Made available in DSpace on 2015-04-14T14:52:33Z (GMT). No. of bitstreams: 1 457931.pdf: 3033983 bytes, checksum: 297ff10d44d14db591ce9fcfe751fed6 (MD5) Previous issue date: 2014-03-11 / Cocreation with consumers in new product development (NPD) processes has been consistently discussed in the field of marketing. Nevertheless, several aspects about this topic still are notably inceptive for scholars and managers. Among these aspects, researchers stress the understanding on how customer motivation to cocreate with organizations is established, since organizations often face challenges to have their customers willing to effectively participate in service or product development activities. Propositions to explain customer motivation to cocreate with the organization have outpointed brand virtual community phenomena, drawing associations with social stimuli, and the customer engagement concept, arguing that social factors are capable to stimulate the costumer to narrow his bond and actions with the brand and that engagement may function as a route to value cocreation. In this dissertation, a model that relates social influence in brand community, engagement with a brand and customer willingness to collaborate in NPD is proposed. In order to test the model, first, a study was conducted specifically for the proposition and the test of a measure for the assessment of the customer willingness construct. Using this measure, along with extant scales, a second study was conducted in order to test the model with members of a brand virtual community. In both studies, multivariate data analysis techniques for structural equation modeling were employed. Also, both studies were conducted in the context of the electronic games industry. The measure for customer willingness to collaborate in NPD was shown to be reliable and valid in both the analyses. Social influence processes in the virtual community did not present significant predictive effects on customer engagement, but engagement was shown to be a relevant predictor of customer willingness to collaborate in NPD. Thus, this research accounts for relevant findings for the topics of engagement and customer interaction in new product projects and stimulates discussion for future research. / A cocria??o com consumidores em processos de desenvolvimento de novos produtos (NPD, do ingl?s new product development) tem sido consistentemente discutida no campo do marketing. Entretanto diversos aspectos acerca do tema ainda s?o notavelmente incipientes para acad?micos e gestores. Entre estes, pesquisadores destacam o entendimento sobre como se estabelece a motiva??o para o consumidor cocriar com a organiza??o, uma vez que organiza??es enfrentam dificuldades em fazer com que consumidores se disponham a efetivamente participar de atividades de NPD. Tentativas de explicar a motiva??o do consumidor para cocriar com a organiza??o t?m atentado para fen?menos de comunidades virtuais de marca, associando est?mulos de natureza social, e para o engajamento do consumidor, argumentando que fatores sociais podem estimular o consumidor a estreitar v?nculos e a??es com a marca e que o engajamento ? capaz de atuar como uma rota para a cocria??o de valor. Nesta disserta??o, ? proposto um modelo vinculando processos de influ?ncia social na comunidade virtual, engajamento com a marca e propens?o do consumidor para colaborar no NPD. Para testar o modelo, foi necess?rio conduzir um estudo inicial a fim de propor e testar uma medida para o constructo de propens?o do consumidor. Utilizando a medida, juntamente com escalas j? existentes, foi conduzido um segundo estudo para testar o modelo com membros de uma comunidade virtual de marca. Nos dois estudos foram utilizadas t?cnicas de an?lise multivariada centradas na condu??o de modelagem de equa??es estruturais. Tamb?m nos dois estudos foi utilizado o contexto da ind?stria de jogos eletr?nicos. A medida para avaliar a propens?o do consumidor a colaborar no NPD se mostrou confi?vel e v?lida em ambas as an?lises. Os processos de influ?ncia social na comunidade virtual n?o apresentaram efeitos preditivos significantes no engajamento do consumidor, mas o engajamento se mostrou um preditor relevante da propens?o a colaborar no NPD. Assim, a pesquisa envolve achados relevantes para temas de engajamento e de intera??o com consumidores em projetos de novos produtos e promove discuss?es para futuras pesquisas.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-04T20:02:31Z No. of bitstreams: 1 2017 - Adelzita Val?ria Pacheco de Souza.pdf: 3815417 bytes, checksum: 084d0ac8fdcec9fc84b8cf26c4493e28 (MD5) / Made available in DSpace on 2018-09-04T20:02:31Z (GMT). No. of bitstreams: 1 2017 - Adelzita Val?ria Pacheco de Souza.pdf: 3815417 bytes, checksum: 084d0ac8fdcec9fc84b8cf26c4493e28 (MD5) Previous issue date: 2017-03-23 / Inclusion in Higher Education still faces challenges to become a reality in Brazil, especially people with specific educational needs. A group of university students with disabilities formed the Collective of People with Specific Educational Needs to fight for their rights in the Federal Rural University of Rio de Janeiro. This work aims to investigate what these university students with disabilities, represented by the Collective, think about inclusion in Higher Education, and how they organize collectively in the university. In addition to the official documents on Inclusion in Education and the theoretical revision of this theme, we use as theoretical basis the Psychology of Active Minorities and Cultural Psychology to understand the student movement in formation. As a research methodology, we used the narrative analysis method, based on data collected through an interview with 3 members of the executive of the Collective, documents referring to the Institution of Federal Higher Education - IFHE and the Collective, photos, digital messages and reports on the theme. The analysis of the data indicated as a result: i) Inclusion in Higher Education is a right; Ii) Criticism of the IFES for not meeting the demands of attending the Specific Educational Needs - SEN of students with disabilities, according to educational legislation; Iii) The creation of the PNE Collective, establishes dialogue with the institution and makes and claims rights, demonstrates principles and characterizes itself as an active minority, accomplishes achievements that show emancipation and innovation; Iv) The PNE Collective organizes a dialogue and actions agenda that highlights the urgency of attending SEN. In intersubjectivity they constitute a new discourse, and seek new meanings for the academic trajectory. They assume a collective identity, and begin to exercise stronger social influence. The PNE Collective built social recognition and a channel of dialogue with the institution. / A Inclus?o na Educa??o Superior ainda enfrenta desafios para se tornar uma realidade no Brasil, principalmente as pessoas com necessidades educacionais espec?ficas. Um grupo de universit?rios com defici?ncia formou o Coletivo de Pessoas com Necessidades Educacionais Espec?ficas para lutar por seus direitos na/da Universidade Federal Rural do Rio de Janeiro. Este trabalho objetiva investigar o que estes universit?rios com defici?ncia, representados pelo Coletivo, pensam sobre a inclus?o na Educa??o Superior, e como se organizam coletivamente na universidade. Al?m dos documentos oficiais sobre Inclus?o na Educa??o e da revis?o te?rica desta tem?tica, utilizamos como base te?rica a Psicologia das Minorias Ativas e a Psicologia Cultural para compreender o movimento estudantil em forma??o. Como metodologia de pesquisa utilizamos o m?todo de an?lise da narrativa, a partir de dados coletados atrav?s de entrevista a 3 membros da executiva do Coletivo, documentos referente ? Institui??o de Federal de Ensino Superior - IFES e ao Coletivo, fotos, mensagens digitais e reportagens sobre o tema. A an?lise dos dados apontou como resultado: i) A inclus?o na Educa??o Superior ? um direito; ii) Cr?tica a IFES pelo n?o atendimento das demandas de atendimento as Necessidades Educacionais Espec?ficas ? NEE dos estudantes com defici?ncia, conforme legisla??o educacional; iii) A cria??o do Coletivo PNE, instaura di?logo com a institui??o e faz e reivindica direitos, evidencia princ?pios e caracteriza-se como minoria ativa, realiza conquistas que evidencia emancipa??o e inova??o; iv) O Coletivo PNE organiza pauta de di?logo e a??es que evidencia a urg?ncia do atendimento das NEE. Na intersubjetividade eles constitu?ram um novo discurso, e buscam novos significados para a trajet?ria acad?mica. Assumem uma identidade coletiva, e passam a exercer influ?ncia social mais forte. O Coletivo PNE construiu o reconhecimento social e um canal de di?logo com a institui??o.