Este estudo analisa as relações estabelecidas entre as redefinições no papel do Estado, as reformas instituídas na gestão pública, a inserção do Instituto Ayrton Senna na educação e as implicações decorrentes acerca da implantação do Programa Circuito Campeão na gestão pedagógica da escola no período de 2007 a 2010. As redefinições no papel do Estado a partir das reformas instituídas nos anos 90 do século passado e aprofundadas no atual período inseriram na sociedade novos sujeitos e introduziram na administração pública a gestão gerencial, trazendo a lógica do setor privado ao setor público, evidenciando consequências para a gestão da educação. A redefinição do papel do Estado não ocorre por acaso, uma vez que faz parte de um processo maior de crise estrutural do capital. Entre as estratégias utilizadas está a Terceira Via, que materializa o projeto do capital a partir do Terceiro Setor, e as parcerias entre o público e o privado concretizam esse projeto. No Rio Grande do Sul, assume, em 2007, um novo governo que implanta o Projeto Piloto de Alfabetização de Crianças com Seis Anos em parceria com três instituições não governamentais e financiadas pelo setor privado. O Instituto Ayrton Senna é uma das instituições parceiras do Estado e, através do Programa Circuito Campeão, propõe o gerenciamento da aprendizagem através das ferramentas de gestão gerencial. O estudo analisou a gestão pedagógica do Programa Circuito Campeão com ênfase nos seguintes eixos: currículo, planejamento, avaliação, formação continuada de professores e o papel do coordenador pedagógico nesse projeto. Parte do entendimento de que a gestão pedagógica define e propicia a direção de sentido das práticas educativas e da intencionalidade da escola.O estudo demonstrou que a implantação do Programa Circuito Campeão em uma escola municipal trouxe implicações para a gestão pedagógica da educação. / reforms in public administration, the insertion of the Instituto Ayrton Senna in the public education system and the implications regarding the implementation of the Programa Circuito Campeão in the pedagogical management of the school from 2007 to 2010. The redefinitions of the role of the state from the reforms instituted in the 90s of last century and deepened in the current period inserted in society new subjects and they also introduced in the public administration the private way of management, bringing the private logic to the public sector, highlighting the consequences for management education. The redefinition of the role of the State does not occur by chance, on the contrary, it is part of a larger process of structural crisis of the capital. Among the strategies used is the Third Way, which embodies the design of the capital from the Third Sector, and the partnerships between the public and private materialize this project. Brazilian Rio Grande do Sul State assumes, in 2007, a new government that deploys the Projeto Piloto de Alfabetização de Crianças com Seis Anos in partnership with three non-governmental institutions and funded by the private sector. The Instituto Ayrton Senna is one of the partner institutions of the State and through the Programa Circuito Campeão offers the management of education through private management tools. The study examined the pedagogical management of Programa Circuito Campeão with emphasis in the following areas: curriculum, planning, evaluation, teacher continuing education and the role of pedagogical coordinator on this project. The study shares the comprehension that the educational management provides and define the direction of the educational practices and the intentionality of the school. The study showed that implantation of the Programa Circuito Campeão in a public school brought pedagogical implications for management education.

O interesse em aproximar a temática sustentabilidade da formação dos administradores vem ganhando força. Principalmente a partir da última década, o movimento conhecido como Educação para a Sustentabilidade vem despertando mais interesse em diferentes níveis e, portanto, tem exigido transformações nas instituições de ensino. Em nível mundial com a proclamação da Década das Nações Unidas da Educação para o Desenvolvimento Sustentável, e a criação do Principles for Responsible Managemet Education (PRME), e em nível local com as Diretrizes Curriculares para a Educação Ambiental, do Ministério da Educação do Brasil, tem-se exemplos de esforços e iniciativas que visam integrar a temática nas atividades de ensino, pesquisa e extensão. Diante disso, esta tese parte do pressuposto que quatro diferentes dimensões operacionais estão interligadas e são interdependentes no processo de mudança e adaptação das instituições de ensino – contextual, organizacional, curricular e pedagógica. O enfoque desta pesquisa foram os cursos de graduação em Administração com o intuito de responder ao seguinte questionamento: quais são os mecanismos que permitem a integração da temática sustentabilidade na formação em Administração sob a perspectiva das dimensões contextual, organizacional, curricular e pedagógica? Para tanto, a partir de uma pesquisa de natureza qualitativa, realizada em cinco etapas, foi construída uma estrutura analítica com elementos que possibilitaram um mapeamento do cenário das instituições e dos cursos de Administração em cada uma das referidas dimensões. A fase empírica realizou-se no curso de Administração de duas instituições de ensino superior do Estado do Rio Grande do Sul, sendo uma pública e uma privada. Por fim, foram indicados os mecanismos que podem gerar a integração da temática sustentabilidade no ensino superior em Administração, tais como: interação e do diálogo em diferentes níveis; troca e compartilhamento entre docentes; desenvolvimento de habilidades dos docentes; estímulo à inovação; e fortalecimento de parcerias. / Including sustainability issues on business administration programs is gathering strength in management schools. In particular, since the last decade, a movement known as Education for Sustainability is arousing interest in different educational levels, requiring, therefore, changes in educational institutions. There are examples of initiatives aiming at integrating the subject in teaching, research and outrecht in different scopes. Worldwide, it is worth citing the proclamation of United Nation Decade for Sustainable Development and the development of Principles for Responsible Managemet Education (PRME), and locally the National Curricular Guidelines for Environmental Education, from Brazilian Ministry of Education. In this regarding, this dissertation assumes that four different operational dimensions, that is, contextual, organizational, curricular and pedagogical are intertwined and interdependent in the process of change and adaptation of educational institutions. With the main focus on bachelor programs in business administration, this research aimed at answering the following research question: What are the mechanisms that allow to integrate sustainability issues on business administration programs under the perspective of contextual, organizational, curricular and pedagogical’s dimensions? Therefore, a qualitative research was conducted through five phases. First, an analytical framework was built with elements that allowed to mapping institutions and programs’ scenarios in each of these dimensions. An empirical phase took place in Business Administration bachelor programs in Higher Education Institutions of Rio Grande do Sul State, one public and one private. Based on elements from the analytical framework it was possible to identify differences among higher education institutions and its programs. Findings allowed to develop suggestions to different agents within the institutions. Finally, mechanisms to boost integration of sustainability into higher education in business administration were identified, as following: interaction and dialogue, interchanging, sharing, enabling, innovation and partnerships.

A preocupação com as questões ambientais e sociais vem aumentando ao longo dos anos, principalmente no que se refere à busca pela redução dos impactos causados pelo homem. Nesse contexto, têm sido discutidas formas de inserir a Sustentabilidade na vida dos cidadãos e nas decisões das organizações, visando aliar o crescimento econômico com a conservação do meio ambiente e com a equidade social. Os administradores, devido às funções que desempenham em seus postos de trabalho, tem a oportunidade de incluir em suas decisões e atitudes princípios da Sustentabilidade, desencadeando uma mudança que inicia dentro das organizações e reflete na sociedade. É no sentido de contribuir para a formação de um profissional ético e responsável que a inserção da Educação para a Sustentabilidade na formação do gestor foi tema deste trabalho. O objetivo principal foi de explorar possibilidades que permitissem relacionar de forma direta o tema Sustentabilidade nas diferentes áreas de atuação do Curso de Graduação em Administração da Escola de Administração da UFRGS. Para isso foi realizada uma pesquisa inicial por meio de questionário com alunos do final do curso a fim de conhecer o que pensam sobre a Sustentabilidade na sua formação e no mercado de trabalho. Em uma segunda etapa, foram analisados os programas de todas as disciplinas do curso para mapeamento dos conteúdos com maior relação direta com a Sustentabilidade. Foi selecionada uma disciplina de cada área (Finanças, Marketing, Administração Pública, Produção e Sistemas e Recursos Humanos) e um ou mais tópicos em cada uma delas para realização de uma aula por parte dos pesquisadores incluindo questões relacionadas com Sustentabilidade. Ao final de cada aula os alunos responderam a um questionário e aos professores responsáveis foi solicitado um depoimento. Para realização do estudo foram utilizados os métodos de análise documental e de pesquisa ação e os dados foram analisados através da técnica de análise de conteúdo. Os principais resultados revelam que estudantes acham importante que a Sustentabilidade seja abordada durante o curso de Administração e que a demanda por esse tipo de profissional existe e irá aumentar ao longo dos anos. Em relação às aulas ministradas, a maioria dos estudantes se disse muito interessada na temática e acham pertinente ou muito pertinente que o assunto seja incorporado à disciplina nos próximos semestres. Alguns pontos positivos da experiência destacados pelos alunos foram: a oportunidade de conhecer melhor o tema nos semestres iniciais do curso, a aplicação prática do tema no contexto das organizações e as dinâmicas e atividades realizadas. Na formação em Administração, a Sustentabilidade é percebida como um aspecto essencial, que representa agora um diferencial, mas que tende a se tornar um requisito básico para os profissionais. / Concerns about environmental and social issues have been increasing over the years, especially with regard to the efforts to reduce the impacts caused by man. In this context, new ways to insert Sustainability in citizens' lives and organizations decisions have been discussed, seeking to combine economic growth with environmental conservation and social equity. Administrators, due to the functions they perform in their jobs, have the opportunity to include in their decisions and attitudes principles of Sustainability, triggering a change that starts within organizations and reflects in the society. In order to contribute with the generation of a more ethical and responsible professional that insertion of Education for Sustainability in the graduation of managers was the subject of this work. The main objective was to explore possibilities that allow relating directly the theme Sustainability in different areas of the graduation course in Business Management of Business Management School at UFRGS. To accomplish these objectives, an initial research was conducted through a questionnaire to students at the end of the course in order to know what they think about sustainability in their graduation and in the labor market. After that, the programs of all disciplines of the Business Management Graduation Course were analyzed for mapping the content that is more directly related to Sustainability. It was selected from each discipline area (Finance, Marketing, Public Administration, Production and Systems and Human Resources) and one or more threads in each one of them to hold a class by researchers including issues related to sustainability. At the end of each class students answered a questionnaire and, to the teachers of those disciplines, a testimonial was asked. Documentary analysis and action research were used as methods for this project and data were analyzed using content analysis as technique. The main results show that students think nowadays it is important to have an approach regarding sustainability during the course of business management, and that the demand for this type of professional exists and will increase over the years. Regarding the classes, most students said that they are very interested in the theme and find relevant or very relevant that sustainability should be incorporated into the course in the next semester. Some positive points from the experience highlighted by the students were: the opportunity to learn more about the topic in the first semesters of the course, the practical application of the subject in the context of organizations and the dynamics and activities. In formation at management, sustainability is perceived as an essential aspect, which is now a difference, but it tends to become a basic requirement for professionals.

Submitted by Haroudo Xavier Filho (haroudo.xavierfo@ufpe.br) on 2016-03-16T18:18:46Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) 1Tese_versão final_22out2015.pdf: 2190627 bytes, checksum: fef2f6f8de2991ab031daf41228a1a19 (MD5) / Made available in DSpace on 2016-03-16T18:18:46Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) 1Tese_versão final_22out2015.pdf: 2190627 bytes, checksum: fef2f6f8de2991ab031daf41228a1a19 (MD5) Previous issue date: 2015-09-15 / Esta investigação de caráter exploratório busca compreender como os princípios da formação humana estão integrados ao processo de formação acadêmica do administrador, particularmente no curso de graduação em Administração da Universidade Federal de Pernambuco, campus Recife. Pensar o ensino de Administração é problematizar a formação do futuro administrador a partir da integralidade das suas múltiplas dimensões, de modo que a intencionalidade da ação educativa extrapole a formação acadêmica. Entende-se que a Educação, inclusive no ambiente acadêmico-escolar, deve ser concebida como uma experiência formativa e humanizante. Para que essa concepção seja o fio condutor da ação educativa e da ação pedagógica há que se cultivar a formação humana em conjunto com a formação acadêmica como aspectos agregadores para a construção e a consolidação de um processo formativo-educacional capaz de auxiliar o futuro administrador a enfrentar as questões postas pela vida. A fundamentação teórica é constituída por estudos relativos ao ensino de Administração no Brasil, à formação humana e ao trabalho do administrador. Os procedimentos metodológicos de coleta e análise dos dados empíricos foram realizados por meio de Análise de Conteúdo, para documentos e entrevistas, e de Estatística descritiva, para questionários. Os resultados indicam que: a) as Diretrizes Curriculares Nacionais do Curso de Graduação em Administração estão ancoradas no modelo de ensino instrucional; b) o foco das Diretrizes é a preparação para o trabalho; c) o documento passa ao largo do Parecer CNE/CES nº 776/1997, quanto à recomendação de proporcionar ao aluno um processo formativo-educacional que contemple dimensões éticas e humanísticas e que possam auxiliá-lo a desenvolver atitudes e valores orientados para a cidadania; e d) o texto tem poucos aspectos que o liguem aos fundamentos da humanização do homem. No que tange ao Projeto Pedagógico, os resultados apontam para: a) o curso segue as Diretrizes Curriculares, o que permite inferir que a opção pelo modelo instrucional contribui para perpetuar a “fábrica de administradores”; b) o fio condutor do curso é a transmissão de conhecimentos; c) a inserção do egresso no mercado de trabalho é a preocupação central; e d) o texto deixa entrever a existência de indícios de preocupação com a formação humana, o que pode viabilizar uma relação equilibrada entre o conhecimento técnico e o cultivo de princípios de conduta aceitos universalmente. Em relação à visão dos docentes, os resultados sinalizam que: a) os professores não reconhecem a formação acadêmica como promotora da formação humana; b) o curso está prioritariamente voltado para o ensino instrucional; c) a orientação institucional vigente expressa uma ação intencional direcionada para a massificação da formação acadêmica; d) no ambiente do curso existem ações individuais voltadas para a formação humana; e e) é factível uma abordagem educacional em que a formação acadêmica promova a formação humana. Quanto a alunos e egressos, os resultados revelam que: a) eles não reconhecem a formação acadêmica como promotora da formação humana; b) a concepção e a organização do curso são elaboradas em função da vertente instrucional; c) em alguns momentos a formação acadêmica promoveu a formação humana e o curso sinalizou para o desenvolvimento integral dos envolvidos; e d) é factível uma abordagem educacional em que a formação acadêmica promova a formação humana. / This investigation is a study of exploratory type which seeks to understand how the principles of character building are integrated with the process of academic training of the administrator, particularly in the course of the Federal University of Pernambuco (UFPE), campus Recife. To ponder about the teaching of Administration is to raise questions about the training of the future administrator from the integrality of theirs multiple dimensions so that the intentionality of the educative action may extrapolate the academic training. It is understood that Education, inclusive in the academic enviroment should be conceived as a building and humanizing experience. For this concept to be the conducting thread of the educative and pedagogical action, there is a need to cultivate character building together with the academic training as gathering aspects for the construction and consolidation of a training-educational process which can help the future administrator face the questions of evere day life. The theoretical grounding comprises studies related to the teaching of Administration in Brazil, the character building and the administrator´s work. The methodological procedures of collection and analysis of the empirical data were carried out through Contente Analysis for documents and interviews, and Descriptive Statistics for questionaires. The results indicate that: a) The National Curricula Guidelines of the undergraduate course in Administration are anchored in the instructional teaching approach; b) the focus of the Guidelines is the preparation for the work; c) the document does not care much about Sentence CNE/CES nº 776/1997 as for the recommendation for providing the student with a building-educational process which may contemplate ethical and humanistic dimensions and that may help them develop attitudes and values aimed at their citizenship; d) the text contains few aspects that link it to the fundamental of man´s humanization. Regarding the Pedagogical Project, the results point to: a) the course follows the Curricula Guidelines, which allows us to infer that the option for the instructional approach contributes to perpetuate the “factory of administrator”; b) the conducting thread of the course is the transmission of knowledge; c) the insertion of the graduate in the workplace is the central concern; and d) the text allows us to foresee the existence of signs of concern about the character building, which makes feasible a balanced relationship between technical knowledge and the cultivation of principles of conduct universally accepted. Regarding the professors´ viewpoint, the results indicate that: a) they do not recognize that academic training as promotors of characters building; b) the course is fundamentally aimed at the instructional teaching; c) the current institutional orientation expresses an intentional action directed to a large industrial scale-academic training; d) in the course environment there are individual actions directed to the character building; and e) it is factual to have an educational approach in which the academic training may promote the character building. As for the students and graduates, the results reveal that; a) they do not recognize that academic training as promotors of characters building; b) the conception and organization of the course are elaborated in function of the instructional approach; c) in some moments the academic training may promote the character building and the course pointed to the integral development of the those involved; and d) it is factual to have an educational approach in which the academic training may promote the character building.

Este trabalho elabora um Método para a construção do perfil profissiográfico do egresso de cursos superiores de Administração, para servir de instrumento do planejamento didático. Após o estabelecimento do modelo conceitual do Método, e dos passos para sua aplicação, Método é testado em uma Instituição de Ensino Superior real, e um perfil profissiográfico é obtido para esta instituição. Em seguida, o perfil passa pelos critérios de validação, estabelecidos no modelo conceitual: comparação com perfis obtidos por outras pesquisas; comparação com outros perfis profissiográficos; e opinião de especialistas. / The study develops a Method to the elaboration of the professional profile of the egress of Management Undergraduate courses, as a didactic planning tool. After establishing the Methods conceptual model, as well as the steps of its implementation, the Method is tested in a real Management Undergraduate Institution, and a professional profile is accomplished for this institution. Then the profile is validated by the criteria established in the conceptual model: comparisons with profiles obtained by other researches, comparison with profiles from other institutions, and experts opinions.

Labour force in the art sector is characterised by high qualification, but low income for those people who perform the core contribution in art, i.e. the artists. As artists are typically self-dependent in managing their business, they should have managerial skills besides those skills necessary to perform their artistic core activities. If the lack of managerial skills is a reason why artists fail to make a living from their talent, then this chain of cause and effect could be ruptured by adequate educational opportunities. This paper analyses the curricula of a wide range of institutions offering art education programmes and identifies their managerial learning content. In doing so, we focused on German-speaking countries, the so-called DACH region (i.e. Germany, Austria and Switzerland, whereas D, A and CH are country codes). We identified and analysed 159 course syllabi of 81 art universities, schools and academies. The results of our study indicate a lack of managerial learning contents: a vast majority of institutions follow a rather traditional approach to art education, focusing solely on artistic competences. We suggest the implementation of managerial learning contents to better prepare art students for successful careers in the arts.

The context of this study centres on Higher Education in South Africa, the role that this sector plays in terms of economic development and the implications that face Institutional management in retaining students in the Higher Education system. Central to this study is the notion that student development theory can be used as a basis towards understanding the customers of Higher Education, how to better serve the customers needs and finally, retain students in the system through more effective management practices. The education sector is growing at an increasingly rapid rate as a result of strategic goals of countries and organisations such as the United Nations promoting the notion of education for all people (Altbach, Reisberg & Rumbley, 2009). The aim of the strategic goals adopted by developing countries in particular is to enhance the human capital or skills and knowledge of its people since education is a known contributor towards economic, social and political development. Higher Education in particular is known to contribute towards the human capital and economic development of a country. The Higher Education sector in South Africa for instance contributes approximately 1.5 percent to the country‟s gross domestic product (GDP), significantly higher than other industry sectors (apart from gold and agriculture) in the country (van Heerden, Bohlmann, Giesecke, Makochekanwa, & Roos, 2007). Figure 1.1 provides a context of the relevant importance of the higher education sector towards economic growth.

The competitiveness of the graduate business education market; concerns over graduate program relevance; and decreased provincial funding are placing destabilizing pressures on the current graduate business program offerings in business schools promoting the possibility of institutional change. Despite most academic institutions embracing online education as an option to respond, Canadian AACSB accredited business schools have not moved in this direction. The purpose of this research study was to explore the reasons for the limited adoption of online education in Canadian AACSB accredited business schools. The theoretical lens framing this research study was Institutional theory. A qualitative multiple case study research design was carried out with four Canadian AACSB accredited business schools participating. The main data collection method was semi-structured interviews with senior administration and faculty. This study revealed that the constraining forces were stronger than the enabling forces towards adoption, ultimately leading to limited adoption. The enabling forces identified were: market expansion opportunities; cost and infrastructure savings; and student demand for more online education. The constraining forces identified were: the lack of face-to-face interaction; and development and delivery cost. An examination of stakeholder influence found faculty resistance, to hold the strongest influence on organizational decision making in these business schools. Faculty resistance was concentrated mainly towards fully online graduate programs with greater acceptance for the hybrid format. The Institutional theory lens helped to understand that institutional change in academic institutions is difficult, due to the isomorphic forces acting as constraining forces to institutional change. This rendered the finding that the lack of legitimacy of this delivery medium was the main reason for the limited adoption of online education. A number of significant contributions to research in the areas of online education and institutional change in academic institutions; practical implications; and suggestions for future research in this area were also provided.

The research was triggered by widespread criticisms from its constituencies about the relevance of MBAs, allegedly instigated by its dual academic and utilitarian purposes in developing functionally and ethically competent managers. Using Malaysia as the research focus, the perceptions of three MBA stakeholders (i.e. business schools/management educators, industries and students) were explored on the adequacy of MBA provisions by its public universities in preparing professionally and ethically competent managers. Their opinions were gauged on several subjective terms, each carrying the dual academic-utilitarian connotations, i.e. the roles of MBAs, the roles of its providers, the definitions of relevance, the definitions of managers and the necessary competencies, and their concerns over the social responsibility of managers and their education. The research employed mainly qualitative approaches. Primary data was gathered through semi-structured interviews, a focus group discussion and e-mails from the three stakeholders. The management educators and students were derived from three selected business schools. The secondary data involved analysis of the MBA websites and prospectuses provided by all the 10 public universities in Malaysia. In total, the research derived data consisting of 28 interviews, 1 focus group, 81 surveys, 3 email questionnaires, and 10 document analyses. The findings suggested that the perceptions of all three stakeholders reflected an imbalanced MBA that was biased towards utilitarian objectives as opposed to social objectives. The findings showed that religion / spirituality and the development of ME in Malaysia had a considerable impact in influencing the perspectives of the respondents. The research contributes to the discipline by demonstrating how a non-western, religious, developing country viewed the research issues dominated by Western literature.

abstract: Employee-owned businesses, benefit corporations, social enterprises, and other sustainability entrepreneurship innovations are responding to challenges such as climate change, economic inequalities, and unethical business behavior. Academic programs to date, however, often fall short in sufficiently equipping students with competencies in sustainability entrepreneurship – from a coherent set of learning objectives, through effective and engaging pedagogies, to rigorous assessment of learning outcomes. This dissertation contributes to bridging these gaps. The first study proposes a process-oriented and literature-based framework of sustainability entrepreneurship competencies. It offers a general vision for students, faculty, and entrepreneurs, as well as for the design of curricula, courses, and assessments. The second study presents an exploration into the nature of sustainability entrepreneurship courses, with a focus on teaching and learning processes. Using pioneering courses at Arizona State University, the study analyzes and compares the links between learning objectives, pedagogies, and learning outcomes. Based on document analysis and semi-structured interviews with course instructors, the study identifies cognitive apprenticeship from input processing to experimentation, constructive alignment from learning objectives to assessments, and curriculum-level coordination across courses as key success factors of sustainability entrepreneurship education. The result of this study can inform instructors and researchers in applying and further substantiating effective educational models for future entrepreneurs. The third study addresses the key question of competence assessment: what are reliable tools for assessing students’ competence in sustainability entrepreneurship? This study developed and tested a novel tool for assessing students’ competence in sustainability entrepreneurship through in-vivo simulated professional situations. The tool was in different settings and evaluated against a set of criteria derived from the literature. To inform educators in business and management programs, this study discusses and concludes under which conditions this assessment tool seems most effective, as well as improvement for future applications of the tool. / Dissertation/Thesis / Doctoral Dissertation Sustainability 2020