Made available in DSpace on 2016-04-25T16:44:57Z (GMT). No. of bitstreams: 1 arnaldo.pdf: 903981 bytes, checksum: 5de464b93b68b2ad3d671c7504e13709 (MD5) Previous issue date: 2007-05-31 / It is continuously growing the charges from organizations regarding to formation process of future administrators that could be in a mid managerial or senior managerial position in a short coming. The companies are after a reduction on its training and development investments, that mostly extends for months before the just arrived newly professionals can initiate to produce efficiently. For the companies they demonstrate lacks, especially on the behavior matters and in the so called emotional intelligence . Based on this context the present work has as it s objective identify and evaluate the main ten teaching methods for business school in Brazilian Educational Colleges. Due to the important role that teaching methods perform in the teaching-learning process it was evaluated the didactic fundaments under two points of view: the on educational principal s fundaments and the development potential of managerial competencies. To accomplish this, a solid fundament of the andragogic educational principal s and of the managerial competencies regarding its three attributes: knowledge, skill and attitude were investigated and integrated. As main results achieved, it is possible to visualize in a more consistent matter the method that better fit the business context and able a solid development for future administrator s. This work also offers an contribution presetting a best combination of different methods, according to its didactic approach, looking forward to optimize the learning process / É cada vez maior a cobrança por parte das organizações quanto ao processo de formação de futuros administradores que poderão exercer em pouco tempo, cargos de gerência e até diretoria. As empresas buscam reduzir seus investimentos em treinamento e formação, que, muitas vezes se estende por meses antes que o recém-chegado da universidade possa iniciar a produzir efetivamente. Para as empresas os recém-formados demonstram falhas, principalmente, nos aspectos comportamentais e na denominada inteligência emocional . Pautado nesse contexto o presente trabalho tem como objetivo identificar e avaliar os dez principais métodos de ensino para cursos de administração de empresas nas Instituições de Ensino Superior brasileiras. Devido ao importante papel que esses métodos de ensino desempenham no processo de ensino-aprendizagem avaliou-se sua fundamentação didática sob duas ópticas: dos princípios educacionais que o fundamentam e da potencialidade de desenvolvimento de competências gerenciais. Para isso foi investigada e integrada a este trabalho uma sólida fundamentação dos princípios educacionais andragógicos e das competências gerenciais quanto aos seus atributos: conhecimento, habilidade e atitude (C.H.A.). Como principais resultados obtidos é possível visualizar de forma mais consistentes os métodos que melhor se aplicam ao contexto dos negócios e possibilitam um desenvolvimento sólido dos futuros administradores. Este trabalho também oferece uma contribuição apresentando uma melhor combinação dos diferentes métodos a fim de maximizar o aprendizado, vislumbrando as características complementares quanto à abordagem didática de um método em relação ao outro

This philosophical, anthropological study within a fundamental agogic perspective, employed an existential phenomenological approach to find out what adulthood is, fundamentally. Adulthood as being-ethical, is a more adequate description than chronological, biological, psychological and sociological descriptions of adulthood. Finding out what being-ethical is, required investigating what it means to be human. Only humans exist, and must participate effectively in agogic-dialogic relationships to alleviate existential yearning and experience dignifiedness. A code of effective agogy is presented. This code is the basis for a universal, fundamental code of ethics which transcends particular moral codes and professional codes of ethics. The words "ethicals", "ethicalness" and "ethicality" are employed to name, respectively, individual requirements in the code; acting according to the code; and the inescapable interrelatedness of experiencing dignifiedness and adhering to ethicals. Detailed explanations are given of what it means to respond fundamentally ethically. Adultness, humanness and ethicalness are different perceptions of the same continuum. All humans, whether aware of it or not, have an unattainable ideal of perfect humanness, to which they must perennially progress in order to experience dignifiedness, and humanness entails perennially becoming more human. Since no human can become perfectly human, the ideal of perfect humanness can be called "God". This means that the code of humanness is also the code of Godliness and the word "spiritual" is used to distinguish fundamental God from religious Gods. Spiritual responsibility is the interrelatedness of being-questioning and being-questioned. Ultimately, a person's humanness is assessed against the ideal of perfect humanness, by his or her own spiritual conscience. Humanity is the interrelatedness of the realities of existentiality, agogicality, ethicality, and spirituality and humanness is the inseparability of the continua of existentialness, ethicalness, agogicalness and spiritualness. A detailed existential-ethical description of education is given. The thesis ends with a post-scientific view of what essentially agogic orientated (educative) teaching is, and four recommendations are offered to enhance the effectiveness of agogy in teaching and learning institutions. Despite an extensive and radical study, it is acknowledged that the mystery that is humanity, can never be totally revealed. / Educational Studies / D. Ed. (Philosophy of Education)

Summaries in Afrikaans and English / Text in Afrikaans / Stress is a complex and multi-dimensional phenomenon of which topical significance is given at present. The aim of this study was to focus on the influence of stress on academic performance of the young student. First, a comprehensive study of the literature was undertaken in order to arrive at an understanding of the foregoing. An overview of the nature, etiology and manifestation of stress, as well as how it is coped with, is offered. Special attention was devoted to factors that cause the young student to experience distress. In addition the way in which the personal actualisation of the young student occurs, was researched. From the research it appeared that owing to, among other things, the experiencing of distress and inadequate personal actualisation, some young students are in a situation involving need, which requires urgent and essential ortho-andragogic guidance. Consequently, the ortho-andragogic responsibility of rendering aid within the context of tertiary training was addressed. Lastly, an empirical investigation of the correlation between distress and particularised academically oriented issues was launched. Based on the findings and conclusions arrived at during the course of the study and investigations, recommendations have been made for future research. / Stres is 'n komplekse en veelvlakkige fenomeen wat in die huidige tydsgewrig van aktuele belang beskou word. Die doel van die studie is om die fokus te laat val op die invloed van stres op die akademiese prestasie van die jeugdige student. Ten einde tot begrip van die voorgaande te kom, is daar in eerste instansie 'n omvattende literatuurstudie onderneem. 'n Oorsig is gebied ten opsigte van die aard, etiologie, manifestering en bantering van stres. In die besonder is gelet op faktore wat aanleiding tot distresbelewing by die jeugdige student gee. Benewens die voorgaande, is die wyse waarop die persoonsvoltrekking van die jeugdige student geskied, nagevors. Uit die navorsing het dit geblyk dat sommige jeugdige studente vanwee onder meer distresbelewing en ontoereikende persoonsvoltrekking, in 'n noodsituasie verkeer, wat orto-andragogiese begeleiding noodsaaklik maak. Gevolglik is 'n blik op die orto-andragogiese aanspreeklikheid vir hulpverlening binne tersiere opleidingsverband gewerp. In laaste instansie is 'n empiriese ondersoek na die korrelasie tussen stres en verbesonderde akademiesgeorienteerde aangeleenthede geloods. Na aanleiding van die bevindinge en gevolgtrekkings waartoe daar in die loop van die studie en ondersoek gekom is, ls aanbevelings vir toekomstige navorsing gedoen. / Teacher Education / D. Ed. (Orthopedagogics)

This philosophical, anthropological study within a fundamental agogic perspective, employed an existential phenomenological approach to find out what adulthood is, fundamentally. Adulthood as being-ethical, is a more adequate description than chronological, biological, psychological and sociological descriptions of adulthood. Finding out what being-ethical is, required investigating what it means to be human. Only humans exist, and must participate effectively in agogic-dialogic relationships to alleviate existential yearning and experience dignifiedness. A code of effective agogy is presented. This code is the basis for a universal, fundamental code of ethics which transcends particular moral codes and professional codes of ethics. The words "ethicals", "ethicalness" and "ethicality" are employed to name, respectively, individual requirements in the code; acting according to the code; and the inescapable interrelatedness of experiencing dignifiedness and adhering to ethicals. Detailed explanations are given of what it means to respond fundamentally ethically. Adultness, humanness and ethicalness are different perceptions of the same continuum. All humans, whether aware of it or not, have an unattainable ideal of perfect humanness, to which they must perennially progress in order to experience dignifiedness, and humanness entails perennially becoming more human. Since no human can become perfectly human, the ideal of perfect humanness can be called "God". This means that the code of humanness is also the code of Godliness and the word "spiritual" is used to distinguish fundamental God from religious Gods. Spiritual responsibility is the interrelatedness of being-questioning and being-questioned. Ultimately, a person's humanness is assessed against the ideal of perfect humanness, by his or her own spiritual conscience. Humanity is the interrelatedness of the realities of existentiality, agogicality, ethicality, and spirituality and humanness is the inseparability of the continua of existentialness, ethicalness, agogicalness and spiritualness. A detailed existential-ethical description of education is given. The thesis ends with a post-scientific view of what essentially agogic orientated (educative) teaching is, and four recommendations are offered to enhance the effectiveness of agogy in teaching and learning institutions. Despite an extensive and radical study, it is acknowledged that the mystery that is humanity, can never be totally revealed. / Educational Studies / D. Ed. (Philosophy of Education)

Summaries in Afrikaans and English / Text in Afrikaans / Stress is a complex and multi-dimensional phenomenon of which topical significance is given at present. The aim of this study was to focus on the influence of stress on academic performance of the young student. First, a comprehensive study of the literature was undertaken in order to arrive at an understanding of the foregoing. An overview of the nature, etiology and manifestation of stress, as well as how it is coped with, is offered. Special attention was devoted to factors that cause the young student to experience distress. In addition the way in which the personal actualisation of the young student occurs, was researched. From the research it appeared that owing to, among other things, the experiencing of distress and inadequate personal actualisation, some young students are in a situation involving need, which requires urgent and essential ortho-andragogic guidance. Consequently, the ortho-andragogic responsibility of rendering aid within the context of tertiary training was addressed. Lastly, an empirical investigation of the correlation between distress and particularised academically oriented issues was launched. Based on the findings and conclusions arrived at during the course of the study and investigations, recommendations have been made for future research. / Stres is 'n komplekse en veelvlakkige fenomeen wat in die huidige tydsgewrig van aktuele belang beskou word. Die doel van die studie is om die fokus te laat val op die invloed van stres op die akademiese prestasie van die jeugdige student. Ten einde tot begrip van die voorgaande te kom, is daar in eerste instansie 'n omvattende literatuurstudie onderneem. 'n Oorsig is gebied ten opsigte van die aard, etiologie, manifestering en bantering van stres. In die besonder is gelet op faktore wat aanleiding tot distresbelewing by die jeugdige student gee. Benewens die voorgaande, is die wyse waarop die persoonsvoltrekking van die jeugdige student geskied, nagevors. Uit die navorsing het dit geblyk dat sommige jeugdige studente vanwee onder meer distresbelewing en ontoereikende persoonsvoltrekking, in 'n noodsituasie verkeer, wat orto-andragogiese begeleiding noodsaaklik maak. Gevolglik is 'n blik op die orto-andragogiese aanspreeklikheid vir hulpverlening binne tersiere opleidingsverband gewerp. In laaste instansie is 'n empiriese ondersoek na die korrelasie tussen stres en verbesonderde akademiesgeorienteerde aangeleenthede geloods. Na aanleiding van die bevindinge en gevolgtrekkings waartoe daar in die loop van die studie en ondersoek gekom is, ls aanbevelings vir toekomstige navorsing gedoen. / Teacher Education / D. Ed. (Orthopedagogics)