ARAÚJO, Aline Costa. Competências gerenciais de coordenadores de curso de Graduação no campus da Universidade Federal do Ceará em Sobral. 2016. 88f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Políticas Públicas e Gestão da Educação Superior, Fortaleza (CE), 2016. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-05-16T14:35:51Z No. of bitstreams: 1 2016_dis_acaraujo.pdf: 1087622 bytes, checksum: df9f87911b248a579ee0e8464dd96663 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-05-16T15:09:10Z (GMT) No. of bitstreams: 1 2016_dis_acaraujo.pdf: 1087622 bytes, checksum: df9f87911b248a579ee0e8464dd96663 (MD5) / Made available in DSpace on 2016-05-16T15:09:10Z (GMT). No. of bitstreams: 1 2016_dis_acaraujo.pdf: 1087622 bytes, checksum: df9f87911b248a579ee0e8464dd96663 (MD5) Previous issue date: 2016 / Higher Education Institutions need to continually examine their management models in order to ensure their participation as developer agent of technical, scientific, cultural and social evolution in the region where they are located. However, the university administrators need to reconcile the administrative to teaching, academic and scientific management and often, when they assume the job, they do not have technical knowledge about people and resources management, which can lead to difficulties and impact on results. Thus, taking into account the relevance of undergraduate course as responsible for the main core business of a university, the requirements of the Higher Education Evaluation National System and the fulfillment with the National Curriculum Guidelines, it is convenient to question what are the relevant managerial skills for the management of undergraduate course. The objective of this research is to analyze the following areas: the principal administrative theories and the needed managerial competences for undergraduate course coordinators as identified by coordinators from the Federal University of Ceara campus in Sobral. In order to conduct this research, a literature review was conducted to illustrate the contemporary management theories and the cardinal approaches to managerial skills. Along with the literature review, oral surveys were conducted with regards to the official documents that regulate, present and characterize the skills and assignments of undergraduate course coordinators at the Federal University of Ceara. This paper utilized multiple methodologies – qualitative and quantitative applied research and exploratory research. The survey research analysis found the following managerial competencies to be mentioned the most frequently: leadership, leading teams, communication, conflict management, time management, patience, resolution, course promotion and dissemination, listening, knowledge about the course, the structure of the university and key procedures and processes. Within the research the following gaps were identified: the training of professors and the capacity and improvement of university courses. / As Instituições de Ensino Superior (IES) necessitam examinar continuamente seus modelos de gestão a fim de assegurar sua participação como agente fomentador da evolução técnica, científica, cultural e social da região onde estão localizadas. Contudo os gestores universitários necessitam conciliar a gestão administrativa à pedagógica, acadêmica e científica e, muitas vezes, ao assumir o cargo, não têm conhecimento técnico sobre o gerenciamento de pessoas e recursos, o que pode gerar dificuldades e impacto nos resultados. Nesse sentido, levando-se em consideração a relevância do curso de graduação como o responsável pela principal atividade-fim de uma universidade, as exigências do Sistema Nacional de Avaliação da Educação Superior (SINAES) e o cumprimento das Diretrizes Curriculares Nacionais, convém questionar quais as competências gerenciais relevantes para a gestão de cursos de graduação. Este trabalho tem como objetivo analisar a partir das principais teorias administrativas e normas vigentes as competências gerenciais de coordenadores de cursos de graduação identificadas pelos próprios coordenadores do campus da Universidade Federal do Ceará em Sobral. Para tanto, foi realizada uma pesquisa bibliográfica e documental a partir dos conceitos das principais teorias administrativas contemporâneas, das abordagens cardinais sobre competências gerenciais. Também foi realizado um levantamento dos documentos oficiais que regulam, apresentam e caracterizam as competências e atribuições de coordenadores de curso de graduação na Universidade Federal do Ceará. Como estratégia metodológica, foi utilizada uma pesquisa aplicada, com estudo quali-quantitativo e exploratório. A análise dos resultados da pesquisa constatou que as competências gerenciais mencionadas pelo maior número de entrevistados foram liderança, condução de equipes de trabalho, comunicação, gerenciamento de conflitos, administração do tempo, paciência, resolutividade, promoção e divulgação do curso, saber ouvir e, por fim, conhecimento aprofundado do curso, da estrutura universitária e dos principais procedimentos e processos. Também constatou-se que há lacunas na formação dos docentes e, portanto, necessidades de cursos de capacitação e aperfeiçoamento.

Yes / EMNEs from Africa are missing in global places and spaces, and Africapitalism is also meagrely represented within the capillaries of international investments, relative to the opportunities offered by globalisation and Africa’s rich natural resource endowment. Using the Penrosian MNE growth theory, we investigate how African firms' managerial competence and entrepreneurial behaviours can be enhanced by engaging foreign executive directors during pre, early and post-internationalisation. We conduct our analysis by using data from 157 companies domiciled in 17 African countries. Our results show that whilst access to liquidity, foreign managerial know-how, and experience are key drivers of early foreign listing of African EMNEs, these factors have less effect on corporate outcomes during the 3rd and 5th year without the moderating effect of foreign executive directors. We contribute to the international business and international entrepreneurship literature by showing that African EMNEs can succeed in global spaces if they leverage the expertise of foreign executive directors as they bring idiosyncratic industry and market knowledge during early internationalisation. EMNEs intending to internationalise must use a polycentric governing board structure to reflect the intended destination country. Our results imply that early listing on the international stock markets is among the key strategies latecomers use to enter a global game they are just learning to play.

Globalizacijos sukeltas konkurencijos augimas, žinių ekonomikos plėtra iškelia specialistams ir kitiems darbo rinkos atstovams naujus reikalavimus: norėdami išlikti kompetentingi savo srityse jie privalo nuolat gilinti įgytas žinias ir tobulinti profesinius įgūdžius, greitai prisitaikyti prie kintančių darbo veiklos reikalavimų. Šiandien darbdaviai pageidauja, kad įmonėse ir įstaigose dirbtų ne tik aukšto lygio profesionalai bet ir kūrybiški, inteligentiški darbuotojai mokantys pritaikyti savo žinias ir gebėjimus naujuose situacijose, pastebintis problemas, darantys pagrįstus sprendimus, sugebantys orientuotis sudėtinguose socialiniuose santykiuose, gebantys bendrauti ir bendradarbiauti bei besimokantys visą gyvenimą (Žmogiškųjų išteklių plėtros veiksmų programa 2007 – 2013m., 2006). Tyrimo objektas. Švietimo organizacijų vadovų vadybinių kompetencijų raiškos ypatybės. Hipotezė. Šiuolaikinis švietimo įstaigų vadybinių kompetencijų taikymas praktinėje veikloje nepakankamai daro įtaką organizacijų konkurencingumui ir prisitaikymui prie darbo rinkos pokyčių. Tyrimo tikslas. Ištirti švietimo organizacijų vadovų vadybinių kompetencijų raiškos ypatybes skatinant organizacijos konkurencingumą. Tyrimo uždaviniai. 1. Remiantis moksliniais šaltiniais išanalizuoti vadybinių kompetencijų sistemą ir jų turinį. 2. Išanalizuoti žmogiškųjų išteklių plėtrą reglamentuojančius dokumentus ir mokslinę literatūrą. 3. Išsiaiškinti vadybinių kompetencijų modelių taikymą švietimo organizacijos ... [toliau žr. visą tekstą] / Competition caused by globalization, growth and development of economy knowledge brings the new requirements to the professionals and other representatives of the labor market: wanting to remain competent in their own range they must constantly extend acquired knowledge and elaborate professional skills, quickly accommodate to intermittent requirements of business activities. Today employers are requesting for work in enterprises and institutions not only high level professionals but also creative, intelligent employees who are able to apply their knowledge and skills in new situations, noting problems, affecting based choices, able to navigate in a difficult social relationships, able to communicate and collaborate, also lifelong learning (Human Resources Development Operational Program 2007 – 2013, 2006). Examination subject. Managerial competencies expression features of education organizations leaders. Hypothesis. The application of modern educational institutions managerial competencies in practical activities has not been insufficiently influence for the organization’s competitiveness and adaptation to the labor market changes. The aim of examination. To investigate the managerial competencies expression features of education organizations leaders by promoting competitiveness of the organizations. Research tasks. 1. Analyze the system of managerial competencies ant its content according to scientific sources. 2. Analyze the documents and scientific literature of the... [to full text]

The fabric of the workforce is changing. Indeed, domestic managers are working with an increasingly multicultural workforce at home while managers who travel abroad often work with people from multiple cultures. Concurrently, managers are often required to work with people in organizations that span across geographic boundaries, located in various time zones, relying mainly on information technology. However, empirical guidelines to train managers facing these challenges are scant as management typologies fall short when it comes to identifying the skills needed for simultaneously working with people from multiple cultural backgrounds.The goal of this study was to identify a repertoire of multicultural managerial competencies for work at home and abroad, in face-to-face contexts and via the use of technology. Using competency modeling as a conceptual framework, we enlisted the help of 20 mid- to upper-level managers who were invited to participate in individual behavioral event interviews to discuss positive and negative critical incidents and to answer questions grounded in job analysis. Data was analyzed using thematic (content) analysis based on a mixed method, a process that mostly illustrated the emergence of new competencies. ATLAS.ti was then used to code transcripts and to cross-reference behaviors according to emerging competency categories. Managers were then invited to validate the relevance of the initial version of the typology and to confirm that no competencies or related behaviors were missing.The resulting Multicultural Managerial Competency (MMC) typology, outlining five competence categories that combine 12 competencies along with their 71 corresponding behavioral indicators, makes both theoretical and practical contributions while offering flexibility for application. Indeed, the MMC typology illustrates an overlap between management and intercultural/cross-cultural literature, confirming that managers in multicultural contexts are called upon to invest in the management of trusting relationships, in distance management, as well as in expatriate management. Multicultural elements also permeate classic business and team functions thereby giving management requirements a new form. In terms of practical applications, the MMC typology provides concrete behavioral indicators for managers to use as guidelines for competence and serves to inform the creation of university curricula in international management.

Sėkmingas komandos valdymas dažnai priklauso nuo tam tikro valdymo mechanizmo taikymo komandoje, t.y. priimamų sprendimų, daromo poveikio ir kontrolės vyksmo. Valdymo funkcijos, vadovavimo stiliai, tarpusavio santykių ir konfliktų valdymas yra esminiai vadybinės trenerio kompetencijos aspektai, lemiantys sėkmingą komandos veiklą. Trenerio veikla turėtų būti grindžiama vienokiu arba kitokiu vadybinių kompetencijų pasireiškimo lygiu ir jų tinkamu valdymu. / Successful team management often depends on using particular management mechanism in a team, i.e. decision-making, impact and control processes. Management functions, leadership styles, the relationship and conflict management are the key aspects of the managerial competence of the every coach, leading the team to successful performance. Coach work should be grounded on some managerial competencies display level and its management.

The age of industrialisation in the nineteenth century and the subsequent emergence of large corporations called for new approaches to the way in which organisations are managed. Business today operates in a world of constant change. Technology and society are changing more rapidly than ever before. The workplace has become increasingly diverse, as pressure is mounting for the previously disadvantaged and women to ascend the echelons of organisations. Concern for the environment has forced companies to think about how their actions affect the quality of the air, land, and water. Competition is more fierce than ever, because companies from all over the world now try to sell their products and services to the same customers. All these changes not only require of those who manage these organisations to be in procession of relevant professional skills, but it also require of them to be competent in conducting their business of managing. The aim of the study was to construct a conceptual framework to measure the identified skills for management competence. The study builds a conceptual framework using identified skills and also presents the interrelationships between the skills. The primary theoretical background and concepts about skills for managerial competence for this study, range from the historical perspective of MBA education as it is the cutting edge of business education to management models identified from the literature. The extensive review of the literature and three different management models and the key common managerial competencies led to the development of an initial model based on the literature wherein the required skills for managerial competence were identified as self awareness skills (SA), self directed career planning skills (SP), general interactive skills (IS), planning and control skills (PC), organising skills (OS), leading skills (LS), and managing change skills (MC). The empirical study which followed was conducted among a sample of 395 business administration students from the three campuses of the North West University business school in Mafikeng and the Potchefstroom Business School. The empirical study based on the seven skills for managerial competence yielded results that measured the strength of each managerial skill and the interrelationship among different skills. The results were analysed by the process of factor analysis and it was clear from the analysis that there are a number of unreliable factors which led to a number of questions having to be discarded. As a result the original model had to be restructured to develop an alternative managerial skill model. After the initial model was restructured, the results wherein thirteen factors loaded heavily on the factor were realised. Of the thirteen factors, factor 1 had nineteen factors that loaded heavy and had to be restructured again in order to make sense of the data. Once a further restructuring was done the results were that factor 1 had three sub factors that loaded heavy on the factor which led to the conclusion that the alternative managerial skill model comprised thirteen factors wherein factor 1 had three sub factors. The value of the study lies in the fact that managerial models identified in the literature are orthodox in nature, and they do not progress further to explore skills for managerial competence. Given the orthodox nature of models identified in the literature, this study purports to suggest a framework that could be adapted to measure skills for management competence. This study further contributes to the discipline of organisational leadership and management, particularly with regard to practices regarding leader and manager development within the context of a dynamic, changing organisational environment. / Thesis (Ph.D. (Business Management))--North-West University, Potchefstroom Campus, 2012.

The age of industrialisation in the nineteenth century and the subsequent emergence of large corporations called for new approaches to the way in which organisations are managed. Business today operates in a world of constant change. Technology and society are changing more rapidly than ever before. The workplace has become increasingly diverse, as pressure is mounting for the previously disadvantaged and women to ascend the echelons of organisations. Concern for the environment has forced companies to think about how their actions affect the quality of the air, land, and water. Competition is more fierce than ever, because companies from all over the world now try to sell their products and services to the same customers. All these changes not only require of those who manage these organisations to be in procession of relevant professional skills, but it also require of them to be competent in conducting their business of managing. The aim of the study was to construct a conceptual framework to measure the identified skills for management competence. The study builds a conceptual framework using identified skills and also presents the interrelationships between the skills. The primary theoretical background and concepts about skills for managerial competence for this study, range from the historical perspective of MBA education as it is the cutting edge of business education to management models identified from the literature. The extensive review of the literature and three different management models and the key common managerial competencies led to the development of an initial model based on the literature wherein the required skills for managerial competence were identified as self awareness skills (SA), self directed career planning skills (SP), general interactive skills (IS), planning and control skills (PC), organising skills (OS), leading skills (LS), and managing change skills (MC). The empirical study which followed was conducted among a sample of 395 business administration students from the three campuses of the North West University business school in Mafikeng and the Potchefstroom Business School. The empirical study based on the seven skills for managerial competence yielded results that measured the strength of each managerial skill and the interrelationship among different skills. The results were analysed by the process of factor analysis and it was clear from the analysis that there are a number of unreliable factors which led to a number of questions having to be discarded. As a result the original model had to be restructured to develop an alternative managerial skill model. After the initial model was restructured, the results wherein thirteen factors loaded heavily on the factor were realised. Of the thirteen factors, factor 1 had nineteen factors that loaded heavy and had to be restructured again in order to make sense of the data. Once a further restructuring was done the results were that factor 1 had three sub factors that loaded heavy on the factor which led to the conclusion that the alternative managerial skill model comprised thirteen factors wherein factor 1 had three sub factors. The value of the study lies in the fact that managerial models identified in the literature are orthodox in nature, and they do not progress further to explore skills for managerial competence. Given the orthodox nature of models identified in the literature, this study purports to suggest a framework that could be adapted to measure skills for management competence. This study further contributes to the discipline of organisational leadership and management, particularly with regard to practices regarding leader and manager development within the context of a dynamic, changing organisational environment. / Thesis (Ph.D. (Business Management))--North-West University, Potchefstroom Campus, 2012.

As InstituiÃÃes de Ensino Superior (IES) necessitam examinar continuamente seus modelos de gestÃo a fim de assegurar sua participaÃÃo como agente fomentador da evoluÃÃo tÃcnica, cientÃfica, cultural e social da regiÃo onde estÃo localizadas. Contudo os gestores universitÃrios necessitam conciliar a gestÃo administrativa à pedagÃgica, acadÃmica e cientÃfica e, muitas vezes, ao assumir o cargo, nÃo tÃm conhecimento tÃcnico sobre o gerenciamento de pessoas e recursos, o que pode gerar dificuldades e impacto nos resultados. Nesse sentido, levando-se em consideraÃÃo a relevÃncia do curso de graduaÃÃo como o responsÃvel pela principal atividade-fim de uma universidade, as exigÃncias do Sistema Nacional de AvaliaÃÃo da EducaÃÃo Superior (SINAES) e o cumprimento das Diretrizes Curriculares Nacionais, convÃm questionar quais as competÃncias gerenciais relevantes para a gestÃo de cursos de graduaÃÃo. Este trabalho tem como objetivo analisar a partir das principais teorias administrativas e normas vigentes as competÃncias gerenciais de coordenadores de cursos de graduaÃÃo identificadas pelos prÃprios coordenadores do campus da Universidade Federal do Cearà em Sobral. Para tanto, foi realizada uma pesquisa bibliogrÃfica e documental a partir dos conceitos das principais teorias administrativas contemporÃneas, das abordagens cardinais sobre competÃncias gerenciais. TambÃm foi realizado um levantamento dos documentos oficiais que regulam, apresentam e caracterizam as competÃncias e atribuiÃÃes de coordenadores de curso de graduaÃÃo na Universidade Federal do CearÃ. Como estratÃgia metodolÃgica, foi utilizada uma pesquisa aplicada, com estudo quali-quantitativo e exploratÃrio. A anÃlise dos resultados da pesquisa constatou que as competÃncias gerenciais mencionadas pelo maior nÃmero de entrevistados foram lideranÃa, conduÃÃo de equipes de trabalho, comunicaÃÃo, gerenciamento de conflitos, administraÃÃo do tempo, paciÃncia, resolutividade, promoÃÃo e divulgaÃÃo do curso, saber ouvir e, por fim, conhecimento aprofundado do curso, da estrutura universitÃria e dos principais procedimentos e processos. TambÃm constatou-se que hà lacunas na formaÃÃo dos docentes e, portanto, necessidades de cursos de capacitaÃÃo e aperfeiÃoamento. / Higher Education Institutions need to continually examine their management models in order to ensure their participation as developer agent of technical, scientific, cultural and social evolution in the region where they are located. However, the university administrators need to reconcile the administrative to teaching, academic and scientific management and often, when they assume the job, they do not have technical knowledge about people and resources management, which can lead to difficulties and impact on results. Thus, taking into account the relevance of undergraduate course as responsible for the main core business of a university, the requirements of the Higher Education Evaluation National System and the fulfillment with the National Curriculum Guidelines, it is convenient to question what are the relevant managerial skills for the management of undergraduate course. The objective of this research is to analyze the following areas: the principal administrative theories and the needed managerial competences for undergraduate course coordinators as identified by coordinators from the Federal University of Ceara campus in Sobral. In order to conduct this research, a literature review was conducted to illustrate the contemporary management theories and the cardinal approaches to managerial skills. Along with the literature review, oral surveys were conducted with regards to the official documents that regulate, present and characterize the skills and assignments of undergraduate course coordinators at the Federal University of Ceara. This paper utilized multiple methodologies â qualitative and quantitative applied research and exploratory research. The survey research analysis found the following managerial competencies to be mentioned the most frequently: leadership, leading teams, communication, conflict management, time management, patience, resolution, course promotion and dissemination, listening, knowledge about the course, the structure of the university and key procedures and processes. Within the research the following gaps were identified: the training of professors and the capacity and improvement of university courses.

Made available in DSpace on 2016-04-15T00:46:22Z (GMT). No. of bitstreams: 2 Marcia DAmelio1.pdf: 2831807 bytes, checksum: 2b00c4d2350338a94c2284c3c4a4802c (MD5) Marcia DAmelio2.pdf: 2280462 bytes, checksum: b7eed446190529f07df48238b45ef685 (MD5) Previous issue date: 2007-12-18 / Fundo Mackenzie de Pesquisa / The aim of this study is to identify and to analyze the learning processes that permeate the development of people's managerial competences of different professional formations. The investigation belongs to the basic or generic qualitative studies category and the data gathering was collected by using semi-structured interviews accomplished with fifteen managers. The analytical process was based on procedures of textual interpretative analysis and templates techniques. The results demonstrated that the development of the managers capacities happened in a varied manners. The formal learning was shown significant, mainly when integrated into the informal learning. Larger emphasis, however, was verified in the contribution of the informal learning based on experiences obtained in elapsing of their professional career and in the exercise of the management. The relevance of the social interaction and also the reflection were prominences in the managers learning process of the three professions. / O estudo proposto tem como objetivo identificar e analisar os processos de aprendizagem que permeiam o desenvolvimento de competências gerenciais de pessoas com diferentes formações profissionais. A investigação pertence à categoria dos estudos qualitativos básicos ou genéricos. Utilizou como estratégia fundamental de coleta de dados entrevistas semiestruturadas realizadas com quinze gerentes: engenheiros, psicólogos e administradores de empresas. O processo analítico foi baseado na análise textual interpretativa e na técnica de templates. Os resultados demonstraram que o desenvolvimento das capacidades dos gerentes deste estudo ocorreu de modos variados. A aprendizagem formal se mostrou significativa, principalmente quando integrada à informal. No entanto, foi verificada mais ênfase na contribuição da aprendizagem informal baseada em experiências obtidas no decorrer da carreira profissional e no exercício da função gerencial. A relevância da interação social e da reflexão foram destaques no processo de aprendizagem dos gerentes das três profissões.

Master´s thesis is focused on managerial competence issue in travel agency INVIA.CZ, Ltd. This company has recently expanded into new markets in Poland, Hungary and Romania. All these subsidiaries are managed from the Czech parent entity. Aim is to identify how the managers´ competence is influenced by this expansion and to propose an improvement of their managing style.