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A formação em Administração vem sendo questionada por quase todos aqueles envolvidos com o campo, alimentando debates que apontam diferentes causas e múltiplas alternativas para a reformulação do processo, nos níveis de graduação, pós-graduação e extensão. Este texto busca assentar bases à formação em Administração, no nível de curso de graduação que se almeje competente e conseqüente, explorando, em perspectiva histórico-crítica o éthos da modernidade, cujo poderoso legado, vigente e ultrapassado, está, como uma peia, a prender os passos em direção à ousadia e à novidade. Valendo-se de abordagem interdisciplinar, a discussão toma como ponto focal os papéis da Administração e do administrador, procurando engendrar quadro de referências à construção de matriz epistêmica, ao mesmo tempo em que busca identificar um perfil universalista para o administrador, como uma possível identidade nacional, tomando contribuições provindas da Filosofia, História, Economia, Sociologia, Política, Educação e Administração. O trabalho conclui-se com a discussão da profissão de administrador e contempla nossas idiossincrasias, procurando indicar, dentro das perspectivas que se afiguram plausíveis à Administração, as alternativas de papéis disponíveis ao administrador, os quais podem vir a orientar projetos específicos para proporcionar formação na área. / Education in Business Administration has been subject to criticism by most professionals involved in the field. This has been nurturing debates that point out different reasons and multiple alternatives for remodeling the process at the undergraduate, graduate and extension levels. This text aims at setting bases for building a pedagogical project for undergraduate Business Administration courses that aims at the development of competencies and consciousness by exploiting, from a critical historic perspective, the ethos of modernity whose current and previous powerful legacy is like a harness, restricting the steps towards more daring and novel views. By means of an interdisciplinary approach, the present discussion has as its focal point the roles of Administration and the administrator. It looks for engendering reference tables and the building of epistemic roots. At the same time, it looks for identifying a universalistic profile of the administrator as a possible national identity, taking into account the contributions emanated from Philosophy, History, Economy, Sociology, Political Science, Education, and Business Administration. This thesis is partially concluded with a discussion about the job of an administrator contemplating the idiosyncrasies and seeking to indicate, within perspectives that are plausible to Administration, the range of possible roles available to the administrator, which can guide specific pedagogical projects to offer education in the area.

A formação em Administração vem sendo questionada por quase todos aqueles envolvidos com o campo, alimentando debates que apontam diferentes causas e múltiplas alternativas para a reformulação do processo, nos níveis de graduação, pós-graduação e extensão. Este texto busca assentar bases à formação em Administração, no nível de curso de graduação que se almeje competente e conseqüente, explorando, em perspectiva histórico-crítica o éthos da modernidade, cujo poderoso legado, vigente e ultrapassado, está, como uma peia, a prender os passos em direção à ousadia e à novidade. Valendo-se de abordagem interdisciplinar, a discussão toma como ponto focal os papéis da Administração e do administrador, procurando engendrar quadro de referências à construção de matriz epistêmica, ao mesmo tempo em que busca identificar um perfil universalista para o administrador, como uma possível identidade nacional, tomando contribuições provindas da Filosofia, História, Economia, Sociologia, Política, Educação e Administração. O trabalho conclui-se com a discussão da profissão de administrador e contempla nossas idiossincrasias, procurando indicar, dentro das perspectivas que se afiguram plausíveis à Administração, as alternativas de papéis disponíveis ao administrador, os quais podem vir a orientar projetos específicos para proporcionar formação na área. / Education in Business Administration has been subject to criticism by most professionals involved in the field. This has been nurturing debates that point out different reasons and multiple alternatives for remodeling the process at the undergraduate, graduate and extension levels. This text aims at setting bases for building a pedagogical project for undergraduate Business Administration courses that aims at the development of competencies and consciousness by exploiting, from a critical historic perspective, the ethos of modernity whose current and previous powerful legacy is like a harness, restricting the steps towards more daring and novel views. By means of an interdisciplinary approach, the present discussion has as its focal point the roles of Administration and the administrator. It looks for engendering reference tables and the building of epistemic roots. At the same time, it looks for identifying a universalistic profile of the administrator as a possible national identity, taking into account the contributions emanated from Philosophy, History, Economy, Sociology, Political Science, Education, and Business Administration. This thesis is partially concluded with a discussion about the job of an administrator contemplating the idiosyncrasies and seeking to indicate, within perspectives that are plausible to Administration, the range of possible roles available to the administrator, which can guide specific pedagogical projects to offer education in the area.

本研究著重於國內商管學院的課程設計與教學方法之研究，期望扮演一知識傳播者的角色，以加速國內管理學院之間的知識流通，刺激我國管理教育在教學方法與課程設計的改進與創新，進而提昇我國管理教育教學品質。 　　本研究主要探討的是學程規畫與課程規畫的作法。探討學程規劃的原因是因商管學院學程規畫方面的作法，也會對個別課程在課程設計時與所採用的教學方法產生影響，故將其納入探討的範圍。再利用影響教學的幾項因素（包括教學目標、教師、課程、學生、教學方法及環境因素等），描述研究結果。經由對學程規畫及課程規畫的研究後，得出如下的結論：在學程規畫方面：一、加強國際化導向的教學與研究。二、配合經濟社會發展之需要，逐年增設相關課程，使課程日趨多元化與完整性。三、不同學校的學程各具特色。而在課程規畫方面：一、新興教學方法的興起，二、各課程多採用混合式的教學法。三、盡量採小班制教學。四、重視個案教學。五、希望達成理論與實務結合的效果。五、以學生為主體的教學方式。最後則提出本研究的建議：一、對教育界的建議：使商管學院所涵蓋的課程領域相當廣泛。二、設立讓教師可以互相交換教學經驗的機制。三、教師需訂定明確的教學目標。四、發展本土化的教材。五、教師可針對不同的教學目標，採取多元化的教學方式。六、採取一問一答互動式的討論方式。七、教師應多瞭解學生的背景。 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的 1 第三節 研究範圍 2 第二章 相關文獻探討 3 第一節 教育基本理論探討 3 壹、 教學的意義 3 貳、教學的原則 5 參、教學的因素 11 第二節 教學方法之理論探討 22 壹、 思考教學法 22 貳、練習教學法 38 參、欣賞教學法 39 肆、發表教學法 41 第三節 管理教育常用之教學方法 44 壹、 個案研討 44 貳、現場診斷 48 參、企業經營競賽 50 肆、角色扮演 52 第三章 研究方法 53 第一節 研究流程 53 第二節 研究構面與架構 54 第三節 資料蒐集 56 壹、 初級資料 56 貳、 次級資料 56 第四節 研究方法介紹 56 壹、 個案研究法 57 貳、 深度訪談 58 參、 研究樣本的選擇 60 第五節 研究限制 62 第四章 個案分析與結果整理 63 第一節 學程規畫 63 壹、 政治大學企業管理學系碩士班 63 貳、台大商學研究所 65 第二節 課程規畫 66 壹、課程介紹 66 課程一：司徒達賢老師之組織理論與管理 66 課程二：李吉仁老師之企業經營策略 74 課程三：林明杰老師之企業政策 81 課程四：許士軍老師之策略管理 86 課程五：洪明洲老師之企業管理 91 課程六：于卓民老師之國際企業管理 101 課程七：黃思明老師之策略資訊應用 106 課程八：吳靜吉老師之管理心理學 113 課程九：吳靜吉老師之創造思考 120 課程十：楊碩英老師之創意管理 126 課程十一：趙郁文老師之創業管理 131 課程十二：林建煌老師之中國式管理專題研討 137 課程十三：劉立倫老師之企業經營模擬競賽 144 貳、本節小結 149 第五章 結論與建議 151 第一節 結論 151 第二節 建議 153 參考文獻及網站 156 附錄---問卷 161

The aim of this study was to investigate stakeholder participation and learning in the Seychelles Eco-School programme within a primary school context and a secondary school context. Findings from each Eco-School have been presented in two case studies with the goal to explore and describe how teachers, students, parents and organizations are participating and learning in the Eco-School programme. Six elements of school community were used to deepen understanding of the participatory and learning processes in each Eco-School, namely, leadership, management and administration, curriculum planning, teaching and learning, resource use and management, management of physical surrounds of the school and networks and partnerships. Some of the contextual variables in each Eco-School that were constraining and enabling stakeholder participation and learning in the programme have also been explored within this study. Data in this study was generated from historical documents analysed, semi-structured interviews, focus group discussions and field notes. Data was also generated from questionnaires completed by organizations involved in the programme at each Eco- School. Data was analysed in two phases, the first phase involved reading across data generated from the methods mentioned above to organize the data under broad themes in relation to the elements of school community. The second phase of analysis involved the use of the conceptual framework of situating learning in a community of practice to interpret and discuss the participatory and learning processes across the two cases. The study showed that in each Eco-School there is a community of practice with the active involvement of teachers and students and the occasional involvement of parents and organizations. Students and adults are learning as they engage together in classroom and field-work interactions, environmental projects, environmental activities to commemorate environmental theme days, environmental campaigns and co-curricular activities through the practices of each Eco-School community. It was also discovered that students and adults are making different contributions in the Eco-School community based on their level of participation in the programme. It is hoped that the findings in this research contribute information regarding community participation in environmental education programmes like the Seychelles Eco-School programme. In addition, findings will inform the Seychelles Government and its partners to consider the possibility of enhancing school and community partnerships to respond to some of the challenges of participation and learning in the Eco-School programme.

This research explores constructions and understandings of fluctuating or recurring impairments in Higher Education in the UK. It considers ways in which institutional discourses within one UK University have shaped policy and provision for disabled students, and how students with fluctuating or recurring impairments negotiate and enact identities in this context. For many students, impairments such as chronic fatigue syndrome (CFS)/ myalgic encephalomyelitis (ME), epilepsy or diabetes, for example, have the potential to vary in intensity, and thus impact, on participation in learning activities and on self-perception/ identity. With increasing disclosure, yet limited recognition, of such types of impairment comes a need for institutions to better understand changing impact in terms of inclusion and in observing anticipatory aspects of legislation, as well as furthering insight into how student identities are negotiated and constructed in an educational context. This research uses a social constructionist framework to explore constructions and subjectivities as regards fluctuating or recurring impairments, and comprises both staff and student perspectives. The staff perspective is based on the thematic narrative analysis of interviews with three members of staff, and is presented in conjunction with an example of institutional policy to highlight discourses drawn upon in constructing disability and disabled students. The impact of these discourses on institutional constructions and practice is key to the analysis. The student perspective is based on two phases of data collection: firstly, 24 semi-structured interviews with students who self-described a fluctuating or recurring impairment; and secondly, five students’ responses to six bi-weekly emails over the course of one academic trimester (January – April 2011). Summary data from the first phase is used to frame discussion on issues raised by students regarding institutional constructions and support. A ‘hybrid’ narrative analysis framework incorporating positioning analysis as well as both ‘big’ and ‘small stories’ has been used in analysing the phase two data. The approach considers the influence of institutional discourses on how students are positioned institutionally and position themselves, as well as ways in which performances of identity may be shaped. The thesis concludes by considering the implications of the research outcomes for Higher Education. In so doing, it notes the significance of policy implementation and cultural change, and makes recommendations for areas of focus in raising institutional awareness of fluctuating or recurring impairments within existing constructions of disability.