Abstract Thesis title: The selection of entry mode when penetrating a foreign market Author: Annica Gunnarsson  Tutor: Åsa Devine Course: Marketing, advanced level, spring term 2011, Linnaeus University   Entering a new market is always a risky business, with a big potential of failure. To research the options of entry strategy can help in determine which strategy to use. The international market of education has changed during the last years, and in Sweden we just had one big change when the introduction of tutoring fees was determined. This has forced the universities out on unfamiliar territory.  This new territory consists of competing on a much bigger market than before and the need to develop a new international marketing strategy has occurred. The research on entry modes from a manufacturing perspective is extensive and therefore this research deals with the entry modes from a service perspective. The aim of this study is to gain better understanding of the selection of entry modes from a service institutes perspective. Furthermore the research is limited to investigating the education sector and how they use entry mode when wanting to establish them on a new market. The research is done through seven different interviews. The universities are located both in Sweden and abroad. This method where chosen because the goal is to find out how the universities is enter new markets.    The findings are based on the factors that determined international marketing strategy and how the respondents have answered the questions. How the universities work with the changes they experience is also a factor in the decision making process on which international strategy to use. The main findings of the study are that the entry mode education institutes most often use is some sort of international joint venture.

Talent management (TM) has been researched and practiced by many researchers and practitioners for years. The theory itself is based on empirical findings. However, there is no clear and solid definition for it despite thousands of articles and books were published in the past century. Among them, there are not many related to TM in Chinese context, not to mention TM in the Chinese educational sector which we are quite interested in. The lack of literature and research in this specific field evoked curiosity from us. Therefore, a case study was conducted in Chinese middle schools with a focus on talented teacher management where those teachers are considered the talent which need to be managed. This study is based on qualitative approach with empirical data collected from four in-depth interviews. After analyzing the data, we got unexpected results. As a matter of fact, the schools have no knowledge about TM even though what they did to the teachers reflect some aspects of TM, or in other words, they are not aware of what they did is in fact part of TM. This empirical finding reflects how TM is found, developed and labeled. In the end, we concluded that TM is an area of fascination and inspiration. It comes from the practice without which it will not exist and develop, which is embodied in our case study. In this study, school leaders are not aware that they were in fact using some methods of TM. They just do not know how to label those methods.

This thesis consists of five papers, four of them basically concerning environmental issues, while the fifth paper addresses the issue of measuring output from the educational sector. The first paper starts from the fact that industrial activity causes environmental damage. Therefore, public authorities are called upon to regulate the behavior of producers by, e.g., legislating maximally allowed emission levels, which give rise to abatement costs. In this paper, marginal abatement costs (MACs) are estimated and a procedure to empirically analyze why MACs may vary between producers is suggested. The main focus is on whether the MACs in the Swedish pulp industry reveal that differences between counties in, e.g., economical characteristics, were influential when the authority, during 1983-1990, restricted 12 geographically scattered plants regarding emissions. The result indicates that county differences were influential. The second paper analyses and suggests a procedure for testing the Porter hypothesis. Part of this hypothesis is based on the argument that increased environmental stringency not only brings a cleaner environment, but also makes the polluting producers aware of the opportunity of using resources more efficiently. The particular test suggested considers whether there is a positive correlation between producers’ technical output efficiency and environmental stringency, approximated by a regulatory intensity index. It is empirically applied on 12 Swedish pulp plants during 1983-1990. No support for the Porter hypothesis is found in this particular case. The third paper deals with the climate policy issue. Under the Kyoto Protocol, the European Union agreed to reduce its emission of greenhouse gases by 8 percent in comparison with the level in 1990. The Burden-Sharing Agreement (BSA) further redistributes the 8 percent reduction target among the member states. This paper evaluates the BSA both from an economical and a political perspective, i.e., whether cost-efficiency and equity, respectively, were considered when the BSA was settled. The empirical result indicates that both efficiency and equity were considered as important to the BSA. The fourth paper evaluates the Swedish Producer Responsibility Ordinance (PRO), fully implemented in 1994, which states that sorted out, domestically collected waste paper, must be recycled by the paper industry and, therefore, cannot be incinerated by the heating industry in purpose of recovering energy. The result indicates that this policy has contributed to inefficient waste paper allocation among some of the paper producers. The result further indicates that the priority made by the PRO, i.e., that waste paper recycling is preferable to incineration, should be reconsidered. The fifth paper relates the empirical attempts of measuring output from the educational sector to theoretical results about the welfare significance of a comprehensive Net National Product (NNP) measure. It is shown that economic theory provides a more focused way of interpreting such output estimates. The paper also contains estimates of the output from the Swedish educational sector. Among the results, it is shown that the private gross output value produced by higher education is approximately 2 percent of GDP. Furthermore, the private rate of return on investments in higher education in Sweden is calculated to 8.6 percent.

Detoffensiva kvalitetsarbetet i skolan studerades i detta arbete avseende kunden icentrum. Genom en kvalitativ fallstudie innehållande en enkät och studier avstyrdokument har Samernas utbildningscentrum i Jokkmokk studerats rörande omeleverna är nöjda med utbildningen eller ej samt hur utbildningen kanutvecklas. De öppna frågorna i enkäten fokuserade på områden vilka ärbetydelsefulla för att lärande ska kunna ske på ett optimalt sätt. Studienvisade att eleverna var nöjda med lärarinsatsen och sitt egetkunskapsförvärvande. Vidare hade eleverna god insikt i hur de kan använda sigav sina studier och en önskan att studera vidare. Inflytandet ochtillgängligheten var eleverna missnöjda med. För att förbättra elevernasstudiesituation föreslogs att eleverna får ett reellt inflytande över sinstudiesituation och att kommunikationen förbättras. / In the centre of this study about Total Quality Management was thecustomer. Through a qualitative case-study containing studies of policydocuments and a blank at Samernas utbildningscentrum in Jokkmokk has thepupils´ satisfaction with their education been studied. The questions in theblank were based on up-to-date research and literature concerning quality workwithin and outside school. Focus was on factors meaningful for optimallearning. The study´s result was that the pupils were satisfied with the workof the teacher and their own learning. Furthermore, the pupils understood howthey can use their inherited knowledge and they have a desire to progress evenmore through education. The influence and the availability were areas of greatdissatisfaction. To improve the situation for the pupils´ work actions shouldtake place increasing the pupils´ influence and make communication better. / <p>2017-10-13</p>

Este trabalho de tese apresenta uma investigação sobre os sistemas, processos e leis de Educação Superior Universitária adotados nos países formuladores do projeto de criação do Mercado Comum do Sul MERCOSUL, Argentina, Brasil, Paraguai e Uruguai, signatários do Tratado de Assunção, firmado em 26 de março de 1991, procurando identificar (i) em que medida esses sistemas, leis e processos, isto é, as distintas estruturas, abarcam a possibilidade integradora entre esses países e, por extensão, os demais países da América Latina e (ii) se aspectos culturais e os interesses dos atores em campo educacional dos países constituintes do MERCOSUL apontam perspectivas de um processo de integração que favoreça a consolidação dos objetivos do bloco no campo educacional. Mediante (i) estudo em uma perspectiva histórico-cultural, (ii) investigação comparada de leis magnas, leis referentes ao Ensino Superior universitário, instrumentos legais do Setor Educacional do MERCOSUL e (iii) aplicação de questionário via web para análise de percepções dos atores da Educação Superior Universitária no tocante a ser o Setor Educacional do MERCOSUL um marco na integração, identifica-se que, em especial no Brasil, é maior o nível de desconhecimento do tema, por parte de professores e dirigentes de cursos e que a percepção acerca de ser o Setor Educacional do MERCOSUL um marco é a menor também neste país em comparação à Argentina, Uruguai e Paraguai; bem como se constata que os respondentes não demonstram identificar o impacto do Setor Educacional do MERCOSUL em ações como reconhecimento de títulos ou mudanças nas formas das leis, embora haja diferença significativa quanto ao reconhecimento do MERCOSUL como um órgão que cumpre o que se propôs, ao se comparar as respostas do grupo I - Argentina, Paraguai e Uruguai, com maior índice de respostas favoráveis, e os do grupo II Brasil. Conclui-se, ademais, que não obstante os esforços de integração expressos nos instrumentos legais, acordos e políticas públicas mais recentes, aspectos estruturais, culturais e os interesses dos atores em campo educacional dos países constituintes do MERCOSUL apontam mais entraves do que avanços nas perspectivas de um processo de integração por meio da Educação Superior universitária entre Argentina, Brasil, Paraguai e Uruguai. Possíveis caminhos para pavimentar essa integração e acelerá-la podem ser: (i) o reforço à criação de agências de acreditação em cada país envolvido, que respeitem as peculiaridades locais, mas tenham, também, foco no caráter transfronteira que a integração exige e favoreça a redução de assimetrias; (ii) o maior envolvimento dos atores do campo educacional - corpo gestor e docente das Instituições de Ensino Superior - na construção e aplicação dos acordos de integração do Setor Educacional do MERCOSUL que se mostram, especialmente no Brasil, pouco conhecidos. / This thesis presents an investigation into the Higher University Education systems, processes, laws, adopted in the countries that have formulated the creation project of the Southern Common Market MERCOSUR. They are Argentina, Brazil, Paraguay and Uruguay, which have signed the Treaty of Asuncion on March 26, 1991. It aims to identify (i) to what extent these systems, laws, processes, ie the different structures embrace the possibility of integration among those countries and, by extension, with other Latin American countries and (ii) if the cultural aspects and interests of the actors in the MERCOSUR countries educational field indicate perspectives of an integration process that might favor the consolidation of the block objectives in the educational field. By means of (i) study in a cultural-historical perspective, (ii) comparative research of Laws Magnas, laws concerning Higher University Education, MERCOSUR Educational Sector legal instruments, and (iii) a web questionnaire to analyze the perceptions of the Higher University Education actors, as for being the Educational Sector of MERCOSUR a landmark in its integration, it is possible to identify that, especially in Brazil, the level of ignorance of such subject is higher, either by teachers and also course leaders. Also the perception of being the Educational Sector of MERCOSUR a landmark is lower in this country, when compared to Argentina, Uruguay and Paraguay. Likewise it is clear that the respondents do not seem to identify the impact of the Educational Sector of MERCOSUR on actions such as the recognition of titles or changes in forms of laws, although there are significant differences as for the acknowledgement of MERCOSUR as a body that fulfills what it set, when comparing the responses of group I - Argentina, Paraguay and Uruguay, with a higher rate of favorable responses, and group II - Brazil. Therefore, the conclusion is despite the efforts for integration expressed in the legal instruments, agreements and recent public policies, the structural and cultural aspects, as well as the interests of the actors in the educational field of the MERCOSUR countries indicate more barriers than advancements in the prospects of an integration process through the Higher University Education among Argentina, Brazil, Paraguay and Uruguay. The possible ways to pave this integration and accelerate it may be: (i) to strengthen the creation of agencies to promote accreditation in each of the involved countries, which should respect the local peculiarities, but also focus on the cross-border character required by the integration, and favor the reduction of asymmetries, (ii) a greater involvement of stakeholders in the educational field - the managers and teachers of the Higher Education Institutions in the construction and application of the integration agreements of the MERCOSUR Educational Sector that are little known, especially in Brazil.

Este trabalho de tese apresenta uma investigação sobre os sistemas, processos e leis de Educação Superior Universitária adotados nos países formuladores do projeto de criação do Mercado Comum do Sul MERCOSUL, Argentina, Brasil, Paraguai e Uruguai, signatários do Tratado de Assunção, firmado em 26 de março de 1991, procurando identificar (i) em que medida esses sistemas, leis e processos, isto é, as distintas estruturas, abarcam a possibilidade integradora entre esses países e, por extensão, os demais países da América Latina e (ii) se aspectos culturais e os interesses dos atores em campo educacional dos países constituintes do MERCOSUL apontam perspectivas de um processo de integração que favoreça a consolidação dos objetivos do bloco no campo educacional. Mediante (i) estudo em uma perspectiva histórico-cultural, (ii) investigação comparada de leis magnas, leis referentes ao Ensino Superior universitário, instrumentos legais do Setor Educacional do MERCOSUL e (iii) aplicação de questionário via web para análise de percepções dos atores da Educação Superior Universitária no tocante a ser o Setor Educacional do MERCOSUL um marco na integração, identifica-se que, em especial no Brasil, é maior o nível de desconhecimento do tema, por parte de professores e dirigentes de cursos e que a percepção acerca de ser o Setor Educacional do MERCOSUL um marco é a menor também neste país em comparação à Argentina, Uruguai e Paraguai; bem como se constata que os respondentes não demonstram identificar o impacto do Setor Educacional do MERCOSUL em ações como reconhecimento de títulos ou mudanças nas formas das leis, embora haja diferença significativa quanto ao reconhecimento do MERCOSUL como um órgão que cumpre o que se propôs, ao se comparar as respostas do grupo I - Argentina, Paraguai e Uruguai, com maior índice de respostas favoráveis, e os do grupo II Brasil. Conclui-se, ademais, que não obstante os esforços de integração expressos nos instrumentos legais, acordos e políticas públicas mais recentes, aspectos estruturais, culturais e os interesses dos atores em campo educacional dos países constituintes do MERCOSUL apontam mais entraves do que avanços nas perspectivas de um processo de integração por meio da Educação Superior universitária entre Argentina, Brasil, Paraguai e Uruguai. Possíveis caminhos para pavimentar essa integração e acelerá-la podem ser: (i) o reforço à criação de agências de acreditação em cada país envolvido, que respeitem as peculiaridades locais, mas tenham, também, foco no caráter transfronteira que a integração exige e favoreça a redução de assimetrias; (ii) o maior envolvimento dos atores do campo educacional - corpo gestor e docente das Instituições de Ensino Superior - na construção e aplicação dos acordos de integração do Setor Educacional do MERCOSUL que se mostram, especialmente no Brasil, pouco conhecidos. / This thesis presents an investigation into the Higher University Education systems, processes, laws, adopted in the countries that have formulated the creation project of the Southern Common Market MERCOSUR. They are Argentina, Brazil, Paraguay and Uruguay, which have signed the Treaty of Asuncion on March 26, 1991. It aims to identify (i) to what extent these systems, laws, processes, ie the different structures embrace the possibility of integration among those countries and, by extension, with other Latin American countries and (ii) if the cultural aspects and interests of the actors in the MERCOSUR countries educational field indicate perspectives of an integration process that might favor the consolidation of the block objectives in the educational field. By means of (i) study in a cultural-historical perspective, (ii) comparative research of Laws Magnas, laws concerning Higher University Education, MERCOSUR Educational Sector legal instruments, and (iii) a web questionnaire to analyze the perceptions of the Higher University Education actors, as for being the Educational Sector of MERCOSUR a landmark in its integration, it is possible to identify that, especially in Brazil, the level of ignorance of such subject is higher, either by teachers and also course leaders. Also the perception of being the Educational Sector of MERCOSUR a landmark is lower in this country, when compared to Argentina, Uruguay and Paraguay. Likewise it is clear that the respondents do not seem to identify the impact of the Educational Sector of MERCOSUR on actions such as the recognition of titles or changes in forms of laws, although there are significant differences as for the acknowledgement of MERCOSUR as a body that fulfills what it set, when comparing the responses of group I - Argentina, Paraguay and Uruguay, with a higher rate of favorable responses, and group II - Brazil. Therefore, the conclusion is despite the efforts for integration expressed in the legal instruments, agreements and recent public policies, the structural and cultural aspects, as well as the interests of the actors in the educational field of the MERCOSUR countries indicate more barriers than advancements in the prospects of an integration process through the Higher University Education among Argentina, Brazil, Paraguay and Uruguay. The possible ways to pave this integration and accelerate it may be: (i) to strengthen the creation of agencies to promote accreditation in each of the involved countries, which should respect the local peculiarities, but also focus on the cross-border character required by the integration, and favor the reduction of asymmetries, (ii) a greater involvement of stakeholders in the educational field - the managers and teachers of the Higher Education Institutions in the construction and application of the integration agreements of the MERCOSUR Educational Sector that are little known, especially in Brazil.

Clientelism is a form of informal relations between political parties and other agents, based on the exchange of benefits and favors in return for political support and loyalty. It is a legacy from the socialist era that has been shaping Serbian economic and political life for decades. These clientelistic practices could have a harmful impact on organizations if it affects employees’ organizational commitment negatively. Teachers are especially important for the economy of a country since the quality of teaching has an impact on future generations of individuals who will work, live, and contribute to the local communities and the society. The aim of this study is therefore to find out if and how teachers in the public sector perceive clientelism and how this affects their organizational commitment. A case study was made on one prominent school in Serbia, where interviews were held with eight teachers. The findings suggest that clientelism affects teachers’ organizational commitment negatively in some cases, indicating that the impact of clientelism on teachers’ organizational commitment is person specific. Clientelism does not have a direct impact on teachers’ organizational commitment but impacts commitment through proxies, i.e. antecedents to organizational commitment.

Digital games are being increasingly implemented in the educational sector to improvevarious skills. Among these the effectiveness of digital game-based learning (DGBL) on the socio-emotional ability of individuals have been investigated with overall positive results. However, a limited number of studies have investigated the effectiveness of DGBL on this ability in children with intellectual disability and no studies have researched whether DGBL could be effective on the socio-emotional skills of children with this form of disability. Thus, the current study aimed at investigating the effectiveness of DGBL on the specific socio-emotional skill of emotion recognition in children with intellectual disability in the educational sector. The following research question was formulated: Does DGBL increase the socio-emotional skill of emotion recognition in children with intellectual disability. To answer this question a quasiexperimental one-group pretest-posttest design was adopted where participants engaged in a DGBL-intervention where they played a game aimed at improving their emotion recognition ability. Participants were selected via purposive sampling and the final sample consisted of N=7. The sample consisted of children with intellectual disability between the age span of six and nine of both male and female gender. The experiment consisted of three parts: a pretest where data in terms of the socio-emotional skill of emotion recognition was collected, the actual intervention where the participants engaged inplaying a digital game, and lastly, a posttest where the skill of emotion recognition was measured again. The data was subsequently analyzed via a paired sample t-test. The results of the study showed that DGBL did not significantly increase the socio-emotional skill of emotion recognition in children with intellectual disability. This result in part contradicts earlier research on DGBL and intellectual disability as well as DGBL andsocio-emotional skill where significant effects have been identified. However, since no previous research has investigated whether DGBL could be effective in increasing the socio-emotional skill of children with intellectual disability, future research is needed to confirm or reject the present results. In summary, the current research has extended on current knowledge and provided important implications for the field of special education.

[pt] O presente estudo tem como objetivo analisar os setores educativos de seis museus de ciência da cidade do Rio de Janeiro com o propósito de conhecer a estrutura e o funcionamento desses espaços, bem como os referenciais teóricos que fundamentam as ações educativas desenvolvidas por seus profissionais. Foram selecionados para esta pesquisa a Casa da Ciência, o Museu da Geodiversidade, o Museu da Vida, o Museu de Astronomia e Ciências Afins, o Museu do Meio Ambiente e o Museu Nacional. Apesar de os estudos sobre mediação, público, divulgação científica e a relação museu escola terem crescido consideravelmente nas últimas décadas, a revisão de literatura indicou reduzido material voltado especificamente aos setores educativos (SE) dos museus de ciência. Autores de distintos campos do conhecimento – Museologia, Educação, Sociologia, Ensino de Ciências – contribuíram para o arcabouço teórico da pesquisa, dentre eles: Cazelli, Hooper-Greenhill, Rubiales, Valente, Wagensberg, Freire, Carvalho e Dubet. Em termos metodológicos, optou-se por uma abordagem qualitativa das respostas dadas pelos museus de ciência ao questionário aplicado em 2015 pelo Grupo de Pesquisa em Educação, Museu, Cultura e Infância (GEPEMCI/PUC-Rio), com atenção especial aos resultados obtidos sobre os seis museus selecionados para este estudo. Em seguida, foram realizadas entrevistas semiestruturadas com educadores museais que integram as equipes dos SEs das instituições participantes. Com essas ferramentas, foram obtidos os dados analisados: o perfil dos profissionais do SE, a inserção do setor educativo na instituição, a formação desses profissionais, os referenciais teóricos subjacentes às suas práticas e as concepções de educação que orientam a atuação. Na etapa seguinte do estudo, realizou-se uma análise de conteúdo conforme proposta por Laurence Bardin e análise temática de Fontoura. Conjugando esses métodos, foi possível conhecer as especificidades dos setores educativos dos museus observados, refletir sobre os referenciais teóricos utilizados pelos profissionais entrevistados e relacionar essas referências com as ações educativas propostas. Percebeu-se também que esses atores exercem com frequência múltiplas funções dentro do SE, e que a profissionalização desses sujeitos é um campo em disputa, pois o educador museal não se constituí formalmente como profissão. Constatou-se que o processo de busca pela formação teve como ponto de partida a experiência no setor educativo e a troca de saberes com os atores envolvidos. Nesse sentido, a interdisciplinaridade e as trajetórias em diferentes áreas contribuem para uma formação continuada, realizada por e com os pares. Entre os entrevistados nesta pesquisa, observou-se diversas concepções de educação, do papel do setor educativo, da missão institucional, da importância de um plano educativo e da relação estabelecida com os referenciais teóricos que pautam as ações educativas. A respeito do referencial teórico, o educador Paulo Freire foi o mais citado, seguido por Piaget, Vygotsky e alguns autores nacionais e internacionais do campo museal. A pesquisa também indicou que é preciso constituir e manter uma proposta que una a academia, o museu e a escola na construção coletiva de ações educativas voltadas à formação, visando alcançar as demandas interinstitucionais, somando as expertises no entendimento e na apropriação da ciência do espaço museal. / [en] This study aims to analyze the educational sectors of six science museums in the city of Rio de Janeiro with the purpose of understanding the structure and functioning of such spaces, as well as the theoretical references underlying the educational actions developed by their professionals. The House of Science, the Museum of Geodiversity, the Museum of Life, the Museum of Astronomy and Related Sciences, the Museum of the Environment and the National Museum were selected for this research. Although studies on mediation, public, scientific popularization and the museum-school relationship have grown considerably in the last decades, the literature review offers reduced material specifically aimed at the educational sectors of science museums. Authors from different fields of knowledge – such as Museology, Education, Sociology, Science Teaching– contributed to the theoretical framework of this research, among them: Cazelli, Hooper-Greenhill, Rubiales, Valente, Wagensberg, Freire, Carvalho and Dubet. In methodological terms, I opted for a qualitative analysis of the answers given by science museums to the questionnaire once applied in 2015 by the Research Group on Education, Museum, Culture and Childhood (GEPEMCI/PUC-Rio), with special attention to the results obtained from the six museums selected for this study. Then, semi-structured interviews were conducted with museum educators who integrate the ES teams of the analyzed institutions. With these tools, data were collected concerning the profile of museum educators, the insertion of the educational sector in the institution, the training of these professionals, the theoretical references underlying their practices and the conceptions of education that guide the performance. Then a content analysis as proposed by Laurence Bardin was carried out. Combining these methods, it was possible to approach the specificities of the educational sectors of the museums under study, reflect on the theoretical frameworks used by the interviewed professionals and relate these references to the proposed educational actions. It was also noticed that these subjects often exercise multiple functions within the ES, and that professionalization of these subjects is a field in dispute, since the museum educator is not constituted as a formal profession. Their search for training process had as its starting point the experience in the educational sector and the exchange of knowledge with the actors involved. In this sense, interdisciplinarity and trajectories in different areas contribute to continuous training, carried out by and with peers. Among the interviewees, there were several conceptions of education, the role of the educational sector, the institutional mission, the importance of an educational plan and the relationship established with the theoretical frameworks that guide educational actions. Regarding the theoretical framework, the educator Paulo Freire was the most cited, followed by Piaget, Vygotsky and some national and international authors in the field of museums. The research also indicated the necessity of establishing and maintaining a proposal that unites the academy, the museum and the school in the collective construction of educational actions aimed at training, with the goal of meeting the inter-institutional demands, adding the expertise in understanding and appropriating the science museum space. / [es] El objetivo del presente trabajo es estudiar los sectores educativos de seis museos de ciencias de la ciudad de Rio de Janeiro, para conocer su estructura y funcionamiento, así como los referenciales teóricos que fundamentan las acciones educativas desarrolladas por sus respectivos equipos de profesionales. Fueron seleccionadas la Casa da Ciência, el Museu da Geodiversidade, el Museu de Astronomia e Ciências Afins, el Museu da Vida, el Museu do Meio Ambiente y el Museu Nacional. A pesar del aumento de los estudios sobre mediación, público, divulgación científica, popularización de la ciencia y sobre la relación entre la institución museal y la escuela, en la literatura se encuentra poco sobre los sectores educativos de los museos de ciencias. Autores de áreas como Museología, Educación, Sociología y Enseñanza de las Ciencias han contribuído con este campo, tales como Cazelli, Hopper-Greenhill, Rubiales, Valente, Wagensberg, Freire, Carvalho y Dubet. Fue implementado el análisis cualitativo de las respuestas dadas en los museos a un cuestionario aplicado em 2015 por el Grupo de Pesquisa em Educação, Museu, Cultura e Infância (GEPEMCI/PUC-Rio). Seguidamente fueron realizadas entrevistas semiestructuradas a algunos profesionales de los sectores educativos de las instituciones mencionadas. Para el análisis fueron obtenidos datos sobre el perfil de los educadores entrevistados, la relevancia del sector educativo en la respectiva institución, la formación de tales profesionales, los referenciales teóricos subyacentes a sus prácticas y a las concepciones que orientan su desempeño. Posteriormente fue realizado un análisis de contenido, de acuerdo con la propuesta de Laurence Bardin. Conjugando estos enfoques fue posible conocer las particularidades de los sectores educativos, los referentes teóricos usados por los profesionales entrevistados y relacionar tales referencias con las acciones educativas propuestas desde los sectores. Se advirtió que estos funcionarios ejercen múltiples funciones dentro del museo frecuentemente y su profesionalización es un tema muy discutido, pues el trabajo de educador museal no es considerado una profesión en sí. Se constató que el la búsqueda de formación tuvo como puntos de partida la experiencia dentro del sector educativo y el intercambio de saberes con los demás actores del espacio museal. En ese sentido, la interdisciplinariedad y la diversidad de trayectorias de los integrantes del sector contribuyen para una formación continuada, realizada con y gracias a los pares. Los participantes en la investigación manifestaron diferentes concepciones sobre la educación y el papel del sector educativo, sobre la misión institucional del museo y la importancia de una propuesta educativa, y sobre la relación entre los referenciales teóricos y las acciones educativas. Los autores más citados fueron Freire, seguido por Piaget y Vigostki, entre otros autores del área. El estudio también mostró la necesidad de elaborar y mantener una propuesta que integre las instituciones científicas con el museo y la escuela en una formulación conjunta de acciones para la formación de los profesionales del sector, atendiendo demandas interinstitucionales, a partir de la combinación de experiencias y puntos de vista sobre el papel del museo y un sentido de apropiación de la ciencia y del espacio museal.