This study provides a contribution to the historiography of management education in England. Criticism of British management expressed in Government policy over the past sixty years has concluded that a low level of management education in the UK is affecting its ability to compete. To this end there have been a number of government interventions in management education. The focus of this research is the first phase of government intervention in management education initiated in 1945. By considering the development of management education from a historical perspective this research adopts the theoretical stance that an understanding of the past can contribute to an understanding of management education today. The report of a committee on Education for Management appointed in 1945 by the Minister of Education, the Urwick Report (1947) and the subsequent Diploma in Management Studies (DMS), the first qualification in management studies, are used as vehicles to articulate the involvement and relationships of industry and government with regard to formal management education. From this, conclusions are drawn about the professional and policy processes at play and consideration given as to how these shaped subsequent practice. The method adopted was documentary analysis of primary sources which included published and unpublished administrative papers from government archives. Data from journals, a newspaper, and the archives of employee and employer bodies were referenced to provide context and support the validity of my interpretation. I conclude that the key contribution which the Urwick Report made to management education was in establishing the principle that there was a body of knowledge associated with management. The study illuminates policy processes surrounding management education at a particular time with regard to a specific report. During this period opportunities existed that, if actioned, could have significantly changed the education of managers in England. Government, industry and education were all party to these opportunities. Events surrounding the Urwick Report, and the subsequent implementation of the DMS, offer some useful lessons from the past.

Este trabalho apresenta os resultados da pesquisa sobre a gestão de Paulo Freire na Secretaria Municipal de Educação da Cidade de São Paulo. Foi utilizada a metodologia da história oral, entrevistamos professoras da rede municipal de ensino de São Paulo que atuaram durante o período em que Paulo Freire foi secretário de educação desse município. Paulo Freire foi principal teórico brasileiro no campo da educação e também desempenhou o papel de gestor público. Ficou a frente de programas de alfabetização de adultos de governos do nordeste do Brasil e participou da equipe do MEC que pretendia promover o Programa de Alfabetização de Adultos durante o governo João Goulart. Em 1989, participou do governo de Luiza Erundina na prefeitura de São Paulo. Ocupou o cargo de Secretario Municipal de Educação até maio de 1991. Algumas das marcas de sua gestão foram a luta pela construção de uma escola popular e democrática, a conquista de direitos para os professores como a criação do Estatuto do Magistério Municipal, o restabelecimento dos Conselhos de Escola, a organização dos Ciclos nas escolas de ensino fundamental. Durante a pesquisa, foram entrevistadas dez professoras, utilizando-se a metodologia da História Oral. As professoras apresentaram relatos autobiográficos destacando o período em que Freire foi secretário de educação em São Paulo. Assim, registramos visões amplas sobre os eventos ligados à reconstrução democrática que marcaram a sociedade brasileira naquele período. No que tange ao campo educacional, a pesquisa apresenta algumas reflexões acerca da imagem de Paulo Freire e aspectos sobre a memória docente relacionados às condições de trabalho e às relações no interior das escolas. As entrevistadas abordaram temas como participação da comunidade na escola, a relação dos professores e o governo, o funcionamento dos conselhos de escola, entre outros. A pesquisa ainda reflete sobre os impactos de políticas públicas sobre a população a partir da ótica das professoras. / This work presents the research results of oral history conducted by São Paulos County teachers that worked during the period in which Paulo Freire was secretary of education. Paulo Freire was Brazil\'s main theoretician in the area of education and also played the role of public manager. He was in charge of adult literacy programs in many northeast Brazilian states, also attended MEC (Ministry of Education) staff that wanted to promote the Adult Literacy program during the government of João Goulart. In 1989, he took part of Luiza Erundinas government in the city of Sao Paulo. He served as Municipal Secretary of Education until May 1991. Some of the hallmarks of his tenure were the struggle to build a popular and democratic school, the rights of achievements for teachers as the creation of the Municipal Statute of the Magisterium, the restoration of School Councils and the organization of learning cycles in elementary schools. During the research ten teachers were interviewed, using the methodology of oral history. Regarding the educational field, the research presents some reflections about the image of Paulo Freire and the teaching aspects of memory related to working conditions and relations within schools. The interviews covered topics such as community participation in school, the relationship between teachers and Government, the functioning of school boards, among others. The survey also reflects about the public policy impacts on the population from the perspective of the teachers.

Made available in DSpace on 2016-07-27T14:21:26Z (GMT). No. of bitstreams: 1 Alberto de Oliveira.pdf: 694296 bytes, checksum: 121b23beaa5f69c73881e5ea75b0903a (MD5) Previous issue date: 2007-06-25 / The scope of this study was to gather data on the how environment managers perceive their activity. Theoretical basis on environment managing was sought, observing its history; the development of environmental organizations in Brazil and abroad; factors and progresses in the global context, and samples of environmental managing from the Environment Management System (EMS). It consists of a case study of both descriptive and exploratory character focusing on the perceptions of environment managers graduated from three classes of lato sensu post-graduation course in Environment management management processes and on the interface of their praxis on their field of work. Two studies were carried out. The first aimed to present the course taken, and the second raised their perception on environment management and their interfaces with organizations, as graduated from the course. Data were collected from documental analysis and semistructured interview. In study 1 one of the coordinators of the course was intentionally chosen, as well as six other professors. Such choices were made due to their influence on forming the referred professionals, from candidate selection to the final monograph of the course. On this study the categories of the perceptions (of the coordinator/professors) on Environment Management . On study 2, also intentionally, nine managers were chosen based on their academic background and the fact of living and working in the same town of the course. On this study he categories of perceptions on Environment Management; support from organization towards managers and applicability of what was learned on their formation . After tabulation and analysis of data it was possible to conclude that environmental education, conducted by an organization representing industry businessmen in Goiás, is submerged in several contradictions, for environment preservation is incompatible with profit interests of the capitalistic production system. Also, the mechanicist model of formal education does not interpret the environmental complexity, which embraces nature, culture, society and politic dimension. The results of this study point that the priority to profits, given by the organizations, leads to insensitivity concerning the environment, whilst the graduated professionals lack the power to intervene on the industries. Such industries especially those of exporting goods only follow legal policies and invest on their image among consumers. The course on the professionals lives was vital on their technical establishment on the field of work; however it seemed distant in forming a critical sight of their role on the organization. If strengthened by a critical educational model, civil society, aware of its active role, may become a viable alternative to put pressure into the hegemonic power constituted by businessmen, politicians of executive, legislative and judiciary powers, forcing the Public Ministers to actually perform their social role. / O presente estudo objetivou levantar dados sobre o modo como os gestores ambientais percebem a gestão ambiental. Buscou-se embasamento teórico em gestão ambiental, perpassando pelo seu histórico; desenvolvimento do movimento ambientalista no mundo e no Brasil, fatores e evoluções no contexto globalizado e utilização de modelos de gestão ambiental com base no sistema de gestão ambiental (SGA). Trata-se de um estudo de caso de caráter descritivo e exploratório que procurou apreender as percepções dos gestores ambientais formados em três turmas do curso de pós-graduação lato sensu denominado Gestão Ambiental - Processos Gerenciais e a interface de suas práticas em seus respectivos campos de trabalho. Foram realizados dois estudos. O primeiro visou apresentar o curso que formou os gestores, e o segundo, a percepção dos gestores acerca da gestão ambiental e suas interfaces com as organizações, como egressos do curso. Para coleta de dados, foram utilizados a análise documental e a entrevista semi-estruturada. Para o estudo 1 escolheu-se intencionalmente uma das coordenadoras do curso e seis professores, em razão de suas influências na formação dos referidos gestores, desde a seleção dos candidatos até a conclusão do trabalho final de curso e observaram-se as categorias percepções da coordenadora/professores acerca da gestão ambiental. No estudo 2, também de forma intencional, foram escolhidos nove gestores considerando suas formações acadêmicas, e o fato de trabalharem e residirem no local de realização do curso e foram observadas as categorias percepções acerca da gestão ambiental; suporte das organizações aos gestores e aplicabilidade do conteúdo aprendido em suas formações . Após a catalogação e análise dos resultados, verificou-se que a educação ambiental, conduzida por uma entidade representativa dos empresários industriais em Goiás, está imersa em inúmeras contradições, pois a preservação ambiental é incompatível com interesses de lucratividade do modo de produção capitalista/econômico. Além do mais, o modelo mecanicista utilizado na educação formal não interpreta a complexidade ambiental que entrelaça natureza, cultura, sociedade, e a dimensão política não é contemplada pela maioria dos educadores. Os resultados desses estudos indicam que a priorização dos lucros pelas organizações leva a uma insensibilidade em relação ao meio ambiente e os egressos do curso não têm poder para intervir nas empresas que apenas cumprem os dispositivos legais e investem mais na sua imagem perante os consumidores, sobretudo se forem exportadoras. O curso realizado pelos gestores foi preponderante para que se estruturassem tecnicamente no mercado de trabalho, mas ficou distante em sua formação a visão crítica de seu papel na organização. Se fortalecida por um modelo educacional crítico e transformador, a sociedade civil, consciente de seu papel participante, pode tornar uma alternativa viável para pressionar o poder hegemônico constituído pelos empresários, políticos do executivo, do legislativo e do judiciário, incitando ministério público a efetivamente cumprir seu papel social.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-06-01T12:25:57Z No. of bitstreams: 1 GYOVANNA ALVES E SILVA OLIVEIRA.pdf: 5183514 bytes, checksum: ece950e79bdc31920685a90ea8fdbf9f (MD5) / Made available in DSpace on 2017-06-01T12:25:57Z (GMT). No. of bitstreams: 1 GYOVANNA ALVES E SILVA OLIVEIRA.pdf: 5183514 bytes, checksum: ece950e79bdc31920685a90ea8fdbf9f (MD5) Previous issue date: 2017-03-22 / Higher education institutions (HEIs) have a considerable movement of people and materials, for this reason and because of their physical dimensions, produce wastes in different classes. In this way, it is the responsibility of the generator to implement measures for proper handling of waste produced in its facilities and for possible damage caused when these are discarded in the environment. This research arose because of the need to promote the awareness, training and mobilization of the attendees of na HEI, its general objective was to apply a descriptive and explanatory diagnosis a sample area of the Pontifícia Universidade Católica de Goiás (PUC Goiás) to to elaborate an propose methodological corrective and preventive measures in the management of municipal solid waste (MSW) produced in the area. In order to achieve this purpose, but without exhausting the subject, which is complex and comprehensive, have selected studies in literature that identify, classify and quantify the residues generated by the institution recommending environmentally appropriate actions not generation, reduction, reuse, recycling, and final disposal of waste. The methodology used in this research was aimed to describe facts and manifestations of determined reality through implementation of the case study in five stages, without him intervening or modify it, chosen by present a methodological approach that will meet the problem of this study. As a results, the study identified the system current of waste management in the analyzes area, classified the waste at the site analyzed assesses the environmental issue as a whole, and elaborates an integrative and sustainable methodology for the management of solid waste. / As instituições de ensino superior (IES) possuem uma considerável circulação de pessoas e materiais. Por este motivo, e devido às suas dimensões físicas, produzem resíduos de classes diferentes. Deste modo, é de responsabilidade do gerador aplicar medidas para o correto manuseio dos resíduos produzidos em suas instalações e pelos possíveis danos causados quando esses forem descartados no ambiente. Esta pesquisa surgiu em virtude da necessidade de promover a sensibilização, formação e mobilização dos frequentadores de uma IES, o seu objetivo geral, foi aplicar um diagnóstico, descritivo e explicativo, para elaborar uma metodologia integradora e sustentável com medidas corretivas e preventivas no gerenciamento dos Resíduos Sólidos Urbanos (RSU) produzidos em uma área amostral da Pontifícia Universidade Católica de Goiás (PUC Goiás). A fim de atingir esse propósito, mas sem esgotar o tema, que é complexo e abrangente, foram selecionados estudos na literatura que identificam, classificam e quantificam os resíduos gerados pela instituição, recomendando ações ambientalmente adequadas de não geração, redução, reutilização, reciclagem, tratamento e destinação final destes resíduos. A metodologia empregada nesta pesquisa visou descrever fatos e manifestações de determinada realidade por meio de aplicação do estudo de caso em cinco etapas, sem nele intervir ou modificá- lo, escolhido por apresentar uma abordagem metodológica que atendeu a problemática deste estudo. Como resultados, o estudo identificou na área analisada o sistema atual da gestão dos resíduos, avaliou a visão ambiental como um todo dos frequentadores, classificou os resíduos do local analisado e elaborou uma metodologia integradora e sustentável para o gerenciamento dos resíduos sólidos.

Desde sua emergência no cenário público nacional no início do século passado até os dias de hoje, as camadas populares1 têm mostrado formas de participação política distintas que acompanham as transformações econômicas, sociais e políticas por que passa o país ao longo desse período. Embora as péssimas condições de vida que experimentavam os primeiros operários no começo do século 20 tivessem projetado na cena pública os trabalhadores das nascentes indústrias, o reconhecimento das camadas populares como um novo ator político, entre outros já existentes, se dá apenas no início da década de 30, marcado por dois eventos - um em âmbito mundial e outro de caráter local - que irão promover as áreas urbanas, em detrimento das áreas rurais, como o local que sintetiza as condições econômicas e políticas do conjunto do país naquela época. Com efeito, a crise de 29 - que põe fim à primazia dos interesses agrários vinculados à economia de exportação do café - e a revolução de 30 - que abala a supremacia das oligarquias rurais na sociedade brasileira - dão livre curso às mudanças sociais e econômicas associadas ao desenvolvimento industrial, levando à necessidade de incorporação das camadas populares ao processo político. / Since its emergence on the national political scene at the beginning of the last century, the working class has had different forms of political participation that have accompanied the economic, social and political transformations which the country has undergone during this period. If, immediately after the 1930 revolution until the mid-60s, the presence of the working class on the political scene was tied to the State which, to gain legitimacy, had to incorporate it into the political process as a new actor whose demands had to be recognized, in the 1970s and the 1980s, this same social class challenged the State, which had imposed a new discipline on social life, bringing to collective life the individual experiences of private life, arising from urban privations. Nowadays, in view of the relative obscurity of the working classes in national affairs - when compared with the two previously mentioned periods - one can infer that the crisis afflicting collective mobilization is very much a reflection of the absence of participation of these social classes. In a survey carried out in a municipal public school, located in a working class district in the town of Itaguaí/RJ, an attempt was made to assess forms of participation - in the guise of fragmented participation - which, recovering the meaning of social actions for the actors themselves, seeks to show the scope of collective participation for reconstructing the meaning of such actions. This stems from the fact that the meaning that people, as individuals, confer on what they do, remains as a clear link between routine daily life and times of mobilization and struggle, between particular needs and collective needs.

The thesis is focused on the possibilities in the management of the intergenerational programmes. The aim of the thesis is to analyze the issue of intergenerational learning from the point of view of the management of educational institutions and to create a proposal of methodology for intergenerational programs management. The first part discusses the management in general, educational management and the characterization and classification of educational institutions and the scope of non-profit organizations. It also deals with lifelong learning and defines intergenerational learning as one of its forms. It deals with the categorization of intergenerational learning and the definition of its linkage in formal, non-formal and informal learning. The work defines the concept of age management, describes its implementation in practice and focuses on the topic of intergenerational programs, their specification, categorization and definition of their benefits and risks. The second part is focused on the content analysis of strategic and curricular documents in the Czech Republic and abroad and analyses the possibilities of cooperation of educational institutions in intergenerational programs in the Czech Republic and foreign countries. It summarizes the benefits of intergenerational programs and presents...

Made available in DSpace on 2016-04-25T16:44:45Z (GMT). No. of bitstreams: 1 Julio Araujo da Silva Junior.pdf: 1473840 bytes, checksum: c025661b63a987223825f831793a6172 (MD5) Previous issue date: 2015-10-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The changes stimulated by the economic model have demanded of private higher educational institutions answers to deal with the challenges related to the business environment. These challenges are putting to the test these organizations in their ability to differentiate among the competition and to reinvent itself in the face of new opportunities and risks presented in this market. This differentiation in IES can occur through the development or improvement of educational services or in support of activities. Innovation is essential for these institutions, as the need to identify their capabilities, maximizing the development of innovation for a more efficient response to the challenges presented ahead.However, the identification of these information requires an understanding of information as subsidizer element of innovation and identification of what is needed for decision making by managers. Therefore, these organizations require an environmental monitoring to identify threats, opportunities and trends in this market. This monitoring, also called Competitive Intelligence, gives information to assist managers in making decisions. The question that arises is whether the competitive intelligence can provide inputs for the strategic management of innovation at Brazilian private non-denominational higher educational institutions , providing conditions for development of innovative services with bias and with positive outlook in relation to its performance and competitive advantage in the market. To answer this question, the literature review was conducted, with collection of secondary data as the Ministry of Education reports. The literature was able to identify the organizational characteristics of educational institutions, innovation models applicable in these institutions and competitive intelligence processes that support this innovation, in addition to integrating aspects of the innovation process and competitive intelligence in these institutions. The literature review points to the existence of relationships between the Competitive and Innovation Intelligence processes in IES, which leads to respond affirmatively to the main assumption raised in this paper: competitive intelligence can provide inputs for the strategic management of innovation in brazilians private non-denominational higher educational institutions, providing conditions for development of innovative services with bias and with positive outlook in relation to its performance and competitive advantage in the market / As mudanças estimuladas pelo modelo econômico têm demandado das Instituições de Ensino Superior Particulares respostas cada vez mais rápidas e eficientes frente aos desafios relacionados ao ambiente de negócios. Esses desafios, em termos de ambiente interno e externo das empresas e da diversidade da natureza dos seus campos de atuação, em que os fatores de risco e sucesso se apresentam de forma sinérgica, têm colocado à prova essas organizações em relação a sua capacidade de diferenciar-se frente à concorrência e reinventar-se diante de novas oportunidades e riscos apresentados nesse mercado. Essa diferenciação nas IES pode ocorrer por meio do desenvolvimento ou aprimoramento dos serviços educacionais ou nas atividades de suporte a realização desses serviços. Fica claro que a inovação é fundamental para essas instituições, juntamente com a necessidade de identificação de suas capacidades, maximizando o desenvolvimento da inovação e possibilitando uma resposta mais eficiente frente aos desafios apresentados. Porém, a identificação dessas necessidades informacionais passa pelo entendimento da informação como elemento subsidiador da inovação e pela identificação das informações necessárias para a tomada de decisão pelos gestores relacionados aos processos de inovação. Diante disso, essas organizações necessitam de um monitoramento ambiental que lhes permita identificar ameaças, oportunidades e tendências desse mercado. Esse monitoramento, também chamado de Inteligência Competitiva, municia a organização de informações, auxiliando os gestores na tomada de decisões. A questão que se coloca é verificar se a inteligência competitiva pode fornecer insumos para a gestão estratégica da inovação em IES brasileiras Privadas não confessionais, propiciando condições para o desenvolvimento de serviços com viés inovador e com perspectivas positivas em relação ao seu desempenho e de vantagem competitiva no mercado. Para responder a essa questão, foi realizada a revisão da literatura, com levantamento de dados secundários, baseada em uma pesquisa bibliográfica acrescida de dados estatísticos encontrados nos relatórios do Ministério da Educação. O levantamento bibliográfico possibilitou identificar as características organizacionais das instituições de ensino, os modelos de inovação aplicáveis nessas instituições e os processos de Inteligência competitiva que suportam essa inovação, além dos aspectos integradores dos processos de inovação e inteligência competitiva nessas instituições. A revisão de literatura aponta para a existência de relacionamentos claros entre os processos de Inteligência Competitiva e Inovação em IES, o que nos leva a responder afirmativamente à principal suposição levantada neste trabalho: a inteligência competitiva pode fornecer insumos para a gestão estratégica da inovação em IES brasileiras Privadas não confessionais, propiciando condições para o desenvolvimento de serviços com viés inovador e com perspectivas positivas em relação ao seu desempenho e de vantagem competitiva no mercado

This study aimed to investigate the factors affecting faculty intention to use course management systems (CMS). The study was conducted in a private university with a mixed-method approach. First, 260 responses to a questionnaire was analysed by using structural equation modeling technique in order to examine the provided model. Second, interviews with selected 14 faculty members were conducted to understand the interrelationships. The findings indicated that, faculty intention to use CMS is mostly related with seeing value in using CMS including both personal and task/course related issues. In addition, the use of CMS should be perceived as easy which is directly influenced by the computer self-efficacy of the instructors. Discrimination of perceived personal benefits and task/course related usefulness is found to be important. Course/task related perceived usefulness is found to be weak without perceiving them personally beneficial. Availability of training and support is found to be weakly related to initial intention, however it appeared as an important variable for continuing to use CMS. &lsquo / Communicating the vision through leadership&rsquo / , &lsquo / promoting CMS&rsquo / , and &lsquo / sharing experiences and real life examples&rsquo / emerged as powerful approaches to facilitate use of CMS. Institutional policies regarding issues like &lsquo / academic freedom&rsquo / should be considered carefully while supporting the use of CMS. Moreover, to support institutional change it is important to be aware of the existence of different faculty profiles, which should be considered separately in relevant decisions.

With the advent of democracy in South Africa in1994, a plethora of old pieces of legislation and policies have either been revised or new ones promulgated to address the gross inequalities of the apartheid state. In the context of education new policies were designed to improve the standard of education across public schools in the country. One such policy is the Integrated Quality Management System intended to support teachers in achieving quality education. Policy Design and Policy Implementation are separate concepts and it is well known that the intentions of the policy are not always achieved during implementation. It is clear that the State President, Jacob Zuma was cognizant of the disconnection between Policy and Policy Implementation when he stated at a meeting with school Principals in 2009 that “our wonderful policies that we have been implementing since 1994 have not essentially led to the delivery of quality education for the poorest of the poor”. He questioned as to why the policies have failed to deliver excellence and what should be done about it. Further, the Basic Education Minister, Angie Motshekga in her maiden Budget Speech asserted that: “The findings of Professor Jonathan Jansen’s committee on National Education Evaluation and Development Unit (NEEDU) confirms what we all know, what the view is outside there and reasons for a general lack of public confidence in our education system”. The study explores the extent to which the implementation of the Integrated Quality Management System has indeed led to the delivery of quality education. The Policy was also intended to restore public confidence in the education system and the study aims to explore the extent to which this has been achieved. The Integrated Quality Management System was intended to ensure that the State is obtaining value for the money expended on education, the largest portion being allocated to the salaries of educators. It would appear not to be the case. In this regard, a Report issued by the Organisation for Economic Cooperation and Development (OECD 2008) found that international studies have shown that the “returns to investment” in teacher education, or the quality of performance one might expect from learners in return for money spent on educators, is very low in South Africa, to the extent that “low educator productivity has been cited as the main reason for South Africa’s relatively poor performance” It is for the above reason that the National Policy on Whole School Evaluation which includes the Integrated Quality Management System, designed to address the problems of educator performance and poor learner attainment were put under the spotlight. The success of Policy Implementation, and the possible adaptation of existing policies to ensure that the desired results are achieved are also investigated in the study. Recommendations are made as to how policy might be reviewed or changed. / Thesis (Ph.D.)-University of KwaZulu-Natal, Westville, 2010.

Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed October 19, 2005. Dissertation Committee: Rodney P. Riegle, Kenneth H. Strand (co-chairs), George Padavil, Albert T. Azinger. Includes bibliographical references (leaves 158-165) and abstract. Also available in print.