Self-assessment policy and perspectives for learning and organizational innovation in postgraduation programs in business administration in brazilian northeast region
The objective of this research is to investigate how the Self-Assessment Policy is being implemented and the perspectives for Learning and Organizational Innovation in Postgraduation Programs stricto sensu in Business Administration of public Higher Education Institutions (IES – Instituições de Ens...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | Spanish |
| Published: |
Universidade Federal de Santa Catarina
2023-12-01
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| Series: | Revista Gestão Universitária na América Latina |
| Subjects: | |
| Online Access: | https://periodicos.ufsc.br/index.php/gual/article/view/94294 |
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| Summary: | The objective of this research is to investigate how the Self-Assessment Policy is being implemented and the perspectives for Learning and Organizational Innovation in Postgraduation Programs stricto sensu in Business Administration of public Higher Education Institutions (IES – Instituições de Ensino Superior) in Brazilian Northeast Region. Methodologically, a multi-case study was conducted with four Postgraduation Programs; evidence was produced from interviews and documentary research and treated through Content Analysis. The conclusion is Self-Assessment can be translated into an Organizational Learning process, in which the analysis of the knowledge produced can lead to changes and innovations in the Programs. Elements confirming the perspective of learning, based on facilitating aspects, arranged in four dimensions (Experimentation, Interaction with the external environment, Dialogue, and Participatory decision-making) were identified. There was also an assertive perception regarding the perspectives for Organizational Innovation, highlighting, among other aspects, changes in the training process, approximation to other sectors of civil society, and changes in the management model. The results can help discussions about Self-Assessment in the postgraduation scenario and contribute to insights understanding learning and innovation in Postgraduation Programs beyond isomorphic aspects.
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| ISSN: | 1983-4535 |