Submitted by Simone Souza (simonecgsouza@hotmail.com) on 2017-06-13T15:10:51Z No. of bitstreams: 1 DISS_2014_Maria Claudia Bisco do Espirito Santo.pdf: 1062524 bytes, checksum: ff4041f3dd9e6501cf84b1fb9852dc29 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-06-20T14:13:59Z (GMT) No. of bitstreams: 1 DISS_2014_Maria Claudia Bisco do Espirito Santo.pdf: 1062524 bytes, checksum: ff4041f3dd9e6501cf84b1fb9852dc29 (MD5) / Made available in DSpace on 2017-06-20T14:13:59Z (GMT). No. of bitstreams: 1 DISS_2014_Maria Claudia Bisco do Espirito Santo.pdf: 1062524 bytes, checksum: ff4041f3dd9e6501cf84b1fb9852dc29 (MD5) Previous issue date: 2014-05-27 / Este estudo traz como tema central as formas de mobilização de conhecimentos por docentes enfermeiros com mestrado concluído que estão atuando no ensino superior privado em um contexto específico. O pressuposto que nos embasa é que as instituições de ensino superior privado exigem mais de seus docentes, independente da titulação, a dedicação quase exclusiva das cargas horárias contratadas em atividades teórico-práticas nas quais há pouco ou nenhum espaço para as atividades de pesquisa e de produção de conhecimentos o que nos parece, fragiliza a qualidade de ensino nestas instituições, fato que se estende a enfermagem como curso de nosso interesse e atuação. Traçamos como objetivos a) analisar como o docente mestre inserido no ensino superior privado em Enfermagem da Grande Cuiabá vem mobilizando conhecimentos científicos em sua atividade de ensinar; b) compreender alguns dos elementos que permeiam este processo, facilitando-o ou dificultando-o. Definimos como referencial teórico para esta análise e compreensão alguns princípios do Pensamento Complexo na perspectiva moriniana. Como método, optamos pela pesquisa exploratória de abordagem qualitativa e os sujeitos do estudo foram 10 docentes atuantes e inseridos nos diversos cenários de ensino privado em Enfermagem do contexto referido e como critério de inclusão na pesquisa foi que estes já tivessem concluído há pelo menos um ano o curso de mestrado. A entrevista semi-estruturada foi a técnica de coleta de dados e a organização dos dados foi feita pela estratégia da análise temática. O Pensamento Complexo, como referencial de escolha, foi a perspectiva pela qual olhamos a realidade da atividade docente no ensino privado com relação aos processos de mobilização de conhecimentos. Como resultados, chegamos a duas temáticas de análise, que foram: a) Elementos que permeiam e interferem na produção de conhecimentos no ensino privado em Enfermagem e b) Elementos que permeiam e interferem na utilização de conhecimentos no ensino superior em Enfermagem. Dessas duas temáticas centrais emergiram quatro subtemas que se relacionam na forma de espiral contínua que denota o movimento constante dos princípios e noções da complexidade que permeiam e interferem na configuração da atividade dos docentes de enfermagem que atuam nos espaços do ensino privado na realidade estudada. Pudemos verificar que a mobilização do conhecimento científico acontece, ainda que de forma frágil, na articulação entre a recursividade, contradições e incertezas que movimentam os sujeitos do estudo na sua busca por qualificar suas atividades de ensinar em enfermagem. Desse modo, concluímos pela pertinência do Pensamento Complexo para o estudo que nos permitiu a visualização mais apurada de outras formas de compreender e contribuir com as discussões do tema mobilização de conhecimentos no espaço das instituições privadas dos municípios de Cuiabá e Várzea Grande no estado de Mato Grosso. / ABSTRACT: This study has as its central theme the forms of knowledge mobilization by nurse teachers with master's degree concluded that are acting in private higher education in a specific context. The presupposed that bases us is that private higher education in nursing institutions require more of their teachers, regardless the master's degree, the almost exclusive dedication of hourly loads contracted in theoretical and practical activities in which there is little or no space for research activities and production of knowledge what seem to us, it makes teaching quality in these institutions, which extends to nursing as a course of our interest and expertise. We have set as objectives: a) analyzing how the faculty master inserted in the private higher education in Great Cuiaba comes mobilizing scientific knowledge in their activity to teach; b) comprehending some of the elements that permeate this process, facilitating or hindering it. We define as theoretical framework for this analysis and understanding some principles of Complex Thought through the Morinian perspective. As a method, we opted for the exploratory research of qualitative approach and the study subjects were 10 active and inserted docents in the various scenarios of private education in nursing in the context referred to and as a criterion for inclusion in the survey were that they had already completed for at least one year of Masters Course. The semi-structured interview was the technique of data collection and organization of data was done by the strategy of thematic analysis. The complex thinking, as a reference of choice was the perspective from which we look at the reality of teaching activity in private education with respect to knowledge mobilization processes. As a result, we come to two thematic analyses, which were: a) elements that permeate and interfere with the production of knowledge in private education in nursing and b)Elements those permeate and interfere with the use of knowledge in higher education in nursing. From these two central themes emerged four sub-themes those relate in the form of a continuous spiral which denotes the constant motion of the principles and notions of complexity that permeate and interfere in the configuration of the activity of nursing faculty who work in private education spaces actually studied. We could verify that the mobilization of scientific knowledge happens, although fragile, in the joint between the recursion, contradictions and uncertainties those move the study subjects in their search for their teaching activities qualify in nursing. Thus, we conclude the pertinence of Complex Thought for the study that allowed us to visualize more acute in other ways to understand and contribute to the discussions on the theme of knowledge mobilization within private institutions in the municipalities of Cuiaba and Várzea Grande in the State of Mato Grosso. / RESUMEN: Este estudio tiene como tema central las formas de movilización de conocimiento por profesores enfermeros con maestría concluida que actúan en la educación superior privada en un contexto específico. El presupuesto que nos embaza es que las instituciones de educación superior privadas en enfermería requieren más de sus profesores, independientemente de la maestría, la dedicación casi exclusiva de cada hora a las cargas contratadas en actividades teóricas y prácticas en las que hay poco o ningún espacio para las actividades de investigación y producción de conocimiento que nos parecen, hace frágil la calidad de la enseñanza en estas instituciones, fato que se extiende a enfermería como un curso de nuestro interés y experiencia. Hemos fijado como objetivos: a) analizar cómo el maestro insertado en la educación superior privada de la Grande Cuiabá viene movilizando los conocimientos científicos en su actividad para enseñar; b) comprender algunos de los elementos que impregnan este proceso, facilitando o dificultando lo. Definimos como marco teórico para este análisis y comprensión algunos principios del Pensamiento Complejo en perspectiva moriniana. Como método, optamos por la investigación exploratoria de enfoque cualitativo y los sujetos del estudio fueron 10 docentes activos e insertados en los diferentes escenarios de educación privada en enfermería en el contexto que se refiere y como criterio de inclusión en el estudio que tenían ya finalizó por al menos un curso de maestría. La entrevista semi-estructurada fue la técnica de recolección de datos y la organización de datos fue realizada por la estrategia de análisis temático. El Pensamiento Complejo, como una referencia de elección, era la perspectiva desde la que miramos la realidad de la docencia en la educación privada con respecto al conocimiento de procesos de movilización. Como resultados, llegamos a dos análisis temáticos, que eran: a) elementos que permean e interfieren con la producción de conocimiento en la educación privada en enfermería y b) elementos que permean e interfieren en el uso de conocimientos en el Enseño Superior de Enfermería. De estos dos temas centrales surgieron cuatro subtemas que se relacionan en forma de una espiral continua que denota el movimiento constante de los principios y nociones de complejidad que impregnan e interfieren en la configuración de la actividad de la Facultad de enfermería que trabajan en espacios privados de educación estudiados. Pudimos comprobar que la movilización de los conocimientos científicos sucede, aunque frágil, en la articulación entre la recursividad, contradicciones e incertidumbres que mueven los sujetos del estudio en su búsqueda por calificar sus actividades de docentes en enfermería. Por lo tanto, concluimos que la pertinencia del Pensamiento Complejo para el estudio que nos permitió visualizar más aguda en otras formas de comprender y contribuir a los debates sobre el tema de la movilización de conocimiento dentro de las instituciones privadas en los municipios de Cuiabá y Várzea Grande en el estado de Mato Grosso.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente estudo tem como tema central o trabalho docente em instituições privadas de ensino superior, em um contexto em que os trabalhadores estão subsumidos à ordem do capitalismo flexível e às suas diversas formas de dominação. Analisam-se os modos de organização do trabalho no campo educacional, e suas repercussões na educação superior. Realizam-se considerações sobre os sentidos de esfera pública e esfera privada, no âmbito do atual Estado burguês. Destacam-se alguns momentos da história da educação superior brasileira, e a trajetória de desenvolvimento desse nível de ensino no Brasil e em especial no Maranhão, estado que foi escolhido para ser o campo empírico da tese. Nesse percurso, dá-se ênfase para alguns dispositivos legais pós-LDB (1996) que facilitaram a expansão do setor privado/mercantil. O referencial teórico-metodológico assenta-se nas teorizações marxianas e marxistas, portanto, na articulação com a pesquisa empírica, fazendo-se necessário ultrapassar os limites das manifestações fenomênicas, para buscar as suas raízes, que, por sua vez, não são imediatamente observáveis. Utiliza-se, também, para essa finalidade a Teoria Social do Discurso, elaborada por Norman Fairclough. A partir do estudo de campo realizado é possível identificar um contexto de intensa precarização nas relações de trabalho dos professores nessas instituições, com a combinação de muitos elementos, objetivos e subjetivos, no complexo cotidiano desse trabalhador, entre eles: controles e pressões no cumprimento de prazos, salários rebaixados, cobranças, constrangimentos, sofrimentos, dores, ausência de democracia e de reconhecimento por parte dos superiores hierárquicos, sobrecarga de trabalho, desânimo, mas, também, transgressões de regras e normas, enfretamentos, satisfações, prazeres, momentos de criatividade e motivação, esses últimos componentes vividos, especialmente na relação com os alunos. Essas situações e sentimentos que transitam entre a dualidade prazer-sofrimento geram muitas e diferentes repercussões na saúde dos professores e para essa discussão lança-se mão de autores da Psicodinâmica do Trabalho. Conclui-se que para se pensar a possibilidade de uma educação humanizadora e avessa à perspectiva pragmática e mercantilista, tão em voga na atualidade, tornam-se necessários a superação do modelo neoliberal, a retomada da esfera pública como central e estratégica e a defesa do trabalho docente, permeado por dignidade, sentido e reconhecimento. / This study is addressing the central teaching in private institutions of higher education in a context in which workers are subsumed to the order of capitalism to its flexible and diverse forms of domination. It examines the ways of organizing work in the educational field, and its impact on higher education. There are considerations about the meanings of the public sphere and private sphere, under the present bourgeois state. It is a moment in the history of Brazilian higher education, and the path of development that level of education in Brazil and especially in Maranhão, which has been chosen to be the field of empirical argument. In this way, there is emphasis on some legal provisions post-LDB (1996) that facilitated the expansion of private sector / market. The benchmark theoretical and methodological based on the Marxist and Marxist theories, therefore, in conjunction with empirical research, it is necessary to overcome the limits of phenomenal events, to seek their roots, which, in turn, are not immediately observable. Is used, too, for this purpose the Social Theory of Speech, developed by Norman Fairclough. From the field of study is conducted to identify a context of intense insecurity in the relationship of employment of teachers in these institutions, with the combination of many factors, objective and subjective, in this complex everyday worker, including: controls and pressures on completion of deadlines, lowered wages, debts, constraints, suffering, pain, lack of democracy and recognition on the part of superiors, overload of work, sadness, but also breaches of rules and standards, faced, satisfaction, pleasure, moments of creativity and motivation, the latter lived components, especially in relation to the students. These situations and feelings that pass between the double pleasure-suffering generate many different effects on health of teachers and for this discussion is hand-lance author of the Psicodinâmica Labor. It follows that to think the possibility of a humanizing education and loath practical perspective and mercantilist, so in vogue nowadays, become necessary to overcome the neoliberal model, the resumption of the public sphere as a central and strategic and defense of teaching, permeated by dignity, respect and recognition.

Identifica-se na literatura o reconhecimento de que as Instituições de Ensino Superior (IES) possuem papel fundamental para a inovação, o crescimento da produtividade e para o desenvolvimento econômico, o que ocorre por intermédio da formação de mão de obra qualificada e pelo desenvolvimento de novas habilidades e de novas ideias. Mundialmente universidades vêm tentando atender necessidades regionais, de forma a promover o desenvolvimento da região na qual estão inseridas. As instituições comunitárias têm se destacado, desde sua criação, na prestação de serviços importantes para a comunidade em áreas como a educação e a saúde, contribuindo assim como um fator importante para o desenvolvimento das regiões em que estão localizadas. Desta forma, tornam-se úteis estudos que possam estimar qual o impacto econômico destas IES e de que maneira podem contribuir para o desenvolvimento regional. Este trabalho tem como objetivo estimar o impacto econômico e social das Instituições Comunitárias de Ensino Superior (ICES) em comparação às demais instituições de ensino superior nas microrregiões do Rio Grande do Sul. Identificase histórica contribuição das ICES na formação e capacitação de mão de obra em todo o estado. Em termos relativos ao tamanho da população, as microrregiões com maiores contribuições em impacto no emprego da região (medido pelo multiplicador de emprego direto e indireto), possuem uma estrutura pequena em matrículas e empregos na IES. / The literature recognizes that higher education institutions (HEIs) have a key role for innovation, productivity growth and economic development, which happens via the formation of skilled labor and the development of new skills and new ideas. Universities worldwide have been trying to meet regional needs, in order to promote the development of the region in which they are located. The community institutions have been standing out, since their creation, in providing important services to the community in areas such as education and health, therefore contributing, as an important factor, to the development of the regions in which they are located. In this way, studies to estimate the economic impact of these HEI and how they can contribute to regional development become useful. This study aims at estimating the economic and social impact of community institutions of higher education compared to other institutions of higher education in the Rio Grande do Sul microregions. It identifies the historic contribution of community institutions of higher education to the formation and training of skilled labor in the whole state. Relative to the population size, the microregions with largest contributions to the impact on employment in the region (measured by direct and indirect employment multipliers), have a small structure of enrollments and jobs in HEIs.

The increasing rate at which e-Learning is implemented in institutions of higher education has been reported widely. The literature suggests that institutions of higher education, across the globe, use the efforts of champions to initiate and establish e-Learning activities. The paucity of research about the activities of e-Learning champions in an African context is noticeable, while implementation of e-Learning is spreading rapidly in Africa. It is to provide information within the African context of this activity that this study sought to identify and explain the activities and characteristics (through strategies) as well as the qualities (through motivations) of e-Learning champions as they engage in innovative practices in institutions of higher education in Africa. Two research questions guided the study which examined the activities of champions and how (activities and characteristics through strategies) and why (qualities through motivations) they engaged in their activities within their institutions. To address these questions, the study followed a qualitative research design, using semi-structured interviews with champions and policy level staff in institutions of higher education in Namibia, South Africa and Kenya as well as documents as its data sources. The intention was not to compare champions and their activities in these countries, but rather to establish understanding of these champions and their contexts as a group. The contextual relevance was solely based on the availability of champions and policy level staff due to the purposive and convenience sampling techniques applied. The study’s findings show that the activities of champions in Africa are not significantly different from those as described in recent literature in non-African countries. Rather, particular strategies and motivational factors are found that are related to activities, characteristics and qualities of champions. The support factors identified by policy level staff and in institutional policy documents differed from those thought to be motivating by champions themselves. Champions have expressed the need for an approved budget, sufficient infrastructure, an e-Learning unit with specialised staff, and dedicated time for e-Learning activities. Policy staff point to a level of support already in place in the form of some financial considerations for e-Learning and incentives. No explicit reference could be found in policy documents to the role of champions or what motivates them. This disjuncture between the environment of the champions and that of the established institution is explained by a maturity model of institutionalisation of innovations. The study’s contribution to the scholarly domain is at several levels. Firstly, the proposed conceptual framework is a contribution to academic discourse in that it contributed variables of analysis (strategies and motivations) of champions who engage in innovation within established institutions, institutional procedures, directives (through guidelines) and policies (through intentions), as well as goals which lead to a common objective in achieving scalability and sustainability. Secondly, the finding that institutions that wish to have innovations institutionalised must be aware of the disturbances that such innovations can bring and thus must create policies that recognise the role of champions and are able to accommodate, tolerate and support them. Thirdly, the synthesis of characteristics of champions, and their qualities with the support needed by them, and issues in relation to scalability and sustainability that may motivate institutions of higher education to support champions (or not) contribute guidelines which may be used to identify, acknowledge or recruit potential champions, where champions are needed. / Thesis (PhD)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted

An examination of the relationship between business acumen and chief human resource officers’ (CHROs) effectiveness has been missing from the practitioner and academic literatures. To remedy this deficiency, elements of the SHRM HR Competency Model, the ATD Competency Model, and the HR Competency Model were used to frame, theorize, and test propositions in this study of the relationship between business acumen and CHRO effectiveness in institutions of higher education. To this end, a survey, was employed to elicit responses from a sample of chief human resources officers responsible for leading and managing the HR function at institutions of higher education. To ensure proper representation of CHRO responses across the different types of institutions, proportional stratified sampling was used. The resulting survey data were analyzed using descriptive, correlational, and inferential statistics to examine propositions describing the relationship between business acumen and CHRO effectiveness. Descriptive statistical analysis showed: (a) CHROs possess a mix of business acumen skills, (b) CHROs vary in the extent to which they possess business acumen, and (c) CHRO effectiveness levels vary from not effective to effective. Correlational statistical analysis revealed CHRO effectiveness was significantly correlated with business acumen. Furthermore, inferential statistical analysis indicated the mix of business acumen skills did not differ significantly across effective CHROs employed at non-profit and for-profit institutions of higher education. Key Words: business acumen, effectiveness, chief human resource officers (CHROs), institutions of higher education / Business Administration/Human Resource Management

No description available.

This thesis describes a collaborative Action Research project that works to improve the quality of English language teaching (ELT) and learning in a public sector university in Pakistan. It demonstrates how teachers and students can take responsibility for engaging in active learning and teaching by developing their roles beyond traditional models of teaching and learning. The findings of the study are validated through critical thinking, the active critique of colleagues and students who participated in the study, reflection on critical aspects of data collection and by contextualising findings within existing literature. The thesis comprises eight chapters. Chapter one provides an introduction. It presents the overall organization of the thesis. This includes the aims of the study, rationale of the research, brief overview of methodology and the structure of the thesis. In chapter two, the literature review focuses on the defining factors of large class teaching and learning. Much of the research on large classes is written in the context of the West and has limited application to the problems of developing countries. Existing literature suggests a need for further work on large class teaching and learning in the developing world. In chapter three I present the Context of the Study. I provide an historical overview of language policies in Pakistan which have influenced the educational structure and the development of the country. The status and importance of the English language in Pakistan is highlighted. I outline the classification of various English language teaching institutes in Pakistan. The chapter concludes with an account of teaching and learning and the sociopolitical conditions that affect the educational process at University of Sindh, Jamshoro Pakistan (UoSJP), the site of the project. Chapter four discusses the methodology of the study. It is divided into two sections. In section one I outline the rationale behind the choice of Action Research as a methodological framework for an intervention strategy. In the second section, I discuss the research design, and various data collection tools used for the study. In chapter five, I discuss the first reconnaissance phase of data collection. This has several foci: the teaching methods currently used in large classes at UoSJP; the students and teachers perceptions of ELT and the socio-political conditions that affect teaching and learning. Overall this chapter exposes the complexities involved in teaching at UoSJP and provides the basis for developing an intervention strategy. Chapter six presents the intervention phase of the action research strategy aimed at introducing cooperative practices. It contains the narrative of how a new teaching strategy was planned and collaboratively conducted in two different classes. Chapter seven focuses on the findings of the research and the analysis of data. I also reflect on the key emerging themes of both phases of the project. Evaluation criteria in action research are also discussed along with the monitoring strategy. The final chapter looks at the future implications of the study and offers practical guidelines on the management of large classes. There is a concluding reflection on critical issues that might affect future research. The thesis promotes ‘learner-focused' teaching through critical reflection on professional practice. The study also suggests how students can be empowered to take control of their own learning, by giving them autonomy and, by creating a socially just and democratic atmosphere in class. It also shows how large classes, exceeding a hundred students, can be managed by changing teaching methods and by increasing students' participation through group learning and the deployment of group leaders.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O Desenvolvimento SustentÃvel surge como uma alternativa ao atual modelo de desenvolvimento, mas para ser efetivo precisa adentrar nos diversos setores da sociedade, sobretudo nas InstituiÃÃes de Ensino Superior (IES). Para isto, as Universidades devem inserir teorias e prÃticas da sustentabilidade que possam compreender as variÃveis que influenciam a transiÃÃo à sustentabilidade, dentre elas o avanÃo cientÃfico que reduza as incertezas e uma melhor comunicaÃÃo de anÃlises cientÃficas para a sociedade. No Brasil a ciÃncia nÃo à desvinculada das InstituiÃÃes de Ensino Superior (IES), pelo contrÃrio, sÃo por meio de seus Programas de PÃs-GraduaÃÃo que geram e difundem conhecimentos, alÃm de qualificarem recursos humanos de alta qualidade. A CiÃncia da Sustentabilidade solicita uma visÃo holÃstica para encontrar soluÃÃes aos problemas existentes, multiplicidade de mÃtodos, interdisciplinaridade, estÃmulo ao processo participativo na tomada de decisÃo e sua aplicabilidade do local para o global, formando-se assim profissionais conectados com uma realidade multifacetada que influencia a transiÃÃo à sustentabilidade. Neste caminhar a Universidade, ao longo dos anos, tem inovado, quanto a essa necessidade, ao inserir Programas de PÃs-GraduaÃÃo voltados ao estudo do desenvolvimento sustentÃvel, em uma perspectiva interdisciplinar, contribuindo assim para a consolidaÃÃo da CiÃncia da Sustentabilidade no Brasil. Essa pesquisa partiu do pressuposto que esses avanÃos da CiÃncia da Sustentabilidade nos Programas de PÃs-GraduaÃÃo brasileiros sÃo melhor visualizados, inclusive de forma comparativa, quando se utiliza um conjunto de Ãndices e indicadores. Para tal, foi proposta uma sequÃncia de indicadores e Ãndices que revelasse a contribuiÃÃo dos Programas de PÃs-GraduaÃÃes brasileiros pioneiros em interdisciplinaridade no avanÃo da CiÃncia da Sustentabilidade. Foram analisados doze Programas de PÃs-GraduaÃÃo, por meio de um conjunto de nove dimensÃes e quarenta e dois indicadores a comporem o Ãndice CiÃncia da Sustentabilidade (ICS). O conjunto de indicadores e Ãndices cumpriu com o seu papel: refletiu os avanÃos e limites obtidos pelos Programas referentes à CiÃncia da Sustentabilidade, tornando-se uma ferramenta importante aos gestores. Dois foram os principais resultados encontrados. O primeiro apresentou a necessidade de reestruturaÃÃo dos designs dos Programas, principalmente com a inserÃÃo de maior ligaÃÃo entre Ãrea de concentraÃÃo, linhas de pesquisas e competÃncias formadas. O segundo revelou a importÃncia desses Programas melhor trabalharem suas informaÃÃes comunicadas necessitando haver uma uniformidade e valorizaÃÃo de seus principais produtos â teses e dissertaÃÃes. Sugere-se uma melhor parceria entre os grupos de pesquisas desses doze Programas analisados, afinal por ser a Universidade tambÃm parte interessada nesse processo, bem como formadora de grande parte dos tomadores de decisÃes, possui uma parcela significativa de responsabilidade na transiÃÃo à sustentabilidade. / Sustainable Development is an alternative to the c urrent model of development, but to be effective it must be inside in the several sectors of society, especially in Higher Education Institutions (HEIs). However, for this, the universities have to internalize theories and practices of sustainability that can be able to understand the each one of the variables that influence in the process of transition to sustainability, among them: the scientific breakthrough that reduces uncertainties and a better communication of scientific analysis to society. In Brazi l, the science is not decoupled of the Higher Education Institutions (HEIs), on the contrary, are through their Graduate Programs that knowledge are generated and disseminated, besides this it's the place where human resources are qualified with quality. The Sustainability Science calls for a holistic point of view to find solutions to the existing problems, multiplicity of methods, interdisciplinarity, stimulating participatory process in decision making and its applicability of the local to the global, thus forming connected professionals witha a multifaceted reality that influences the transition to sustainability.The journey to University, over the years, has enabled innovations as this need to insert Postgraduate Programs geared to the study of sustainability in an interdisciplinary perspective contributing to consolidate the Sustainability Science in Brazil. This research assumed that these advances in Sustainability Science in the Brazilian Postgraduate Programs are best viewed, including a comparative way, when is used a set of indices and indicators. To fulfill this goal it was proposed a methodological sequence of indicators and indices that reveal the contribution of Brazilian Postgraduate Programs pioneers in the interdisciplinary to the advancement of Sustainability Science. Were analyzed twelve Postgraduate programs through a set of nine dimensions and forty-two indicators, resulting in the Index of Sustainability Science (ISS).The set of indicators and indices comply with its role: reflected the advances and limits obtained by programs related to Sustainability Science, becoming an important tool for managers. There were found two main results. The first showed the need for restructuring the designs of the programs, especially with the inclusion of a greater connection between concentration area, and formed lines of research skills.The second revealed the importance of these programs improve their communication and the need to have an uniformity of such information and especially an appreciation o f its main products: Thesis and Dissertations. It is suggested a better partnership between the research groups of these twelve programs analysed, after all is the the University a stakeholder in these proceedings, as well as trainer of a large part of the decision makers, so the University has a great responsibility in this transition to sustainability.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-01-19T12:25:44Z No. of bitstreams: 1 DissJAA.pdf: 1201087 bytes, checksum: 855ea228f47fd8287758e10d1aec079c (MD5) / Approved for entry into archive by Camila Passos (camilapassos@ufscar.br) on 2017-01-20T10:29:18Z (GMT) No. of bitstreams: 1 DissJAA.pdf: 1201087 bytes, checksum: 855ea228f47fd8287758e10d1aec079c (MD5) / Approved for entry into archive by Camila Passos (camilapassos@ufscar.br) on 2017-01-20T10:31:42Z (GMT) No. of bitstreams: 1 DissJAA.pdf: 1201087 bytes, checksum: 855ea228f47fd8287758e10d1aec079c (MD5) / Made available in DSpace on 2017-01-20T10:36:37Z (GMT). No. of bitstreams: 1 DissJAA.pdf: 1201087 bytes, checksum: 855ea228f47fd8287758e10d1aec079c (MD5) Previous issue date: 2016-06-23 / Não recebi financiamento / Issues of environmental concern and changes in the interaction between society and the environment gained prominence in recent years. In this context public educational institutions, among them the Federal Universities should assume a position of spread of initiatives that promote consumption patterns and more sustainable production and serve as a mirror to society, as a vital role in social and professional training of individuals, can significantly influence the aspects of culture, ethics and citizenship. Universities are driving new standards, whether as a result of the provision of social services to them is charged or leading by example by exercising the employer function and consumers on a large scale. Before relevant scenario the general aim of this study was to analyze the barriers and facilitators to implementation of sustainable procurement at the Federal University of São Carlos. The survey was conducted as to its purpose and exploratory and descriptive of its overall objectives. Having a qualitative approach which included multiple forms of research and used as a method action research, in order to understand and intervene in the situation. Through this method were three bidding processes with sustainability criteria in UFSCar. The main results revealed that even though a team of experienced bidding the institution should overcome barriers as a market incipient supplier, products and services with higher costs, lack of involvement of the participating units of the process, low degree of planning and the need for policy institutional sustainable procurement, for effective implementation of this type of acquisition. / Questões de interesse ambiental e mudanças na interação entre sociedade e meio ambiente ganharam destaque nos últimos anos. Neste contexto as instituições públicas de ensino, dentre elas as universidades federais, devem assumir uma postura de propagação das iniciativas que promovam padrões de consumo e produção mais sustentáveis e sirvam de espelho para a sociedade, visto que desempenham papel fundamental na formação social e profissional dos indivíduos, podendo influenciar significativamente os aspectos relacionados à cultura, ética e cidadania. As universidades são propulsoras de novos padrões, seja em virtude da prestação do serviço social que lhes é incumbido ou liderando pelo exemplo ao exercer a função de empregador e consumidor em grande escala. Diante de relevante cenário o objetivo geral desta pesquisa foi analisar as barreiras e facilitadores para implementação das compras públicas sustentáveis na Universidade Federal de São Carlos. A pesquisa foi aplicada quanto à sua finalidade e exploratória e descritiva quanto aos seus objetivos gerais. Tendo uma abordagem qualitativa que contemplou formas múltiplas de investigação e utilizou como método a pesquisa-ação, com objetivo de compreender e interferir na situação. Por meio deste método foram realizados três processos de licitações com critérios de sustentabilidade na UFSCar. Os principais resultados revelaram que mesmo tendo uma equipe de licitação experiente a instituição deverá superar barreiras como um mercado fornecedor incipiente, produtos e serviços com custos mais elevados, falta de envolvimento das unidades participantes do processo, baixo grau de planejamento e a necessidade de uma politica institucional de compras sustentáveis, para implementação efetiva deste tipo de aquisição.

Made available in DSpace on 2016-12-01T19:18:37Z (GMT). No. of bitstreams: 1 Clovis.zip: 2223866 bytes, checksum: 481e488f369449e4274b9844e8412668 (MD5) Previous issue date: 2014-04-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper demonstrates the importance of human resource practices to improve the quality of services offered by public universities. For this, we performed a historical review of the literature about public administration, focusing on the concepts and approaches to reforms and administrative changes over the past decades have occurred in the country, how the institutions of higher learning were structured during this period of change and how the evolution of human resource management in these contexts. To this end, we performed a case study at the State University of Santa Catarina, elucidating how human resource practices (aggregation, allocation, compensation, development and monitoring) are operationalized. Subsequently, it was verified that the practices of allocation and development are still constraining factors for an efficient and dynamic performance of the Coordinator of Human Resources UDESC. Thus, in order to contribute to a survey of innovative application and development practices in higher education institutions, performing a review of the activities developed by the Human Resources UDESC, was elaborated the field research involving other public HEIs through a questionnaire with the purpose of characterize and knowing how these HEIs work processes in the Human Resources sector, aiming at the analysis of the applicability and adherence of innovative practices to reality in the area on UDESC. The study concluded that some of the difficulties faced by UDESC in the implementation of people management was founded in HEIs surveyed. However, it was identified that there are effective practices applied in these HEIs that can be inserted as structured and standardized human resources UDESC activities. For that, we suggest some changes in the organizational, functional and physical structure of CRH UDESC to enable changes in their activities considered essential to reformulate this area at the University. / O presente trabalho visa demonstrar a importância de práticas de recursos humanos para a melhoria da qualidade dos serviços oferecidos pelas universidades públicas. Para isso, efetuou-se um levantamento histórico na literatura sobre administração pública, focando os conceitos e abordagens acerca das reformas e mudanças administrativas ocorridas no país ao longo das últimas décadas, como as instituições de ensino superior se estruturaram no decorrer deste período de mudanças, bem como a evolução da gestão de recursos humanos nestes contextos. Foi realizado um estudo de caso na Universidade do Estado de Santa Catarina, elucidando como as práticas de recursos humanos (agregação, alocação, remuneração, desenvolvimento e acompanhamento) são operacionalizadas. Posteriormente, verificou-se que as práticas de alocação e desenvolvimento ainda são fatores restritivos a uma atuação eficiente e dinâmica da Coordenadoria de Recursos Humanos da UDESC. Dessa forma, a fim de contribuir para um levantamento de práticas inovadoras de aplicação e desenvolvimento em Instituições de Ensino Superior, realizou-se uma revisão das atividades desenvolvidas pela área de Recursos Humanos da UDESC, elaborando, na sequência, a pesquisa de campo envolvendo outras IES públicas através da aplicação de questionário com o objetivo de caracterizar e conhecer como essas instituições de ensino superior trabalham seus processos no setor de Recursos Humanos, visando a aplicabilidade e aderência de práticas inovadoras à realidade da área na UDESC. O estudo permitiu concluir que algumas das dificuldades enfrentadas pela UDESC na execução da gestão de pessoas são encontradas nas IES pesquisadas. Porém, foi possível identificar que existem práticas eficazes aplicadas nessas IES que podem ser inseridas como atividades estruturadas e padronizadas nos recursos humanos da UDESC. Para isso, sugere-se algumas alterações na estrutura organizacional, funcional e física da CRH da UDESC com vistas a mudanças em atividades consideradas essenciais para a reformulação desta área na Universidade.