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A (re)contrução do perfil profissional do administrador contemporâneo
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Resumo(s)
O estudo que se apresenta pretende testar a aplicação de práticas renovadas de aprendizagem através da utilização de métodos interdisciplinares que possam contemplar aspectos comportamentais, emocionais e específicos (inteligências intrapessoal e interpessoal) no processo de desenvolvimento profissional junto de alunos do curso de graduação em Administração (n=478) da Universidade do Vale de Acaraú do estado Ceará-Brasil. Partindo do pressuposto que a inserção de práticas renovadas de aprendizagem possibilitam a introdução/reforço de conhecimentos, competências, habilidades e atitudes que, em sintonia com as expectativas das organizações e anseios da sociedade, se podem traduzir num desempenho e pensamento mais humanizado do profissional de gestão contemporâneo, foi definido um paradigma de investigação que assume dois percursos que integram métodos mistos na recolha e análise dos dados: (1) de natureza quantitativa com o objectivo de aferir o impacto da utilização de práticas de aprendizagem activas; (2) de natureza qualitativa de forma a perceber as opiniões do formato do curso, o seu desenvolvimento, aproveitamento e aprendizagem. Como tal, os dados foram recolhidos por meio da aplicação do Inventário de Inteligências Múltiplas para Adultos (IMM), instrumento criado por Thomas Armstrong e adaptado do Teste de Inteligências Múltiplas de Howard Gardner. No que concerne ao tratamento e análise dos dados recolhidos foram privilegiados procedimentos estatísticos de natureza descritiva e inferencial através da utilização do software estatístico SPSS (Statistical Package for the Social Sciences). Os resultados obtidos reforçam a necessidade de se (re)pensar a sistematização e procedimentos didácticos que sejam capazes de dinamizar a aprendizagem em contexto de sala de aula e o desenvolvimento das diferentes dimensões/competências necessárias e fundamentais à construção da identidade/perfil do profissional da administração/gestão contemporâneo.
The present study intends to test the application of renewed learning practices through the use of interdisciplinary methods that can contemplate behavioral, emotional and specific aspects (intrapersonal and interpersonal intelligences) in the process of professional development among undergraduate students in Administration (n=478) from the University of the Acaraú Valley (Brazil). Based on the assumption that the introduction of renewed learning practices enables the introduction/reinforcement of knowledge, skills, abilities and attitudes that, in line with the expectations of the organizations and the aspirations of society, can translate into a more humanized contemporary management, a research paradigm has been defined that assumes two paths that integrate mixed methods in the collection and analysis of data: (1) a quantitative nature in order to assess the impact of the use of active learning practices; (2) a qualitative nature in order to understand the opinions of the course format, its development, use and learning. As such, the data were collected through the application of the Multiple Intelligences Inventory for Adults (MIIA), an instrument created by Armstrong and adapted from the Howard Gardner Multiple Intelligence Test. Regarding the treatment and analysis of the collected data, statistical procedures of a descriptive and inferential nature were favored through the statistical software SPSS. The results obtained reinforce the need to (re) think systematization and didactic procedures that are able to dynamize the learning in the context of the classroom and the development of the different dimensions / competences necessary and fundamental to the construction of the identity / profile of the professional of the administration / contemporary management.
The present study intends to test the application of renewed learning practices through the use of interdisciplinary methods that can contemplate behavioral, emotional and specific aspects (intrapersonal and interpersonal intelligences) in the process of professional development among undergraduate students in Administration (n=478) from the University of the Acaraú Valley (Brazil). Based on the assumption that the introduction of renewed learning practices enables the introduction/reinforcement of knowledge, skills, abilities and attitudes that, in line with the expectations of the organizations and the aspirations of society, can translate into a more humanized contemporary management, a research paradigm has been defined that assumes two paths that integrate mixed methods in the collection and analysis of data: (1) a quantitative nature in order to assess the impact of the use of active learning practices; (2) a qualitative nature in order to understand the opinions of the course format, its development, use and learning. As such, the data were collected through the application of the Multiple Intelligences Inventory for Adults (MIIA), an instrument created by Armstrong and adapted from the Howard Gardner Multiple Intelligence Test. Regarding the treatment and analysis of the collected data, statistical procedures of a descriptive and inferential nature were favored through the statistical software SPSS. The results obtained reinforce the need to (re) think systematization and didactic procedures that are able to dynamize the learning in the context of the classroom and the development of the different dimensions / competences necessary and fundamental to the construction of the identity / profile of the professional of the administration / contemporary management.
Descrição
Palavras-chave
Inteligências múltiplas Métodos interdisciplinares Administração Multiple intelligences Interdisciplinary methods Administration
Contexto Educativo
Citação
Editora
Editorial Universitat Politècnica de València