Submitted by Elba Lopes (elba.lopes@fecap.br) on 2016-06-02T18:28:52Z No. of bitstreams: 2 Rafael Sandini Augusto.pdf: 7978466 bytes, checksum: 66fad61e1bd2e6c436fb75c309ba837c (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-06-02T18:28:52Z (GMT). No. of bitstreams: 2 Rafael Sandini Augusto.pdf: 7978466 bytes, checksum: 66fad61e1bd2e6c436fb75c309ba837c (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-08-27 / This study deals with the financial habits of college students, studying in Mass Higher Education Institutions. The aim was to ascertain the financial knowledge and financial practice of university students who attend three mass universities in S??o Paulo - SP. The study included 426 students who responded to the questionnaire. As noted in the study, the sample did not show a homogeneous behavior and also provided some evidence of the use of principles of financial education, such as the invoice conference credit cards held by 62.44% of young people, 62.91% have routine to pay the bills on time and 66.9% have the habit of comparing prices before making a purchase, however they also have contrary characteristics to these principles as no comparison in interest rates between the forward options, identified in 56.34% of the sample, 50.46% had a tendency to make impulse purchases, which shows strong evidence of non-literacy of mass university students. It is still possible to observe a significant percentage of young people who show the margin of use of the principles of financial education, they present contrary habits such as the use of overdraft limit found in 11.03%, the third party the name of the loan reported by 28% of respondents and the incidence of 30.04% already had their name registered in the credit protection services. The work is relevant to managers of the surveyed educational institutions, as this could guide them in implementing financial education programs for students, to make them more qualified young people for making financial decisions, contributing to the reduction of evasion and delinquency of these students since they began to plan their spending and to distribute their income according to your personal demands. / Este estudo trata dos h??bitos financeiros de estudantes universit??rios, que estudam em Institui????es de Ensino Superior de Massa. O objetivo, foi averiguar o conhecimento financeiro e a pr??tica financeira de jovens universit??rios que frequentam tr??s universidades de massa na cidade de S??o Paulo - SP. Participaram do estudo 426 alunos que responderam ao question??rio. Como foi observado neste estudo a amostra n??o demonstrou um comportamento homog??neo e apresentou ind??cios da utiliza????o de princ??pios da educa????o financeira, tais como, a confer??ncia da fatura de cart??es de credito realizada por 62,44% dos jovens, 62,91% tem a rotina de pagar as contas em dia e 66,9% tem o habito de comparar o pre??o antes de realizar uma compra, porem tamb??m apresentam caracter??sticas contrarias a estes princ??pios como a n??o compara????o da taxa de juros entre as op????es de compra a prazo, identificada em 56,34% da amostra, 50,46% apresentaram tend??ncias a realizar compras por impulso, o que demonstra fortes ind??cios da n??o alfabetiza????o dos jovens universit??rios de massa. Ainda ?? poss??vel observar um percentual significativos de jovens que se mostram a margem da utiliza????o dos princ??pios de educa????o financeira, pois apresentam h??bitos contr??rios a tais, como a utiliza????o do limite do cheque especial constatado em 11,03%, o empr??stimo do nome ?? terceiros relatados por 28% dos entrevistados e a incid??ncia de 30,04% j?? tiveram seu nome cadastrado nos servi??os de prote????o ao credito. O trabalho se torna relevante para os gestores das institui????es de ensino pesquisadas, pois poder?? orient??-los na implementa????o de programas de educa????o financeira para os alunos, visando tornar estes jovens mais capacitados para a tomada de decis??es financeiras, contribuindo na redu????o da evas??o e inadimpl??ncia desses alunos, uma vez que passaram a planejar seus gastos e a distribuir sua renda de acordo com suas demandas pessoais.

Submitted by Elba Lopes (elba.lopes@fecap.br) on 2017-06-05T17:22:42Z No. of bitstreams: 2 LUIZ ANTONIO BARBAGALLO.pdf: 536294 bytes, checksum: 75dfd2885ca8f1b1789647b6d0d6c1af (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-06-05T17:22:42Z (GMT). No. of bitstreams: 2 LUIZ ANTONIO BARBAGALLO.pdf: 536294 bytes, checksum: 75dfd2885ca8f1b1789647b6d0d6c1af (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-29 / Seeking to understand the factors that influence people`s financial decisions has been very frequent in academic research in several countries. Even considering the characteristics of each country, several common points have been identified in order to explain people???s financial behavior. In Brazil, the theme ???financial behavior and education??? increases significantly, because the improvement of population living conditions in the last years brought a significant number of people to market, and, in this scenario, a look at young adults is very important as long as this population range begins to engage in financial decisions, such as purchasing a vehicle, a real state property or starting a financial reserve for emergencies. To understand the financial behavior of these young people, this research makes a replication of De Bassa Scheresberg (2013). The work seeks to explain how social economics profiles and financial knowledge are related to young people???s behavior in decisions about loans, formation of financial reservations and retirement planning. Some findings of this study, accomplished through a research with 419 young people from six universities of the city of S??o Paulo, were similar to the object of the replication and to other studies, while other findings were not. This research concludes, in the same way as De Bassa Sheresberg (2013), that income and education are important predictors of financial education. It also concludes the variable ???educational institutional rating??? is a strong predictor of knowledge and financial behavior of young people. / A busca pelo entendimento dos fatores que influenciam as pessoas em suas decis??es financeiras tem sido uma constante em diversos trabalhos acad??micos em v??rios pa??ses. Mesmo considerando as caracter??sticas de cada pa??s, diversos pontos em comum t??m sido identificados nos estudos para explicar o comportamento financeiro das pessoas. No Brasil, o tema educa????o e comportamento financeiro ganha cada vez mais espa??o, pois a melhora da condi????o de vida da popula????o nos ??ltimos anos trouxe para o mercado um contingente expressivo de pessoas, e dentro deste cen??rio, um olhar sobre os jovens adultos torna-se importante na medida em que essa faixa da popula????o come??a a se envolver em decis??es financeiras, tais como a compra de um ve??culo, de um im??vel, ou a forma????o de uma reserva para emerg??ncias. Para entender o comportamento financeiro desses jovens, este trabalho faz uma replica????o do estudo de De Bassa Scheresberg (2013). O estudo procura explicar as rela????es dos perfis socioecon??micos e da an??lise do n??vel de conhecimento financeiro com o comportamento dos jovens nas decis??es relativas a empr??stimos, forma????o de reservas e planejamento para aposentadoria. Alguns resultados deste trabalho, realizado atrav??s de uma pesquisa com 419 jovens de seis faculdades da cidade de S??o Paulo, foram semelhantes ao estudo objeto desta replica????o e tamb??m a outros estudos, por??m, alguns resultados foram divergentes. O trabalho conclui, da mesma forma que o estudo base, que renda e educa????o s??o importantes preditores de educa????o financeira. Conclui tamb??m que a vari??vel ???classifica????o da institui????o de ensino??? ?? um forte preditor de conhecimento e comportamento financeiro dos jovens.

Made available in DSpace on 2016-04-04T18:33:21Z (GMT). No. of bitstreams: 1 CARLOS MARSHAL FRANCA.pdf: 1201605 bytes, checksum: a2ea2b2e561699418ed58da6484ec2d3 (MD5) Previous issue date: 2015-02-27 / The last decades have been witnessing a centrality space to the so-called university rankings in Brazil, Ibero-american countries and the world, generated by official government institutes (public rankings) or from evaluations conducted by non-governmental agencies, often linked to media-segment companies (private rankings). The rising of the private rankings may be interpreted as result of the institutionalization process of an educational market of university education articulated to a moment in which remodeling processes of the National States are taking place and, intensified from the 1990 decade on, would have begun to operate based on principles typical of a market logic. The observation of the Ibero-american scenario allowed to identify three private rankings (50 Carreras - Los Mejores Centros Universit?rios; Ranking de Calidad de l?s Universidades Chilenas; and Ranking Universit?rio Folha RUF), generated and disseminated by press-media vehicles widely distributed in three important countries: El Mundo, in Spain; El Mercurio, in Chile; and Folha de S?o Paulo, in Brazil. The core objective of this work consists of studying these three private university rankings from a Compared Education perspective, aiming to understand their trajectory, functioning and the methodology employed to formulate them. The results of this investigation indicate that the scientific production concerning the rankings in the Iberoamerican space still is incipient. The comparative analysis conducted with the referred rankings showed closeness and separation points among them concerning the role performed by private rankings generated by newspapers of wide reach, the way each one addresses the issue of the complexity and diversity of the university national systems and the degree of objectivity or subjectivity from which their indicators are built. / As ?ltimas d?cadas v?m testemunhando um espa?o de centralidade para os chamados rankings universit?rios no Brasil, nos pa?ses ibero-americanos e no mundo, produzidos por inst?ncias governamentais oficiais (rankings p?blicos) ou a partir de avalia??es realizadas por ag?ncias n?o governamentais, vinculadas muitas vezes a empresas do segmento midi?tico (rankings privados). O surgimento de rankings privados pode ser interpretado como decorr?ncia do processo de institucionaliza??o de um mercado educacional de educa??o superior, articulado ao um momento em que se verificam processos de reforma dos Estados Nacionais que, intensificados a partir da d?cada de 1990, teriam passado a operar com base em princ?pios t?picos de uma l?gica de mercado. O exame do cen?rio ibero-americano permitiu identificar tr?s rankings privados (o 50 Carreras - Los Mejores Centros Universit?rios; o Ranking de Calidad de l?s Universidades Chilenas; e o Ranking Universit?rio Folha RUF) produzidos e disseminados por ve?culos de m?dia impressa de grande circula??o, em tr?s importantes pa?ses: o El Mundo, da Espanha; o El Mercurio, do Chile; e a Folha de S?o Paulo, do Brasil. O objetivo central do trabalho consiste em estudar, a partir de uma perspectiva da Educa??o Comparada, esses tr?s rankings universit?rios privados, buscando compreender sua trajet?ria, funcionamento e a metodologia utilizada para a formula??o dos mesmos. Os resultados desta investiga??o apontam que a produ??o cient?fica a respeito de rankings no espa?o ibero-americano ? ainda incipiente. A an?lise comparativa efetuada entre os tr?s rankings em quest?o evidenciou pontos de aproxima??o e de distanciamento entre os mesmos quanto ao papel desempenhado pelos rankings privados produzidos por jornais de grande circula??o; ? maneira como cada um deles trata a quest?o da complexidade e diversidade dos sistemas universit?rios nacionais; e quanto ao grau objetividade ou subjetividade a partir do qual s?o constru?dos seus indicadores.

Made available in DSpace on 2014-12-17T15:38:54Z (GMT). No. of bitstreams: 1 ElsonCV.pdf: 391419 bytes, checksum: 85728e346c01f7fd0f648ae172db2595 (MD5) Previous issue date: 2006-05-19 / Relations between the meaning attributed to work by first year university students and their academic and professional choice were analyzed. The participants were 921 students, 17-52 years old (M = 22; SD = 4.9), enrolled in 16 courses common to two college level institutions of the city of Natal, RN, one public, the other private. A questionnaire was designed for collecting data about the academic-professional choice, with open-ended and multiple choice questions. Work meaning was obtained by means of two questions on centrality and two scales pertaining to the Inventory of Motivation and Work Meaning: value and descriptive attributes. A socio-demographic set of questions ended the questionnaire. Data was entered in a SPSS (Statistical Package for the Social Sciences) database, allowing for the pertinent statistical analyses, such as frequency, t test, chi square, factor analysis, cluster analysis and ANOVA. Results indicated that the decision about academic-professional career was made by the majority of the participants (in first option, N = 921) without the adequate consideration of the socio-professional reality (80.7%) and personal internal resources (98.5%). When considering the second option (N = 654), only the first criterion was taken into account, but only by 12.5% of the sample. The main difficulties faced by students during the choosing process were, then, made apparent in the data. 46.8% of the participants were unsatisfied with the course they had started and were anticipating unpromising perspectives in relation to it. The first year students took work as the second most important aspect of their lives and demonstrated an idealized vision about it. Five patterns of work meaning were identified. In relation to centrality and the value and descriptive attributes, the university students displayed differentiation in the attribution of work meaning according to course and area of knowledge / Neste estudo foram analisadas rela??es entre o significado atribu?do ao trabalho por universit?rios primeiranistas e a escolha acad?mico-profissional por eles realizada. Foram envolvidos 921 estudantes, entre 17 e 52 anos ( = 22, DP = 4,9), matriculados em 16 cursos comuns a duas institui??es de ensino superior da cidade de Natal (RN), sendo uma p?blica e outra particular. Para a obten??o dos dados relativos ? escolha acad?mico-profissional aplicou-se um question?rio desenvolvido para o estudo, contendo quest?es abertas e fechadas. O significado do trabalho foi apreendido por meio de duas quest?es sobre centralidade e duas escalas contidas no Invent?rio de Motiva??o e Significado do Trabalho: atributos valorativos e descritivos. Utilizou-se tamb?m uma ficha sociodemogr?fica. O registro das respostas aos itens de todo o protocolo deu-se sob a forma de banco de dados do SPSS (Statistical Package for Social Science) o que permitiu que fossem utilizadas t?cnicas estat?sticas pertinentes, tais como an?lise de freq??ncia, teste t, teste qui-quadrado (Pearson), an?lise fatorial, an?lise de vari?ncia (ANOVA) e an?lise de cluster. Os resultados indicaram que a escolha acad?mico-profissional, no tocante ? primeira op??o ao se prestar o vestibular (N=921), fora feita pela maioria dos participantes desprovida de uma adequada considera??o de crit?rios de avalia??o da realidade s?cio-profissional (80,7%) e de recursos pessoais internos (98,5%). Considerando-se a segunda op??o (N=654), apenas o primeiro crit?rio fora levado em conta e, ainda, de forma adequada por apenas 12,5% dos integrantes da amostra. Foram destacadas as principais dificuldades enfrentadas no processo de escolha. Constatou-se que 46,8% dos participantes se encontravam insatisfeitos com o curso iniciado e mantendo perspectivas pouco promissoras em rela??o ao mesmo. Os primeiranistas tomaram o trabalho como a segunda esfera de vida mais importante e demonstraram uma vis?o idealizada acerca do mesmo. Foi poss?vel a identifica??o de cinco padr?es do significado do trabalho. Quanto ? centralidade e aos fatores dos atributos valorativos e descritivos, os universit?rios apresentaram diferencia??o na atribui??o do significado do trabalho de acordo com curso e a ?rea do conhecimento

Submitted by Elba Lopes (elba.lopes@fecap.br) on 2017-08-28T18:59:40Z No. of bitstreams: 2 AIRTON ADELAR BAUERMANN.pdf: 1283958 bytes, checksum: c6bbd44aa44f60771c158cb8e831a81e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-08-28T18:59:40Z (GMT). No. of bitstreams: 2 AIRTON ADELAR BAUERMANN.pdf: 1283958 bytes, checksum: c6bbd44aa44f60771c158cb8e831a81e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-28 / In order for the sum of the results of processes of scientific research or science to become effective, it is necessary to focus on its formal quality, so as for it not to lose its potential in transforming and advancing science. For that purpose, the communication of scientific production and its constant evaluation are essential aspects. The main objective of this research is to show core themes given in dissertations and theses on the education of university professors, defended in three graduate programs in Accounting, in the period of 2009 through 2013, with the intent of describing methodology aspects and dimensions of education of professors valued by research done in the period investigated. In order for this to be accomplished, an explorative qualitative research was undertaken. The data was collected through documental analysis and analyzed with content analysis. It was noted that the topic of professional formation in dissertations and thesis, in the area of accounting, is still scarce, with only 06 (six) researches out of 287 in the period of 2009 through 2013 focusing on the education of the university professor. It was found, also, that 05 (five) of these studies are on the profession of professors and 01 (one) on politics of education of the professor. Another find had to do with the focus of the researches in evidencing the profile of professional competencies for teaching. Among these, 02 (two) studies focused on the ethic-political education of professors. In conclusion, the theme of education of professors is still not a part of the research that was investigated in graduate programs in Accounting, demonstrating the little interest in this field of study, even though one of the primordial objectives of courses of specialization is the education of professionals for teaching in higher levels. / Para que a acumula????o de resultados dos processos de pesquisa cient??fica ou a ci??ncia se torne eficaz ?? preciso atentar para a sua qualidade formal sob pena de esvaziar o seu potencial de transforma????o e de avan??o cient??fico. Sendo assim, a comunica????o da produ????o cient??fica e a sua avalia????o constante s??o aspectos essenciais. Esta pesquisa tem como objetivo geral evidenciar eixos tem??ticos abordados nas disserta????es e teses sobre forma????o de professores universit??rios, defendidas em tr??s programas de p??s-gradua????o em Ci??ncias Cont??beis, no per??odo de 2009 a 2013, procurando descrever aspectos metodol??gicos e dimens??es da forma????o docente valorizadas pelas pesquisas analisadas no per??odo investigado. Para tanto, realizou-se uma pesquisa explorat??ria, de natureza qualitativa. Os dados foram coletados por meio da an??lise documental e analisados por meio da an??lise de conte??do. Constatou-se que ainda ?? escassa a presen??a da tem??tica da forma????o de professores nas disserta????es e teses, na ??rea cont??bil, sendo que das 287 pesquisas produzidas no per??odo de 2009 a 2013, apenas 06 (seis) t??m como foco de preocupa????o a forma????o do docente universit??rio. Constatou-se, tamb??m, que 05 (cinco) destes estudos s??o sobre profissionalidade docente e 01 (um) sobre pol??ticas de forma????o do docente. Outra constata????o foi quanto ?? preocupa????o das pesquisas em evidenciar o perfil de compet??ncias profissionais para a doc??ncia. Dentre estas, 02 (duas) pesquisas tiveram como preocupa????o a dimens??o ??tico-pol??tica da forma????o docente. Conclui-se que a tem??tica envolvendo a forma????o de professores ainda n??o faz parte das linhas de pesquisas pertencentes aos programas de p??s-gradua????o em Ci??ncias Cont??beis investigados, demonstrando o pouco interesse por este campo de estudos, mesmo que um dos objetivos primordiais da p??s-gradua????o seja a forma????o de profissionais para o magist??rio superior.

Made available in DSpace on 2015-12-03T18:35:30Z (GMT). No. of bitstreams: 1 Caroline_do_Amaral_Nunes.pdf: 647556 bytes, checksum: a00d7da7949eb76010d536cfe3a5b36e (MD5) Previous issue date: 2014-02-28 / Several factors may influence the decision to choose which profession process: parents, friends, jobs and even \"vocation\". And the accounting profession has several areas of expertise that may also influence your choice. In light of the above, this study aims to investigate the factors most influenced the choice of students for undergraduate degree in Accounting in private Higher Education Institutions established in the City of S??o Paulo. For data collection instrument was applied using probes containing twenty-five-point Likert scale. Participated in the survey one hundred twenty-three students in the first semester of Accounting in three private higher education institutions in S??o Paulo: FECAP, MACKENZIE and S??O JUDAS. The results show that the most influential factors are the employability and career prospects. It was found also that the parents did not exert direct influence on the choice of the course the students surveyed. / S??o v??rios os fatores podem influenciar no processo de decis??o de qual profiss??o escolher: os pais, os amigos, o emprego e at?? mesmo \"voca????o\". E a profiss??o de contador possui v??rias ??reas de atua????o que tamb??m podem influenciar na sua escolha. Em fun????o do exposto, este trabalhotem como objetivo investigar os fatores mais influenciaram a escolha de estudantes pelo curso de gradua????o em Ci??ncias Cont??beis em Institui????es de Ensino Superior particulares estabelecidas na Cidade de S??o Paulo. Para a coleta de dados foi aplicado um instrumento contendo vinte assertivas utilizando-se escala Likert de cinco pontos. Participaram da pesquisa cento e vinte e tr??s estudantes do primeiro semestre do curso de Ci??ncias Cont??beis em tr??s Institui????es de Ensino Superior particulares da cidade de S??o Paulo: FECAP, MACKENZIE e S??O JUDAS. Os resultados encontrados apontam que os fatores mais influentess??o a empregabilidade e a perspectiva de carreira. Constatou-se, tamb??m, que os pais n??o exerceram influ??ncia direta na escolha do curso dos estudantes pesquisados.