人力資本為智慧資本之根基，教育訓練與獎酬則是蓄積人力資本之重要要素。本研究針對一家知識密集產業公司，以個案研究法瞭解公司教育訓練以及獎酬制度之運行，並輔以內部問卷探討教育訓練與獎酬方式對人力資本之影響。研究結果發現： 1.教育訓練方式能正向影響人力資本，其中「工作輪調與代理」對人力資本的「管理能力」、「團隊合作與向心力」以及「專業與創新能力」有正向影響。「專案與師徒制」則能蓄積管理能力。 2.獎酬能促進教育訓練方式人力資本之蓄積，結果顯示「特殊表現獎酬」搭配「工作輪調與代理」能促進「管理能力」、「團隊合作與向心力」及「專業與創新能力」。「特殊表現獎酬」與「進修」搭配則能促進對「管理能力」，與「讀書會與圖書資源」搭配時則對「團隊合作與向心力」及「專業與創新能力」有正向影響。然而僅「調薪與績效獎酬」搭配「外訓」時對「團隊合作與向心力」較為不利。而「非財務性獎酬」搭配「工作輪調與代理」能蓄積「管理能力」以及「團隊合作與向心力」，搭配「內訓」時則能蓄積「團隊合作與向心力」；本研究結果有助於企業設計有效的教育訓練與獎酬方式達到更完整且效率的蓄積人力資本。 / Human capital is the fundamental element of intellectual capital. Training and rewards are essential factors for the accumulation of human capital. This study focuses on a knowledge-intensive company, using case study research to show how its training and reward systems work. This study is also supported by the questionnaire to explore the impacts of training and reward methods on human capital. The results are as follows: 1.Training has positive impacts on human capital. “Job rotation and substitute” positively affects “Management skills”, “Teamwork and cohesiveness”, and “Profession and innovation” of human capital. “Project and mentor” positively affects “Management skills”. 2.Rewards and training methods can improve huaman capital. “Spot awards” and “Job rotation and substitute” can improve“Management skills”, “Teamwork and cohesiveness”, and “Profession and innovation”. With “Spot awards”, “Advanced study” can improve “Management skills”. With “Spot awards”, “Reading group and library” can improve “Teamwork and cohesiveness” and “Profession and innovation”. With “Merit increase and pay for performance”, “External training” however have a negative impact on the “Teamwork and cohesiveness”. “Nonfinancial rewards” and “Job rotation and substitute” can improve“Management skills” and “Teamwork and cohesiveness”. With “Nonfinancial rewards”, “Internal training” can improve “Teamwork and cohesiveness”. Based on the results, human capital can be managed and accumulated more completely and efficiently by designing the effective training and rewards methods.

Trata-se de pesquisa empírica cujo objeto são os indicadores do Índice Paulista de Responsabilidade Social (IPRS). À luz deste índice, se analisa educação e desenvolvimento nos municípios do noroeste paulista, buscando compreender que fatores levam aos bons resultados nos indicadores de escolaridade, obtidos por um grupo de municípios com baixos níveis de riqueza, denominados de grupo 3 do IPRS. O trabalho busca, por meio de um olhar crítico da composição das variáveis do IPRS, analisar a capacidade destas expressarem a realidade do ambiente educacional dos municípios e, ao mesmo tempo, serem úteis na definição de políticas visando fortalecer as dinâmicas de desenvolvimento dos mesmos. Com isso objetiva contribuir com o debate sobre a formulação de indicadores educacionais mais adequados à análise do desenvolvimento na atualidade. Parte-se da constatação da relevância da educação nas atuais dinâmicas de desenvolvimento, não mais compreendido como sinônimo de crescimento econômico, ressaltando a inclusão da dimensão educacional nos instrumentos de mensuração do desenvolvimento humano. São discutidos os conceitos de desenvolvimento como liberdade e de capital social como parâmetros para se compreender o surgimento de uma nova geração de indicadores de desenvolvimento dentre os quais o índice paulista. Estes conceitos são abordados com base nas referências teóricas fornecidas por Sen, Putnam, Bourdieu e Coleman, objetivando analisar a capacidade do IPRS em incorporar estes conceitos nas suas dimensões. Paralelamente a isso se apresenta e analisa os indicadores do IPRS no estado de São Paulo e nos municípios da região noroeste, buscando compreender o que leva a emergência de um grupo expressivo de municípios pobres em termos de riqueza mas com indicadores sociais satisfatórios. Para tanto são utilizados os dados secundários do banco de dados do IPRS da Fundação Seade. Com isso se constata dois aspectos: a relevância da dimensão escolaridade nos bons resultados sociais obtidos por estes municípios e a insuficiência dos indicadores educacionais do índice paulista, especialmente no que se refere a incorporar outras variáveis quantitativas relacionadas ao ambiente educacional disponível quanto variáveis referentes à qualidade dos processos educativos desenvolvidos. As seguintes considerações finais são apresentadas: o IPRS é um indicador que avança na sua estruturação e capacidade de retratar a realidade do desenvolvimento dos municípios, fugindo da padronização dos indicadores sintéticos, contudo, ainda apresenta limitações no que tange a capacidade de analisar o ambiente educacional e a qualidade da educação ofertada e, conseqüentemente, contribuir de maneira efetiva como instrumento de monitoramento e avaliação das políticas que visam fortalecer as dinâmicas de desenvolvimento dos municípios paulistas. / The following study is an empirical research, having as its object the indicators of the Índice Paulista de Responsabilidade Social (São Paulo Index of Social Responsibility, here referred as IPRS). Having this Index as reference, we analyze education and development of the cities located in the Northwest of São Paulo State, aiming to understand which factors lead to the good results in schooling indicators obtained by a group of low income cities, rated in group 3 in the IPRS. The study?s purpose is to analyze (through a detailed and critical look at the variables that compose the IPRS) its capacity of expressing the reality of the educational environment in the cities as well as being useful in the definition of policies that would aim to strengthen its development actions. Considering this, we intend to contribute to the debate on the creation of educational indicators that would be more adequate to the analysis of development nowadays. We take as a premise the relevance of education in the current development actions, not seen as a synonym to economical growth anymore, stressing the inclusion of the educational dimension in the measuring instruments of human development. We address the concepts of development seen as freedom and social capital as a guideline to understand the advent of a new generation of development indicators among which is the São Paulo index. These concepts are approached based on the references of theories given by Sen, Putnam, Bourdieu and Coleman, purposing to analyze the capacity of IPRS to encompass all these concepts within its boundaries. Concurrently, we present and examine the IPRS indicators in São Paulo State and in the cities of the Northwestern region, attempting to understand what leads to the appearance of an expressive number of low income cities with satisfactory social indicators. In order to do that we use the secondary data of the IPRS database from Fundação Seade. Considering this, two aspects are evidenced: the relevance of the schooling dimension in the good social results obtained by these cities and the inadequacy of the educational indicators in the São Paulo index, especially in taking into consideration other quantitative variables related to the educational environment available and to the quality of the educational processes developed. The following final points are then presented: the IPRS is an indicator that moves towards to its organization and capacity of depicting the reality of the cities development, distancing itself from the standardization of synthetic indicators, though still presenting some limitation regarding the ability to analyze the educational environment and the education quality offered, and thus effectively collaborate as an instrument of monitoring and assessment of the policies that aim the strengthening of the development actions for São Paulo cities.

Made available in DSpace on 2016-04-26T14:54:32Z (GMT). No. of bitstreams: 1 Amina Mayumi Urasaki Costa.pdf: 1048502 bytes, checksum: 0a049f0670ee666d0a557da8f35536bf (MD5) Previous issue date: 2013-10-17 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This academic research studies neoliberal governments and their posture toward romantic and sexual relationships. Starting from notes about sexuality in the pre-AIDS era, it highlights the transgressive and experimental potential that it embraced, setting the scenario in which AIDS emerges, which echoed the sexual revolution of the late 1960s and early 1970s. This research maps the gay scene in São Paulo, describing it from the period of confinement in ghettos to its gradual acceptance and normalization in market niches as well as its representation in current institutional politics. This research recounts official history of AIDS and its construction as a scientific truth, punctuating discontinuities and contradictions. It addresses resizing of AIDS since its outbreak (when it was treated as a "gay epidemic") up to its updated version as a public health problem related to development and a target for programs involving international agencies, States, non-governmental organizations (NGOs) and individual citizens. This research displays the Brazilian AIDS-fighting program as an exemplar neoliberal public policy in which the citizen is called upon to be responsible for the production and management of his or her own health. This research analyzes the pedagogic effects of the safe sex concept guiding today's sex and love relations as being in line with current capitalism, including some of its products: the virtualization of sex and the strengthening of the family as a reproductive of practices engaged in the implementation of human capital / Esta pesquisa trata dos governos neoliberais sobre as relações amorosas e sexuais. Parte de apontamentos sobre a sexualidade pré-AIDS, evidenciando o potencial transgressivo e experimental que abarcava até então, situando o cenário em que a AIDS emerge, no qual reverberavam as revoluções sexuais de fins de 1960 e início de 1970. Mapeia o cenário homossexual paulistano, descrevendo-o desde o período de seu confinamento em guetos, até sua paulatina aceitação e normalização em nichos de mercado e sua representação na política institucional da atualidade. Reconta a história oficial da AIDS e sua construção como verdade científica, pontuando descontinuidades e contradições; aborda o seu redimensionamento desde sua emergência, quando era tratada como uma epidemia gay, até sua versão atualizada como problema de saúde pública relacionada ao desenvolvimento e alvo de programas que envolvem agências internacionais, Estados, organizações não governamentais (ONGs) e cada cidadão. Apresenta o Programa Nacional de Combate à AIDS como política pública neoliberal exemplar em que o cidadão é convocado a ser responsável pela produção e gestão de sua saúde. Analisa efeitos da pedagogização do sexo seguro no governo das relações sexuais e amorosas alinhadas ao formato do capitalismo atual, tendo como alguns de seus produtos: a virtualização do sexo e o reforço da família como reprodutora de práticas engajadas na implementação de capital humano

O presente trabalho tem como objetivo fazer uma reflexão conjunta sobre a educação na ótica do desenvolvimento humano e as políticas de avaliação da educação vigentes no Brasil. Para tal, está divido em cinco seções: uma introdução com a contextualização da discussão teórica; a segunda, resumindo o modelo e as evidências dadas dentro do arcabouço analítico de Heckman, (que foca na importância das habilidades não cognitivas para o desempenho escolar e sua interação com as habilidades cognitivas). A terceira seção é dedicada à visão de educação no trabalho de Nussbaum, que trabalha com uma visão mais ampla de educação, focada no conceito de habilidades não cognitivas. Na quarta parte, examina-se a evolução das políticas educacionais brasileiras, com o foco na questão avaliativa e introduz-se alguns elementos críticos à luz do marco de desenvolvimento humano estabelecido. Por fim concluiu-se. / The objective of this dissertation is to jointly examine the meaning of education from a human development perspective in association with the evolution of the Brazilian educational assessment policies. Within this context, it is divided into five parts. After the introduction it examines Heckman’s model and its empirical evidences (where the importance of non cognitive skills for schooling and its relation with cognitive skills is highlighted). The third part delves into Nussbaum work and her arguments for non cognitive dimensions of education. The forth part critically analyses the evolution of educational assessment in Brazil. Then, it concludes.

A importância do investimento em capital humano para o crescimento econômico de um país foi o que motivou esta dissertação. Procuramos explicá-lo analisando a eficácia na utilização da verba do Programa Nacional de Assistência Estudantil (PNAES), através do desempenho acadêmico dos estudantes. Inicialmente, apresentamos uma revisão de alguns modelos desenvolvidos para explicar o crescimento econômico e após, incluímos a visão dos economistas Adam Smith e Alfred Marshall sobre a relação entre crescimento econômico e educação. A Teoria do Capital Humano nas visões de Theodore Schultz, Gary Becker e Jacob Mincer foi apresentada e comentamos a influência do nível de educação no crescimento econômico e as externalidades positivas da educação. Através de uma perspectiva histórica, mostramos como a educação superior foi expandindo ao longo dos anos e, através de pesquisa documental, apresentamos as mais recentes políticas públicas educacionais para o ensino superior no Brasil. Abordamos amplamente o PNAES e sua aplicação na Universidade Federal do Rio Grande do Sul (UFRGS). Foi realizada a análise dos dados da pesquisa, através do teste t-Student para duas amostras independentes, com o propósito de verificar se as ações motivadas pelo PNAES têm garantido igualdade de condições entre os estudantes em vulnerabilidade socioeconômica e que são beneficiários do PNAES e os demais estudantes. Optamos por utilizar a Taxa de Integralização Média (TIM) do curso e a do estudante para avaliar o desempenho acadêmico. Concluímos que o PNAES foi parcialmente eficaz quando comparamos o desempenho acadêmico dos estudantes de graduação da UFRGS: beneficiados e não beneficiados, cujas médias das TIMs percentuais não são iguais, mas os dois grupos apresentaram uma média da TIM percentual superior a 50% da média da TIM dos respectivos cursos, evidenciando que os estudantes vão conseguir concluir o seu curso no tempo máximo permitido pela Universidade. No grupo de estudantes que ingressaram na modalidade baixa renda, os dados evidenciaram que o PNAES está sendo eficaz porque não existe igualdade entre as médias das taxas percentuais e, também, observamos que os estudantes que solicitaram os benefícios apresentam, na média, taxas maiores do que os demais. Recomendamos a realização de estudos detalhados do desempenho acadêmico por curso, o acompanhamento pedagógico aos estudantes beneficiados, a manutenção de banco de dados atualizado e a avaliação permanente do PNAES por meio de indicadores de monitoramento. / The importance of investment in human capital for the economic growth of a country was the motivation for this thesis. We attempt to explain this by analyzing the efficacy in the use of the National Program of Student Assistance (PNAES) through the analysis of the academic performance of students. We begin by showing a review of some models developed to explain the economic growth. Then, we introduce the views of the economists Adam Smith and Alfred Marshall on the relation between economic growth and education. We then present the Human Capital Theory from the viewpoints of Theodore Schultz, Gary Becker and Jacob Mincer and comment on the influence of the level of education on the economic growth and the positive externalities of education. Next, we use a historical perspective to demonstrate how higher education has expanded over the years, and we use documentary research to present the most recent affirmative actions in higher education in Brazil. We approach in detail the application of PNAES at Universidade Federal do Rio Grande do Sul (UFRGS). We used Student's t-test for the data analysis of two independent samples in order to verify if the actions encouraged by PNAES have been assuring equal conditions among regular students and students who face social economic vulnerability and are beneficiaries of PNAES. We use the course and the student's Average Completion Rates (TIM) to evaluate academic performance. Based on the comparison between students of higher education at UFRGS who are beneficiaries of PNAES and students who are not beneficiaries of PNAES, we concluded that PNAES was partially effective. The percentage TIMs are not the same for the two groups, but both have percentage TIM above 50% in regards to the average TIM of the respective courses. This shows both groups of students will be able to conclude their courses within the time allowed by the university. Considering only the group of students who joined the university through the low-income modality, data show that PNAES has been effective because there is no equality between the average percentage rates. We have also noted that students who applied for the grant have, on average, higher rates than the remaining students do. We recommend the conduction of detailed studies on academic performance per course, pedagogic supervision of beneficiaries, maintenance of updated database, and permanent evaluation of PNAES with monitoring indicators.

O propósito desta tese consiste em estimar o efeito da educação sobre os salários no Brasil. Utiliza-se, o número de escolas em cada estado no ano de nascimento do indivíduo como instrumento para lidar com o problema de endogeneidade da variável educação. É feita também uma descrição histórica das principais políticas educacionais e suas mudanças, que afetaram a educação brasileira desde Dutra até Figueiredo. Os resultados mostram que a variável número de escolas no ano de nascimento tem uma relação positiva com a probabilidade de escolarização, sendo que as gerações de Geisel e Médici têm uma menor probabilidade de escolarização do que as de Figueiredo. Os resultados apontam para uma diminuição significativa dos retornos à educação quando utilizamos o método de variáveis instrumentais. / The aim of this dissertation is to estimate the impact of education on wages in Brazil We use the number of schools in the state and year when the individual was born as instruments for his education level. We also make a historical description of the main educational policies which affected the Brazilian education system since president Dutra´s term until president Figueiredo´s. The results show that the number of schools in the individual´s year of birth bears a positive relationship with his education, and that the cohorts born during the Geisel and Médici´s terms had lower education than in Figueiredo´s. The main results show that the returns to education decrease quite substantially when the method of instrumental variables is used.

Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2017. / The successful implementation of any integrated talent management approach is important when embarking on succession planning to mitigate the risk of institutional knowledge being lost or for that matter, the loss of staff with critical and scarce skills occupying key positions. The integrated talent management approach is intended to manage, develop and retain skilled and experienced personnel identified as successors who should be ready to occupy targeted key positions in the event the current incumbents vacated due to retirement or through voluntary or involuntary exit from the municipality at any stage during the employee life cycle. The successful management of successors to key positions during the employee life cycle is highly dependent on the effective management of the succession planning process and system. The metropolitan municipality at the focus of this study has not delivered on a successfully implemented succession planning process and system to support the management and retention of staff and institutional knowledge in key critical and scarce skills and leadership positions. The aim of this study is to investigate and confirm the need for the integration of succession planning practices in an integrated talent management approach. This study applied a multidisciplinary theoretical review of current literature within the fields of talent management, public management, organisational psychology and business survey research at national and international levels. The selection of only one municipality supports a case study design in that it allows for an analysis of specific circumstances and a situation as experienced with regard to succession planning in a local government municipality. The researcher explored a triangulation mixed methods research approach and in such an instance, qualitative and a quantitative research are completed at the same time with equal weighting and with the idea of bringing the results of the two types of research together to validate the research questions posed. The qualitative research approach involved unstructured (in-depth) interviews conducted with eight Devolved Human Resources Managers (DHRM’s) responsible for HR Management within the municipality’s functional areas / departments. A survey technique in the format of a self-administered questionnaire was also used as a quantitative research approach to draw input from a sample group. The researcher, in consultation with a statistician, selected non-probability sampling. The questionnaire provided quantitative data to reflect the view of managerial, as well as non-managerial staff. The quantitative data collected was analysed using suitable descriptive and inferential statistical analyses. The qualitative data was recorded through unstructured interviews. The quantitative data was data integration correlated with the qualitative data. The results of the quantitative research were analysed and key factors identified for further interpretation. The results of the qualitative research were described with key themes emerging. The outcomes of both research approaches were consolidated and a linkage with the research objectives established in a tabulated format. New results emerged, confirming the integration of the outcomes by using the mixed method methodology. Congruent and non-congruent data across the qualitative and quantitative dimensions were identified.

O presente trabalho analisa a evolução do diferencial de rendimentos entre os empregados no setor agrícola brasileiro, no período entre 1995 e 2009. Utilizando-se dos microdados da PNAD disponibilizados pelo IBGE, são estimadas cinco equações de rendimento como forma de verificar quais os determinantes do rendimento no setor, considerando-se idade, nível de escolaridade, situação censitária, região, atividade, entre outras variáveis. Também são consideradas interações entre região e atividade como forma de identificar o efeito de cada atividade dentro de uma mesma região e entre regiões. Os dois primeiros modelos permitem constatar que o nível educacional é um determinante significativo para a formação do rendimento no setor, o qual passa a ser intensificado a partir dos dez anos de escolaridade. Houve, entretanto, redução do retorno do rendimento à escolaridade, o que corrobora a convexidade do rendimento à educação verificada para outros setores. As horas trabalhadas também mostraram-se um fator significativo para a formação do rendimento do trabalho no setor. Verifica-se ainda um efeito regional significativo, o que está associado aos diferentes níveis de desenvolvimento de atividades agropecuárias entre as regiões. Já os coeficientes associados à cor do indivíduo indicaram que tal variável não apresenta um efeito relevante para a formação dos rendimentos no setor, diferentemente do que ocorre em outros setores. Um aspecto importante foi apresentado pelos coeficientes associados aos indivíduos de cor preta, os quais indicaram que, apesar de existir um diferencial negativo em relação aos indivíduos brancos, tal diferencial mostrou-se inferior ao verificado para a população brasileira em geral. Assim, pode-se afirmar que a diferenciação em termos de cor no setor agrícola não é tão intensa quanto a dos demais setores da economia, sendo o efeito inferior ao verificado no meio urbano. Já os resultados associados ao gênero apontaram para um diferencial positivo de rendimento dos indivíduos do sexo masculino inferior ao verificado para a economia como um todo, o que é um indício de que o gênero é uma característica mais fortemente observada no mercado de trabalho não agrícola. Considerando-se as atividades constata-se que o rendimento associado ao cultivo de milho é, em média, inferior ao obtido nas outras atividades agropecuárias, ao passo que para as atividades cultivo de soja e de cana-de-açúcar constata-se um diferencial positivo. Os resultados associados ao terceiro e ao quarto modelos indicam que a introdução de interações entre região e atividade não altera de maneira significativa os coeficientes das variáveis consideradas nos modelos anteriores. Verifica-se em termos intrarregionais um diferencial predominantemente negativo de rendimentos associado ao cultivo de milho, comportamento contrário ao verificado para o cultivo de soja. Já para o cultivo de cana-de-açúcar constata-se um comportamento distinto entre as regiões, o que ocorre também no caso da criação de bovinos. Já em termos interregionais constata-se um diferencial negativo associado ao cultivo de milho para todas as regiões, considerando-se como base de comparação tal cultivo na região Centro-Oeste, sendo que.as demais atividades apresentam um comportamento distinto entre as regiões. Por fim, o quinto modelo permite verificar que há um efeito significativo sobre o rendimento decorrente da conclusão de cada nível completo de escolaridade. / This paper analyzes the evolution of the earnings gap among employees in the Brazilian agricultural sector, in the period of 1995 to 2009. Using the microdata of the Brazilian National Household Sample Survey (PNAD) of the Brazilian Institute of Geography and Statistics (IBGE), five earnings equations are estimated as a means of identifying the determinant factors of earnings in the sector, considering age, educational background, census situation, region, activity, and other variables. Interactions between region and activity are also considered, as a means of identifying the effect of each activity in the same region and between regions. The first two models show that level of education is a significant determinant factor for the formation of earnings in the sector, which starts to intensify at ten years of school education. However, there has been a reduction in the earnings from investments in schooling, which corroborates the convexity of earnings from education seen in other industries. Hours worked also appeared to be a significant factor for the formation of labor earnings in the sector. There is also a significant regional effect, which is associated with the different levels of development of agricultural and livestock activities between regions. The coefficients associated with the individual\'s skin color indicated that unlike other sectors, this variable does not have a material effect on the formation of earnings in this sector. An important aspect was presented by the coefficients associated with Black individuals, which indicated that in spite of the existence of a negative difference in relation to White individuals, this difference was less than that verified for the Brazilian population in general. Accordingly, it can be said that differentiation in terms of skin color in the agricultural sector is not as intense as that of the other sectors of the economy, and the effect is less than that observed in the urban environment. The results associated with gender, in turn, pointed towards a positive earnings differential for males that is lower than that verified for the economy as a whole, an indication that gender is a characteristic more strongly observed in the nonagricultural job market. In relation to activities, it can be seen that earnings associated with maize cultivation are, on average, lower than those of other agricultural and livestock activities, while a positive differential is observed for soya and sugarcane cultivation activities. The results associated with the third and fourth models indicate that the introduction of interactions between region and activity does not significantly alter the coefficients of the variables considered in the previous models. In intraregional terms, there is a predominantly negative earnings gap associated with maize cultivation, while the opposite behavior occurs in soya cultivation. In sugarcane cultivation, we see a different behavior between regions, which also occurs in the case of cattle breeding. However, in interregional terms, it is possible to observe a negative differential associated with maize cultivation in all regions, taking this crop in the Midwest as a basis for comparison, while the other activities present different behavior between regions. Finally, the fifth model shows the presence of a significant impact on earnings resulting from the conclusion of each complete level of schooling.

The pivotal role of Higher Education (HE) for the progression of developing countries is widely acknowledged. Higher Education contributes to, among other important aspects, the generation of human capital for later incorporation into important sectors such as healthcare, agriculture, new technologies, or tourism. Important international donor agencies already acknowledge this fact, particularly within the past decade. Since the beginning of the new millennium, Higher Education has acquired a prominent position on their agendas, and a notable increase in funding has been observed. In this framework, Capacity Building (CB) interventions have one of the preferred actions by donors since the eighties, due to the influence of the Human Capital Theory (and Endogenous Growth Models) in the development assistance domain. These interventions, in the field of Higher Education in developing countries, might adopt different approaches: individual (via scholarships to students), organizational (via consortia or networks between universities, targeting Higher Education institutions), and societal (via projects targeting some aspects of the Higher Education systems). Despite the fact that HE CB interventions in developing countries are becoming more popular little research and monitoring has been done to understand the impact of these multiple types of interventions neither by academics, donors or policymakers. By considering these gaps, the aim of this research was to propose an evaluation and monitoring framework for specific HE CB interventions that will allow to explore the human capital benefits of these types of interventions. The study approaches this aim from different angles: by strengthening the links between key concepts form different fields, providing a better understanding of the types of HE CB interventions and proposing methods to measure the impact which are, in turn, empirically tested during the research. The study adopts different methodologies according to the research aims. A combination of mixed qualitative and quantitative methods was chosen to analyse two selected case studies. The first was a HE CB programme for Latin American Deans chosen to observe its impacts for the participating individuals. Based on this case study, a new methodological tool was proposed to assess individual HE CB interventions at mid and long-term. The second case study involved a sample of worldwide HE CB programme practitioners engaged through the participatory methodology of a Delphi survey to observe their perceptions about the impact of different programmes at multiple levels: individual, organisational and societal. Through this multiple approach, the study makes a number of contributions. First, it adds to the literature combining both the Economics of Education and CB by contributing to the academic debate from the theory and specially providing new empirical evidences. Second, the study proposes new forms of measuring the impact some of which are empirically tested and validated though the positive results of this study, while others will need to be further developed and tested in future research. In summary, through all the different case studies selected, the research has contributed to provide better evidence of the impact and benefits of HE CB interventions to inspire more efficient programmes and better evidence-based policies that could contribute to the development of these countries.

Surveys of nonprofit organizations conducted between 2004 and 2014 showed that 74% of the 6,923 leaders surveyed did not have a succession plan. In this qualitative single case study, the human capital theory was used as a guide to explore strategies used to implement a succession plan by 3 nonprofit leaders in a single nonprofit organization in a large metropolitan city in Southeastern Georgia. The participants were selected based on their implementation of succession plan strategies and geographical location. Semistructured interviews and document review were used to collect the data, which were analyzed using Yin's 5-step approach. Three themes emerged: investments in human capital, evaluation metrics, and organizational structure. The findings of this study related to succession planning in nonprofit organizations is expected to contribute to positive social change in nonprofit organizations by creating organizational continuity and sustainability, which extends to the communities and individuals served.