Os desafios e dificuldades que executivos de empresas encontram para desenvolver e aplicar modelos de avaliação eficientes de suas estratégias de marketing, em função da complexidade da tarefa e da quantidade de fatores que podem interferir nos resultados, além da distância existente entre a prática da gestão empresarial e os modelos científicos apresentados e reconhecidos pela academia são o porto de partida desta pesquisa. A partir deste entendimento, a intenção do estudo foi estabelecer alguns links que possibilitem desenvolver uma proposta de avaliação da eficácia da estratégia de marketing. Assim, desenvolveu-se uma pesquisa de caráter exploratório, sendo escolhido o método de estudo de caso, no qual se avalia a eficácia da estratégia de marketing da Unimed Porto Alegre, a partir de indicadores de desempenho mercadológico e empresarial. A estratégia de marketing foi elaborada em 2008 e executada a partir de 2009, sendo que o acompanhamento dos indicadores de desempenho mercadológico e empresarial para análise dos resultados foi feita entre 2009 e 2011. A estratégia de marketing analisada neste trabalho teve como principais objetivos: impactar o mercado, provocar uma percepção de admiração sustentada na proposição de valor da Cooperativa, multiplicar sua base de clientes, conquistar novos clientes e evitar a evasão, converter relacionamento em fidelidade e capturar valor, promovendo a causa do bem-estar e fazendo da Unimed Porto Alegre uma empresa admirável e desejada. O produto conceitual da estratégia de marketing é o IBE (índice de bem-estar Unimed Porto Alegre) que direciona as ações de comunicação e relacionamento da Cooperativa tanto para seus clientes quanto para seus médicos. A estratégia de marketing da Cooperativa transcendeu a sua função primária de divulgação e comercialização e passou a promover uma causa, a causa do bem-estar, buscando consolidar sua imagem e liderança no mercado e assim atingir seus objetivos estratégicos de médio e longo prazo. No estudo, foram considerados indicadores de desempenho mercadológico e empresarial já amplamente utilizados e validados em diversas pesquisas sobre o tema. A análise de vínculo entre a eficácia da estratégia de marketing e o reconhecimento público foi feita considerando o escopo, a importância e a relevância dos prêmios recebidos. Nesta dissertação buscou-se também estabelecer a ligação entre a pesquisa e a prática no campo da gestão. Os resultados indicam a possibilidade de vinculação da eficácia da estratégia de marketing da empresa pesquisada com seus indicadores de resultados mercadológicos e empresariais, bem como com as premiações recebidas ao analisar como isto aconteceu. O conjunto de evidências é muito consistente. O estudo se justifica pelo interesse em modelos de avaliação de estratégias de marketing baseados no acompanhamento de indicadores de desempenho mercadológico e empresarial e pela possibilidade de verificar, na prática, a validade de algumas construções teóricas. / The challenges and difficulties faced by corporate executives to develop and apply efficient marketing strategy performance measurement systems, whether the task complexity and multiplicity of factors that may affect the results, besides the gap between management business practice and scientific models presented and recognized by the academy are the point of departure of this research. From this understanding, the objective of this study was to establish some links that enable to develop a proposal to evaluate the effectiveness of marketing strategy. Thus, an exploratory survey was developed, it was selected the case study method, that presents the evaluation of the effectiveness of the Unimed Porto Alegre marketing strategy, based on marketing and financial performance outcomes. The marketing strategy was developed in 2008 and the execution started in 2009. The performance indicators monitoring and analysis were made between 2009 and 2011. The main objectives of the marketing strategy analyzed in this research were to: impact the market, cause a sense of wonder sustained in the Cooperative’s value proposition, multiply its customer base, gain new customers and avoid evasion, convert relationship in fidelity and capture value by promoting the cause of well-being and make Unimed Porto Alegre being admirable and desirable. The conceptual product of the marketing strategy is the IBE (Unimed Porto Alegre well-being index), that drives the communication and relationship actions of the Cooperative for both customers and doctors. The Cooperative marketing strategy transcended its primary function of marketing and sales and had begun to promote the cause of welfare, seeking to consolidate its image and market leadership, achieving its strategic objectives into medium and long-term. In this study, it was considered market and financial performance indicators widely used and validated in several studies about this topic. The analysis of the link between the marketing strategy effectiveness and public recognition was made considering the scope, importance and relevance of awards won by Unimed Porto Alegre. This dissertation also sought to establish the relationship between research and practice in the management field. The results indicate the possibility of linking the marketing strategy effectiveness of the researched company with their market and financial performance outcomes, as well the awards received, when analyzing how it happened. The body of evidence is very consistent. The study has being justified by the interest in marketing strategy performance measurement models based on monitoring market and financial performance outcomes and by the possibility to check the validity of some theoretical constructions in practice.

Objective: To establishing, implement and consolidate clinical pharmacy services in units of Farmácia Popular do Brasil program in state of Sergipe. Methods: Initially, systematic review was performed in the databases PubMed, Scopus, EMBASE using the key words "community pharmacy services", "quality assurance health care", "outcome assessment". A longitudinal study of three units of the Farmácia Popular do Brasil in the state of Sergipe on the establishment was carried out (2012), implementation (2013) and consolidation of clinical pharmacy services (2014). The structure of pharmacies was evaluated for physical structure, through the RDC 44/2009, and human resources, the technique of simulated patient. Then three focus groups were conducted (2012, 2013 and 2014) for the perceptions of pharmacists. Finally, we used the coaching technique for establishment, implementation and consolidation of services: dispensing, measurement of blood pressure and blood capillary glucose, medication review and medication therapy management. Results: In the systematic review 42 articles met the inclusion criteria. It was observed that the most valued results were glycosylated hemoglobin (clinical), quality of life (humanistic) and analysis of the cost-effectiveness of the service relationship (economic). In assessing the structure, interventions enabled improvements on all items that were considered non-compliant. However, the overall impression of the pharmaceutical skills for clinical services was considered regular (3) on a scale from 1 to 5. Regarding the focus groups, pharmacists reported expectations in technical support to develop skills, gain knowledge and have a constant monitoring of the researchers, also identified 13 types of barriers. Finally, was designed 520 hours of coaching in place to implement flows and processes, development of standard operating procedures and preparation of strategic plans. In the education training, pharmacists underwent 176 hours of theoretical and practical training and employees to 24h. After the coaching interventions the numbers of services were expanded: there was 767 dispensations in 2012, 1444 in 2013 and 2537 in 2014; 714 measurements of blood pressure and blood capillary glucose in 2012, 2375 in 2013 and 5039 to 2014; 49 consultations of medication review in 2012, 87 in 2013 and 355 in 2014; 15 consultations of medication therapy management in 2012, 33 in 2013 and 271 in 2014. Conclusion: From the good situational diagnosis, the coaching can be considered a technique that assists in establishment, implementation and consolidation of clinical pharmacy services. Combined with a professional training, it allows the individual follow-up in steps as: definition of services and processes, selection of indicators for the assessment and development of strategic plans. In this perspective, this results may support the construction of a differentiated and replicable model of clinical services in community pharmacies. / Objetivo: Implantar, implementar e consolidar serviços clínicos farmacêuticos em unidades do programa Farmácia Popular do Brasil do Estado de Sergipe. Métodos: Inicialmente, foi realizada revisão sistemática da literatura nas bases de dados PubMed, SCOPUS, EMBASE utilizando os descritores community pharmacy services , quality assurance health care , outcome assessment . Foi realizado um estudo longitudinal em três unidades da Farmácia Popular do Brasil do estado de Sergipe sobre a implantação (2012), implementação (2013) e consolidação dos serviços clínicos farmacêuticos (2014). Foi avaliada a estrutura das farmácias quanto à estrutura física, por meio da RDC 44/2009, e aos recursos humanos, pela técnica do paciente simulado. Em seguida, foram realizados três grupos focais (2012, 2013 e 2014) para obter as percepções dos farmacêuticos. Por fim, foi utilizada a técnica de coaching para a implantação, implementação e consolidação dos serviços de: dispensação, aferição da pressão arterial e glicemia capilar, revisão da farmacoterapia e seguimento da farmacoterapia. Resultados: Na revisão sistemática 42 artigos preencheram os critérios de inclusão. Observou-se que os resultados mais avaliados foram hemoglobina glicosilada (clínico), qualidade de vida (humanístico) e análise da relação custo-eficácia do serviço (econômico). Na avaliação da estrutura, as intervenções possibilitaram melhorias em todos os itens que foram considerados inconformes. No entanto, a impressão geral sobre as competências farmacêuticas para serviços clínicos foi considerada regular (3) numa escala de 1 a 5. Com relação aos grupos focais, os farmacêuticos relataram expectativas quanto ter suporte técnico para desenvolver habilidades, adquirir conhecimentos e ter um acompanhamento constante dos pesquisadores, além disso, identificaram 13 tipos de barreiras. Por fim, foram destinadas 520 horas de coaching in loco para implantação de fluxos e processos, elaboração de procedimentos operacionais padrão e elaboração de planos estratégicos situacionais. Na etapa de treinamento, os farmacêuticos foram submetidos a 176h de treinamento teórico-prático e os colaboradores a 24h. Após as intervenções do coaching os números dos serviços foram ampliados: obteve-se 767 atendimentos de dispensação em 2012, 1444 em 2013 e 2537 em 2014; 714 aferições da pressão arterial e glicemia capilar em 2012, 2375 em 2013 e 5039 em 2014; 49 consultas da revisão da farmacoterapia em 2012, 87 em 2013 e 355 em 2014; 15 consultas de seguimento da farmacoterapia em 2012, 33 em 2013 e 271 em 2014. Conclusão:. A partir de um bom diagnóstico situacional o coaching pode ser considerado uma técnica que auxilia nas etapas de implantação, implementação e consolidação de serviços clínicos farmacêuticos. Aliado a um treinanamento profissional, ele permite o acompanhamento individualizado em etapas como: definição dos serviços e processos, seleção de indicadores para a avaliação e elaboração de planos estratégicos situacionais. Nesta perspectiva, os resultados observados poderão embasar a construção de um modelo diferenciado e replicável de serviços clínicos farmacêuticos em farmácias comunitárias.

Die komprimierte Darstellung der Fishbowl bietet Einblicke in die aktuelle Diskussion fachspezifischer Fragen. Vier Experten (Ursula Brandstätter, Anne Niessen, Christine Stöger und Christopher Wallbaum) diskutieren nach ihren vier Einzelvorträgen miteinander über Grundfragen der Musikdidaktik. An der Diskussion können sich auch Einzelne aus dem Publikum beteiligen. Moderiert wird die Diskussion von Christian Rolle. Im Zentrum stehen das Verhältnis von Unterrichtspraxis und wissenschaftlicher Musikdidaktik bzw. –pädagogik („Theorie und Praxis“) zueinander sowie die Rolle des Fachs Musik in der fachdidaktischen Diskussion. / The abridged fishbowl-discussion gives an idea of currently discussed problems in the german discourse on music education at general schools (=music didactic). In Fishbowl A four experts (Ursula Brandstätter, Anne Niessen, Christine Stoeger and Christopher Wallbaum with Christian Rolle as moderator) after their lectures discuss the relation between teaching in the classroom and research about it, in other words the relation between theory and practice/praxis Furthermore they discuss the role of the subject ‘music’ in exploring and investigating in educational practice/praxis and concepts.

Die komprimierte Darstellung der Fishbowl bietet Einblicke in die aktuelle Diskussion fachspezifischer Fragen. Vier Experten (Werner Jank, Hans-Ulrich Schäfer-Lembeck, Constanze Rora und Dorothee Barth) diskutieren nach ihren vier Einzelvorträgen miteinander über Grundfragen der Musikdidaktik. An der Diskussion können sich auch Einzelne aus dem Publikum beteiligen. Moderiert wird die Diskussion von Ursula Brandstätter. Im Zentrum stehen der Lernbegriff in Bezug auf offenere und geschlossenere Konzepte zur Gestaltung von Musikunterricht. Bezugsgrößen stellen dabei das Konzept des „Aufbauenden Musikunterrichts“ und der (konstruktivistischen) Erfahrungsorientierung dar. In diesem Zusammenhang werden auch der kulturbezogene Musikbegriff und die Einbeziehung der Schüler als Individuen thematisiert. / The abridged fishbowl-discussion gives an idea of currently discussed problems in the german discourse on music education at general schools (=music didactic). In Fishbowl B four experts (Werner Jank, Hans-Ulrich Schäfer-Lembeck, Constanze Rora und Dorothee Barth with Ursula Brandstätter as moderator) after their lectures discuss the term of learning in relation to more formal and more informel concepts of learning. These subjects are discussed in relation to following focuses: concrete german concepts, which focus on learning or experience, the term of culture-related music and including the pupils as individuals.

If a group of engineering deans were asked whether students at their institutions were successful and why, what information might they immediately or subconsciously use to measure or gauge the engineering students’ success? If only academic performance outcomes like GPA, individual course grades, or graduation rate race to their minds, then their rationale aligns with the majority of researchers. My research seeks to shift the mindset that frames engineering student success mainly within the boundaries of academic performance measures. By measuring students’ perceived autonomy, competence, social integration and relatedness within their programs, and aspirations after graduation, one can more accurately judge whether engineering students are achieving holistic student success. By utilizing surveys and exit interviews for freshmen Summer Bridge Program (SBP) participants, interviewing continuing and past SBP participants, and surveying engineering seniors, this research gathered more in-depth information on students’ experiences. In turn, one can better understand how the structures of engineering summer and undergraduate programs either contribute to or detract from student success and motivation. Results from SBP freshmen indicated that community building, structured studying, real-world experiences, residential life, and mentorship were perceived as valuable components by the students. Also, a perceived difficulty gap, based on students’ prior engineering experience(s), was uncovered. For continuing SBP students, there was an emphasis on Black community, leadership, and discourse when moving from SBP to larger departments. Lastly, within the seniors, we found that students tend to choose engineering careers regardless of their undergraduate experiences. This information can be used in practice for enhancing programmatic planning and design as well as potentially developing novel program components that contribute to students becoming more self-determined, motivated engineers. It is my hope that one day in the near future, engineering education faculty, administrators, and leaders will cultivate and measure success based on a more comprehensive assessment of lived experiences and better recognize how their decisions regarding programmatic structures impact students’ success and motivation.

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No description available.

Depuis plus de trente ans, le Québec a pris position en faveur d’un mouvement de professionnalisation de l’enseignement. Ce choix se fonde principalement sur la volonté de moderniser les systèmes d’éducation grâce à la consolidation d’une expertise du travail enseignant. Elle a donc engendré toute une série de réformes visant à formaliser les pratiques des enseignants, à les appuyer sur les résultats de la recherche et à développer un code de pratiques responsables. Cependant, dans une perspective critique, ce processus de professionnalisation entre également dans le cadre plus large d’un processus de rationalisation étatique. Il exige de plus en plus des enseignants de faire preuve d’efficacité à tout prix, mais cette exigence ne tient pas compte de l’incertitude de l’action et des valeurs en jeu. Cette thèse vise à analyser, à partir d’une perspective critique, la conception de l’articulation entre la recherche et la pratique sous-jacente au mouvement de professionnalisation en vue de proposer une conception plus adéquate en regard de la réalité pratique: la traduction. Ce faisant, la thèse propose une réflexion sur le rôle transformateur du langage dans tout processus de transmission des connaissances. L’approche de la traduction s'inspire à la fois de la tradition herméneutique et de la critique poststructuraliste, et remet en question la conception du langage comme véhicule transparent de la pensée et des connaissances. À la lumière de ce cadre, je propose une analyse empirique (analyses discursive et sémiotique) des mécanismes de traduction qui assurent le passage du monde de la recherche vers le monde de l'enseignement. Cette partie repose sur une analyse comparative d’articles provenant de la revue Vie pédagogique, analyse qui se concentre sur les processus de traductions à l’œuvre dans trois concepts centraux du mouvement de professionnalisation : la pratique réflexive, la compétence et la collaboration. Elle met en lumière la manière dont le cadre actuel de la professionnalisation est réducteur, totalisant, et nie le caractère traductif du langage et de l’activité humaine. Je conclus avec une reconceptualisation de l'enseignement en tant que traduction et acte de profession de foi. / For over thirty years, Quebec has taken a stance in favour of a movement for the professionalization of teaching. This position is based primarily on the desire to modernize the educational system by reinforcing teaching skills, and it has spawned a whole series of reforms whose aim is to formalize teaching practices, to strengthen them on the basis of research results and to develop a code of responsible practices. Viewed from a critical perspective, this process of professionalization can be understood as being part of a wider process of state rationalization. Thus, the state increasingly demands that actors prove effective at all cost. This demand, however, does not take into account the reality of teaching, which is based in a large part on the uncertainty of action and of the values at stake. This dissertation attempts to analyze, from a critical view point, the conception of the relationship between research and practice underlying the professionalization movement, in order to offer an alternative conception - translation - that seems more appropriate in view of practical reality. In doing so, it reflects on the transformative role of language in processes of knowledge transfer. The "translation approach", which is the theoretical framework of our critical analysis, is informed by both the hermeneutic tradition and poststructuralist critique, and calls into question the notion that language is a transparent means for conveying thought and knowledge. In light of this framework, the thesis presents an empirical analysis (semiotic and discourse analysis) of the translation mechanisms that ensure the passage from the world of research to the world of teaching. Towards this end, various articles from the journal Vie pédagogique are submitted to a comparative analysis that focuses on the processes of translation at work in three central concepts of the professionalization movement – reflective practice, competence and collaboration – in order to highlight how the current framework of professionalization is reductive, totalizing, and how it denies the translational nature of language and of human activity. To conclude, the thesis offers a reconceptualization of teaching as translation and as an act of profession of faith.

Der Beitrag diskutiert Probleme der raschen Weiterentwicklung von Klinischer Psychologie und der Verhaltenstherapie im besonderen. Dabei werden drei Perspektiven angesprochen: (a) Binnenbeziehungen innerhalb des Fachs Klinische Psychologie sowie zu Nachbardisziplinen, (b) Transferprobleme wissen-schaftlicher Erkenntnisse von der Forschung zur Praxis und (c) Probleme der Fort– und Weiterbildung sowie der Qualitätssicherung in der Verhaltenstherapie. Als Beispiele von Fortschritt und Erosion werden diskutiert: (a) die Verhaltensmedizin, als Muster für gut abgestimmte und in die Klinische Psychologie als Fach integrierte Entwicklung, (b) die Gesundheitspsychologie für eine schlechte Interaktionskultur mit mangelhaftem gegen-seitigem Informatiûnstransfer und (c) die Psychotherapieszene als Beispiel für Erosionsprozesse in Forschung, Praxis sowie vor allem Fort– und Weiterbildung. Der Beitrag fordert eine wesentliche Stärkung des Fachs Klinische Psychologie als fachliche und organisatorische Klammer zwischen den auseinanderdriftenden Entwicklungen. Eine erfolgreiche Übernahme dieser universitär verankerten Koordinations- und Integrationsaufgabe erfordert allerdings gleichzeitig auch eine erhebliche Ausweitung personeller Ressourcen und fachlicher Kompetenzen. Eine zentrale neue Herausforderung für klinisch-psychologische Universitätsinstitute besteht auch in der Entwicklung von Qualitätssicherungsmaβnahmen. Der Beitrag empfiehlt in diesem Zusammenhang, vor allem in der Fort– und Weiterbildung den verstärkten Einsatz von Therapiemanualen sowie die Institutionalisierung von regelmäβigen Konsensuskonferenzen mit Empfehlungen zur Therapiedurchführung. / This paper discusses progress and erosion aspects of c1inical psychology and behavior therapy in Germany from three interrelated perspectives: (a) the relationship of behavior therapy and c1inical psychology to other basic and applied psychological disciplines as weIl as neighboring disciplines, (b) the transfer problems from the scientific fields to practice, and (c) the problem of quality assurance in practice and postgraduate education. Specific emphasis is laid on a discussion of the field of behavioral medicine, as an example for well-integrated and coordinated research and practice activities; health psychology as an example for deficient communication patterns with clinical psychology and behavior therapy, and psychotherapy as an example for erosion in research, education and practice. The paper strongly recommends a more dominant steering role of clinical psychology as the most comprehensive scientific discipline. This steering role, however, would also require a considerably expanded infrastructure of clinical psychology departments in universities together with several mechanisms (competence enhancement, consensus conferences, development of postgraduate education guidelines, quality assurance activities, coordination) to be able to fulfill this mission. The paper also suggests the more frequent use of standardized treatment manuals in postgraduate courses.

This dissertation is a report on research into the development and evaluation of a career assessment and counselling procedure that falls under the aegis of the constructivist, narrative approach: My Career Chapter: A Dialogical Autobiography. My Career Chapter enables an individual to construct a holistic understanding of his or her career. The procedure facilitates an individual writing and reflecting on an autobiographical account of his or her career that is contextualised amidst systems of career influences. The resulting autobiographical text can be used in career counselling, including co-constructive dialogue between client and counsellor. The literature underpinning the research project is described with a wide-ranging discussion of issues that critically pertain to the research endeavour and essentially provide a primary base for the work. Two theoretical frameworks that exemplify constructivism in vocational psychology underpin the research: the Systems Theory Framework and the Theory of Career Construction. From the base of those two theoretical frameworks, narrative career counselling is explicated and exemplars are described. The Theory of Dialogical Self is introduced to inform the design of My Career Chapter and, ultimately, the theory and practice of narrative career counselling. The research is predominantly positioned within a paradigm of constructivism/interpretivism and the results of the studies are collectively interpreted accordingly; but postpositivism and critical ideological paradigms are present in a secondary form due to the mixture of research methods used in the project as a whole. Six empirical studies investigate the experience of My Career Chapter from the perspective of the developer, the counsellor-user, and the client-user; each explicated with two studies respectively. Research methods include autoethnography for the developer's experience, interpretative phenomenological analysis and focus group for the counsellor-users' experience, and quasi-experiment and interpretative phenomenological analysis for the client-users' experience. The studies of the developer's experience of My Career Chapter comprehensively explicate how and why the procedure was developed and emphasise the importance of reflexive science and practice. Crucially, the autoethnographies revealed a nexus of theory-practice-person which underpins the production of My Career Chapter, and critically influences the entire research project. The studies involving counsellor-users affirmed My Career Chapter's alignment with recommendations for the development and application of qualitative career assessment and counselling procedures. These studies also raised questions pertaining to the characteristics of client-users that may mediate the efficacy of the procedure (e.g., age, language ability). Studies of client-users firstly support the conclusion that My Career Chapter is a safe career assessment and counselling procedure, with minimal attendant risk of inducing psychological harm or distress. The procedure was experienced as being helpful as a tool for personal reflection, through its theoretically-derived processes of facilitating clients writing, reading, and hearing and talking their autobiographical manuscripts through in the interpretation phase. There are four dimensions of significance associated with this research project. Firstly, the divide between theory and practice has indeed been much lamented in vocational psychology and counselling psychology. Thus, the overall significance of the research reported upon in this dissertation is significant because it attempts to bring theory and practice together through a reflexive and theoretically informed research process into a career assessment and counselling procedure. Secondly, the research and development process produced a new career assessment and counselling product which will add to the limited range of techniques that fall under the aegis of constructivist career assessment and counselling broadly, and the narrative approach specifically. My Career Chapter complements other procedures. Thirdly, two of the research methods used in the project (viz., autoethnography and interpretative phenomenological analysis) demonstrated their potential as additional qualitative methods for research within vocational psychology. Finally, the research process has enabled the articulation of the Theory of Dialogical Self—from another branch of psychology—into the extant corpus of literature on career development theory and practice.