Thesis (Ph. D.)--University of California, Santa Cruz, 1995. / Typescript. Includes bibliographical references (leaves 342-352).

Thesis (M. Dev. Stud. (Development Studies))--University of the Free State, 2004. / Includes bibliographical references (p. 68).

Thesis (Maestro)--Escuela Nacional de Agricultura (Mexico), 1971.

Thesis (Ph. D.)--University of Wisconsin-Madison, 1988. / Includes bibliographical references (p. 273-278).

Theses (M.S.)--Marshall University, 2006. / Title from document title page. Includes abstract. Document formatted into pages: contains vi, 47 p. including illustrations and map. Bibliography: p. 38-41.

Thesis (MCom.) -- University of the Western Cape, 2008. / Includes bibliographical references.(leaves 188-197)

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Oct. 10, 2007). PDF text: xvii, 300 p. : ill. (some col.), maps (some col.) UMI publication number: AAT 3258741. Includes bibliographical references. Also available in microfilm and microfiche formats.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The technological innovation has resulted extraordinary advances to the human life, new expectations, leadership styles developments and ways to reach previously unattachable objectives. One of the consequences of this process is a large increase of resources for the project method and of the number and diversity of new projects and concepts. The projects management has gotten highligth into the administration models and has been the factor to provide speed, robustness, consistency and operational excellency in the achievement of projects. Also, models of maturity in projects management comes getting notoriety and at the same each time efforts to develop organizacionais abilities in the projects management are being doing. In this context, the present research had as objective the of the maturity level evaluation an organization of the national logistic sector. Describing the methodological procedures, the research is classified as quali-quantitative, descriptive, carried through a case study. This method was used to search informations about the company object of this study that had assisted the analysis of the quantitative information, obtained through the application of two models of evaluation of the maturity in projects management: the MMGP - Model of Maturity in Project Management - Sectorial - the Prado (2002) and PMMM - Project Management Maturity Model - 2 Level - Kerzner (2001). Through the combination of qualitative and quantitative methods, it was possible to indicate the level of company maturity, as well as the abilities necessary and possessed to reach the maturity in projects management. / A inovação tecnológica tem resultado em avanços extraordinários em termos de realização humana, novas expectativas, desenvolvimentos de estilos de liderança e meios de alcançar objetivos anteriormente difíceis de serem alcançados. Uma das conseqüências dessa mudança é um gigantesco aumento dos recursos para o método de projeto e do número e diversidade de novos projetos e conceitos. Dessa forma, o gerenciamento de projetos vem ganhando destaque dentro dos modelos de administração e tem-se transformado num fator para prover velocidade, robustez, consistência e excelência operacional na consecução de projetos. Notase também que modelos de maturidade em gerenciamento de projetos vêm obtendo notoriedade e cada vez mais são feitos esforços para desenvolver competências organizacionais nesta área. Neste contexto, a presente pesquisa tem como objetivo a avaliação do nível de maturidade de uma organização do setor logístico nacional. Tendo em vista os procedimentos metodológicos, a pesquisa classifica-se como quali-quantitativa, descritiva, realizada através de um estudo de caso. Em vista das características de um levantamento qualitativo, utilizou-se este método na busca de dados acerca da empresa objeto deste estudo, que por sua vez auxiliaram na construção do arcabouço de informações que são requisitos ao desenvolvimento da análise dos dados posteriormente coletados quantitativamente através da aplicação de dois modelos de avaliação da maturidade em gestão de projetos: o MMGP - Modelo de Maturidade em Gerenciamento de Projeto - Setorial Prado (2002) e PMMM - Project Management Maturity Model Nível 2 Kerzner (2001). Através da combinação dos métodos qualitativo e quantitativo, foi possível obter dados que indicam o nível de maturidade ocupado pela empresa em estudo, bem como as habilidades necessárias e possuídas para atingir a maturidade em gerenciamento de projetos.

Made available in DSpace on 2014-06-11T19:26:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-06-24Bitstream added on 2014-06-13T20:35:02Z : No. of bitstreams: 1 batista_vba_me_assis.pdf: 2396790 bytes, checksum: b04c5f77c1a850ec7f942d96ee82dff1 (MD5) / Esta dissertação é o resultado de uma pesquisa desenvolvida durante três anos, direcionada para o estudo de quatro projetos de leitura implementados pela Secretaria de Educação do Estado de São Paulo, no âmbito do ensino fundamental, de 5ª a 8ª série, no período de 2000 a 2007, sendo eles: “Ensinar e Aprender: construindo uma proposta” (2000/2001), “Tecendo Leituras” (2004/2005), “Ler e Viver: compreensão leitora” (2005) e “Hora da Leitura” (2005/2007). Como objetivo geral, buscou-se descrever e analisar a configuração textual de cada um deles, nos moldes propostos por Maria do Rosário Longo Mortatti (UNESP-Marília), com vistas a compreender os objetivos e necessidades de suas implantações, na esfera de ações voltadas para o fomento do livro e da leitura nesse Estado. A partir do desenvolvimento deste estudo, foi possível articular a implementação desses projetos às discussões sobre a necessidade de (re)democratização do ensino no país, ocorridas, mais especificamente, a partir das décadas de 1980 e 1990, pautadas no questionamento acerca do papel social a ser desempenhado pela escola e pela educação, período em que se passou a almejar mais intensivamente um novo modelo de escola: a “escola democrática”, “inclusiva” e “acolhedora”, na qual a aprendizagem da leitura e da escrita passou a ser considerada como condição básica para o exercício pleno da cidadania. A análise de alguns aspectos formais e conteudísticos do conjunto de documentos produzidos no âmbito da implantação e desenvolvimento desses quatro projetos mostram que, embora cada qual tenha as suas características próprias, é possível observar uma série de fenômenos imbricados em suas configurações textuais, destacando-se, entre eles, os fatos de que os quatro... / This work is the result of a research developed over three years, directed towards the study of four reading projects implemented by the Education Department of the State of São Paulo, within the elementary school, from 5th to 8th grades from 2000 to 2007, which were: “Teaching and Learning: building a proposal” (2000/2001), “Weaving Readings” (2004/2005), “Reading and Living: reading comprehension” (2005) and “Reading Time” (2005 / 2007). As the general objective, we attempted to describe and analyze the configuration of each text, as proposed by Maria do Rosario Longo Mortatti (UNESP, Marília), in order to understand the goals and needs of their deployments in the realm of actions for promoting books and reading in that State. From this study, it was possible to coordinate the implementation of these projects to the discussions about the need to (re)democratization of education in the country, occurring more specifically, from the 1980s and 1990s, rooted in the questioning about the role being played by the school and the education period in which they now crave more intensively a new type of school: the “democratic school”, “inclusive” and “receptive”, in which reading and writing became considered as the basic condition for the full exercise of citizenship. The analysis of some formal aspects and the subjects on the set of documents produced within the development and deployment of these four projects show that, although each one has its own characteristics, it is possible to observe a series of overlapping phenomena in their textual settings, highlighting among them, the fact that the four projects were created to try to solve a problem... (Complete abstract click electronic access below)

Disruptions can cause projects to fail. Within the project management literature, approaches to managing disruptions consist of uncertainty, risk, opportunity, change, and crisis management. These approaches focus on developing strategies to manage perceived threats and also work towards predicting risk, therefore, reducing vulnerability. This vulnerability-reduction only focus is limiting because it takes the focus away from the development of a general capacity for readiness and for responding to uncertain situations. A resiliency approach enables a simultaneous focus on vulnerability reduction, readiness and response and thus ensures recovery. Given the context and discipline specific nature of the resilience concept, and the little or no attention in projects, this thesis conceptualises resilience in projects. This conceptualisation is to enable the identification of factors to consider and indicators to ensure overall project recovery, through the identification of dimensions and antecedents of resilience respectively. The aim of this study therefore, is to develop a framework to conceptualise resilience in projects. To achieve this aim, three case studies, namely; building, civil engineering and engineering construction projects were investigated. Within each case study, the critical incident technique was employed to identify disruptions and their management through direct observations of human activities, narration of critical incidents and review of documents on disruption. Following this, a comparative analysis and synthesis of the case studies was carried out and findings revealed definition, dimensions, antecedents and consequences of resilience in projects. Specifically, resilience in projects is defined as; the capability of a project to respond to, prepare for and reduce the impact of disruption caused by the drifting environment and project complexity. The dimensions of resilience are; proactivity, coping ability, flexibility and persistence. Proactivity can be defined as an anticipatory capability that the project takes to influence their endeavours whilst coping ability can be defined as the capability to manage and deal with stress caused by disruptions within the projects. Furthermore, flexibility can be defined as the capability of a project to manage disruption by allowing change but ultimately making sure that the aim is maintained and persistence is the capability to continue despite difficult situations. Several antecedents of these dimensions of resilience are identified. For proactivity these include contract, training, monitoring, contingency and experience. For coping ability these include the contract, training, contingency and experience. For flexibility these include open-mindedness, planning, continual monitoring and continual identification of ideas and for persistence these include continual monitoring, planning and negotiation. Also, the consequence of resilience in projects is recovery through response, readiness and vulnerability reduction. This conceptualisation of resilience is then synthesised into a validated framework for resilience in projects. Theoretically, this research provides definition, dimensions, antecedents and consequence for resilience in projects and a theoretical starting point for the concept of resilience in projects. The significance of this research to practice is the identification and development of a more holistic perspective of managing disruptions in projects through the identified dimensions, antecedents and consequences. These dimensions, antecedents and consequences provide clarity for the roles of project managers and team members in managing disruptions and thus, expand the eleventh knowledge area; project risk management, of the Project Management Book of Knowledge (PMBOK). In addition, the dimensions, antecedents and consequences of resilience in projects contribute to the curriculum development in project management and thus, provide factors and indicators that project managers require in managing disruptions.