and statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated an indirect relationship between learners' academic achievement and the principals' practice of instructional leadership. Clearly formulated school goals, academic networks formed between low and high achieving schools and regular discussions between learners and teachers on their progress also contribute to improved academic performance. Finally, in-service training for principals and teachers, annual targets for academic achievement and the formation of school networks are recommended to improve practice. / Educational Studies / M.Ed. (Education Management)

This research investigates the instructional leadership role of the principal and its impact on learners' academic performance. A literature study investigated models of instructional leadership, characteristics of instructional leadership and instructional leadership as a managerial function. An empirical investigation used a quantitative research design to collect data from a purposefully selected sample of secondary school principals in the Vryheid region, South Africa. A questionnaire was used to gather data and statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated an indirect relationship between learners' academic achievement and the principals' practice of instructional leadership. Clearly formulated school goals, academic networks formed between low and high achieving schools and regular discussions between learners and teachers on their progress also contribute to improved academic performance. Finally, in-service training for principals and teachers, annual targets for academic achievement and the formation of school networks are recommended to improve practice. / Educational Studies / M.Ed. (Education Management)