Submitted by Marlene Aparecida de Souza Cardozo (mcardozo@pucsp.br) on 2017-07-03T14:06:39Z No. of bitstreams: 1 Ana Luzia Magalhães Carneiro.pdf: 7235803 bytes, checksum: 4d9237f55652f36142dbb13aaba04dcd (MD5) / Made available in DSpace on 2017-07-03T14:06:39Z (GMT). No. of bitstreams: 1 Ana Luzia Magalhães Carneiro.pdf: 7235803 bytes, checksum: 4d9237f55652f36142dbb13aaba04dcd (MD5) Previous issue date: 2002-07-03 / This research focuses on the egresses (ex-students) of the Technological Course of Hotel Management of "SENAC de Turismo e Hotelaria" from São Paulo, that graduated between 1991 to 2000. It has as an objective to give a chance for those who were in a new course (according to Brazil's educational system) and Who are actually in the labour market (in the hotel management area and other ones). Only the students (egresses) from one institution were analyzed and also the conceptions according to the specific curriculum, thus it is necessary some historic explanations of the course mentioned. According to a questionnaire that the egressed had to answer, it was possible to distinguish their profile and their position in the labour market. Two open questions were answered; some data collected and the courses's relevance was indicated. According to their positions in the labour market and due to their professional experience some criticism and suggestions could be pointed out (in relation to the development of the curriculum). These statements provided four categories (Professional Education in its Operational Dimension, the Value of SENAC's Education; Knowledge transmitted by the Subjects and the Needs of the Labour Market and the Apprenticeship Importance in the Professional Practice at the Hotel-Schools), that are explained and analyzed though theoretical references from tourism and hotel management, through professional education and curriculum and mainly through the experience of the researcher Who is an educator and the coordinator of the course studied / Esta pesquisa tem como sujeitos os egressos do Curso Superior de Tecnologia em Hotelaria da Faculdade SENAC de Turismo e Hotelaria de São Paulo, que colaram grau durante o período de 1991 a 2000, com o objetivo de dar vez e voz àqueles que passaram por uma formação profissional numa área bastante recente em termos de ensino superior no Brasil e que, estão atuando no mercado de trabalho, seja na área de formação ou em outras áreas. Por se tratar de uma pesquisa voltada aos egressos de uma única Instituição e de suas concepções quanto ao desenvolvimento de um currículo específico, se fez necessária a abordagem histórica da mesma, possibilitando uma visão contextual do curso pesquisado. A partir da aplicação de um questionário para caracterização do perfil e do posicionamento dos egressos no mercado de trabalho, foram respondidas duas questões abertas, visando colher depoimentos que pudessem indicar a relevância do curso para a colocação dos mesmos no mercado de trabalho e, por meio de suas experiências profissionais, pudessem apontar as críticas e sugestões em relação ao desenvolvimento curricular do curso. Esses depoimentos proporcionaram a elaboração de quatro categorias (Formação Profissional em sua Dimensão Operacional, Valorização da Formação pelo SENAC, Conhecimentos Veiculados pelas Disciplinas e as Necessidades do Mercado de Trabalho e a Importância dos Estágios e da Prática Profissional em Hotel-Escola), explicitadas e analisadas a partir de referenciais teóricos da área de turismo e hotelaria, da área de educação profissional e currículo e, principalmente, da vivência e experiência da pesquisadora, como educadora e coordenadora do curso pesquisado

O ensino de Administração da Produção e Operações (APO) foi investigado em quatro formas complementares: através da revisão da literatura; análise dos conteúdos dos livros didáticos; análise das questões do Exame Nacional de Cursos (Provão) e análise dos programas das disciplinas de APO dos cursos de graduação em Administração de Empresas da FEA-PUC-SP, FEA-USP e FGV-EAESP, que foram consideradas as principais escolas de Administração do município de São Paulo. Quanto aos conteúdos de APO, os resultados convergiram para uma lista de 25 tópicos principais que deveriam ser tratados tanto nos livros didáticos de APO, quanto nos cursos de graduação em Administração de Empresas. Através das respostas aos questionários enviados aos professores, bem como contatos telefônicos, por e-mail e in loco, foram obtidas informações que complementaram a análise do conteúdo de APO, mas também permitiram as seguintes comparações: as três escolas possuem de quatro a cindo disciplinas obrigatórias de APO, totalizando 230 horas no curso, que ainda conta com disciplinas optativas, sendo que a FEA-USP oferece apenas uma disciplina, enquanto a FEA-PUC-SP e a FGV-EAESP oferecem oito; Slack et al. (2002) é o livro mais recomendado para as disciplinas de Administração da Produção e operações, mas para as disciplinas ligadas à Administração de Materiais não há um livro que predomine, além disso, os professores têm complementado seus cursos com apostilas; o método de ensino e o sistema de avaliação nas três escolas possuem vários pontos em comum e o Provão não tem sido utilizado como recurso didático; finalmente, nas três escolas o corpo docente está organizado em áreas ou departamentos, sendo a área de produção uma das menores na FEA-USP e na FGV-EAESP. Sendo poucos os professores, deveriam, então, ter alto número de carga horária. Apesar disso, os professores do Departamento de Produção da FGV-EAESP possuem a menor carga horária na graduação, quando comparados com as outras duas escolas. / Production and Operations Management (POM) teaching has been investigated in four different supporting ways: from literature review, books content, Brazil´s National Exam questions, and discipline program analysis, all of them related to POM, and taking place in FEA-USP (Faculdade de Economia e Administração – Business Economics College of University of São Paulo) Business Management Courses, PUC-SP (Catholic University of São Paulo), and FGV-EAESP, most renowned Business Schools in São Paulo. Results concerning POM drove to 25 main listed topics which should be referred not only in POM school books, but also in Management graduation courses. Upon answers to the questions sent to professors, phone contacts, e-mails and locals, some information was collected, which led to the following comparison levels: the mentioned schools above have 4 or 5 primary course disciplines related to POM, totalizing 230 hours, and there are still free choice program students. FEA-USP offers just one disicipline, while FEA-PUC-SP, and FGV-EAESP offer eight. Slack et al. (2002) is the most recomended book concerning POM disciplines, but for the ones related to Material Management there is no such prevailing book. Besides, professors have been meeting their courses content goal using their own notes. Teaching methods, and grading systems in those schools have common views and the National Exam has not been used as a reference or a pattern. Finally, the faculty in those three schools is divided into areas or departments. The Production area is one of the smallest in FEA-USP and FGV-EAESP, and as a result of it, FGV-EAESP Production Department professors have the smallest number of classes in graduation courses, compared to the other two schools, though as they are so few, those teachers were expected to have great numbers of classes.

No description available.

The last decade has seen an increase in the institutionalised professionalisation of the White teachers in the Republic of South Africa. In 1981 the de Lange Commission called for the professionalisation of teacher educators and this was accepted by the Government in the White Paper of 1983. Subsequently teacher educators have been compelled by the National Education Policy Amendment Act (House of Assembly), 1986 (Act 103 of 1986) to register with the Teachers' Federal Council and financial pressure was brought to bear under the Act for teacher educators to associate with recognised teacher organisations. The outcome of this requirement appears to be greater control of the profession by the Government. It is timely to investigate precisely what is understood by professionalisation vis-a-vis teacher educators, as the professionalisation of teacher educators cannot be accomplished by statutory fiat alone. Nor have teacher educators held a particularly professional position within education. The colleges of education have been hemmed in by the provincial authorities on the one hand and by the powerful university lobby on the other. Colleges of education have historically been associated with secondary education and still are, in that they are controlled by the provincial authorities and have not been accorded full tertiary status and standing within the educational organisational structures. The colleges of education per se have no representation and no direct input into policy making and planning for education in South Africa. It is relevant and urgent to ask questions such as "What is meant by the professionalisation of teacher educators?", "What process is involved in professionalisation?" and "How can the increased professionalisation of teacher educators be realistically accomplished in the Republic of South Africa?" To this end, a full exposition of the concept of professionalisation is derived from the literature. The phenomenon and process of professionalisation are thoroughly considered, mainly from a theoretical sociological perspective. A relatively recent history of important events in Education within the Republic of South Africa is considered in the light of the possibilities for furthering the process of the professionalisation of teacher educators in this country,. In particular, the implications of the recommendations of the De Lange Commission (1981) and the Government's reaction to this Commision, as contained in the White Paper (1983), are considered. The South African Teachers' Council for Whites and its impact is assessed, and the implications of the 1983 Constitution are considered, as they affect teacher education in the Republic of South Africa. All the facets and factors implicit in the process of the professionalisation of teacher educators are critically reviewed via the attributive and process paradigms of professionalisation as explicated by Ozyga and Lawn. Recommendations are generated based on the insights obtained. In particular two facets of paramount importance emerged : (i) The need for an organised professional teacher educator association, to promote professional concerns and to represent professional interests in educational provisioning, is essential; and (ii) The need for the Government to reorganise its educational structures, so as to afford teacher educators a channel of professional representation, is evident. These facets would be of mutual value to the profession and the Government alike. Current education structures are sketched and futuristic idealistic models of organisational structures are proposed. On the basis of these studies a number of recommendations are proposed, including, inter alia, the following primary facets : Teacher education should be occupationally delineated, its members should be incorporated in a distinct and discrete professional registration category and statutory recognition should be given to this profession and its members; Teacher educators should form a fully developed national professional association to promote individual and corporate interests and to negotiate on matters of interest and concern; The teacher education profession should be rationalised and coordinated nationally, be accorded a greater degree of professional autonomy and be formally involved in national policy making in a unitary general affairs body; Teacher education should be upgraded to a fully degreed profession, with specialised post graduate degrees being made available with a specific bearing on teacher education, including the opportunity for research; and The courses offered by colleges of education should be upgraded via establishing the option of degree courses at colleges, concentrating all teacher training at colleges of education, providing enhanced facilities for serving teachers to upgrade their qualifications at colleges, promoting a wider acceptance and implementation of integrated teacher training degree courses and promoting the esteem of teaching degree and diploma courses as professional and academic qualifications of repute. / Thesis (M.P.A.)-University of Durban-Westville, 1987.

No description available.

Health Studies / D. Litt. et phil. (Advanced Nursing Sciences)

Health Studies / D. Litt. et phil. (Advanced Nursing Sciences)

Texas 5A high school and junior college athletic directors' perceptions concerning graduate courses and competencies relating to athletic director performance were investigated. Graduate courses needing emphasis for prospective directors, most and least beneficial graduate courses, perceptions of values of graduate courses, and selected skills necessary for performance of duties were ranked. Significant differences of perceptions of values of graduate courses between 5A high school and junior college athletic directors were found using chi square. Significant differences between graduate course areas and competency areas in Communications, Technical, Business and Public Relations were found utilizing a t-test. 5A athletic directors receive adequate preparation in Communications. Junior college athletic directors receive adequate preparation in Business and Public Relations.

Knowledge is often tacit and under researched in educational fields. In order for student access to knowledge and its related academic discourses to be facilitated, a deep understanding needs to be gained of the form that this knowledge takes. This study interrogates the ways in which knowledge is constituted in the first year of a Public Management Diploma and a Public Administration Degree at a comprehensive university in South Africa. The study takes a social realist approach that understands reality as fact but sees our knowledge thereof as a social phenomenon. The study was concerned with knowledge structures and knower structures as it argues that these have not been adequately accounted for in the sociology of education research. But this study comes to this concern from a strongly ideological view of student reading and writing. This study calls on a social practices approach that sees literacy as embedded within specific academic discourses, which vary from context to context. It uses this ideological understanding of literacy as the orienting framework for the study of knowledge. The study takes place in a Higher Education mileu that has begun to transform from its divisive past. The transformation brought about new institutional formations such as the comprehensive university, with its mix of vocational, professional and formative programmes and varied emphasis on contextual and conceptual curriculum coherence. Increasingly, the transformation agenda also shifts concern from simply providing physical access to a previously disenfranchised majority to ensuring full participation in the context of high attrition rates in first year and low retention rates. The data was analysed using the Specialisation Codes of Legitimation Code Theory to see what was being specialised in the Diploma and Degree curricula of the Public Management and Administration fields. These fields are characterised in the literature by ongoing tensions about focus, and perceptions of there being a theoretical vacuum and an inability to deal adequately with challenges in the South African public sector. Analysis of lecturer interviews and first-year curriculum documentation showed that both the Public Management Diploma and Public Administration Degree have stronger epistemic relations (ER), with an emphasis on claims to knowledge of the world. The data showed relatively weak social relations (SR), in that there was not the valuing of a particular lens on the world or a specific disposition required for legitimation within this field. The combination of ER+ and SR- indicates that these curricula are Knowledge Codes, where legitimation is through the acquisition of a set of skills and procedures. The programmes were characterised by fairly low-level procedural knowledge, which may point to a workplace-oriented direction that is dominant in the comprehensive university. In keeping with concerns raised in the literature about this field, there was little evidence of theoretical or propositional knowledge in the Public Management Diploma and while the Public Administration Degree had some evidence of this, it was arguably not to the extent expected of a degree as described in the National Qualifications Framework. This study was limited to the first-year of the Diploma and Degree and subsequent years could present different findings. Lecturers showed awareness of student challenges with literacy practices and made concerned attempts through various interventions to address this but they were found to value the surface features of writing practices over personal engagement with the knowledge. Though the expectations of student literacy practices in tests and assignments were aligned to the ways in which knowledge was constructed in the curriculum, there was little evidence of student induction into disciplinary discourses of the field as knowledge was presented as being neutral and student writing primarily took the form of retelling objective facts. The implications of these findings could include student exclusion from higher-level academic discourse, more powerful knowledge in the workplace and, finally, constrain them from becoming producers of knowledge.

Total quality management--Performance expectations and review--manager as a teacher/facilitator.