O objeto deste estudo é a formação profissional em Administração, a inseri-la como unidade de análise no bojo da Educação Superior no Brasil, com o objetivo de colocá-las e à profissão sob escrutínio para identificar suas dificuldades e potencialidades. Pesquisa de abordagem qualitativa em vertente interdisciplinar, na área temática de Cultura, Organização e Educação, é, ao mesmo tempo, bibliográfica, ao recorrer à produção intelectual das disciplinas de História, Antropologia, Sociologia, Política, Economia, Educação, Administração, e documental, pela utilização de dados de fontes de variada procedência, mas a privilegiar aqueles de organismos internacionais e nacionais que mereçam credibilidade. O modelo analítico-propositivo é sistêmico, para configurar a formação em Administração como sistema e inseri-la no âmbito maior da educação superior do país e este no concerto da educação superior mundial, enquanto, reversamente, ao assumir a centralidade da ordem econômica internacional, abordá-la como sistema-mundo conformador do sistema de desenvolvimento social, que em si abarca o de educação e seu subsistema de educação superior. Ao valer-se da prospectiva, o estudo busca discutir tanto a formação profissional do administrador como seu papel social e importância política, independentemente das áreas de atuação em que possa militar, a ter como horizonte temporal este quarto de século, já que a dinâmica do capitalismo avançado, ao engendrar modos de vida e alternativas de organização da produção, responsivas, acomodatícias e confrontadoras dessa dinâmica, está a instituir novos contextos, exigentes de outro tipo de formação. A identificação de fatores que contribuam à compreensão das características desejáveis de projetos formativos na área de graduação em Administração pode levar à diversificação ou ao aprofundamento dos conhecimentos sobre o tema e contribuir à evolução do campo, além de servir de ponto de reflexão sobre o papel da Educação Superior na formação econômico-social do Brasil. / Focusing the professional formation in the business administration field, this study aims to scrutinize the undergraduated courses in order to identify its barriers, potentialities and role among the Brazilian Higher Education. The research, under a qualitative approach, recurs to multiple bibliographic sources, once it is based on several disciplines - History, Anthropology, Sociology, Politic, Economy, Education, Administration - and documental pieces, using data from varied provenance, but relaying on those from international and brazilian bodies that deserve credibility. The analytical-propositive model is systemic, in order to shape a formation in management as a system and insert it in the wider higher education system, in the country and worldwide. In a reverse way, relying on the international economic order, taking it as a world-system, within him and under its aegis, refer to the social development system, which covers the education system and its subsystem of higher education. Based on prospective, the study aims to discuss both the professional role of the manager, as its social role and political relevance, regardless of the areas of action that can act, to have as their horizon this quarter of the century, once the dynamics of capitalism, engendering ways of life and alternatives for organization of production, responsive, adaptable and critics of such dynamics, introduces new contexts, possibly demanding of another type of formation. The identification of factors that contribute to the understanding of desirable characteristics of projects for formation in the area of Administration may lead to diversification or the deepening of knowledge about the theme and to contribute to professional formation in the field, besides serving as a point of reflection on the role of Higher Education in the brazilian economic-social formation.

O objeto deste estudo é a formação profissional em Administração, a inseri-la como unidade de análise no bojo da Educação Superior no Brasil, com o objetivo de colocá-las e à profissão sob escrutínio para identificar suas dificuldades e potencialidades. Pesquisa de abordagem qualitativa em vertente interdisciplinar, na área temática de Cultura, Organização e Educação, é, ao mesmo tempo, bibliográfica, ao recorrer à produção intelectual das disciplinas de História, Antropologia, Sociologia, Política, Economia, Educação, Administração, e documental, pela utilização de dados de fontes de variada procedência, mas a privilegiar aqueles de organismos internacionais e nacionais que mereçam credibilidade. O modelo analítico-propositivo é sistêmico, para configurar a formação em Administração como sistema e inseri-la no âmbito maior da educação superior do país e este no concerto da educação superior mundial, enquanto, reversamente, ao assumir a centralidade da ordem econômica internacional, abordá-la como sistema-mundo conformador do sistema de desenvolvimento social, que em si abarca o de educação e seu subsistema de educação superior. Ao valer-se da prospectiva, o estudo busca discutir tanto a formação profissional do administrador como seu papel social e importância política, independentemente das áreas de atuação em que possa militar, a ter como horizonte temporal este quarto de século, já que a dinâmica do capitalismo avançado, ao engendrar modos de vida e alternativas de organização da produção, responsivas, acomodatícias e confrontadoras dessa dinâmica, está a instituir novos contextos, exigentes de outro tipo de formação. A identificação de fatores que contribuam à compreensão das características desejáveis de projetos formativos na área de graduação em Administração pode levar à diversificação ou ao aprofundamento dos conhecimentos sobre o tema e contribuir à evolução do campo, além de servir de ponto de reflexão sobre o papel da Educação Superior na formação econômico-social do Brasil. / Focusing the professional formation in the business administration field, this study aims to scrutinize the undergraduated courses in order to identify its barriers, potentialities and role among the Brazilian Higher Education. The research, under a qualitative approach, recurs to multiple bibliographic sources, once it is based on several disciplines - History, Anthropology, Sociology, Politic, Economy, Education, Administration - and documental pieces, using data from varied provenance, but relaying on those from international and brazilian bodies that deserve credibility. The analytical-propositive model is systemic, in order to shape a formation in management as a system and insert it in the wider higher education system, in the country and worldwide. In a reverse way, relying on the international economic order, taking it as a world-system, within him and under its aegis, refer to the social development system, which covers the education system and its subsystem of higher education. Based on prospective, the study aims to discuss both the professional role of the manager, as its social role and political relevance, regardless of the areas of action that can act, to have as their horizon this quarter of the century, once the dynamics of capitalism, engendering ways of life and alternatives for organization of production, responsive, adaptable and critics of such dynamics, introduces new contexts, possibly demanding of another type of formation. The identification of factors that contribute to the understanding of desirable characteristics of projects for formation in the area of Administration may lead to diversification or the deepening of knowledge about the theme and to contribute to professional formation in the field, besides serving as a point of reflection on the role of Higher Education in the brazilian economic-social formation.

Thesis (D. Tech.) - Central University of Technology, Free State, 2005 / Distinctive challenges are currently facing South African higher education institutions. Among others they are funding; quality assurance; globalisation; the emergence of private higher education; the idea of an entrepreneurial university as an alternative; enrolment capping; as well as merged and incorporated institutions. It is critical that these challenges be addressed urgently. However, the lack of proper marketing and branding strategies at institutions of higher learning in view of the new unfolding national and international landscape, leaves much to be desired. In the past, branding of higher education in South Africa was not an area of priority, because higher education operated in a protected, regulated market with a steady income. The current higher education scenario necessitates higher education institutions to revisit their branding strategies as a means to grapple with the distinctive challenges facing them with the purpose of enhancing quality; delivering graduates to the world of work; as well as being relevant by being responsive to society and the economic needs of the country in order to adhere to the outcomes of the National Plan for Higher Education (NPHE) (RSA DoE 2001). A thorough literature study involving current and relevant literature on branding and branding practices was undertaken, after which a mainly qualitative research approach was followed. Focus group interviews at two entrepreneurial universities abroad; informal conversation interviews at seven South African higher education institutions; as well as a case study were conducted. Participant observation in the workplace relating to branding and branding practices also took place. The constant comparative method of data analysis was used to capture recurring patterns and themes during the research process. What became evident from the literature was that branding strategies of higher education institutions are generally restricted to informing and visual identity. The results of a survey done in 2004 by UNITECH, a body representing marketing and communication units of universities and former technikons (currently Universities of Technology) in South Africa, was also quite significant for this study. The following deductions regarding marketing and communication practices at South African higher education institutions could be made from this survey: There is a lack of an integrated marketing approach; executive management lacks understanding of branding practices; there is a lack of strategy with regard to marketing and branding; as well as a lack of internal communication. These deductions were consistent with the researcher’s own observations and are also confirmed by the informal conversation interviews held at the seven South African higher education institutions as part of the empirical investigation. The case study to highlight the branding practices of a higher education institution in the central region revealed that the implementation phase focused strongly on external/outward exercises, and that the internalisation aspects of their branding were narrowed to information only. The new visual identity of the institution was emphasised, whilst the internal processes remained the same as always. The aforementioned aspects are an indication that South African higher education institutions need to re-visit their internal practices. A market orientation mindset is of crucial importance for higher education institutions in South Africa to move towards an entrepreneurial mindset. The Universities of Warwick (England) and Twente (the Netherlands) were selected for this study as a result of the astounding successes they have achieved with their entrepreneurial activities. According to the respondents from both universities, the following aspects – among others - are extremely important for their successes: visionary leadership; an integrated entrepreneurial culture; a focus on external as well as internal communication; and relevance. The primary purpose of this study was to develop a model for South African higher education institutions which would ultimately result in brand enhancement of institutions that would be perceived as relevant and society-minded to live up to the challenges of the new and changing landscape in South Africa. The proposed model in this study is based on two overarching fundamentals, namely the experience economy and its relatedness to brand, as well as relevance and branding, which should be an integrated approach that could ultimately lead to successful external branding.

Made available in DSpace on 2016-04-27T14:32:44Z (GMT). No. of bitstreams: 1 Claudio Antonio Tordino.pdf: 987060 bytes, checksum: 003dd18c64815f08ff5f19d4c93f940f (MD5) Previous issue date: 2010-03-03 / Management Higher Education is an unique phenomenon in higher education after the Second World War. The spread of the belief that Administration conforms defined field of knowledge and the business management requires specific training prompted the institutionalization of knowledge and training and led to intense and extensive expansion of the area. Actually, the repertoire of knowledge that the management of contemporary corporations began to demand seems to require individuals whose capacity for assimilation, discrimination and power of synthesis are presented as extraordinary, to make the field appear as broad and multidisciplinary, for hosting knowledge from or drawn from different disciplines and areas of knowledge to be composed. This theoretical essay aims to explore the relationship between management higher education, interdisciplinarity and institutionalism, from the context that is engendered after the Second World War, in search for evidence the interdisciplinary nature of Administration and Institutional Theory, while discussing the difficulty of institutionalizing interdisciplinarity itself, including in such areas, given the disciplinary structure of higher education and academic background and interests that sustain it. The development of the study links the ideas so that the opening chapters point out the subject, problem and purpose, integrating them by describing the context, the theoretical framework and methodology under critical perspective. The chapters that follow, first of all, contemplate truth discourses about the knowledge, embracing the philosophical Nietzschean lenses and integrative and unifying perspective of this knowledge, interdisciplinary and transdisciplinary, sponsored by humanistic vision. Then, approaching the institutionalization process, through the lines emancipationist, historical, rational choice, sociological and discursive that explain it, put in perspective the academy for the ideals, ideas and discourses that produce or embodies and conveys to conform Higher Education as an institution, which allows to interpret management higher education as a speech of professional education. The final piece of work turns to the discussion of the possibility of training in critical management, even accepting the determinations derived from the mode of production, provided that the training of teachers and students embrace the interdisciplinary perspective, research and authorship as the fulcrum of the teaching-learning process. This path shows a potential of transition from multidisciplinary to interdisciplinary by anchoring training in social reality: it is the bearer of the applicant complexity of another kind of education / A formação em Administração constitui fenômeno ímpar na Educação Superior do segundo pós-guerra. A disseminação das crenças de que a Administração conforma campo de conhecimento delimitado e de que a gestão de empreendimentos requer formação profissional específica ensejaram a institucionalização dos conhecimentos e da formação profissional, bem como levaram à intensa e extensa expansão da área. Em verdade, o repertório de conhecimentos que a gestão das corporações contemporâneas passou a exigir parece demandar indivíduos cuja capacidade de assimilação, discernimento e poder de síntese se apresentam como extraordinários, a fazer com que o campo apareça como vasto e multidisciplinar, por acolher saberes advindos ou retirados de diferentes disciplinas e áreas de conhecimento para compor-se. Este ensaio teórico se propõe a explorar a relação entre formação em Administração, interdisciplinaridade e institucionalismo, a partir do contexto que se engendra no segundo pós-guerra, na busca por evidenciar a natureza interdisciplinar da Administração e da Teoria Institucional, enquanto discute a dificuldade de a interdisciplinaridade institucionalizar-se, inclusive nessas áreas, dada a estrutura disciplinar da Educação Superior e da formação acadêmica e dos interesses que a sustentam. O desenvolvimento do estudo encadeia o pensamento de modo que os capítulos iniciais situem o tema, o problema e o objetivo, circunscrevendo-os por meio de articulação que se apresenta como descritiva do contexto, do quadro teórico de referência e da metodologia, sob perspectiva crítica. Os capítulos que se seguem, primeiramente, contemplam discursos de verdade sobre o conhecimento, acolhendo aspectos filosóficos com lentes nietzschianas e perspectivas integradoras e unificadoras desse conhecimento, interdisciplinares e transdisciplinares, auspiciadas por visões humanistas. A seguir, ao abordar o processo de institucionalização, pelas ópticas das linhas institucionalistas emancipacionista, histórica, da escolha racional, sociológica e discursiva que o explicitam, perspectivar a academia pelos ideais, ideias e discursos que produz ou encampa e veicula, para conformar a própria Educação Superior como instituição, o que permite interpretar a Administração como discurso de educação superior. A parte final do trabalho volta-se à discussão da possibilidade de uma formação crítica em Administração, mesmo que se acatem as determinações derivadas do modo de produção, desde que a formação de professores e estudantes acolha a interdisciplinaridade, a pesquisa e a autoria como fulcro da relação ensino-aprendizagem. Esse caminho apresenta potencial de ultrapassagem ao multidisciplinar em direção ao interdisciplinar, à medida que ancora a formação profissional na realidade social. Ela é a portadora da complexidade demandante de outro tipo de formação

The purpose of this study is to investigate the motivations for international academic alliance development, the configuration of alliance networks and their sustained management in Business Schools within the European Higher Education Area (EHEA). A purposive sample of Higher Education Institutions (HEIs) engaged with international alliance activities was selected from seven Business Schools within the target markets of France, Germany and Scotland. In order to investigate issues inherent within international alliance development this sample provided access to academic and administrative elites competent to discuss their alliance portfolios, from a strategic perspective, through semi-structured interview conducted in their home institutions. A key feature of the research was that, in the interest of minimising the potential for superficial or pre-conceived conclusions to be drawn, interviews with participants from two respondent institutions were positioned outside the researcher's direct ‘preferred partner' network. This insider-outsider perspective reduced potential bias through over-familiarity with solely networked institutional respondents when analysing the development, configuration and management of international academic alliances and alliance portfolios (APs).The study identifies three key findings on the basis of the analysis of institutional alliance activity. Firstly, that HEIs, operating within an appropriate regulatory environment can utilise both exploitation and exploration alliance strategies simultaneously to extend their resource base. The two strategies can be mutually reinforcing, and are not contradictory in tertiary education. Secondly, the analysis indicates that the extent to which resource extension may be achieved is reflected in the alliance strategy employed as HEIs internationalise. The movement from exploitation to exploration alliance strategy signifies a fundamental change in strategic intent and direction of the Business School, so new internationalisation strategy definitions are proposed for tertiary education. Thirdly, alliance management capability has the potential to develop, within complex partnership scenarios, as an institutional core competence, providing the potential for sustainable competitive advantage. On the basis of this analysis tools are developed which can assist in the strategic decision-making process for further evolution of alliance networks within institutional internationalisation strategies. The resultant application of these strategic tools allows for Business Schools to determine the characteristics of appropriate alliance partners to fill the gaps identified within their alliance network or portfolio.

In der vorliegenden Publikation wird die Entstehung der leistungsbezogenen Hochschulfinanzierung im englischen Universitätssektor untersucht. Leistungsbezogene Hochschulfinanzierung wird in vielen Ländern als geeigneter Lösungsansatz für das Problem der gerechten Verteilung von staatlichen Finanzmitteln an individuelle Hochschulen diskutiert. Das englische Beispiel zeigt sich als sehr lehrreich für die Diskussion um die Umsetzung und die Konsequenzen eines solchen Lösungsansatzes. Der größte Teil der staatlichen Finanzmittel wurde den Universitäten seit Beginn des 20. Jahrhunderts als globale Zuweisung zugeteilt. Die Entscheidung über die Höhe der Summe dieses Geldes wurde ursprünglich von einem nicht-amtlichen Organ, dessen Mitglieder mehrheitlich Akademiker waren, bestimmt. Veränderungen der Mitgliedschaft und Verfahren dieses Organs und dessen Nachfolger-Organe haben wesentliche indirekte Implikationen und direkte Folgen für die Universitäten in England hervorgebracht. Die Verfahren zur Bewertung der Qualität der Leistung einer Universität sowie zur Verteilung von Finanzmitteln entsprechend dieser Leistung stellen das Instrumentarium für einen neuen steuernden Einfluss des Staates dar. Da die Höhe der staatlichen Finanzmittel für die Universitäten indessen seit Anfang der 80er Jahre stark abgenommen hat, müssen die Universitäten sich gleichzeitig erfolgreich auf dem Markt behaupten können. Die Universitäten müssen also innerhalb eines gestalterischen Raumes agieren, der zwischen Markt und Staat -- als die wesentlichen Einflussgrößen -- aufgespannt ist. Das Grundverhältnis zwischen dem Staat und den Universitäten zeigt sich entsprechend als höchst komplex. Dabei müssen die Universitäten eine Managementkompetenz entwickeln, die eine Maximierung an Finanzierung verspricht, während sie gleichzeitig die Grundaufgaben der Lehre und Forschung vor allzu negativen Konsequenzen dieser Wirtschaftsorientierung bewahren soll. Die Publikation belegt anhand einer Fallstudie, dass nicht alle Universitäten hierzu in der Lage sind und, dass die Implikationen und Folgen des sogenannten "Finanzierungsregimes" für deren Aufgabenerfüllung nachteilig sein können. Es wird deutlich, dass die konkreten Verfahren der Hochschulfinanzierung und, hier insbesondere, leistungsbezogene Ansätze nicht allein als technische Lösungen betrachtet werden können, sondern sie sollen nur im Zusammenhang mit einer Vorstellung von der idealen Universität gesehen werden, denn diese Verfahren beeinflussen die Gestaltungsmöglichkeiten einer Universität in direkter und indirekter Weise. / This publication investigates the emergence of performance-based funding in the English university sector. Performance-based funding of higher education institutions is discussed in many countries as an appropriate solution to the problem of distributing public funding to individual universities in a fair manner. The English example proves to be very instructive to the discussion with regards to the implementation, and then the implications, of such a proposal. From the beginning of the 20th century, the majority of public funding was distributed as a lump sum to individual universities in England. Decisions on the amount of funding were originally determined by a non-governmental body, whose members were mainly academics. Changes to this membership and to the procedures of this body have had a number of indirect implications for and direct effects on universities in England. Procedures for assessing the qualitative performance of universities, together with procedures which distribute funding according to this assessment provide the instruments of a new steering-influence utilised by the State, a new form of Public Management. As the amount of public state funding for universities has been reduced drastically since the beginning of the 1980's, universities have had to strive concurrently for funds on the open market. Universities are thus being forced to act within an area defined by the market and the State - the two strongest influences on the university sector. The fundamental relationship between the State and its universities has accordingly become highly complex. Universities, for their part, must develop management competencies, which promise a maximisation of funding, whilst at the same time aiming to protect a university's vital tasks of teaching and research from the more negative consequences of business-orientation. In a concluding case study, some evidence is provided which shows that not all universities are in a position to do this and that the implications and effects of the so-called "funding regime" are disadvantageous, in such cases, for their fulfilment of this entrepreneurial challenge. It becomes clear that the concrete procedures for funding higher education institutions and, in particular, performance-based models cannot been seen solely as technical solutions, but must instead be seen in combination with an idea of the ideal university, since these procedures influence the strategic options of a university both directly and indirectly.

In der Dissertation wurde ein Vergleich des deutschen Studierendenmarketings und des amerikanischen Student Recruitments vorgenommen, um eine Erweiterung des Modells des deutschen Hochschulmarketings auf die Zielgruppe der zukünftigen Studierenden vorzunehmen und praktische Implikationen für deutsche Hochschulen abzuleiten. Hierzu wurde der Forschungsgegenstand in die Organisations- und die Marketingtheorie eingeordnet. Anschließend erfolgten eine theoretische Gegenüberstellung des deutschen und des amerikanischen Hochschulsystems sowie eine theoretische Darstellung des Student Recruitments. Die Betrachtung des Letzteren wurde empirisch durch qualitative Experteninterviews untermauert. Diese wurden im Rahmen eines Forschungsaufenthalts in den USA mit Spezialisten aus den Bereichen Student Recruitment durchgeführt und validierten das zuvor theoretisch dargestellte Konstrukt weitestgehend. Abschließend wurden das theoretische Modell des deutschen Hochschulmarketings auf die Zielgruppe der zukünftigen Studierenden erweitert und Implikationen für die Anwendung von Student Recruitment an deutschen Hochschulen abgeleitet.