The research describes how creativity in higher education can be introduced as a concept that could enhance the creative thinking and application of adult learners enrolled in the Advertising Management Diploma. A number of different routes were attempted in order to answer the research question „can creativity be taught? ‟ Cord and Clement (2010) stated that adult learners should be allowed to practice their skills and prior knowledge, and that the learning material should promote generic workplace skills. The research discovered that the learning material for the Advertising Management diploma does little to enhance or even cater for imagination and creative application. It is vital for accurate application to take place, as this will enhance creativity. The problem formation is centered on the lack of sufficient skills in using one‟s imagination to generate creative ideas. This research study included five research activities that employed a semi-structured interview that involved sessions spanning over a period of six months, aligned to the course material‟s learning outcomes, and creative application of such acquired knowledge. It was established that, in order to further the creative application of young adults, it is important that they are able to link theory to practical and so be able to create concrete examples of what they are capable of doing. / ABET and Youth Development / M. Ed. (Adult Education)

Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2010. / AFRIKAANSE OPSOMMING: Transformatoriese verandering in onderwysstelsels wêreldwyd word gekenmerk deur 'n nuwe benadering ten opsigte van assessering. Hierdie soort assessering wat bekend staan as assessering-vir-leer behoort deurlopend, diagnosties en ontwikkelend van aard te wees. Dit is assessering wat nie net gemik is op 'n finale oordeel nie, maar wat ten doel het om leer en ontwikkeling met behulp van assessering by leerders te bevorder. Assessering-vir-leer maak dus 'n onlosmaaklike deel van die onderrig- en leerproses uit en gebeur nie slegs aan die einde van die leerproses nie. Hierdie navorsing is gebed in die volgende navorsingsvraag: Tot watter mate word assessering-vir-leer in die Ekonomiese en Bestuurswetenskappeleerarea in die Intermediêre Fase gebruik om leerdervordering te begelei en te ondersteun? Die mate waartoe die beginsels vir assessering-vir-leer in die onderrigpraktyk van onderwysers geïntegreer word om Intermediêre Faseleerders in die leerarea Ekonomiese en Bestuurswetenskappe (EBW) in 'n landelike skool te ondersteun is dus ondersoek. 'n Kwalitatiewe navorsingsontwerp binne die interpretatiewe navorsingsparadigma is gebruik om data te genereer ten einde die navorsingsvraag te beantwoord. Onderwysers en leerders is in die studie as respondente gebruik. Die navorsingsresultate het getoon dat onderwysers nog vasgevang is in praktyke van assessering-van-leer wat fokus op die insameling van punte eerder as op die gebruik van assesseringsinligting ten einde verdere leer by leerders te bevorder. Waar daar wel tekens van assessering-vir-leer in die praktyk van onderrig-en-leer by onderwysers plaasvind, is dit toevallig en nie intensioneel nie. Voortvloeiend uit die bevindinge word aangevoer dat, met die nodige ondersteuning, onderwysers beginsels vir assessering-vir-leer in hul klaskamerpraktyk kan integreer ten einde meer effektiewe onderrig en leer in die betrokke skool te bevorder. / ENGLISH ABSTRACT: Transformational change in teaching systems worldwide is characterised by a new approach regarding assessment. This type of assessment, known as assessment for learning, should be continuous, diagnostic and developmental by nature. This is assessment that does not only focus in a final judgement, but which aims to promote learning and development by means of assessment in learners. Assessment-for-learning therefore forms an integral part of the teaching and learning process and does not only happen at the end of the learning process. This research is embedded in the following research question: To which extent is assessment-for-learning used in the Economic and Management Sciences learning area in the Intermediate Phase to guide and support learner progress? The extent to which the principles for assessment-for-learning are integrated in the teaching practice of teachers to support Intermediate Phase learners in the learning area Economic and Management sciences (EMS) in a rural school was therefore researched. A qualitative research design within the interpretative research paradigm was used to generate data in order to answer the research question. Teachers and learners were used as respondents in the study. The research results showed that teachers are still caught up in practices of assessment of learning which focus on the collection of marks rather than on the use of assessment information in order to promote further learning in learners. Where there are signs that assessment for learning indeed takes place in the practice of teaching and learning by teachers, it is incidental and not intentional. Based on the results, it can be said that, with the necessary support, teachers may be able to integrate principles for assessment for learning into their classroom practice so as to promote more effective teaching and learning in the school concerned.

The purpose of this study was to: (1) identify the sources of job-related stress which create excessive pressures for the directors and faculty of medical record administration and medical record technology programs; (2) identify the strategies that the directors and faculty of medical record administration and medical record technology programs find most helpful in coping with stress; (3) determine the relationship among demographic variables and job-related stressors as perceived by the directors and faculty of medical record administration and medical record technology programs; and (4) determine the difference among the means of five stress factors as perceived by the directors of medical record administration, faculty of medical record administration, directors of medical record technology and faculty of medical record technology programs. Questionnaires were mailed to 403 respondents. The response rate was 81.3%. Within the limitations of this study, the results revealed that "Having insufficient time to keep abreast of current developments in my field"was the highest stressor. The top stress coping strategy was "Social interaction." The relationship between demographic variables and five stress factors of reward and recognition, time constraint, departmental influence, professional identity and student interaction revealed a positive correlation between degree and professional identity factor, and a negative correlation between degree and student interaction factor. The results also indicated a positive correlation between type of program and the factors-time constraint, professional identity and student interaction; a positive correlation between academic rank and the factors--time constraint and student interaction; a positive correlation between teaching responsibilities and time constraint factor; and a positive correlation between marital status and professional identity factor. The directors and faculty of medical record administration perception of time constraint and professional identity factors differed from that of the directors and faculty of medical record technology programs.

A pre- and postexperimental design with a control group was used to evaluate the effectiveness of a management development program. Subjects were 48 first line staff supervisors employed by a major manufacturing company. The training group subjects (n = 24) attended the company's 1-week training program. Subjects in the control group (n= 24) were similar with respect to plant location, job assignment, etc. A 42-item employee-opinion questionnaire was constructed to measure supervisory style and work.-group climate. The subjects' subordinates (n = 313) completed the questionnaire before and after training. Eleven items identified by content analysis as most relevant to the training content comprised the measure of training effectiveness. An analysis of covariance was performed using the pretest as the covariate. Results indicated no significant training effects.

Made available in DSpace on 2015-12-03T18:32:51Z (GMT). No. of bitstreams: 1 Reinaldo_Putvinskis.pdf: 679319 bytes, checksum: 02c8bbab1d2315d5b6608efcc070b27d (MD5) Previous issue date: 2001-12-10 / The purpose of this work is to determine what is being taught in the discipline of Statistic in the Business Administration courses of the city of S??o Paulo. This study begins with an explanation of the development of the college education and of Business Administration courses in Brazil. It analyzes the planing of the Business Administration course in an attempt to verify whether the teaching of Statistics complies with the current legislation. It examines the proposals of the Curricula Guidelines, which have been submitted to the Ministry of Education - MEC for approval. The methodology used in this study included surveying the course planning programs adopted by the institutions in the city of Sao Paulo, which have their Business Administration course approved by the MEC. This data gathering resulted in 18 planing programs collected among 35 institutions. The analyses of these plans included all topics they should cover. However the findings showed that the institutions do not take plans totally into consideration and, although they are compatible with their stated purposes, their contents are not consistent with the actual demands of the professional market. Basically, all institutions employ the same methods and teaching techniques mentioned in the planning programs, that is, lecture sessions followed by practical exercises. The assessment criteria is practically the same among all institutions with testes and lists of exercises. More importantly, there is an excessive number of reference books of which many titles are sold out or outdated. We believe that this study may be useful not only for university teachers but also for School Managers. The conclusions may lead teachers to reflect on needed improvements in the teaching of Statistics, and School Managers, to reflect on the course curricula. / O objetivo desta disserta????o ?? determinar o que est?? sendo ensinado em Estat??stica nos cursos de Administra????o de Empresas na cidade de S??o Paulo. O estudo se inicia expondo a evolu????o do ensino superior e dos cursos de Administra????o de Empresas no Brasil. Apresenta uma an??lise dos curr??culos do curso de Administra????o, procurando identificar como a disciplina de Estat??stica est?? sendo tratada sob o aspecto legal. Examina, tamb??m, a proposta das Diretrizes Curriculares, que atualmente encontra-se em fase de an??lise no Minist??rio de Educa????o - MEC para aprova????o. A metodologia utilizada neste estudo constituiu na coleta dos planos de ensino das Institui????es localizadas na cidade de S??o Paulo, cujos cursos de Administra????o s??o devidamente reconhecidos pelo MEC. Esta coleta resultou em 18 planos entre 35 Institui????es consultadas. A an??lise desses planos levou em considera????o todos os t??picos que os mesmos devem conter. Entre os itens avaliados foi verificado que as Institui????es n??o levam em considera????o estes t??picos e, entre os conte??dos analisados, estes n??o se mostram articulados consistentemente, embora estejam compat??veis com os objetivos declarados. Basicamente, os m??todos e t??cnicas de ensino indicados nos planos, s??o os mesmos em todas as Institui????es, ou seja, aulas te??ricas expositivas acompanhadas de exerc??cios de aplica????o. Os crit??rios de avalia????o observados nas Institui????es consultadas revelaram-se praticamente os mesmos, ou seja, aplica????o de provas e listas de exerc??cios. A bibliografia adotada apresentou-se bastante extensa e com v??rios t??tulos esgotados e desatualizados. Acreditamos que um estudo desta natureza pode ser ??til tanto para os professores quanto para os administradores escolares. No caso dos docentes, o conhecimento gerado nesse estudo, poder?? propiciar uma reflex??o visando a melhoria do processo de ensino da Estat??stica. Quanto aos administradores escolares, uma reflex??o sobre o curr??culo do curso.

Made available in DSpace on 2015-12-03T18:32:51Z (GMT). No. of bitstreams: 1 Armando_Terribili_Filho.pdf: 1210909 bytes, checksum: 01dd3350563c6ff933398b2634f035f9 (MD5) Previous issue date: 2002-11-27 / the porposal of this research was identify and condut an assessment of general aspects (not directly related with diploma nor knowledge) that can impact the motivation of the studentes of a college nightly course in to go to the school, based in a research madewich 244 Business Administration nightly course studentes. Those students from a private school, located in North zone of Sao Paulo City were in 2??, 3?? and 5?? semesters level. In order to conduct this research, an instrument was created and validated. Four sections compose this instrument: the student (atributes), in the school way (transportation, distance and time spent to arrive there), the school (infrastructure items) and in the school (relationships with teachers, colleagues and school employees). The research results made evident that besides motivational reasons of students attendancerelated with quality of teachers and pedagogical methods applied, there are other motivational reasons for those students that can be categorized in there different areas: (1) external school aspects (location, ways of transportation, traffic, and infrastructure and safety in the neighbourhood where the school is located), (2) infrastructure school aspect (laboratories, library, sport and other facilities, cleanness and features of classroom) and (3) social aspects (integration with other students and integration with teachers), making the environmental cliamte school. It's possible conclude analysing the data of this research that: State (responsible for public safety, public transportation and cities traffic management); the School Manager (responsible for to create and to maintain the school infrastructure: library, laboratories, make available services to students and school physical features); and the Teacher (relationship with the student) have responsabilities that impact the student motivation in to go to the school and to attend classes. Those responsabilities transcend the efficient use of pedagogical concepts and learning techniques. / A presente pesquisa teve por objetivo identificar e avaliar os aspectos que podem impactar a motiva????o dos alunos de um curso de gradua????o noturno de Administra????o de Empresas em freq??entar a escola, considerando os aspectos n??o ligados diretamente ?? titula????o ou ao conhecimento. Para realiza????o da pesquisa, foi criado e validado um instrumento de pesquisa contendo quatro se????es: o aluno (caracteriza????o), a caminho da escola (transportes utilizados, dist??ncia e tempo dispendido), a escola (itens de infra-estrutura) e na escola (relacionamentos sociais). A coleta de dados foi efetuada junto a 244 estudantes de um curso de Administra????o de Empresas (do 2??, 3?? e 5?? semestres) de uma institui????o privada, situada na zona norte de S??o Paulo, em outubro de 2001 e setembro de 2002. Os resultados obtidos no levantamento efetuado evidenciaram que, al??m dos aspectos motivacionais de freq????ncia dos alunos relacionados ?? qualidade do corpo docente e m??todos pedag??gicos empregados, h?? outros motivadores que podem ser categorizados em tr??s ??reas distintas: (1) aspectos externos ?? escola (localiza????o, meios de transportes, tr??nsito, infra-estrutura e seguran??a da regi??o onde est?? localizada), (2) aspectos de infra-estrutura da escola (laborat??rios, biblioteca, instala????es desportivas e de lazer, limpeza do ambiente e caracter??sticas da sala de aula) e, (3) aspectos sociais (integra????o com outros alunos e o corpo docente), compondo o clima ambiental da escola. Pode-se concluir com esta pesquisa que: o Estado (respons??vel pela seguran??a p??blica, transportes p??blicos e administra????o do tr??nsito das cidades); o Administrador de Escola (respons??vel pela cria????o e manuten????o da infra-estrutura da escola: biblioteca, laborat??rios, disponibiliza????o de servi??os aos alunos e aspectos f??sicos da escola); e o Professor (relacionamento social com o aluno) t??m responsabilidades que impactam a motiva????o do aluno em freq??entar a escola, que transcedem a aplica????o eficiente de conceitos e t??cnicas did??tico-pedag??gicas.

Made available in DSpace on 2015-12-03T18:32:51Z (GMT). No. of bitstreams: 1 Irenice_Carboni_de_Coelho.pdf: 424158 bytes, checksum: d6d26d9dec0d5da1e93efa557addbb6a (MD5) Previous issue date: 2002-03-22 / The objective of this work is to do a comparison of the programs of the discipline informatics of the graduation courses in administration of the higher education institutions of the city of S??o Paulo, trying to identify the differences and likeness among the programs of the institutions, the likeness and differences separating institutions for the evaluation of the National Exam of Courses/2000 and between the higher education institutions and the Law of Guidelines and Bases n. 9.394, the Guidelines curricula of the graduation courses in administration of the Ministry of the Education and of the National Exam of Course, Basic Bibliography and Essential Bibliography for the graduation courses in Administration. Starting from the bibliographical research we told the history of the higher education and of graduation in administration in Brazil, where we told the main moments of the Brazilian superior education and of administration. We still told the period that embraces Law of Guidelines and Bases n. 9.394 and the indexes that show the evolution of the Brazilian superior education and of the administration higher education. Showing its tendencies and perspectives. We still commented the importance of the informatics discipline for the administration teaching. Of the forty eight institutions that participated of the National Exam of Courses/2000, eighteen institutions they agreed in giving copy of its program for this study. Of those, fifteen only possessed the informatics discipline. We proceeded the comparative analysis of the programs of the institutions in agreement with the following aspects: comparison of the denominations, period in that is happens, hourly and percentile load relative of the hours/class with the total of the course, comparison of the objectives, comparison of the contentes, comparison of the objectives with the presented content, strategies and teaching maids' methodologies, approaches of the students' evaluation, used basic bibliography and works among disciplines evidence. The results of this research indicate several similar and different aspects to each other and with relationship the current legislation and other documents. Finally we made suggestion of a form program to avoid contradictions in relation to effective legislation / O objetivo deste trabalho ?? fazer uma compara????o dos programas da disciplina inform??tica dos cursos de gradua????o em administra????o das institui????es de ensino superior (IES) da cidade de S??o Paulo, procurando identificar as diferen??as e semelhan??as entre os programas das IES, as semelhan??as e diferen??as separando as IES pela avalia????o do Exame Nacional de Cursos/2000 e entre as IES e a Lei de Diretrizes e Bases (LDB) n. 9.394, as Diretrizes Curriculares do Minist??rio da Educa????o e do Exame Nacional de Cursos, Bibliografia B??sica e Bibliografia Essencial para os cursos de gradua????o em Administra????o. A partir da pesquisa bibliogr??fica foi feito um retrospecto do ensino superior e de gradua????o em administra????o no Brasil, onde relatamos os principais momentos da educa????o superior brasileira e de administra????o. Relatamos ainda o per??odo que abrange a LDB n. 9.394 e os ??ndices que mostram a evolu????o da educa????o superior brasileira e do ensino superior de administra????o. Mostrando suas tend??ncias e perspectivas. Comentamos ainda a import??ncia da disciplina inform??tica para o ensino de administra????o. Das quarenta e oito institui????es que participaram do Exame Nacional de Cursos/2000, dezoito institui????es concordaram em disponibilizar seu programa para este estudo. Dessas, somente quinze possu??am a disciplina Inform??tica. Procedemos a an??lise comparativa dos programas das institui????es de acordo com os seguintes aspectos: compara????o das denomina????es, per??odo em que ?? ministrada, carga hor??ria e percentual relativo das horas/aula com o total do curso, compara????o dos objetivos, compara????o dos conte??dos, compara????o dos objetivos com o conte??do apresentado, estrat??gias e metodologias de ensino empregadas, crit??rios de avalia????o dos alunos, bibliografia b??sica utilizada e evid??ncia de multidisciplinaridade. Os resultados desta pesquisa indicam v??rios aspectos semelhantes e diferentes entre si e com rela????o a atual legisla????o e outros documentos. Finalmente fizemos sugest??o de um programa de forma a evitar contradi????es em rela????o a legisla????o vigente.

Made available in DSpace on 2015-12-03T18:35:15Z (GMT). No. of bitstreams: 1 Vanderley_Rodrigues_Guerra.pdf: 373596 bytes, checksum: 08abbda39d99231caee1427bd52861d0 (MD5) Previous issue date: 2010-08-25 / Notably, the current market is increasingly competitive and that requires more skilled professionals; therefore, some important aspects should be explored in the training of these professionals so that they can develop what is expected of them. So, the general objective of this research was to identify and evaluate the educational content of Accounting in Business courses in the micro-region of Ara??atuba and Birigui, stressing that this is an excellent tool to aid in decision-making processes. The teaching conditions were analyzed and the perceptions of teachers who teach Accounting subjects were obtained, as well as the perception of the coordinators of the courses of Business Administration. Techniques were applied to literature, documentation, content analysis to evaluate the teaching plans of each accounting discipline, in addition to descriptive statistics, combined with cluster analysis and multidimensional scaling for data collected with questionnaires. The analysis of the programs revealed that the two micro-regions have a very similar curricular grid and structure in the teaching plans, with good variation in teaching strategies, a variety of evaluation criteria and emphasis on certain content groups. In the perception of the respondents there is a higher turnover of the coordinators, who have quite a few years' experience in higher teaching. On the other hand, most of the teachers said they that they know the pedagogical project of the IES they teach and all exercise another professional activity. In the assertions, all of the interviews agreed that the professional experience of the teacher contributes to update programs and that the contents of the courses are related to the objectives of the course of Business Administration and are important for the future Administrator. Most of them further agree that the provision of Accounting disciplines reveals an alternative in the profession performance for the future Administrator and students identify the integration of Accounting disciplines with other disciplines of the course. / Notadamente o mercado atual est?? cada vez mais competitivo e isso requer profissionais cada vez mais qualificados, portanto alguns aspectos importantes devem ser explorados na forma????o desse profissional, para que ele possa desenvolver o que se espera. Assim o objetivo geral desta pesquisa foi identificar e avaliar as condi????es de ensino de conte??dos de Contabilidade nos cursos de Administra????o de Empresas da microrregi??o de Ara??atuba e de Birigui, tendo em vista que essa seja uma excelente ferramenta para aux??lio ??s tomadas de decis??es. Foram analisadas as condi????es de ensino e obtidas as percep????es dos professores que lecionam as disciplinas cont??beis e dos coordenadores dos cursos de Administra????o de Empresas. Foram aplicadas t??cnicas de pesquisa bibliogr??fica, documental, an??lise de conte??do para avalia????o dos planos de ensino de cada uma das disciplinas cont??beis, al??m de estat??stica descritiva, combinada com a an??lise de cluster e com o escalonamento multidimensional para os dados coletados com os question??rios. A an??lise dos programas revelou que as duas microrregi??es possuem uma grade curricular e uma estrutura nos planos de ensino bem parecidas, tendo uma boa varia????o nas estrat??gias de ensino, uma variedade nos crit??rios de avalia????o e ??nfase em determinados grupos de conte??dos. Na percep????o dos respondentes indica uma maior rotatividade dos coordenadores, esses possuindo um bom tempo de magist??rio superior, j?? a maior parte dos professores, afirma que conhecem o projeto pedag??gico das IES que lecionam e todos exercem outra atividade profissional. Nas assertivas todos os sujeitos pesquisados concordam que a experi??ncia profissional do professor contribui para atualiza????o dos programas, os conte??dos das disciplinas est??o relacionados aos objetivos do curso de Administra????o de Empresas e s??o importantes para o futuro Administrador. A maioria ainda concorda que a oferta das disciplinas Cont??beis revela uma alternativa de atua????o profissional para o futuro Administrador e que os alunos identificam a integra????o das disciplinas Cont??beis com outras disciplinas do curso. Com o escalonamento multidimensional pode-se concluir que os professores de cada uma das disciplinas Contab??is analisadas nesta pesquisa e os coordenadores do curso de Administra????o de Empresas possuem opini??es distintas.

Made available in DSpace on 2015-12-04T11:45:17Z (GMT). No. of bitstreams: 1 Hellen_Tcheou.pdf: 444277 bytes, checksum: d37570dd306b74b749cd4687d4235a9d (MD5) Previous issue date: 2002-08-05 / This research aims at evaluating the instruction of the Accounting subject in the Business Administration graduation courses, considering the items that integrate the planning of the course: objectives, content x recommended bibliography, methodology e evaluation. This theme has been chosen for the importance of this subject in the administrative processes, and from being important to its instructors, in the analysis, interpretation and evaluation of the accounting data in the business management. The reference parameter that has been used is the consolidation of information that has been extracted from the bibliography revision. The focus sample were the graduation institutions that have gotten consecutive A (mark) in the "Provao" (evaluation) since 1996, in Sao Paulo city. These qualifiers attribute a remarkable recognition to these institutions in the market for its excellency in instructing, assured by the high level of competition in the examinations to enter these schools. The results of evaluation of the course plan that were available for this research presents prominent details that sometimes are followed by contradictions. Find below the main conclusions presented in an abbreviated way: The content of the subject (accounting) presented in the educational structures basically focus on the importance of Accounting as a managing instrument, although they differ in relation to practical application; For the subjects: General and Cost Accounting, the content presents a sequence of topics that develop the introducing concepts of the subject, as well as the techniques related to it; The program content of the analyzed subject, does not present expressive divergences in relation to the objectives, maintaining coherent amount of topics in relation to the established schedule; The instruction methodology suggested by Graduation Institutions get mixed with the pre-established objectives, endangering the development of competences that contribute to the professional development of the business administrator; on the other hand other Graduation Institutions do not point out suggestion of methodology, which characterizes a concern in the analysis and selection of activities that will be ab provide the students with the essential experiences for the learning and competence constitution; Although superficially present in all subjects, the instruction evaluation process was not identified in any of the structures, and useful inform to students and instructors of the subjects were not collected. / O objetivo desta pesquisa foi avaliar o ensino da disciplina de Contabilidade nos cursos de gradua????o em Administra????o de Empresas, nos itens que integram o plano de curso: objetivos, conte??dos x bibliografia recomendada, metodologia e avalia????o. A escolha do tema foi motivada pela import??ncia desta disciplina para os seus gestores nos processos administrativos, na an??lise, interpreta????o e avalia????o dos dados cont??beis no gerenciamento dos neg??cios. O par??metro de refer??ncia utilizado foi a consolida????o de informa????es extra??das da revis??o bibliogr??fica. A amostra selecionada foi a das institui????es de ensino superior que obtiveram sucessivos conceitos A no Prov??o desde 1996, na cidade de S??o Paulo. Esses qualificadores conferem a essas institui????es not??rio reconhecimento no mercado pelo alto grau de excel??ncia no ensino, corroborado pelos altos ??ndices de concorr??ncia nos exames vestibulares de admiss??o a essas escolas. O resultado de avalia????o dos planos de curso, disponibilizado para esta pesquisa, apresenta destaques por vezes seguidos de contradi????es. As principais conclus??es encontram-se sinteticamente expostas a seguir: Os conte??dos da disciplina de Contabilidade, evidenciados nas estruturas curriculares, contemplam em sua ess??ncia, a import??ncia da Contabilidade como instrumento de gest??o. No entanto, a sua aplicabilidade apresenta diverg??ncias; Para as disciplinas de Contabilidade Geral e de Custos, os conte??dos apresentam seq????ncia de t??picos que desenvolvem conceitos introdut??rios da disciplina al??m das t??cnicas pertinentes a ela; Os conte??dos program??ticos das disciplinas analisadas n??o apresentaram diverg??ncias significativas quanto aos objetivos mantendo coer??ncia de volume de t??picos com as cargas hor??rias estabelecidas; As metodologias de ensino, sugeridas pelas IES, confundem-se com os objetivos predeterminados, comprometendo o desenvolvimento das compet??ncias na forma????o profissional do Administrador de Empresas; por um lado, outras IES n??o apontam sugest??o de metodologia, o que demonstra pouca preocupa????o na an??lise e sele????o de atividades que poder??o propiciar aos alunos as experi??ncias essenciais para a aprendizagem e constitui????o de compet??ncias; O processo de avalia????o de aprendizagem, apesar de subliminarmente presente em todas as disciplinas, n??o foi identificado em nenhuma das estruturas, deixando de coletar informa????es ??teis a alunos e a docentes sobre a efetividade das disciplinas.

Submitted by Elba Lopes (elba.lopes@fecap.br) on 2016-01-27T16:33:22Z No. of bitstreams: 2 Joaquim_Domingos_Maciel.pdf: 831738 bytes, checksum: 7a1052debad7c02c1335b54d7aa85767 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-01-27T16:33:22Z (GMT). No. of bitstreams: 2 Joaquim_Domingos_Maciel.pdf: 831738 bytes, checksum: 7a1052debad7c02c1335b54d7aa85767 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2006-11-29 / This research aims at analyse the main characteristics of 380 students, whose 63% belong to male gender and are regular undergraduated students in Business Administration courses from two universities in S??o Paulo - SP. The methodology procedures adopted to carry out such investigation consisted of two research tools: one aiming at the identification of seven Mobilization Stiles - MS, proposed by Ricco (2004) and another one named as "interests questionary", composed by 6 Performing Area Options (PAO), in order to identify the first option and 31 chosen competences that were adapted from McClelland e Klemp Jr. to choose 5 among them, so as to obtain the Perceived Professional Competences (PPC) of the studied subjects. An adherence and significance Qui-Squared Test method applied to statistic analysis, to gather data, understand information and final results analysis. The main results of this study reveal that 22.6$ of students are from Mobilization Style (MS), while Conquerer lies with 66% from Perceived Professional Competences (PPC) and are concentrated in 15 of them, besides the relations of MS and PPC being confirmed. In the sequence of the interpretations, among the Performing Areas Options (PAO), the students got 36.1% in their preferences for Finances, followed by 33.9% who preferred Marketing area. The study shows also that Conquerer Style is concentrated in 27.7% in the ones who prefer Finances area and 17.8% for the ones who prefer Marketing. As a sequence for academic purposes, it would be interesting to apply such study in other universities in S??o Paulo, so as to have a better overview and actual explanation of the facts presented in this Master's program research. / Este estudo teve como objetivo analisar o perfil de 380 alunos, sendo que 63% deles eram do g??nero masculino e matriculados em cursos de administra????o geral de duas universidades da cidade de S??o Paulo-SP. A metodologia de investiga????o utilizada foi uma pesquisa explorat??ria com a utiliza????o de dois instrumentos de pesquisa: um com a finalidade de identificar os sete Estilos de Mobiliza????o - EM, propostos por Ricco (2004), e um outro denominado question??rio de interesses composto por 6 Op????es de ??rea de Atua????o-OAA para a identifica????o da 1?? op????o e 31 compet??ncias escolhidas e adaptadas de McClelland e Klemp Jr. para a escolha de 5 delas, com a finalidade de se obter as Compet??ncias Profissionais Percebidas - CPP dos sujeitos estudados. Para as an??lises estat??sticas foi utilizado o m??todo de ader??ncia e signific??ncia do Teste Qui-quadrado, para agrupamento dos dados, entendimento das informa????es e an??lise final dos resultados obtidos. Os principais resultados do estudo apontaram que 22,6% dos estudantes s??o do Estilo de Mobiliza????o-EM Conquistador, 66% das Compet??ncias Profissionais Percebidas-CPP concentram-se em 15 delas al??m de as rela????es de EM e CPP serem confirmadas. Seguindo-se as interpreta????es, dentre as Op????es de ??reas de Atua????o-OAA, os alunos tiveram 36,1% de prefer??ncia por Finan??as e 33,9% deles preferiram a ??rea de Marketing. O estudo demonstra tamb??m que o Estilo Conquistador tem uma concentra????o de 27,7% para os que preferem a ??rea de Finan??as e 17,8% para os que preferem a ??rea de Marketing. Para maior contribui????o acad??mica, seria interessante aplicar este estudo com maior profundidade nas mesmas institui????es e em outras universidades da cidade de S??o Paulo para que seja poss??vel explicar melhor os fatos apresentados nesta pesquisa.