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Formação das estratégias de comunicação das universidades federais em relação às ações afirmativas : os casos UFABC e UFRGSLima, Patrícia Barreto dos Santos January 2017 (has links)
Esta dissertação buscou compreender como se formam as estratégias de comunicação das universidades federais brasileiras em relação às ações afirmativas, a partir de um estudo de caso instrumental múltiplo em que foram selecionadas duas universidades com históricos, trajetórias e intencionalidades diferentes: UFABC e UFRGS. A coleta e análise de dados incluiu fontes primárias (entrevistas semi-estruturadas com atores envolvidos com as ações afirmativas e com comunicação nas universidades estudadas) e fontes secundárias (atas e resoluções dos conselhos universitários, planos de gestão, planos de desenvolvimento institucional, relatórios de gestão e relatórios de avaliação, além de publicações nos sites institucionais e outros produtos de comunicação). O estudo se valeu de abordagens dos campos da administração e da comunicação pública e ainda de referenciais da área da educação. Com base na perspectiva da estratégia deliberada e da estratégia emergente de Mintzberg (2006), verificou-se que as estratégias de comunicação identificadas nas duas universidades se formam a partir da combinação de processos deliberados e emergentes, em que interagem grupos/atores de diferentes origens e estruturas. Estes processos ocorrem, por vezes, em resposta a necessidades evidenciadas no dia-a-dia da instituição, assumindo características de um processo de aprendizagem, predominantemente emergente. Também foi identificada a ocorrência de formação de estratégias de consenso, desconectadas e ideológicas, evidenciando a mescla de deliberação e emergência nos processos estudados. A análise empreendida possibilitou ainda verificar que estratégias emergentes de comunicação podem contemplar os princípios da comunicação pública, tais como transparência, abordagem pedagógica, escuta e promoção da cidadania, independentemente de haver uma política de comunicação resultante do planejamento estratégico da instituição. A intencionalidade expressa da universidade, disseminada e incorporada, releva-se determinante para o estabelecimento de estratégias de comunicação alinhadas aos seus fundamentos institucionais, mais até do que planos que em alguns casos podem ter caráter apenas formalístico. Portanto, principalmente nos espaços historicamente elitistas em que não há intencionalidade de inclusão, as estratégias de comunicação devem contemplar as finalidades da comunicação pública, pois se entende que a promoção da cidadania decorre também do estabelecimento do diálogo entre a universidade e a sociedade voltado para informar, escutar e valorizar a interação. / This dissertation sought to understand how communication strategies of Brazilian federal universities are formed in relation to affirmative actions, based on a multiple instrumental case study in which two universities with different histories, trajectories and intentions were selected: UFABC and UFRGS. Data collection and analysis included primary sources (semistructured interviews with actors involved with affirmative action and communication in the universities studied) and secondary sources (university council minutes and resolutions, management plans, institutional development plans, management and evaluation reports, as well as publications on institutional websites and other communication products). This case study draws on approaches from administration and public comunication fields, as well as from referenctial of the education field. Based on the perspective of Mintzberg's deliberate strategy and emerging strategy (2006), it was verified that the communication strategies identified in the two universities are formed from the combination of deliberate and emerging processes, in which groups/actors from different sectors interact. These processes sometimes occur in response to needs evidenced in the routine of the institution, assuming characteristics of a learning process, predominantly emergent. It was also identified the formation of consensus, disconnected and ideological strategies evidencing the mixture of deliberation and emergency in the studied processes. The analysis made it possible also to verify that emerging communication strategies can contemplate the principles of public communication, such as transparency, pedagogical approach, listening and promotion of citizenship, regardless of whether there is a communication policy resulting from the strategic planning of the institution. The expressed intentionality of the university, disseminated and incorporated, is decisive for the establishment of communication strategies aligned with its institutional foundations, even more than plans that in some cases may have only a formalistic character. Therefore, especially in the historically elitist spaces where there is no intentionality of inclusion, communication strategies must contemplate the purposes of public communication, because the promotion of citizenship also stems from the establishment of dialogue between the university and the society to inform, to listen and to value the interaction.
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Formação das estratégias de comunicação das universidades federais em relação às ações afirmativas : os casos UFABC e UFRGSLima, Patrícia Barreto dos Santos January 2017 (has links)
Esta dissertação buscou compreender como se formam as estratégias de comunicação das universidades federais brasileiras em relação às ações afirmativas, a partir de um estudo de caso instrumental múltiplo em que foram selecionadas duas universidades com históricos, trajetórias e intencionalidades diferentes: UFABC e UFRGS. A coleta e análise de dados incluiu fontes primárias (entrevistas semi-estruturadas com atores envolvidos com as ações afirmativas e com comunicação nas universidades estudadas) e fontes secundárias (atas e resoluções dos conselhos universitários, planos de gestão, planos de desenvolvimento institucional, relatórios de gestão e relatórios de avaliação, além de publicações nos sites institucionais e outros produtos de comunicação). O estudo se valeu de abordagens dos campos da administração e da comunicação pública e ainda de referenciais da área da educação. Com base na perspectiva da estratégia deliberada e da estratégia emergente de Mintzberg (2006), verificou-se que as estratégias de comunicação identificadas nas duas universidades se formam a partir da combinação de processos deliberados e emergentes, em que interagem grupos/atores de diferentes origens e estruturas. Estes processos ocorrem, por vezes, em resposta a necessidades evidenciadas no dia-a-dia da instituição, assumindo características de um processo de aprendizagem, predominantemente emergente. Também foi identificada a ocorrência de formação de estratégias de consenso, desconectadas e ideológicas, evidenciando a mescla de deliberação e emergência nos processos estudados. A análise empreendida possibilitou ainda verificar que estratégias emergentes de comunicação podem contemplar os princípios da comunicação pública, tais como transparência, abordagem pedagógica, escuta e promoção da cidadania, independentemente de haver uma política de comunicação resultante do planejamento estratégico da instituição. A intencionalidade expressa da universidade, disseminada e incorporada, releva-se determinante para o estabelecimento de estratégias de comunicação alinhadas aos seus fundamentos institucionais, mais até do que planos que em alguns casos podem ter caráter apenas formalístico. Portanto, principalmente nos espaços historicamente elitistas em que não há intencionalidade de inclusão, as estratégias de comunicação devem contemplar as finalidades da comunicação pública, pois se entende que a promoção da cidadania decorre também do estabelecimento do diálogo entre a universidade e a sociedade voltado para informar, escutar e valorizar a interação. / This dissertation sought to understand how communication strategies of Brazilian federal universities are formed in relation to affirmative actions, based on a multiple instrumental case study in which two universities with different histories, trajectories and intentions were selected: UFABC and UFRGS. Data collection and analysis included primary sources (semistructured interviews with actors involved with affirmative action and communication in the universities studied) and secondary sources (university council minutes and resolutions, management plans, institutional development plans, management and evaluation reports, as well as publications on institutional websites and other communication products). This case study draws on approaches from administration and public comunication fields, as well as from referenctial of the education field. Based on the perspective of Mintzberg's deliberate strategy and emerging strategy (2006), it was verified that the communication strategies identified in the two universities are formed from the combination of deliberate and emerging processes, in which groups/actors from different sectors interact. These processes sometimes occur in response to needs evidenced in the routine of the institution, assuming characteristics of a learning process, predominantly emergent. It was also identified the formation of consensus, disconnected and ideological strategies evidencing the mixture of deliberation and emergency in the studied processes. The analysis made it possible also to verify that emerging communication strategies can contemplate the principles of public communication, such as transparency, pedagogical approach, listening and promotion of citizenship, regardless of whether there is a communication policy resulting from the strategic planning of the institution. The expressed intentionality of the university, disseminated and incorporated, is decisive for the establishment of communication strategies aligned with its institutional foundations, even more than plans that in some cases may have only a formalistic character. Therefore, especially in the historically elitist spaces where there is no intentionality of inclusion, communication strategies must contemplate the purposes of public communication, because the promotion of citizenship also stems from the establishment of dialogue between the university and the society to inform, to listen and to value the interaction.
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Formação das estratégias de comunicação das universidades federais em relação às ações afirmativas : os casos UFABC e UFRGSLima, Patrícia Barreto dos Santos January 2017 (has links)
Esta dissertação buscou compreender como se formam as estratégias de comunicação das universidades federais brasileiras em relação às ações afirmativas, a partir de um estudo de caso instrumental múltiplo em que foram selecionadas duas universidades com históricos, trajetórias e intencionalidades diferentes: UFABC e UFRGS. A coleta e análise de dados incluiu fontes primárias (entrevistas semi-estruturadas com atores envolvidos com as ações afirmativas e com comunicação nas universidades estudadas) e fontes secundárias (atas e resoluções dos conselhos universitários, planos de gestão, planos de desenvolvimento institucional, relatórios de gestão e relatórios de avaliação, além de publicações nos sites institucionais e outros produtos de comunicação). O estudo se valeu de abordagens dos campos da administração e da comunicação pública e ainda de referenciais da área da educação. Com base na perspectiva da estratégia deliberada e da estratégia emergente de Mintzberg (2006), verificou-se que as estratégias de comunicação identificadas nas duas universidades se formam a partir da combinação de processos deliberados e emergentes, em que interagem grupos/atores de diferentes origens e estruturas. Estes processos ocorrem, por vezes, em resposta a necessidades evidenciadas no dia-a-dia da instituição, assumindo características de um processo de aprendizagem, predominantemente emergente. Também foi identificada a ocorrência de formação de estratégias de consenso, desconectadas e ideológicas, evidenciando a mescla de deliberação e emergência nos processos estudados. A análise empreendida possibilitou ainda verificar que estratégias emergentes de comunicação podem contemplar os princípios da comunicação pública, tais como transparência, abordagem pedagógica, escuta e promoção da cidadania, independentemente de haver uma política de comunicação resultante do planejamento estratégico da instituição. A intencionalidade expressa da universidade, disseminada e incorporada, releva-se determinante para o estabelecimento de estratégias de comunicação alinhadas aos seus fundamentos institucionais, mais até do que planos que em alguns casos podem ter caráter apenas formalístico. Portanto, principalmente nos espaços historicamente elitistas em que não há intencionalidade de inclusão, as estratégias de comunicação devem contemplar as finalidades da comunicação pública, pois se entende que a promoção da cidadania decorre também do estabelecimento do diálogo entre a universidade e a sociedade voltado para informar, escutar e valorizar a interação. / This dissertation sought to understand how communication strategies of Brazilian federal universities are formed in relation to affirmative actions, based on a multiple instrumental case study in which two universities with different histories, trajectories and intentions were selected: UFABC and UFRGS. Data collection and analysis included primary sources (semistructured interviews with actors involved with affirmative action and communication in the universities studied) and secondary sources (university council minutes and resolutions, management plans, institutional development plans, management and evaluation reports, as well as publications on institutional websites and other communication products). This case study draws on approaches from administration and public comunication fields, as well as from referenctial of the education field. Based on the perspective of Mintzberg's deliberate strategy and emerging strategy (2006), it was verified that the communication strategies identified in the two universities are formed from the combination of deliberate and emerging processes, in which groups/actors from different sectors interact. These processes sometimes occur in response to needs evidenced in the routine of the institution, assuming characteristics of a learning process, predominantly emergent. It was also identified the formation of consensus, disconnected and ideological strategies evidencing the mixture of deliberation and emergency in the studied processes. The analysis made it possible also to verify that emerging communication strategies can contemplate the principles of public communication, such as transparency, pedagogical approach, listening and promotion of citizenship, regardless of whether there is a communication policy resulting from the strategic planning of the institution. The expressed intentionality of the university, disseminated and incorporated, is decisive for the establishment of communication strategies aligned with its institutional foundations, even more than plans that in some cases may have only a formalistic character. Therefore, especially in the historically elitist spaces where there is no intentionality of inclusion, communication strategies must contemplate the purposes of public communication, because the promotion of citizenship also stems from the establishment of dialogue between the university and the society to inform, to listen and to value the interaction.
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NMMU business school alumni satisfaction factors with the MBA programBosman, Jeremy Maurice January 2017 (has links)
In a fast-paced dynamic world, the key to success lies in the ability to accept change and to rapidly respond to demands placed by ever increasing competitive environments. In business, the impact of products and services in meeting or exceeding customer’s expectations in such environments is measured by customer satisfaction and the importance thereof cannot be downplayed, thus providing management with a metric that guides and augments change. Subsequently, these dynamic competitive forces are pushing sectors such as Higher Education into the realm of service industries, where stakeholders such as students and alumni are viewed as customers. Correspondingly, measuring their satisfaction has become important as this provides strategic insight, whilst enhancing academic programmes and the student experience. The purpose of this research study was to identify the factors that determined satisfaction with the MBA programme as viewed by students and the alumni of the Nelson Mandela Metropolitan University Business School. Furthermore, it advanced the field of stakeholder theory by identifying alumni as a key stakeholder in business schools. Consequently, the research was exploratory and consisted of quantitative and literature components where hypotheses were developed and relationships between factors analysed, in addition to the literature reviewed. The literature introduced key concepts to this study, such as alumni as stakeholder, alumni satisfaction, satisfaction with the MBA programme, measuring alumni satisfaction, MBA alumni networks and alumni communication. The factors that determined alumni satisfaction were identified by means of a statistical analysis of the data collected by the research instruments. Correspondingly, the findings indicate various factors determine satisfaction with the independent variables highlighted in this study, which are the Facilities, the MBA Programme, the Social Experience, the NMMU Business School Alumni Chapter, the NMMU Business School brand and Communication. Furthermore, it was established that there is a significant link between Social Experience, the NMMU Business School Alumni Chapter, the NMMU Business School Brand, Communication and Alumni Satisfaction.As services industries such as Higher Educational Institutions get exposed to competitive pressure, customer satisfaction comes to the fore and there are certain factors that need to be addressed to enhance satisfaction. Subsequently, this study highlights this pressure and satisfaction levels can certainly be improved by the institution across all the independent variables identified, especially in areas such as the NMMU Business School Alumni Chapter and Communication. Consequently, the NMMU Business School, for the first time have metrics to identify the factors that determine satisfaction with the MBA programme as viewed by their alumni and resultantly can strategically benefit by taking the views of their most important stakeholder into account.
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An evaluation of the information literacy education of MBA students at the University of Stellenbosch Business SchoolWilliams, Judy Anne January 2012 (has links)
Magister Bibliothecologiae - MBibl / This study investigates the effectiveness of the information literacy education that Master of Business Administration (MBA) students receive at the University of Stellenbosch Business School (USB). The literature reveals that there is a growing trend worldwide to extend information literacy education to include graduate students. The study uses the Association of College and Research Libraries (ACRL) Information Literacy Standards for Higher Education Competencies as the theoretical framework together with Kuhlthau’s Information Search Process. Both process and formative evaluation was used in the study. A mixed method approach was applied to gather data for the study using a pre- and post-information literacy questionnaire, interviews with the information literacy facilitator and the research methodology lecturer and a rubric assessment of students’ group assignment. The information literacy intervention focuses mainly on ACRL Standard 1, with more emphasis on ACRL Standard 2. ACRL Standards 3, 4 and 5 were briefly mentioned as it was difficult to cover all the ACRL Standards adequately within a once-off information literacy session. The results of the study show that the information literacy intervention was successful in introducing students to some of the electronic resources which is one of the major objectives
of the intervention. Students’ scores in the pre- and post-information literacy questionnaire and the group assignment were high. This could be an indication that the information literacy intervention was a success. The interviews with the information literacy facilitator and the research methodology lecturer reveal that little collaboration between the library and business academics is taking place. This lack of collaboration affects the quality of the information literacy education in terms of business academics input in the information literacy intervention and in terms of reinforcing information literacy outcomes in students’ assignments. One of the recommendations is that collaborative relationships should be developed between the library and business academics in order to develop an information literacy plan that will fully integrate information literacy within Masters’ courses.
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The relationship between a selection battery and the academic performance of students on an MBA programmeNagdee, Saffiya 14 August 2012 (has links)
The study is a quantitative analysis into the selection process of the Masters in Business Administration (MBA) programme at the Tshwane University Technology (TUT). The selection battery used at TUT to select the MBA applicants is comprised of the Situation Specific Evaluation Expert (SpEEx), the English Literacy Skills Assessment (ELSA), and the 15 Factor Questionnaire (15FQ+). This test battery aims to obtain information on an applicant with regards to his/her cognitive potential (verbal and non-verbal ability), language proficiency, and personality. Therefore, the aim of the study was to investigate the relationship between the selection battery and the academic performance of those students selected into the MBA programme at TUT by examining the differences between the scores of the psychometric selection batteries and the academic performance of those students selected. Upon analyses and interpretation of the data it was determined that there were no statistically significant differences between the scores of the different components of the selection batteries used and the academic performance of those selected. / Dissertation (MEd)--University of Pretoria, 2011. / Educational Psychology / unrestricted
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The relationship between cognitive tests and the academic performance of students on an MBA programmeBux, Ciara 11 1900 (has links)
The objective of this study was to determine if a statistically significant positive
relationship exists between the cognitive tests (APIL and Critical Reasoning
Test Battery - NCR2 and VCR2) and the academic performance of students
on an MBA programme. A quantitative cross-sectional study was conducted
on a non-probability purposive sample (N=329) of MBA students at an
institution of higher learning in South Africa.
A theoretical relationship was established between the variables. The
empirical relationship revealed statistically significant relationships between
the cognitive tests and academic performance on an MBA programme.
The findings contribute valuable knowledge to the field of psychological
assessment that can be applied in the selection of students for higher
education. / Industrial & Organisational Psychology / M. Com. (Industrial and Organisational Psychology)
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The role of South African business schools in inculcating ethical thinking in MBA students - are they contributing to ethical business practise?Louw, Thelma Elizabeth 10 1900 (has links)
Ethics is more than an abstract body of theories, principles and ideas.
It is a way of thinking through difficult situations before deciding how to
act (Manning & Stroud, 2008). This study takes this conception of
ethics into the realm of the business decision and business schools’
responsibility to ensure that their MBA graduates are empowered and
comfortable to reason and act ethically in the difficult business
situations they will face and decisions they will be expected to take in
their career. / Business Management / D. B. L.
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The congruence of students' expectations and a lecturer's objectives within a South African MBA curriculumHoward-Tripp, Wendy 12 1900 (has links)
Thesis (MBA)--Stellenbosch University, 2001. / Some digitised pages may appear cut off due to the condition of the original hard copy. / ENGLISH ABSTRACT:
The world of 'business learning' is changing dramatically and business
sc'iools therefore need to respond differently to the demands of the market
place, not only to survive, but to grow as well. To achieve this objective,
feedback from students with regards to a course and lecturer form a part of
the effective management and delivery of educational instruction, as
evaluation of performance provides an important instrument in clarifying goals
and standards and enhancing future performance.
The focus of this study is, therefore, to determine firstly differences in the
perceptions of students with regards to the teaching of Industrial and Social
Relations within the MBA programme at the USB. The relevance of the
research is that differences between students following the four programmes,
namely full-time, part-time, modular English and modular Afrikaans, may
affect their commitment to the subject, which in turn may affect the quality of
the programme.
Secondly, it is also necessary to compare the lecturer's objectives pertaining
to his particular approach and course content, to the perceptions of the
students and to establish the degree of congruence between these.
To test the consistency of the evaluation process, a brief comparison of the
four MBA classes of 2000 as a whole is made with the first class of 2001
completed at the time of writing.
The sample groups were comprised of students who had completed the
course evaluation questionnaire. This was voluntary in nature. The data
collected was interpreted in terms of the Wilcoxan Rank Sum Test within a
framework of fifty-six hypotheses. The hypotheses were formulated from
theories relating to the course and students.
There are however, a number of limitations contained in this study. The
pertinent ones are that the course evaluation questionnaire used is the same
for every course within the MBA programme. No distinction is made between
the different subjects. The validity of the instrument may, therefore, be
impaired and the results not entirely conclusive of students' views. The
questionnaires were also completed unaided and it is possible that students
did not interpret the questions correctly.
This notwithstanding, the research within the parameters of this study points
to some minor differences between the students of the four MBA
programmes. More importantly, however, it identifies a very strong degree of
congruence between the students' perceptions and the lecturer's objectives in
the teaching of Industrial and Social Relations. These results have given the
lecturer, apart from some general 'pointers' on how to improve the course, the
assurance to continue with his present approach to the 'teaching' of Industrial
and Social Relations within the MBA programme at the USB.
This study should be seen merely as a preliminary trial, and all constraints
notwithstanding, it should serve as a starting point for future research. / AFRIKAANSE OPSOMMING:
Die wêreld van sakeonderrig verander dramaties en daarom is dit noodsaaklik
dat bestuurskole anders begin optree teenoor die vereistes van die markplek,
nie net om te oorleef nie, maar ook om te groei. Daarom is die terugvoering
van studente met betrekking tot In program en die dosent In deel van die
effektiewe bestuur en aanbieding van opvoedkundige opleiding.
Die evalueringsproses is dus In belangrike instrument om doelstellings en
standaarde te bepaal, en om toekomstige optrede te verbeter.
Eerstens fokus die studie daarop om verskille in die persepsies van studente
te bepaal ten opsigte van die opleiding van Arbeidsbetrekkinge en Sosiale
Verhoudinge in die MBA-program van die USB. Die belangrikheid van dié
navorsing is dat die verskillende studente van die vier MBA-programme,
naamlik Voltyds, Deeltyds, Modulêr (Engels) en Modulêr (tweetalig), en hul
toewyding tot die MBA-program daartoe aanleiding kan gee dat die kwaliteit
van die program beïnvloed word.
Tweedens is dit ook van belang om In vergelyking te tref tussen die doelwitte
met betrekking tot die dosent se benadering en die programinhoud teenoor
die persepsies van die studente, om In graad van analogie tussen dié twee te
bevestig.
Om die betroubaarheid van die evalueringsproses te bevestig, is In kort
vergelyking getref tussen die MBA-klasse van 2000 in sy geheel, met dié van
die eerste voltooide MBA-klas van 2001.
Die vier groepe is saamgestel deur studente wie vrywillig die
programevalueringsvraestel beantwoord het. Die inligting wat ingewin is, is
volgens die Wilcoxan Rank Sum Test in In raamwerk van 56 hipoteses geïnterpreteer. Die hipotese is geformuleer uit teorieë wat op die program en
die studente betrekking het.
Daar is egter 'n aantal beperkings in die studie. Die belangrikste is die
evalueringsvraestel, wat dieselfde is vir elke kursus wat in die MBA-program
aangebied word. Geen onderskeiding is gemaak tussen die verskillende
kursusse nie, en daarom is dit moontlik dat die validiteit van die instrument nie
optimaal is en die resultate nie 'n korrekte aanduiding van studente se
persepsies is nie. Die studente het die vraestelook sonder enige bystand
voltooi, wat moontlik die korrekte interpretasie van vrae kon beïnvloed.
Alhoewel die navorsing op klein verskille tussen die studente van die
onderskeie MBA-programme dui, identifiseer dit 'n sterk graad van analogie
tussen studente se persepsies en die dosent se doelwitte in die onderrig van
Arbeidsbetrekkinge en Sosiale Verhoudinge. Hierdie resultate gee die dosent
nie net algemene riglyne om die program te verbeter nie, maar ook die nodige
versekering om voort te gaan met sy huidige benadering tot die onderrig van
Arbeidsbetrekkinge en Sosiale Verhoudinge op die MBA-program van die
USB.
Hierdie studie moet gesien word as primêre navorsing. Hopelik sal dit as 'n
beginpunt vir toekomstige navorsing dien.
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[en] DEVELOPMENT OF SERVICES IN EDUCATION: AN APPLICATION OF CONJOINT ANALYSIS TO MASTER IN BUSINESS ADMINISTRATION PROGRAMS. / [pt] DESENVOLVIMENTO DE SERVIÇOS NA ÁREA DE EDUCAÇÃO: UMA APLICAÇÃO DE ANÁLISE CONJUNTA NOS CURSOS DE MESTRADO EM ADMINISTRAÇÃO DE EMPRESASLEONARDO PEREIRA RODRIGUES DOS SANTOS 12 November 2003 (has links)
[pt] O propósito deste trabalho é analisar as características
relevantes dos cursos de mestrado em administração e em que
grau elas são avaliadas por seus alunos e ex-alunos, com o
objetivo de fornecer subsídios para as instituições
acadêmicas desenvolverem ou aprimorarem tais cursos.
Nesta pesquisa, aplicou-se a teoria de análise conjunta, a
fim de se apontar o conjunto de características
consideradas relevantes pelos estudantes de cursos de
mestrado em administração de empresas. O desenvolvimento da
dissertação foi composto de duas etapas: escolha dos
atributos e níveis a serem avaliados pelos respondentes e
análise dessa avaliação. Para escolher o conjunto de
atributos e níveis a serem julgados, foram analisadas
as informações existentes na literatura e conduzido um
grupo de foco. Em seguida, foi escolhido o conjunto de
estímulos a ser submetido aos estudantes de mestrado,
desenvolvido com base no projeto ortogonal calculado
pelo software estatístico SPSS. Realizou-se, então, a
coleta de dados por meio de questionários, os quais
foram entregues pessoalmente aos entrevistados ou enviados,
em alguns casos, via correio eletrônico.
Na última etapa, analisaram-se, com o auxílio do software
SPSS, as importâncias relativas dos atributos e utilidades
dos níveis propostos na pesquisa de campo, o que propiciou
que o objetivo geral de se identificarem as características
relevantes para conceito de um curso de mestrado fosse
alcançado. / [en] The purpose of this work is to identify the main features
of the Master in Business Administration programs and how
these programs are evaluated by students and former
students, aiming at helping academic institutions develop or
improve their Master degree courses in the area. In this
research, the conjoint analysis method was used to
determine the set of features considered relevant by Master
in Business Administration students. The thesis was
developed in two stages: choosing the attributes and levels
to be evaluated by respondents and analyzing such
evaluation. The attributes and levels to be assessed were
chosen only after the existing information was analyzed
and a focus group was conducted. The set of stimulis to be
given to the Master in Business Administration students was
then chosen based on the orthogonal project calculated by
the statistical software SPSS. The next stage involved data
collection using questionnaires, which were personally
delivered to the respondents or, in some cases, sent by e-
mail. Finally, the statistical software SPSS was used to
analyze the relative importance of the attributes and the
partial utilities of the levels proposed in the field
research, achieving the general goal of identifying the
relevant features for the concept of a Master´s degree
course.
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