1,721,048 research outputs found
Entrepreneurial education for young secundary school students: initiatives in Brazil and effects on participants\' entrepreneurial skills
No full textA educação empreendedora (EE) voltada a crianças e jovens vem ganhando atenção em diversos países do mundo, sendo discutida no âmbito acadêmico e das políticas públicas por contribuir substancialmente para o preparo dos estudantes para os desafios do século XXI. Esta tese tem como objetivo compreender melhor o campo de estudo da EE na educação básica, analisar as iniciativas de EE em escolas de ensino médio e seus efeitos nas habilidades empreendedoras dos estudantes. Para isso, três artigos foram elaborados: (1) uma revisão sistemática da literatura de EE na educação básica, seus principais aspectos, metodologias e resultados; (2) uma pesquisa qualitativa em que foram analisadas oito iniciativas de EE em escolas de ensino médio brasileiras, incluindo seus objetivos e métodos de ensino e estratégias de avaliação de aprendizagem; (3) uma pesquisa com abordagem quantitativa, avaliando os efeitos da iniciativa Miniempresa, oferecida pela Junior Achievement Brasil, na percepção dos alunos de ensino médio em relação às suas habilidades empreendedoras. Dentre os principais resultados, foram identificadas oportunidades para estudos, a partir da revisão de literatura, como espaço para mais pesquisas sobre práticas pedagógica e efeitos de iniciativas; a diversificação de países, tendo em vista a predominância de europeus; mais pesquisas sobre avaliação de iniciativas, comparando práticas pedagógicas, conteúdos e formatos; e mais pesquisas nacionais, sobretudo em periódicos de maior impacto. O segundo artigo foi organizado em dois grupos com oito iniciativas atuantes em escolas de ensino médio brasileiras (criação de negócios e comportamento empreendedor), fazendo uma conexão com as diferentes abordagens da educação empreendedora discutidas na literatura: a educação para, sobre e através do empreendedorismo. Foi identificada uma oportunidade para que as iniciativas adotem modelos quantitativos ou qualitativos de avaliação de resultados, seja em relação às atitudes, habilidades empreendedoras ou intenção em abrir um negócio. E o terceiro artigo, com abordagem quantitativa identificou, a partir de 287 questionários respondidos por estudantes antes e depois de participarem da iniciativa Miniempresa, que houve efeitos positivos em quatro habilidades: autoeficácia empreendedora, capacidade analítica, criatividade e gestão de risco. Outras tiveram efeitos estatisticamente significantes em variáveis específicas. Os resultados desta tese contribuem para a teoria por organizar a literatura em temas, identificando oportunidades; por apresentar um panorama de iniciativas em escolas brasileiras, ampliando o campo de estudo no país; e por adaptar dois modelos quantitativos, para medir efeitos em habilidades empreendedoras. Em termos práticos, gestores educacionais e demais profissionais responsáveis pela elaboração de diretrizes curriculares e pela implementação de EE em escolas podem usufruir destes resultados, como apoio para suas decisões, favorecendo a expansão de iniciativas de EE na grade curricular de instituições de ensino públicas, privadas ou atuantes no terceiro setor.Entrepreneurial education (EE) for children and young people has been receiving attention in several countries around the world, being discussed in the academic and public policy spheres, as it substantially contributes to preparing students for the challenges of the 21st century. This thesis aims to better understand the field of study of EE in basic education, analyze EE initiatives in secondary schools and their effects on students\' entrepreneurial skills. For this, three articles have been prepared: (1) a systematic review of the literature on EE in basic education, its main aspects, methodologies and results; (2) a qualitative research in which eight EE initiatives in Brazilian secondary schools were analyzed, including their objectives and teaching methods and also their learning assessment strategies; (3) a survey with a quantitative approach, evaluating the effects of the Mini-company initiative, offered by Junior Achievement Brasil, on the perception of high school students in relation to their entrepreneurial skills. Among the main results, opportunities for studies were identified, based on the literature review, as a space for further research on pedagogical practices and the effects of initiatives; the diversification of countries, bearing in mind the predominance of Europeans; more research on evaluating initiatives, comparing pedagogical practices, content and formats; and more national research, especially in high-impact journals. The second article was organized into two groups with eight initiatives active in Brazilian high schools (\"business creation\" and \"entrepreneurial behavior\"), making a connection with the different approaches to entrepreneurial education discussed in the literature: education \"for\", about and through entrepreneurship. An opportunity was identified for initiatives to adopt quantitative or qualitative models for evaluating results, whether in relation to attitudes, entrepreneurial skills or intention to SET UP/START a business. And the third article, with a quantitative approach identified, from 287 questionnaires answered by students before and after participating in the Mini-company initiative, the existence of positive effects in four skills: entrepreneurial self-efficacy, analytical ABILITY, creativity and risk management. Others had statistically significant effects on specific variables. The results of this thesis contribute to the theory by organizing the literature into themes, identifying opportunities; for presenting an overview of initiatives in Brazilian schools, expanding the field of study in the country; and for adapting two quantitative models to measure effects on entrepreneurial skills. In practical terms, educational managers and other professionals responsible for developing curriculum guidelines and implementing EE in schools can take advantage of these results as support for their decisions, favouring the expansion of EE initiatives in the curriculum of public and private educational institutions or active in the third sector
Practicing embodied listening for transformation: the Transformative Listening Protocol
No full textIn this article, we explore the process of creating spaces for the practice and inquiry of transformative listening through the development of the Transformative Listening Protocol (TLP). Our premise is that embodied listening opens doors to transformations
via a process to improve listening and safe spaces where people may engage with each other in storytelling and story listening. The organization of our paper flows from research design to relevance for transformative learning theory. We begin with a description of the practice led research design for the project (Candy, 2006), we follow
that with the historical development of the TLP including sections on both the theoretical and methodological background. After this section we describe the practice-ing of transformative listening with three applications of listening in practice we documented. In the final paragraphs we explore the limitations and conclusions of the research design and of TLP. We conclude the paper with the relevance of practicing transformative listening for the evolution of transformative learning theory
Competências para a sustentabilidade: um estudo sobre ações educativas voltadas ao desenvolvimento de gestores
Full text linkO presente trabalho tem como objetivo conhecer e analisar ações educativas que contribuam para o desenvolvimento nos gestores de competências voltadas à sustentabilidade, considerando a aprendizagem como um processo subjacente intrínseco. Para embasar este objetivo, buscou-se um arcabouço teórico que levasse à compreensão dos conceitos de sustentabilidade, educação para sustentabilidade, aprendizagem e competências nas organizações. A investigação pode ser identificada como um estudo qualitativo, fundamentado em um estudo de caso. A estratégia adotada para a construção dos dados foi a de entrevistas semi-estruturadas realizadas com 15 gestores, observação de campo e análise documental. Os resultados demonstraram que ações educativas, cujo enfoque e abordagem metodológica sejam voltados ao tema da sustentabilidade, favorecem o desenvolvimento de competências específicas nos gestores, a partir das aprendizagens individuais ocorridas, embora não sejam determinantes. Também pode ser evidenciado que participar de ações educativas corporativas sobre este tema, amplia o discurso dos gestores, mas não necessariamente isto se reflete na prática diária de gestão.The aim of this study is to distinguish and analyze educational actions that contribute to the development of competencies in managers related to sustainability, considering learning as an underlying intrinsic process. To sustain this objective, a theoretical reason was sought which could explain the concepts of sustainability, education for sustainability, learning and competencies in the organizations. The investigation is a qualitative study proved by a case study. The strategy adopted for building the data was of semi-structured interviews, carried out with 15 managers, field observation and documentary analysis. The results showed that educational actions, of whose focus and methodological approach are related to sustainability, favor the development of specific competencies in managers, from the individual learning processes, although they are not determinant. Besides that, the results also evidenced that take part in corporate educational actions related to this subject increase and improve the speech of the managers, but it is not necessary showed in the daily activities of management.Fundo Mackenzie de Pesquis
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
O uso do e-learning no desenvolvimento de competências gerenciais: análise crítica de uma experiência empresarial
Full text linkO aumento no uso das novas tecnologias de informação e comunicação, especialmente a Internet, nos processos formativos das organizações não foi, muitas vezes, acompanhado por maior reflexão crítica. As pesquisas em educação a distância on-line, ou e-learning, conduzidas em instituições organizacionais são recentes, especialmente no Brasil. Dessa forma, esta dissertação pretende contribuir nesse sentido, ao propor um estudo que problematiza o uso do e-learning no desenvolvimento de competências gerenciais. Para tanto, empreendeu-se um estudo de caso de um programa de formação gerencial semipresencial de uma instituição financeira na cidade de São Paulo, com foco no desenvolvimento de competências. Adotou-se como estratégia de construção de dados a entrevista em profundidade, semiestruturada, tanto com os responsáveis pela implementação do programa de e-learning em estudo, como pelos gestores participantes. Além disso, analisou-se o ambiente virtual, sua estrutura e os documentos da área de Recursos Humanos que continham as diretrizes do Programa. Para proceder às análises da proposta do programa objeto de estudo, recorreu-se à literatura dos estudos em e-learning, como Rosemberg, Moore e Kearsley, entre outros; da mesma forma, para discutir o desenvolvimento de competências, considerou-se o modelo holístico de Cheetham e Chivers, bem como os conceitos de competências dos autores europeus Sandberg, Le Boterf e Zarifian. Os resultados deste estudo revelam os limites e as possibilidades de desenvolvimento de competências gerenciais com o auxílio de ferramentas tecnológicas.The rising use of new information and communication technologies, especially the internet, in the formative processes of organizations has not generally been followed by critical thinking. Research on online distance learning, or e-learning, conducted by organizational institutions are recent, especially in Brazil. This thesis intends therefore to contribute to this discussion, proposing a study on the use of e-learning in the development of managerial competence. To do so, a case study of a hybrid managerial formation program at a financial institution based in São Paulo, focused on the development of competences, was undertaken. The technique of in-depth semi-structured interviews has been adopted, both with the staff responsible for the programs implementation, and the managerial participants. In addition, the virtual environment and its structure have been analyzed, as well as the human resource documents that contain the guidelines of the program. The analysis of the program formation proposition was based upon e-learning studies by Rosemberg, Moore and Kearsley, among others; for the discussion of the competence development, the holistic model of Cheetham and Chivers was considered, as well as the competence concepts by European authors Sandberg, Le Boterf and Zarifian. The results of this study have revealed the limits and possibilities of managerial competence development when assisted by technological tools
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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