Assessing the team is an essential part of the evaluation process conducted by venture capitalists before an investment opportunity. In turn, the team is completely influenced by its organizational culture. Therefore in this study, I investigate how organizational culture can become an integral part of the VC evaluation process to improve this pro-cedure. This is done by exploring how the culture assessment is performed and what culture factors that are considered important. For this purpose, semi-structured in-terviews have been conducted with seven investment managers from five different VC firms. My findings indicate that the investors lack a structured methodology to assess culture. The assessment is mainly focused on the founders and management team, and performed through interactions with their network, personality tests and discussions. Except from the founders and management team, the investors also highlights the im-portance of assessing the degree of teamwork and consensus, diversity and inclusion, receptivity and adaptability, talent attraction ability, employee turnover, defined and shared responsibility and focus within the venture. Ultimately, this thesis suggests an assessment framework regarding organizational culture for venture capitalists. / Att utvärdera teamet är en väsentlig del inom utvärderingsprocessen, som utförs av riskkapitalister, inför en investeringsmöjlighet. Vidare är teamet fullständigt influerat av dess organisationskultur. Av den anledningen undersöker jag, i denna studie, hur organisationskultur kan bli en integrerad del av riskkapitalisternas utvärderingsprocess, för att förbättra denna procedur. Detta görs genom att undersöka hur utvärderingen av kultur utförs, och vilka kulturella faktorer som anses väsentliga. För detta ändamål, har semi-strukturerade intervjuer utförts med sju investerare från fem olika riskkapitalbolag. Mina resultat visar att investerarna saknar en strukturerad metod för att utvärdera kultur. Utvärderingen fokuserar främst på grundarna och management teamet, och utförs genom interaktioner med deras nätverk, personlighetstester och diskussioner. Förutom grundarna och management teamet, sätter investerarna stort värde på att utvärdera nivån av teamwork och konsensus, diversitet och inklusion, lyhördhet och anpassningsförmåga, förmåga att attrahera talanger, personalomsättning, definierat och delat ansvar samt fokus inom startup bolaget. Slutligen, erbjuder uppsatsen ett förslag på ett analysramverk som gör det möjligt för riskkapitalister att identifiera viktiga kulturella faktorer.

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Purpose: The purpose of this thesis is to explain how the gender diversity of the top management team affects the disclosure strategy regarding gender diversity, in state-owned enterprises. The study, in addition, tests if hybridity, conceptualized as conflicting institutional logics, has a moderating effect on this relationship. Theoretical perspectives: With its starting point in the upper echelon theory, the study uses both positive accounting theory and signaling theory to explain managers’ disclosure decision, where the intuitional logics approach represents the moderating decision-making context. Methodology: The study is based within the positivistic paradigm, following a deductive approach and quantitative methodology. Both the textual and visual diversity content of the annual reports of 30 state-owned enterprises over a 5-year period, is collected and analyzed using the Spearman correlation matrix and multiple regression analysis. The moderating effect of hybridity is tested through hierarchical moderated multiple regression analysis. Findings: The findings of the study provide partial support for the relationship between the gender diversity of the top management team and gender diversity disclosure, suggesting that the influence of management depends on the means of disclosure. No support is found for the claim that hybridity has a positive moderating effect on this relationship. However, incorporating hybridity stills indicates that integrating the institutional context into the upper-echelons model facilitates understanding about the relationship, by establishing conditional boundaries and identifying main effects.

How firms compete for an advantage is among the most critical questions in Business Strategy. While several researchers link executives to key strategic outcomes, much less is understood on how the Upper-Echelon team drives the actual competitive behavior of the firm, which is manifested in the launching of observable and purposeful competitive actions within the marketplace. Considering that competitive behavior research tends to overlook the importance of human assets, in general, and executive human assets, in particular, I explore how the knowledge, skills, and abilities of the Chief Executive (CEO), Top Management Team (TMT), and Board of Directors (BOD) impact a firm's competitive behavior. In addition, I examine how sources of Social Capital, or the relationships between these Upper-Echelon actors, influence a firm's competitive behavior. Moreover, I argue and test for the moderating influence of executive compensation on firm competitive behavior. Applying relational demography to capture Human Capital and sources of Social Capital within the U.S. Pharmaceutical Industry, I find some empirical support that executives do, indeed, affect firm competitive behavior. Overall, the empirical evidence indicates that the Human Capital of the CEO, TMT, and BOD can influence all dimensions of a firm's Competitive Intensity. Unexpectedly and, contrary to prediction, executive dissimilarity (not similarity) tended to greatly influence a firm's Competitive Activity and Repertoire Complexity. Also, the moderating impact of executive bonus and incentive pay was largely supported. This dissertation contributes to both the competitive behavior and Upper-Echelon literatures. Notably, this dissertation adds to the very limited work that attempts to theoretically link and empirically test for executive impact on firm competitive behavior. By so doing, it begins to open the "black box" on how human assets at the Upper Echelon affect strategic outcomes through a firm's competitive behavior. / Ph. D.

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本研究主要探討高階經營團隊成員的背景與企業國際擴張策略之間的關係。以高階經營團隊成員的學經歷背景為討論重點，探討高階經營團隊成員國外經驗的有無、教育程度的高低，以及本科專業異質性的程度是否會對企業海外投資金額的多寡與對大陸地區投資的集中程度造成影響。由高層理論可以得知，高階經理人個人的認知基礎與價值觀會成為他們進行策略選擇的依據，因此，要探討企業選擇某一策略的原因時，就必須從其高階經營團隊成員著手。本研究選擇臺灣的電子產業為樣本，以臺灣經濟新報資料庫（TEJ）中產業代碼分別為M2324半導體、M2326光電業、M2328電子零組件與M2329電子通路業等之公司為研究對象，研究時期為2001年、2006年以及2012年。實證結果發現，若高階經營團隊成員的國外經驗愈多，對海外地區（不包含大陸地區）的投資金額愈高；若高階經營團隊成員的教育程度愈高，對大陸地區投資的集中程度愈低；然而，關於高階經營團隊成員主修專業異質性的部分，則並未得出任何顯著之結果。本研究之發現不僅再一次證實過往研究的結果，確定高階經營團隊成員對企業的重要性，更給企業在聘用高階經理人時提供參考，若企業未來有往國際擴展的目標，則應盡量聘用擁有國外經驗的高階經理人，借助其經驗與優勢，讓企業在國際市場上能更有效率且成功地發展。 / This study investigates the relationship between the background of top management team and international expansion. It discusses whether foreign experience, the level of education and major heterogeneity will influence the amount of overseas investment and the concentration degree of investment in China or not. According to the upper echelons theory, personal cognitive basis and value of top managers have an impact on their decision-making process. Thus, in order to understand the reasons why an enterprise chooses one strategy, it is necessary to explore its top management team. Relying on data from Taiwan's electronics industry (TEJ codes M2324, M2326, M2328, M2329), we find that certain characteristics of top management team are related to international expansion. Empirical results show that, if the top management team members have more foreign experience, the amount of overseas investment will be higher; additionally, if the top management team members with higher education levels, the concentration degree of investment in China will be lower. However, concerning the effect of major heterogeneity, it does not find any significant results. In a word, the findings of this study not only confirm the importance of top management team but also provide a reference for a company when employing top managers.

Understanding managerial behavior and its underlying motivations is of key interest in times where the role of business in society is generally viewed critically. While CEO influence on strategy making processes is almost undisputed, little attention has explicitly been paid to how CEO values and the characteristics of the top management team (TMT) interact in shaping corporate strategy making. This is surprising if one follows the assumption that top managers who work closely together will by necessity influence each other's actions. Hence, we would expect the CEO-TMT interface to be vital in understanding how leadership influences strategy making. To address this, we propose a model in which the personal values of the CEO have a direct effect on the characteristics of corporate strategy making processes yet where this association is moderated by TMT diversity. We test the model with data from Austria and Germany obtained through a large-scale survey conducted in spring 2015 and a follow-up survey conducted in fall 2015 and find general support for our model. CEO values geared towards self-transcendence (as opposed to selfinterest) seem to be associated with more formal strategy making processes, while values geared towards openness to change (as opposed to conservation) are found to be associated with more flexible and less externally open ones. TMT diversity moderates all of these relationships. Our results add to upper echelon theory as well as to strategy process research and highlight promising avenues for future research.

Made available in DSpace on 2016-04-04T18:29:57Z (GMT). No. of bitstreams: 1 ANA PAULA PETRONI .pdf: 3159092 bytes, checksum: 2350af5ddc991b7edc9913ef37cffe5e (MD5) Previous issue date: 2013-02-20 / The goal of this research and intervention is to analyze the performance of the psychologist through practices that use art as mediation of the consciousness expansion in school principals, from a public Elementary School. In this way, it assumes the theoretical and methodological presuppositions of Cultural-Historical Psychology, especially of the consciousness and experience concepts, discussed by Vigotski, that constitutes as foundation of our analysis. Five school principals were the subjects of the research: a director, two vice-directors and two pedagogical advisors. The data was collected in twenty-three meetings, recorded in audio and transcripted, furthermore the semi-structured interviews with five participants. The reading of these results originated the construction, through the sense indicator, of three main categories: managing function: characteristics, tensions and contradictions; the psychologist insertion in school: constituents movements of his performance; and art mobilizing the development of consciousness: possibilities of action in school. As results, it was observed that the individual, when set new senses and meanings in his reflections initiated by arts contact has the possibility to enlarge the consciousness about himself and the other. It was revealed, also, that despite the partnership established among the mangers, the insertion and the performance of the psychologist at school presents a lack of legitimacy, either by the school professionals or through the establishment of public policies that promotes and support this insertion. / Esta pesquisa-interven??o tem por objetivo analisar a atua??o do psic?logo por meio de pr?ticas que se utilizam da arte como mediadora da amplia??o da consci?ncia de gestores, de uma escola p?blica municipal de Ensino Fundamental. Assumem-se os pressupostos te?rico-metodol?gicos da Psicologia Hist?rico-cultural, fundamentados no materialismo hist?rico e dial?tico, em particular os postulados por Vigotski, com destaque aos conceitos de consci?ncia e viv?ncia, que se constituem como fundamentos de nossa an?lise. Foram sujeitos da pesquisa cinco gestores: um diretor, dois vice-diretores e dois orientadores pedag?gicos. Os dados foram colhidos em vinte e tr?s encontros semanais, gravados em ?udio e transcritos, al?m de entrevistas semi-estruturadas com os cinco participantes. A leitura desses dados resultou na constru??o, por meio dos indicadores de sentidos, de tr?s grandes categorias: fun??o gestora: caracter?sticas, tens?es e contradi??es; a inser??o do psic?logo na escola: movimentos constituintes de sua atua??o; e a arte mobilizando o desenvolvimento da consci?ncia: possibilidades de a??o do psic?logo na escola. Como resultados, observou-se que o sujeito, ao configurar novos sentidos e significados nas reflex?es desencadeadas pelo contato com as artes tem a possibilidade de ampliar a consci?ncia sobre si e sobre o outro. Evidenciou-se, tamb?m, que apesar da parceria estabelecida com os gestores, a inser??o e atua??o do psic?logo na escola carecem de legitima??o, seja por parte dos pr?prios atores escolares ou da institui??o de pol?ticas p?blicas que promovam e sustentem esta inser??o.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2019-03-15T13:42:28Z No. of bitstreams: 1 Maria Margareth Rodrigues dos Santos_.pdf: 1814062 bytes, checksum: 707dd87436ae36a9907983deb66824b9 (MD5) / Made available in DSpace on 2019-03-15T13:42:28Z (GMT). No. of bitstreams: 1 Maria Margareth Rodrigues dos Santos_.pdf: 1814062 bytes, checksum: 707dd87436ae36a9907983deb66824b9 (MD5) Previous issue date: 2018-10-25 / Nenhuma / O presente estudo aborda a temática de educação inclusiva, concebida como direitos humanos e que tenha no seu horizonte a garantia de aprendizagem de todos estudantes. Temática considerada de elevada relevância, visto que esta é uma preocupação mundial e que tem impulsionado a busca da garantia de uma educação de qualidade, que favoreça o desenvolvimento de todos os estudantes. O estudo teve como objetivo geral: Analisar os desafios, as possibilidades existentes e os enfrentamentos necessários considerando a política de educação inclusiva e a prática de gestão escolar, com vistas à garantia do direito à aprendizagem. Os fundamentos que subsidiaram a pesquisa consideram acordos internacionais, legislação nacional, a política nacional de educação e a contribuição de diversos autores que estudam esta temática. Realçam a importância de uma educação pautada como direito de todos, evidenciando que a escola deve redimensionar sua organização e aperfeiçoar suas práticas, de modo a reconhecer as diferenças e acolher a diversidade. A pesquisa utilizou-se de uma abordagem qualitativa, foram utilizados os instrumentos de grupo focal e de diário narrativo. Optou-se, para realização da análise, da técnica de Análise de Conteúdo. A pesquisa foi realizada em três colégios da Rede Jesuíta de Educação. A análise permitiu constatar que as equipes gestoras dos colégios evidenciaram uma concepção sobre educação inclusiva que se aproxima do conceito na atualidade, quando explicita que educação inclusiva é a garantia de educação para todos os estudantes, independente de suas condições. Embora tenha relatado em suas práticas fatos relativos apenas aos alunos com necessidades educacionais especiais, o estudo também indica o desafio existente e as possibilidades para uma educação inclusiva, assim como os enfrentamentos necessários ao aperfeiçoamento das práticas de gestão, com vistas a essa educação inclusiva. Tendo maior prevalência a necessidade indispensável de investimento na formação continuada dos educadores, com ênfase nos professores e na equipe gestora, quanto aos pressupostos e práticas relativas à inclusão, com vistas a garantia das condições de aprendizagem dos estudantes, dando ênfase aos que têm necessidades educacionais especiais. / This study highlights the theme inclusive education, conceived like human rights and that has on its horizon the guarantee of all students’ learning. That theme is relevant once it’s a worldwide concern that has promoted the search for guarantee of an education of quality that favors all the students’ development. This study aimed, in a general way, to analyze the challenges, the existing possibilities and the confrontations needed regarding the inclusive education policy and the school management practice concerning the guarantee of the right to learn. The fundamentals that subsidized the research considers international agreements, national legislation, the national education policy and the contribution of several authors that study that theme. They highlight the education ruled as the right of all, pointing that the school must resize its organization and improve its practices to recognize the differences and welcome diversity. The research has a qualitative approach and focus group instrument and narrative diary. To analyze the data, the Content Analysis technique was chosen. The research was carried out in three schools of the Jesuit Education Network. The analysis made it possible to verify the management team of the schools pointed a conception on inclusive education that gets closer to the concept at present when it makes explicit that inclusive education is the guarantee of education for all students, irrespective of their conditions. Although they have mentioned in their practice facts related only to the students with special educational needs, the study also indicates the existing challenge and the possibilities for an inclusive education as well as the confrontations needed for the improvement of the management practices concerning the inclusive education. A higher prevalence can be noticed in the indispensable need of investment in the continuing education of educators emphasizing the teachers and the management team regarding the assumptions and practices related to inclusion aiming at the guarantee of the students’ learning conditions highlighting those with special educational needs.