nÃo hà / Na gestÃo estratÃgica das InstituiÃÃes de Ensino Superior (IES), a Tecnologia da InformaÃÃo (TI) à um aspecto fundamental cuja efetiva aplicaÃÃo requer o alinhamento com as estratÃgias de negÃcio. Este trabalho tem como principal objetivo diagnosticar o alinhamento estratÃgico (AE) da TI e das Ãreas de negÃcio numa IES. O modelo conceitual foi elaborado a partir de uma revisÃo da literatura sobre o tema de AE e, em especial, aqueles relacionados à gestÃo estratÃgica em IES. O modelo SAMM (Strategic Alignment Maturity Model) serviu de base para a investigaÃÃo, que combinou aspectos quantitativos e qualitativos dentro de um estudo de caso exploratÃriodescritivo na Universidade Federal do Cearà (UFC). Para a coleta dos dados primÃrios, foi desenvolvido um questionÃrio eletrÃnico, sendo respondido por 82 gestores universitÃrios, a saber: prÃreitores, coordenadores, diretores, superintendentes e chefes de unidades acadÃmicas. Os resultados obtidos nÃo sà permitiram a identificaÃÃo de um baixo nÃvel de maturidade quanto ao AE na UFC como possibilitaram a anÃlise dos fatores que atuam no processo, principalmente em relaÃÃo Ãs prÃticas facilitadoras e inibidoras. A pesquisa evidencia a necessidade de dirigir a atenÃÃo dos gestores para alguns desses fatores que podem se traduzir em oportunidades para a melhoria do processo. / In the strategic management of Higher Education Institutions (HEIs), the Information Technology (IT) is a fundamental aspect whose effective application requires alignment with business strategies. The aim of this work is mainly to describe the alignment process of Information Technology and business areas in HEIs based on the application of the model developed by Jerry Luftman - SAMM (Strategic Alignment Maturity Model). The conceptual model was developed from a review of the literature on the subject of alignment with IT and business strategies and in particular, those related to strategic management in HEIs. We opted for an investigation combining quantitative and qualitative aspects in a descriptive exploratory case study at the Federal University of Cearà (UFC). To collect the primary data, we developed an electronic questionnaire, which was answered by 82 university administrators, namely: pro-rectors, engineers, principals, superintendents and heads of academic units. The results obtained, not only allowed the identification of a low level of maturity concerning the alignment with the IT and business strategies of the UFC but they also made possible the analysis of the factors that affect the process, especially as regards such facilitating and inhibiting practices. The research highlights the need to direct the attention of managers to some of these factors which can be translated into opportunities for the improvement of the process.

Submitted by Kamila Costa (kamilavasconceloscosta@gmail.com) on 2015-06-15T17:32:19Z No. of bitstreams: 1 Dissertação-Antonio G Junior.pdf: 842468 bytes, checksum: f5e5a41655a6742c1f69c802ceecf6db (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-15T18:23:19Z (GMT) No. of bitstreams: 1 Dissertação-Antonio G Junior.pdf: 842468 bytes, checksum: f5e5a41655a6742c1f69c802ceecf6db (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-15T18:24:35Z (GMT) No. of bitstreams: 1 Dissertação-Antonio G Junior.pdf: 842468 bytes, checksum: f5e5a41655a6742c1f69c802ceecf6db (MD5) / Made available in DSpace on 2015-06-15T18:24:35Z (GMT). No. of bitstreams: 1 Dissertação-Antonio G Junior.pdf: 842468 bytes, checksum: f5e5a41655a6742c1f69c802ceecf6db (MD5) Previous issue date: 2015-04-13 / FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas / This research has the objective to analyze the application of game companies in administration courses by higher education institutions of the Amazonas. Specifically intended to identify the IES Amazonas using gaming companies in the course of management, examine the institutional/teaching, through PPC and finally examine questionnaires answered by course coordinators and students, as the contribution of games companies in the process of formation of business students. The contribution of this research lies in pointing skills needed for the administrator, so that the teaching-learning in undergraduate courses can be enhanced with the use of game companies. This goes through the awareness of institutions, course coordinators and teachers to better training for business students. The research was divided into 2 parts, the first part of the research aims to analyze, through a qualitative and quantitative research, the application of game companies in administration courses by IES of the Amazonas. For this, the said course coordinators were interviewed using a questionnaire and held an institutional analysis, with documentary research applied to PPC of IES Amazonas. The second part of the research intended to qualitatively analyze the perception of administration graduate students, as the game companies for assistance in the process of training in administration. To that end, we applied a methodology which results in questions open to individuals representing the community, which ensejam free speech and no strings attached to a preconceived thought, also known as Collective Subject Discourse (CSD). It was located discipline "game companies" in any curricular structure of PPC analyzed. We identified some of aspects of literature on game companies mainly on the achievement of interdisciplinarity and integration of theory with practice. All coordinators said they knew the teaching technique involving gaming companies. About the existence of the "game companies" discipline curriculum of the undergraduate course in administration, 33% reported the existence of this specific discipline. While 55% said the use of business games technique in administration undergraduate course. Of these, 80% use software. All coordinators reported the following improvements: high student interest, bringing together theory and practice, stimulation of systemic thinking of students and integration of content from different management course subjects. Most respondents coordinators agree that lack trained teachers is the main difficulty in applying the game companies in the IES of the Amazonas, either with the aid of software or not. For students, the game contributed to learning in general, as well as for the development of skills among the participants, such as negotiation, communication and teamwork. Contributions were observed for the teamwork, strategic vision, strategic planning and decision making, integration of concepts learned separately. / Esta pesquisa tem por objetivo geral analisar a aplicação de jogos de empresas nos cursos de administração pelas instituições de ensino superior do Amazonas. Especificamente pretendeuse identificar as IES do Amazonas que usam jogos de empresas no curso de administração, examinar a ótica institucional/docente, por meio dos PPC e, por fim, examinar questionários respondidos por coordenadores de curso e discentes, quanto à contribuição dos jogos de empresas no processo de formação dos estudantes de administração. A contribuição desta pesquisa reside em apontar competências necessárias ao administrador, de modo que o processo de ensino-aprendizagem nos cursos de graduação possam ser incrementados com o uso dos jogos de empresas. Isso perpassa pela conscientização de instituições, coordenadores de curso e professores para uma melhor a formação dos estudantes de administração. A pesquisa foi dividida em 2 partes, a primeira parte da pesquisa pretendeu analisar, por meio de uma pesquisa quali-quantitativa, a aplicação de jogos de empresas nos cursos de administração pelas IES do Amazonas. Para isso, foram entrevistados coordenadores do referido curso, por meio de questionário e realizou-se uma análise institucional, com pesquisa documental aplicada aos PPC das IES do Amazonas. A segunda parte da pesquisa pretendeu analisar qualitativamente a percepção de estudantes de graduação em administração, quanto à contribuição dos jogos de empresas no processo de formação em administração. Para tanto, foi aplicada uma metodologia que se traduz por questionamentos abertos aos indivíduos que representam a coletividade, os quais ensejam discursos livres e sem amarras a um pensamento pré-concebido, também conhecido como Discurso do Sujeito Coletivo (DSC). Não foi localizada a disciplina “jogos de empresas” em nenhuma estrutura curricular dos PPC analisados. Identificaram-se alguns aspectos pertinentes à literatura sobre jogos de empresas, principalmente, quanto à realização da interdisciplinaridade e integração da teoria com a prática. Todos os coordenadores afirmaram conhecer a técnica de ensino envolvendo jogos de empresas. Sobre a existência da disciplina “jogos de empresas” na matriz curricular do curso de graduação em administração, 33% relataram a existência dessa disciplina específica. Enquanto 55% apontaram o uso da técnica de jogos de empresas no curso de graduação em administração. Desses, 80% usam software. Todos os coordenadores relataram os seguintes pontos positivos: elevado interesse dos alunos, aproximação entre teoria e prática, estimulo do pensamento sistêmico dos estudantes e integração dos conteúdos de diversas disciplinas do curso de administração. A maioria dos coordenadores entrevistados concorda que a falta professores treinados é a principal dificuldade para aplicar os jogos de empresas nas IES do Amazonas, seja com o auxílio de software ou não. Para os alunos, o jogo contribuiu para o aprendizado de um modo geral, bem como para o desenvolvimento de habilidades entre os participantes, como: negociação, comunicação e trabalho em equipe. Foram observadas contribuições referentes ao trabalho em equipe, visão estratégica, planejamento estratégico e tomada de decisões, integração de conceitos aprendidos separadamente.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-04-29T13:25:05Z No. of bitstreams: 1 Elisângela Batista Maciel Rodrigues.pdf: 1265809 bytes, checksum: 1f9d6db0b3ecd0f108ff5d469ede1fd7 (MD5) / Made available in DSpace on 2015-04-29T13:25:05Z (GMT). No. of bitstreams: 1 Elisângela Batista Maciel Rodrigues.pdf: 1265809 bytes, checksum: 1f9d6db0b3ecd0f108ff5d469ede1fd7 (MD5) Previous issue date: 2013-04-26 / Nenhuma / O presente estudo objetivou analisar se os conhecimentos de Contabilidade Pública, constantes dos projetos pedagógicos de cursos de graduação em Ciências Contábeis de IES do Rio Grande do Sul, para a disciplina de contabilidade pública, atendem ao que está proposto pelos organismos reguladores, além das normas contábeis específicas aplicadas ao Setor Público. A pesquisa é classificada quanto aos fins como descritiva, quanto aos meios como documental, com características predominantemente quantitativas e com aspectos qualitativos presentes nas análises realizadas. A amostra é formada de 28 Instituições de Ensino Superior do Rio Grande do Sul que oferecem os cursos de Graduação em Ciências Contábeis, na modalidade presencial e que disponibilizaram seus conteúdos programáticos e ementas da disciplina de Contabilidade Pública nas respectivas páginas eletrônicas ou a partir de contato por correio eletrônico aos coordenadores dos cursos. As análises de dados apoiaram-se em quadros, tabelas e gráficos, elaborados com base em técnicas de estatística descritiva e avaliação de diferenças de médias com uso de análise de variância, por meio da Anova: Fator Único. Os resultados revelaram que as instituições atendem de forma significativa as proposições do Conselho Federal de Contabilidade e itens das Normas Brasileiras de Contabilidade Aplicadas ao Setor Público no ensino da contabilidade pública. A média de aderência nas instituições, comparada à proposta curricular do Conselho Federal de Contabilidade, atingiu 79,08% enquanto que a média de aderência foi de 72,40% com relação ao conteúdo das Normas Brasileiras de Contabilidade Aplicadas ao Setor Público. As comparações realizadas com relação à carga horária disponibilizada para a disciplina, semestre em que ela ocorre, região geográfica e categoria e organização acadêmica da instituição não revelaram diferenças significativas nos níveis de aderência avaliados. / This study aimed to examine whether the knowledge of Public Accounting, constant from the pedagogical projects of undergraduate courses in Accounting from IES of the Rio Grande do Sul, to the public accounting discipline, attend to what is proposed by the regulatory bodies, in addition to accounting standards Specific applied to the Public Sector. The research is classified as descriptive as to the purposes, as to the means as documentary, with characteristics predominantly quantitative and with qualitative aspects in the present analyzes. The sample consists of 28 Higher Education Institutions of Rio Grande do Sul that offer undergraduate courses in Accounting, in the classroom and who provided the programmatic contents and menus of the discipline of Public Accounting in their web pages or from a contact by mail to the coordinators of the courses. Data analyzes were based on charts, tables and graphs, prepared based on descriptive statistical techniques and evaluation of mean differences using analysis of variance, by Anova: Single Factor. The results revealed that institutions meet significantly propositions of the Federal Council of Accounting and items of Brazilian Accounting Standards Applied to the Public Sector in the teaching of public accounting. The average of adherence in the institutions, compared to the proposed curriculum Federal Accounting Council, reached 79.08% while the average compliance was 72.40% in relation to the contents of the Brazilian Accounting Standards Applied to the Public Sector. The comparisons made with respect to workload available for discipline, semester in which it occurs, geographic region and category and academic organization of the institution, revealed no significant differences in grip levels evaluated.

<p>In the academic world, open access institutional repositories (IRs) are beginning to play a vital role in storing and disseminating scholarly communication. Through this method, higher education institutions are able to showcase their intellectual outputs and to contribute to sharing and building knowledge. This evolutionary process of scholarly communication is an important feature of knowledge societies. Furthermore, IRs allow scholars to make known the research they are involved in, which can result in their academic reputation improving, as well as the reputations of the institutions they represent.</p> <p>The purpose of this study is to examine the processes of establishing IRs in the four tertiary education institutions in the Western Cape, which form part of the Cape Higher Education Consortium (CHEC). Within this consortium is the collaborative library project, the Cape Library Consortium (CALICO), which represents the four academic library services. The researcher investigated whether the four Western Cape Higher Education Institutions have established IRs and their experiences in doing so. They are examined in the light of the guidelines for successful IRs already established in the international professional literature on IRs. Throughout the study, the partnerships that are needed for the success of IRs, with a specific emphasis on the crucial role that the librarian might play in this regard, are a central focus.</p> <p>The study is a qualitative case study, relying on interviews with key informants from the four HEIs and analysing policy and other supporting documents. The study confirms comment in the literature that IRs evolve in &ldquo / messy&rdquo / and &ldquo / spotty&rdquo / ways. The key findings might be summarised in the form of four assertions:</p> <ul> <li>&ldquo / It is all about people&rdquo / </li> <li>Philosophical differences are significant</li> <li>Context and history cannot be ignored</li> <li>The role of the university library is ambiguous.</li> </ul> <p>It is hoped that the study of fledgling IR projects might provide insights useful to the broader IR research and professional literature.</p>

The developing knowledge economy affects organizations within the innovation system where higher education institutions (HEI) are regarded as a significant part. There is a large amount of research that focus on different aspects of collaboration such as the outcome, the process and its infrastructure. To emphasize HEIs role in the national and regional innovation systems concepts such as Mode 2 and Triple helix, and the Knowledge triangle, have developed. These concepts have also heavily influenced Swedish innovation policy.   This thesis is set to analyze collaboration work between Swedish HEIs and the public and private sectors, and to understand how collaboration: i) occurs in practice in research and undergraduate education; ii) is influenced by policy efforts, and; iii) influence HEI’s internal and external social capital building. Firstly, research and teaching links is analyzed to highlight the integration of collaboration, research and education within specific research profiles. This is because previous research has neglected collaboration and its effect on undergraduate education. Secondly, social capital theory is used as a framework for the analysis. Social capital theory is used to obtain a thorough understanding of individual researchers’ attitude to collaboration and participation in collaboration activities.   The results indicate that short term projects had long-term effects since it established new education programs and projects. Collaboration also effects undergraduate education through research profiles with their integration of research and education in groups within as well as outside the HEI. The results also show that social capital building through top steered initiatives is complex. In the HEIs there was no relation between researchers expressing a positive attitude towards different forms of collaboration and a high participation level in collaboration activities. This suggests that building of external social capital within HEIs is not related to the nature of the internal social capital. There was interfaculty differences in both the researchers’ attitude to collaboration activities and participation in collaboration activities. As expected, professors had more opportunities and ability for collaboration. They also indicated a resistance to use a central infrastructure for collaboration to build external social capital. The opposite was demonstrated for professors from the humanities who had little experience of collaboration. They still did not to use the infrastructure to a large extent. Suggestively policy makers should encourage a more efficient external social capital building through earmarked funding for collaboration on a department level rather than on the HEIs’ central level.

Aukštojo mokslo institucijų korporatyvinės reputacijos svarba nekelia abejonių, tačiau svarbu nustatyti, kokie veiksniai daro įtaką aukštojo mokslo institucijų korporatyvinei reputacijai ir kaip ją būtų galima kompleksiškai vertinti. Tyrimo tikslas – nustačius ir įvertinus aukštojo mokslo institucijų korporatyvinės reputacijos vertinimo veiksnius, sudaryti aukštojo mokslo institucijų korporatyvinės reputacijos vertinimo modelį. Disertacijos tyrimas apima mokslinės literatūros šaltinių analizę, apibendrinimą ir lyginimą, modeliavimo metodą, kokybinio ir kiekybinio tyrimo bei duomenų apdorojimo metodus. Duomenims analizuoti taikomi daugiamačiai statistiniai metodai: aprašomoji statistika, patikimumo, faktorinė ir dispersinė analizės. Disertacijos pirmoje dalyje apibrėžiama korporatyvinės reputacijos reiškinio genezė, atliekama korporatyvinės reputacijos sampratos analizė ir išskiriama požiūrių tipologija, analizuojama korporatyvinės reputacijos reikšmė organizacijai ir vaidmuo aukštojo mokslo institucijose. Antroje dalyje apibrėžiama korporatyvinės reputacijos vertinimo svarba organizacijai, išskiriamos suinteresuotos grupės, atliekama korporatyvinės reputacijos vertinimo metodikų lyginamoji analizė. Trečioje dalyje parengiama korporatyvinės reputacijos vertinimo aukštojo mokslo institucijose tyrimo metodika. Ketvirtoje dalyje pristatomi korporatyvinės reputacijos vertinimo aukštojo mokslo institucijose tyrimo rezultatai. Remiantis gautais rezultatais, pagrindžiamas aukštojo... [toliau žr. visą tekstą] / The importance of corporate reputation at higher education institutions does not raise any doubts. However, it is important to determine what indicators influence corporate reputation of higher education institutions and how it can be comprehensively measured. The aim of the research – after identification and evaluation of corporate reputation measurement indicators at higher education institutions to construct measurement model of corporate reputation at higher education institutions. Research of the dissertation includes analysis, generalization and comparison of scientific literature, modeling method, qualitative and quantitative research and data processing methods. For the analysis of data multidimensional statistical methods are used: descriptive statistics, reliability, factor and dispersion analysis. In the first part of dissertation, genesis of corporate reputation is defined, analysis of corporate reputation definitions is executed and typology of views is distinguished, significance of corporate reputation to organization and role to higher education institutions are analyzed. In the second part, the importance of corporate reputation measurement to organization is defined, stakeholder groups are distinguished, comparative analysis of corporate reputation measurement methods is executed. In the third part, research methodology of corporate reputation measurement at higher education institutions is prepared. In the fourth part, results of the research of corporate... [to full text]

Enhancing of internationalisation in Higher education institutions is investigated in the dissertation, with the priority given to human resource management. The intercultural competence is identified as an instrument for complex improvement of internationalisation: its perspectives quantitative and qualitative results. The theoretical and empirical research results are summarised in the concept of HEIs’ internationalisation proposed, which is based on the idea of human resource intercultural competence development. / Darbe nagrinėjamos aukštojo mokslo institucijų veiklos internacionalizavimo tobulinimo problemos, prioritetizuojant žmonių išteklių vadybą. Analizuojama aukštojo mokslo institucijų internacionalizavimo samprata, subjektai ir veiksniai sąlygojantys internacionalizavimo plėtrą, bei kokybinius ir kiekybinius parametrus. Atliktų teorinių ir empirinių tyrimų rezultatai yra apibendrinami pateikiamoje aukštojo mokslo institucijų internacionalizavimo koncepcijoje, grįstoje aukštojo mokslo institucijų žmonių išteklių tarpkultūrinės kompetencijos formavimu. Darbe patiekiami sprendimai siūlomai koncepcijai realizuoti.

<p>In the academic world, open access institutional repositories (IRs) are beginning to play a vital role in storing and disseminating scholarly communication. Through this method, higher education institutions are able to showcase their intellectual outputs and to contribute to sharing and building knowledge. This evolutionary process of scholarly communication is an important feature of knowledge societies. Furthermore, IRs allow scholars to make known the research they are involved in, which can result in their academic reputation improving, as well as the reputations of the institutions they represent.</p> <p>The purpose of this study is to examine the processes of establishing IRs in the four tertiary education institutions in the Western Cape, which form part of the Cape Higher Education Consortium (CHEC). Within this consortium is the collaborative library project, the Cape Library Consortium (CALICO), which represents the four academic library services. The researcher investigated whether the four Western Cape Higher Education Institutions have established IRs and their experiences in doing so. They are examined in the light of the guidelines for successful IRs already established in the international professional literature on IRs. Throughout the study, the partnerships that are needed for the success of IRs, with a specific emphasis on the crucial role that the librarian might play in this regard, are a central focus.</p> <p>The study is a qualitative case study, relying on interviews with key informants from the four HEIs and analysing policy and other supporting documents. The study confirms comment in the literature that IRs evolve in &ldquo / messy&rdquo / and &ldquo / spotty&rdquo / ways. The key findings might be summarised in the form of four assertions:</p> <ul> <li>&ldquo / It is all about people&rdquo / </li> <li>Philosophical differences are significant</li> <li>Context and history cannot be ignored</li> <li>The role of the university library is ambiguous.</li> </ul> <p>It is hoped that the study of fledgling IR projects might provide insights useful to the broader IR research and professional literature.</p>

O presente trabalho apresenta um estudo sobre a identificação e a avaliação dos principais atributos e respectivas dimensões da qualidade, na percepção dos alunos de graduação do curso de Administração, que influenciam na sua satisfação em relação aos serviços prestados pela Universidade de Caxias do Sul (UCS). Ao identificar e avaliar estes atributos e as dimensões da qualidade dos serviços prestados, na perspectiva dos alunos do referido Curso, existe a possibilidade de contribuir para um melhor planejamento e desempenho institucional, buscando a qualificação do curso de Administração, estimulando a retenção de clientes (alunos), além de ampliar o nível de competitividade da Instituição no mercado. Para tanto, a pesquisa foi desenvolvida em duas fases: a primeira, caracterizada como uma pesquisa qualitativa, de caráter exploratório, implementada por meio de entrevistas individuais em profundidade; e a segunda, caracterizada como uma pesquisa quantitativa, de caráter descritivo, com a aplicação de uma survey. Para o processo de análise dos dados foram utilizadas técnicas estatísticas que evidenciaram a avaliação do grau de satisfação geral e por atributo identificado, bem como, a identificação das dimensões (fatores) da qualidade dos serviços prestados pela Instituição de Ensino Superior. Pela Análise Fatorial, foram contemplados 39 atributos que ficaram agrupados em 10 dimensões (fatores). / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-13T13:41:26Z No. of bitstreams: 1 Dissertacao Anderson Corso.pdf: 1138087 bytes, checksum: 2a1614f1f2e97bb97cc2eab0e6ca8b14 (MD5) / Made available in DSpace on 2014-05-13T13:41:26Z (GMT). No. of bitstreams: 1 Dissertacao Anderson Corso.pdf: 1138087 bytes, checksum: 2a1614f1f2e97bb97cc2eab0e6ca8b14 (MD5) / This paper presents a study about the identification and evaluation of the main characteristics of quality according to the business Administration students related to their satisfaction with the services offered by the Universidade de Caxias do Sul (UCS). When naming and evaluating these features, as well as the quality of the services offered, according to those students' views, the chances of innovating the administrative processes are enlarged. These not only contribute to qualify the program of business Administration and to keep the students at the Institution but also enlarges the Institution´s competitiveness in the market. The survey was divided into two parts: the first one, under a qualitative exploratory basis, through individual interviews; and the second part was characterized by a quantitative research, in a descriptive basis. In order to analyze the data, statistical resources were applied so that the level of satisfaction for each item could be evidenced, as well as the range of the quality in the services offered by the Higher Education Institution. By Means Factor Analysis, 39 features were put in 10 categories.

The problem with which this study is concerned is to analyze the impact of the local cooperative teacher education centers on teacher education programs at institutions of higher education in Texas. A survey instrument was designed around seven research questions; after the instrument was evaluated by a panel of experts, it was sent to 142 individuals who are involved with the Texas teacher centers, 111 of whom responded.