This report examines a nonprofit executive education provider, The RGK Center for Philanthropy and Community Service (RGK), as a conduit to understanding challenges that nonprofit executive education providers in the U.S. are experiencing in the current economic environment. These challenges include attracting participants (who are presently less likely to invest in executive education because of budget constraints), cutting costs, increasing revenue, coping with slashed budgets, and trying to stay innovative by developing timely, relevant content that meets nonprofit leaders’ evolving needs and desires during economic hardship. RGK aims to strategically use its limited resources to expand its executive education programming, called the Strategic Management Program (SMP), in hopes of increasing revenue while better meeting the needs of its local nonprofit leadership community. This report provides the first steps in planning for SMP’s strategic expansion with a market analysis that will give RGK a thorough understanding of the strengths and weaknesses of current SMP programming, as well as a comprehensive view of the environment in which the SMP is operating. The market analysis is achieved through examining the external environment, RGK’s internal SMP environment, and a target audience assessment. Second, the report gives specific recommendations and strategies for expanding SMP, based on insights garnered from the market analysis and other research. / text

promovendo uma série de rupturas na cultura, como a substituição do modelo linear e vertical da educação baseada na autoridade do professor, por um processo horizontal, no qual as trocas ocorrem em rede, onde todos os elementos são ativos. Para que ocorram essas trocas são necessárias ferramentas que funcionem como elementos vetoriais ligando os atores envolvidos nessa rede, agindo como catalisadores de ações e reações nos processos de produção, aquisição, compartilhamento e construção dinâmica do conhecimento. Essas ferramentas são os objetos de aprendizagem, unidades digitais pedagógicas reusáveis, interativas, granulares e disponíveis na rede. O trabalho tem como objetivo explicar o mecanismo pelo qual o conhecimento é produzido e compartilhado dentro da relação entre as TICs e a educação, a partir da análise de uma experiência em educação executiva e do papel que os objetos de aprendizagem exerceram ao longo desse processo, sob a perspectiva dos professores e dos educandos, buscando entender os novos significados do saber que surge na complexidade da relação das partes com o todo, identificando vantagens, limites, possibilidades e desdobramentos do uso dos objetos de aprendizagem na educação executiva. Partindo das teorias de Edgar Morin sobre a educação na contemporaneidade e das relações entre computadores e educação segundo Seymour Papert, o trabalho trata da conectividade de Peter Senge e da andragogia de Malcolm Knowles diante das exigências pedagógicas nas organizações; analisando o problema da conceituação de objeto de aprendizagem e seu papel estruturador do pensamento, o estudo apresenta em suas considerações finais o surgimento do Massive Open Online Course - MOOC e seu significado nos processos de educação executiva. / The advent of digital technologies for information and communication - ICTs - is promoting a series of ruptures in the culture, such as replacing the linear and vertical model of education based on the authority of the teacher, for a horizontal process, in which knowledge exchange occurs in the network, where all elements are active. In order that these exchanges occur tools that act as vector elements linking the actors involved in this network are necessary, acting as catalysts of actions and reactions in the processes of production, procurement and sharing of knowledge dynamics construction. These tools are learning objects, digital teaching units reusable, interactive, granular and available on the network. The work aims to explain the mechanism by which knowledge is produced and shared within the relationship between ICTs and education, from analysis experience in executive education and the role that learning objects exerted during this process, under the perspective of teachers and students, seeking to understand the meanings of new knowledge that arises in the complexity of the relationship of parts to a whole, identifying advantages, limits, possibilities and consequences of the use of learning objects in executive education. Based on the theories of Edgar Morin on education in contemporary and links between computers and education according to Seymour Papert, the work addresses the connectivity of Peter Senge and Andragogy of Malcolm Knowles in face of pedagogical requirements in organizations, analyzing the problem of conceptualization of learning object and its role and structuring of thought, the study presents in its final considerations the Massive Open Online Course - MOOC arising and its significance in the processes of executive education.

Submitted by DARLINY OLIVEIRA (darliny.amorim@gmail.com) on 2015-01-30T20:25:11Z No. of bitstreams: 1 Dissertação_Darliny_versão digital.pdf: 520900 bytes, checksum: ee7ec40c6d8503b4e0905140440bd282 (MD5) / Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2015-02-04T19:16:12Z (GMT) No. of bitstreams: 1 Dissertação_Darliny_versão digital.pdf: 520900 bytes, checksum: ee7ec40c6d8503b4e0905140440bd282 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2015-02-11T11:49:09Z (GMT) No. of bitstreams: 1 Dissertação_Darliny_versão digital.pdf: 520900 bytes, checksum: ee7ec40c6d8503b4e0905140440bd282 (MD5) / Made available in DSpace on 2015-02-11T11:49:51Z (GMT). No. of bitstreams: 1 Dissertação_Darliny_versão digital.pdf: 520900 bytes, checksum: ee7ec40c6d8503b4e0905140440bd282 (MD5) Previous issue date: 2014-12 / The 90's were a period of transformation, especially in the discussion on careers, as well as the expansion of Executive MBAs in Brazil. Career studies have undergone a profound transformation over the past decades and the responsibility for career management that, initially, was the company assumed new contours through to the professional, now called 'protean' for its ability to adapt to changes and environment, the rudder of his career. This change has given him (or her) more freedom to set his/her course and personal priorities, but to hold it more uncertainties and responsibilities providing it with the need to maintain employability. At the management level, professionals seeking executive education courses, as the Master in Business Administration (MBA), as a tool for career management, enabling it to stay employable or to make career moves. However, criticism of the actual contribution of these courses for the career of its graduates raise the need to assess what the real contribution of an MBA for career, from the perspective of those who made such a course and observed the reflections that the title generated in their careers. Therefore, a quantitative survey was conducted with a sample of 2,027 graduates, over the past 10 years, MBA courses at FGV. The results showed that the sample respondents professionals report having experienced positive results in career and who have been successful, moreover, have Proteins features and demonstrate needs to manage and develop your career. / A década de 90 foi um período de transformações, especialmente, no desenrolar de dois temas: a discussão sobre carreiras e a expansão dos MBAs no Brasil. Os estudos de carreira passaram por uma profunda transformação ao longo das últimas décadas e a responsabilidade pela gestão de carreira que, inicialmente, era da empresa, assumiu novos contornos passando para o profissional, agora denominado 'proteano', por sua capacidade de se adaptar às mudanças e aos ambientes, o leme de sua carreira. Esta mudança lhe conferiu mais liberdade na definição de seus rumos e de suas prioridades pessoais, mas lhe imputou mais incertezas e responsabilidades dotando-o da necessidade de manter sua empregabilidade. No nível gerencial profissionais buscam cursos de educação executiva, como o Master in Business Administration (MBA), como instrumento para a gestão de carreira, se capacitando para se manter empregável ou para fazer movimentos de carreira. No entanto, as críticas sobre a contribuição real destes cursos para a carreira de seus egressos levantam a necessidade de se avaliar qual a real contribuição de cursar um MBA para a carreira, sob a ótica daqueles que fizeram tal curso e observaram os reflexos que o título gerou em suas carreiras. Para tanto, foi realizada uma pesquisa quantitativa com uma amostra de 2.027 egressos, dos últimos 10 anos, de cursos de MBA da FGV. Os resultados revelam que os profissionais respondentes da amostra relatam ter observado resultados positivos na carreira e que foram bem sucedidos, além disto, apresentam características proteanas e demonstram necessidades de gerenciar e desenvolver sua carreira.

promovendo uma série de rupturas na cultura, como a substituição do modelo linear e vertical da educação baseada na autoridade do professor, por um processo horizontal, no qual as trocas ocorrem em rede, onde todos os elementos são ativos. Para que ocorram essas trocas são necessárias ferramentas que funcionem como elementos vetoriais ligando os atores envolvidos nessa rede, agindo como catalisadores de ações e reações nos processos de produção, aquisição, compartilhamento e construção dinâmica do conhecimento. Essas ferramentas são os objetos de aprendizagem, unidades digitais pedagógicas reusáveis, interativas, granulares e disponíveis na rede. O trabalho tem como objetivo explicar o mecanismo pelo qual o conhecimento é produzido e compartilhado dentro da relação entre as TICs e a educação, a partir da análise de uma experiência em educação executiva e do papel que os objetos de aprendizagem exerceram ao longo desse processo, sob a perspectiva dos professores e dos educandos, buscando entender os novos significados do saber que surge na complexidade da relação das partes com o todo, identificando vantagens, limites, possibilidades e desdobramentos do uso dos objetos de aprendizagem na educação executiva. Partindo das teorias de Edgar Morin sobre a educação na contemporaneidade e das relações entre computadores e educação segundo Seymour Papert, o trabalho trata da conectividade de Peter Senge e da andragogia de Malcolm Knowles diante das exigências pedagógicas nas organizações; analisando o problema da conceituação de objeto de aprendizagem e seu papel estruturador do pensamento, o estudo apresenta em suas considerações finais o surgimento do Massive Open Online Course - MOOC e seu significado nos processos de educação executiva. / The advent of digital technologies for information and communication - ICTs - is promoting a series of ruptures in the culture, such as replacing the linear and vertical model of education based on the authority of the teacher, for a horizontal process, in which knowledge exchange occurs in the network, where all elements are active. In order that these exchanges occur tools that act as vector elements linking the actors involved in this network are necessary, acting as catalysts of actions and reactions in the processes of production, procurement and sharing of knowledge dynamics construction. These tools are learning objects, digital teaching units reusable, interactive, granular and available on the network. The work aims to explain the mechanism by which knowledge is produced and shared within the relationship between ICTs and education, from analysis experience in executive education and the role that learning objects exerted during this process, under the perspective of teachers and students, seeking to understand the meanings of new knowledge that arises in the complexity of the relationship of parts to a whole, identifying advantages, limits, possibilities and consequences of the use of learning objects in executive education. Based on the theories of Edgar Morin on education in contemporary and links between computers and education according to Seymour Papert, the work addresses the connectivity of Peter Senge and Andragogy of Malcolm Knowles in face of pedagogical requirements in organizations, analyzing the problem of conceptualization of learning object and its role and structuring of thought, the study presents in its final considerations the Massive Open Online Course - MOOC arising and its significance in the processes of executive education.

The purpose of this dissertation is to undertake a learner-centered exploration of delivery mode relevance in professional learning. Given the increasing pervasiveness of technology-mediated online delivery in nondegree professional learning at the individual and enterprise levels, this study has a particular focus on learning value ascribed by learners to online and in-person delivery in relation to their professional development. Qualitative and quantitative methods were used in this study to collect and examine data from adult professionals in an effort to determine how value is ascribed to learning. With this aim in mind, this study focused on the following research questions: Are there differences in preferred learning format between men and women? Are there differences in preferred learning format between professionals in varied age groups? Are there differences in preferred learning format between professionals who have engaged in learning online and people who have not? For participants who indicate learning format preferences, how do they define and describe their preferences and on what aspects of the learning experience do they base their preferences? For participants who indicate learning format preferences, how are these participants describing and interpreting meaningful relevance for learning in their day-to-day professional lives? A key driver of this exploration was a scarcity of representative understanding in wider research about the relationship between varied modes of professional learning delivery and professional learning transfer, which has long typified learning value in the adult professional context. By exploring professionals’ learning experiences and delivery mode preferences, this study arrived at several explanatory concepts, to include: learning preference premiums as impactful value-drivers for learners; ubiquitous blend as a comprehensive value-based approach to professional learning design and delivery; and absolute proximity as a deliberate technology-mediated merging of work and learning contexts that supports professionals in achieving full applicability of their learning.

Submitted by Rebecca Villagrán Reimão Mello Seoane (rebecca.seoane@gmail.com) on 2017-02-20T16:21:56Z No. of bitstreams: 1 dissertacao_RebeccaSeoane_MEX2015_final.pdf: 556851 bytes, checksum: b2ce2638a9b41ecf38b71aedf5f51d35 (MD5) / Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2017-09-06T13:09:54Z (GMT) No. of bitstreams: 1 dissertacao_RebeccaSeoane_MEX2015_final.pdf: 556851 bytes, checksum: b2ce2638a9b41ecf38b71aedf5f51d35 (MD5) / Made available in DSpace on 2017-09-26T13:24:09Z (GMT). No. of bitstreams: 1 dissertacao_RebeccaSeoane_MEX2015_final.pdf: 556851 bytes, checksum: b2ce2638a9b41ecf38b71aedf5f51d35 (MD5) Previous issue date: 2016-11-24 / Currently, there are three forces that define the value for executive education courses in MBA format: the labor market – that must receive well trained professionals – the consumer – that want to be well prepared for an increasingly consistent performance – and Business Schools – organizing all academic production about management and are positioned midway between the professionals and the market. This study aims to investigate how to make up the concept of value for one of these agents: the current consumer of executive training courses in MBA format in Brazil. For this, a quest was conducted on previous research on the subject and also the analysis of what say the theorists on this type of course. Starting from the idea that an attentive listening is necessary, interviews were conducted with potential customers in order to verify what each one thought was the ideal course, seeking divergent and convergent elements in this speech. It was found, therefore, that the speech of MBA consumers shows different expectations, but some of its elements implicit reports converge to the same perception. / Atualmente, são três as forças que definem o valor para cursos de formação executiva no formato de MBA: o mercado de trabalho – que precisa receber profissionais bem capacitados –, o consumidor – que deseja estar bem preparado para uma atuação cada vez mais consistente – e as Escolas de Negócios – que organizam toda produção acadêmica a respeito da gestão e estão posicionadas no meio do caminho entre os profissionais e o mercado. Este trabalho tem como objetivo investigar de que forma se compõe o conceito de valor para um desses agentes: o consumidor atual de cursos de formação executiva em formato de MBA no Brasil. Para isso, foi realizado um levantamento a respeito de pesquisas anteriores sobre o tema e também a análise do que pensam os teóricos a respeito desse tipo de curso. Partindo da ideia de que é necessário um ouvir atento, foram realizadas entrevistas com potenciais consumidores, a fim de verificar o que cada um imaginava ser o curso ideal, buscando elementos divergentes e convergentes nesse discurso. Verificou-se, portanto, que o discurso dos consumidores de MBA demonstra expectativas divergentes, mas alguns elementos implícitos de seus relatos convergem para uma mesma percepção.

Submitted by Vanessa Lopes Pires Reátegui (nessa-lopes@hotmail.com) on 2018-06-22T18:38:53Z No. of bitstreams: 1 Trabalho aplicado_Vanessa_Lopes_Pires_Reategui.pdf: 447121 bytes, checksum: 3fc5d1af4cd21f19517ce9d0f7267606 (MD5) / Approved for entry into archive by Simone de Andrade Lopes Pires (simone.lopes@fgv.br) on 2018-06-25T16:47:23Z (GMT) No. of bitstreams: 1 Trabalho aplicado_Vanessa_Lopes_Pires_Reategui.pdf: 447121 bytes, checksum: 3fc5d1af4cd21f19517ce9d0f7267606 (MD5) / Approved for entry into archive by Suzane Guimarães (suzane.guimaraes@fgv.br) on 2018-06-26T12:11:01Z (GMT) No. of bitstreams: 1 Trabalho aplicado_Vanessa_Lopes_Pires_Reategui.pdf: 447121 bytes, checksum: 3fc5d1af4cd21f19517ce9d0f7267606 (MD5) / Made available in DSpace on 2018-06-26T12:11:01Z (GMT). No. of bitstreams: 1 Trabalho aplicado_Vanessa_Lopes_Pires_Reategui.pdf: 447121 bytes, checksum: 3fc5d1af4cd21f19517ce9d0f7267606 (MD5) Previous issue date: 2018-06-20 / Os cursos denominados MBA no Brasil foram construídos nos moldes do MBA americano, mas, com características particulares ao cenário brasileiro. Estes cursos possuem extensa literatura de avaliação, tanto positivas, sobre os seus impactos, como avaliações críticas com relação ao modelo. Entretanto, no Brasil, há poucos estudos e análises referentes a este programa, seja nos aspectos objetivos ou nos aspectos subjetivos. Este trabalho teve como objetivo avaliar o impacto dos cursos de MBA, pós-graduação lato sensu, na remuneração e na promoção dos ex-alunos formados entre 2012 e 2017, da Fundação Getulio Vargas em São Paulo. As hipóteses testadas foram confirmadas, uma vez que foram encontrados efeitos significantes de 23,63% de aumento na média salarial dos formados em relação ao seu salário anterior ao MBA e de 14,54% na renda mensal atual em relação a renda atual mais provável dos egressos se eles não tivessem cursado o MBA. Foi observada também, uma migração dos ex-alunos de cargos mais baixos (nível de entrada) para cargos mais altos (média gerencia) e de média gerencia para nível executivo, confirmando assim a segunda hipótese desta pesquisa. Dentro deste contexto, foram avaliadas a influência da experiência e do ano de formação do MBA sobre a renda atual, sendo que a primeira impactou a renda, tendo o resultado evidenciado que existe uma correlação entre renda e experiência. Em relação ao tempo de formação, em termos de diferencial de salário, foi observado que houve maior impacto para quem se formou há mais tempo (2012-2015), uma vez que os formados em curto prazo (2016- 2017) obtiveram diferença salarial menos significante. Nos aspectos relacionados ao desempenho no trabalho, todos os resultados foram positivos, havendo a percepção do ex-aluno do desenvolvimento de maiores habilidades, liderança e eficácia de seu trabalho em relação a outros sem um MBA. Finalmente, para mais de 80% dos respondentes os cursos de MBA têm impacto positivo sobre o emprego, contrariamente a percepção sobre o aumento salarial e/ou promoção, cuja maioria entendeu não ser positiva. / The courses called MBA's in Brazil were built according to the American MBA, but with particular characteristics to the Brazilian scenario. These courses have an extensive evaluation literature, both positive about their impacts and critical evaluations of the model. However, in Brazil, there are few studies and analyzes related to this program, either in the objective aspects or in the subjective aspects. This study aimed to evaluate the impact of MBA courses, lato sensu graduate, on the remuneration and promotion of alumni graduated between 2012 and 2017, of the Getulio Vargas Foundation in São Paulo. The hypotheses tested were confirmed, since there were significant effects of 23.63% increase in the average salary of graduates in relation to their pre-MBA salary and 14.54% in the current monthly income in relation to the most probable current income of the graduates if they had not taken the MBA. A migration of lower-entry (entry level) students to higher positions (middle management) and middle management to executive level was also observed, confirming the second hypothesis of this research. From this context, the influence of the experience and the year of MBA training on current income were evaluated, and the first one impacted the income, with the result evidenced that there is a correlation between income and experience. Regarding the training time, in terms of salary differential, it was observed that there was a greater impact for those who graduated the most (2012-2015), since those graduated in the short term (2016-2017) obtained a lower salary difference significant. In the aspects related to the performance in the work, all the results were positive, having the ex-student's perception of the development of greater abilities, leadership and effectiveness of his work in relation to others without an MBA. Finally, for more than 80% of the respondents, MBA courses have a positive impact on employment, contrary to the perception about the increase in wages and / or promotion, which the majority considered not to be positive.

No description available.