Graduate Programs In Administration Research Articles

Amounee, a case for micro entrepreneurship: giving voice to the artisans of the Indian handicrafts industry

Social implications The case projects how a women-led social enterprise provides livelihoods through a digitally operated unique micro-entrepreneurship model for the rural artisans of the Indian handicrafts industry, thus bringing about social change through economic empowerment of the community. Learning outcomes To understand how women entrepreneurship is contributing towards livelihood generation and rural artisan empowerment in India. To understand the make-up of a for-profit social enterprise in the Indian Handicrafts Industry, its challenges and solutions through innovative business. To present the mindset and journey of a woman social entrepreneur. To present and understand the growth and scaling up of such unique social ventures. To understand a unique form of the micro entrepreneurship model being built through digital platforms. Case overview/synopsis The objective of writing this case is to bring out a case of women entrepreneurship in the craft-based industry in India. This case seeks to emphasise on the following learning themes in the area of entrepreneurship: Women entrepreneurship: trials and tribulations. Micro entrepreneurship/rural artisan empowerment. Livelihood generation and upliftment of the rural artisans and revival of dying art and crafts in the Indian craft-based industry. The novel ecommerce and data analytics experience being skilfully incorporated by small enterprises to their vantage and making both the seller’s as well as the buyer’s experience unique. The case highlights how the unique business models of social entrepreneurship through the use of technology bring the digital experience to rural India. Social entrepreneurship. The case narrates the story of a budding social entrepreneur Megha Das who is a textile designer by profession and showcases her journey towards the creation of unique digital platforms which transf Complexity academic level The case has been targeted to be taught in Masters level course in business management/administration, entrepreneurship, social entrepreneurship, development studies, gender studies, design, etc. Its watered-down version can also be taught in under graduate programs in commerce, business management, business administration, fashion and textile designing, entrepreneurship, development studies, gender studies, etc. Supplementary materials Teaching notes are available for educators only. Subject code CCS 3: Entrepreneurship.

Falhas contábeis e manipulação de resultados: o caso da CVC S.A.

Abstract This teaching case reports the real situation of CVC S.A., a company operating in the tourism industry. The company was founded in 1972, with its first agency located in the Brazilian city of Santo André (SP). The dilemma of the case refers to accounting failures that boosted the company’s results. and led to payment of bonuses to former executives. This teaching case aims to contribute to the discussion about possible incentives that generate conflicts of interest and the identification of internal control tools that minimize exposure to accounting fraud. The construction of the case involved data collection from the Internet through newspaper reports, analysis of explanatory notes, reference forms, report of audited financial statements, and unverified independent audit reports, available on the company’s and B3’s websites. This teaching case is recommended for undergraduate or graduate programs in Administration and Accounting, in courses addressing conflict of interest and earnings management, such as Corporate Governance, Corporate Finance, Auditing, Corporate Fraud, or Analysis of Financial Statements.

Por uma orientação ao impacto societal da pós-graduação em administração no Brasil

Abstract This essay analyzes the challenges of graduate programs in administration in Brazil, considering mainly the challenges of the early 2020s, marked by changes in the assessments put forward by the Brazilian agency CAPES and the perspectives of a career in the field. Some of the most relevant facts that occurred from 2000 to 2020 were considered, indicating the need for changes in the education priorities, from a focus based on rigor in research to a focus on practical relevance. The reported situation and the intellectual debate on rigor and relevance led to two models: one oriented to scientific production and the other oriented to societal impact. When assuming the opportunity for a change toward the societal impact model, the study suggests updates in educational projects, research practices, knowledge dissemination channels, and research incentive policies.

ACTIVE LEARNING IN THE TEACHING OF QUALITATIVE RESEARCH: APPLICATION PROPOSAL

Objective: To propose an active learning methodology for teaching qualitative research in graduate school. Method: The paper is structured in two parts. The first is dedicated to theoretical-conceptual aspects, starting with the contextualization of the importance and challenges of researcher training, especially for the use of qualitative methods. This is followed by brief overview of the teaching of qualitative methodology, supported by a survey with coordinators and teachers of graduate programs in Administration and Psychology. Then the concepts of active learning methodologies are addressed, especially those based on experiential learning. The second part is dedicated to the presentation and discussion of a practical example that illustrates each of the steps of the methodological decision-making process to be observed in the qualitative research teaching-learning process at the graduate level. Conclusions: The main contribution of the paper is to offer an experiential teaching-learning model of the qualitative research methodology for graduate education. It closes by pointing out the limits and advantages of the methodological proposal.

Canadian graduate programs in public administration: The state of the field

AbstractGraduate public administration programs at Canadian universities have seen significant growth and change over the last fifteen years. This research note assesses current programming and considers recent developments. We argue that Canadian public administration programs exhibit diversity and that they are responsive to key trends and forces shaping society. To support these claims, we compare program curriculums and highlight distinguishing features. We suggest in closing, though, that further adjustments are required for programs to take advantage of arising opportunities and to remain resilient in the face of new challenges.

Sustainable Development Education in Public Administration Graduate Programs: The Cases of Pamukkale and Niğde Ömer Halisdemir Universities

Adaptation of environmental literacy awareness to the education system and reflection of interest and attitude towards the environment in behavior is a critical element in order to ensure sustainable development. Turkey's interest in the environment and sustainable development began to increase at the end of the 20th century. Unfortunately, the reflection of this interest in the education system has not been at the desired level. The foremost aim of the study is to measure the level of consciousness and awareness about sustainable development of the students who are in the master's programs of the department of public administration. As a sample, students studying in the relevant field between 2018-2020 at Pamukkale University and Niğde Ömer Halisdemir University Social Sciences Institute were selected. In this study, where the qualitative method was preferred, the data of 20 students who provided feedback to the 11-expression interview form were analyzed using the word cloud method. It was concluded that the participants began to examine the relationship between the environmental factor and sustainable development, understood the importance of sustainable development for future generations, but could not adequately reflect the consciousness and awareness they had achieved in their behavior.

A postgraduate capstone project: Impact on student learning and organizational change

The capstone course serves to integrate accumulated knowledge with a culminating experience or project and is a common component in undergraduate and graduate programs. The research on capstones courses shows that many capstone experiences or projects involve students working with outside clients, such as local businesses and organizations, to solve problems or develop new projects or campaigns. Such capstone experiences or projects seek to offer students real-world, career-building experience, while the clients seek to benefit from the learned academic knowledge of the students. Where the literature is scarce on client-based capstone projects is when the client is the student’s employer or career-related organization. A graduate program in administration at a public Midwestern university in the USA offers a different approach to the student–client model by requiring a degree-culminating capstone project that challenges adult students to apply their learned knowledge to solve administrative problems not for an outside client but at their place of employment or career-related organization. The researchers surveyed 66 alumni and interviewed 6 on how the capstone project had benefited their work-related learning and its impact on their employer or career-related organization. Students perceived an improvement in their ability to define and analyze administrative problems in their workplace, while the employers or organizations which implemented the project recommendations experienced positive organizational change. This case study contributes to the literature on capstone courses by examining the relevance of a work- or career-related capstone project to students and their workplace.

Efeitos da avaliação sobre os programas brasileiros de pós-graduação em Administração: análise sobre o isomorfismo

O objetivo deste texto é apresentar resultados de pesquisa relacionada com os efeitos da avaliação da Capes sobre os programas de pós-graduação em Administração - PPGAs. O método inclui estatística descritiva, análise de agrupamentos, revisão bibliográfica e documental. Os resultados apontaram a presença de isomorfismo mimético entre os PPGAs com diferentes intensidades. O maior grau de isomorfismo entre os grupos mais homogêneos torna evidente a disseminação da prática de espelhamento nas propostas curriculares, em especial nos programas menos tradicionais. Observou-se nos últimos anos que a Capes, que ora contribuiu para o isomorfismo, passou a adotar medidas para reduzir as similaridades, evitando o comprometimento evolutivo da ciência. As implicações do isomorfismo são a geração de entraves para os avanços qualitativos da produção científica.Palavras-chave: avaliação; pressões institucionais; isomorfismo; Capes; programas de pós-graduação.

Quem me Ensina a Ensinar? Atividades para o Exercício da Docência

O objetivo do presente estudo foi identificar quais atividades de ensino e aprendizagem são desenvolvidas na pós-graduação stricto sensu em contabilidade e administração para o exercício das atividades docentes. A pesquisa foi realizada por meio de um questionário aplicado em 167 programas de pós-graduação em contabilidade e administração, obtendo o total de 244 respostas válidas. Os resultados evidenciam que a maioria dos respondentes possui experiência na área de ensino e percepção de que os programas de pós-graduação aos quais estão vinculados os preparam para o exercício da docência. No entanto, infere-se, a partir da identificação do contato com atividades de ensino e aprendizagem para o exercício da docência, que estas são pouco desenvolvidas nos discentes por parte dos programas de pós-graduação analisados, sendo que aquelas com maiores médias estão concentradas em instrumentos de avaliação. Assim, parecem haver atividades de ensino e aprendizagem negligenciadas, com exceção dos instrumentos de avaliação, o que pode demonstrar uma inversão de valores da atividade docente, visto que a formação de professores de ciências contábeis e administração parece enfatizar e concentrar seus esforços mais em desenvolver aspectos avaliativos para o exercício da atividade docente, do que desenvolver os processos que precedem esta etapa.

An Analysis of Sustainability Integration in Business School Curricula: Evidence from Korea

Given the growing importance of corporate sustainability in the academic literature and in practice, this study investigates to what extent business schools in South Korea have been reflecting sustainability-linked themes in the curriculum. Based on a review of 20,507 course syllabi from ten sample universities between 2013 and 2019, our findings show an increase in the absolute number and proportion of sustainability-linked courses in Korean business schools, increasing from 12.9% of total courses in 2013 to 14.7% in 2019. The most prominent sustainability keywords were “ethics” and “corporate social responsibility,” with most courses reflecting sustainability keywords by allocating a few weeks to sustainability issues (sustainability-inclusive) rather than sustainability serving as the major theme of the course (sustainability-focused). In terms of degree program, sustainability-linked courses accounted for nearly 15% of total courses at the undergraduate and Master of Business Administration (MBA) levels, respectively, and just 7% of graduate (Master’s/Ph.D.) programs in Business Administration. While our findings suggest overall progress in incorporating sustainability themes in business schools, course offerings are fragmented and generally focus on a narrow concept of ethics rather than constituting a comprehensive curriculum that weaves sustainability throughout functional majors.

E-Government and information technology coursework in public administration programs in Asia

New technologies such as artificial intelligence (AI), the Internet of Things (IoT), and blockchain are changing how the public sector serves constituents. Academic programs in public administration and public policy must adapt their coursework to best serve students in an increasingly technology-based world. This qualitative research analyzed 84 Asian public administration graduate programs to determine the degree to which information technology was taught throughout the region. Our findings indicate that considerable variation existed between the number of information technology classes offered and the types of information discussed in the classes. A majority of public administration programs throughout Asia offered coursework in information technology; but, core classes and IT-specific specializations in public administration programs were observed at a much lower rate. Discussions of the tactics taken by programs to educate students in information technologies provide actionable suggestions for practitioners, educators, researchers, and administrators alike.

Estratégias organizacionais no contexto da avaliação da pós-graduação brasileira

<p>Esta pesquisa identifica estratégias de um Programa de Pós-Graduação em Administração de uma universidade federal para atender ao Sistema de Avaliação da Pós-graduação no Brasil. Os dados foram coletados em documentos e entrevistas com integrantes da gestão do Programa no quadriênio de avaliação 2013-2016. A partir da elucidação das estratégias vigentes, descreveu-se a dimensão teórica da gestão estratégica que contemplou as ações que materializaram o processo de sua formação e implementação. Constatou-se fragilidades quanto aos indicadores Corpo Docente e Inserção Social e predominância de estratégias deliberadas, indicando o caráter coercitivo da avaliação sobre a gestão estratégica do Programa. Concluiu--se que uma revisão do processo estratégico, em diálogo com os agentes sociais que compõem o Programa, poderá colaborar para melhores resultados no sistema de avaliação<em>.</em></p><p><strong>Palavras-chave: </strong>Desenvolvimento Organizacional, Educação Superior, Avaliação da Pós-graduação.</p><p> </p><p><strong>Estrategias organizacionales en el contexto de la evaluación de la posgraduación brasileña</strong></p><p>Esta investigación identifica las estrategias de un Programa de Posgraduación en Administración de una universidad federal para atender al Sistema de Evaluación de la Posgraduación en Brasil. Los datos fueron recolectados en documentos y entrevistas con integrantes de la gestión del Programa en el cuadrienio de evaluación 2013-2016. A partir de la elucidación de las estrategias vigentes, se describió la dimensión teórica de la gestión estratégica que consideró las acciones que materializaron el proceso de su formación e implementación. Se constataron fragilidades cuanto a los indicadores Cuerpo Docente e Inserción Social y predominancia de estrategias deliberadas, indicando el carácter coercitivo de la evaluación sobre la gestión estratégica del Programa. Se concluyó que una revisión del proceso estratégico, en diálogo con los agentes sociales que componen el Programa, podrá colaborar para obtener mejores resultados en el sistema de evaluación.</p><p><strong>Palabras clave: </strong>Desarrollo Organizacional, Educación Superior, Evaluación de la Posgraduación.</p><p> </p><p><strong>Organizational strategies in the context of evaluation of brazilian graduate study</strong></p><p>This study identifies strategies used in a graduate program in Administration, at a federal university, to meet the requirements of the Graduate Evaluation System in Brazil. Data were collected from documents and interviews with members of the program’s management, in the 2013-2016 quadrennial evaluation. Based on the current strategies, the theoretical dimension of strategic management was described, which included the actions that established the process of its formation and implementation. Weaknesses were observed in relation to the Teaching Staff and Social Insertion indicators, as well as the predominance of deliberate strategies, indicating the coercive nature of the evaluation on the strategic management of the program. It was concluded that a review of the strategic process, in dialogue with the social agents that make up the program, could help achieve better results in the evaluation system.</p><p><strong>Keywords: </strong>Organizational Development, Higher Education, Graduate Program Evaluation.</p>

TÜRKİYE’DE LİSANSÜSTÜ EĞİTİMDE KENTBİLİM VE ÇEVRE EĞİTİMİNİN AKADEMİK GÖRÜNÜMÜ

Türkiye’de kentleşme ve çevre eğitiminin gelişimini Cumhuriyetin ilk yıllarına kadar götürmek mümkün olsa da asıl gelişmenin 1940’lardan itibaren olduğu görülür. Özellikle 2. Dünya Savaşı öncesinden başlayan sanayileşme ve onun yarattığı buhranın etkisi hem savaş hem de savaş sonrası dönemde hemen bütün dünyayı derinden etkilemiştir. Kentlerin yeniden inşası süreci özellikle kentbilim eğitim ve çalışmalarının da itici gücü olur. Ancak 2000’li yıllara yaklaşırken artan kentsel sorunlara hızlı bir şekilde çevre sorunları da eklenirken, uluslararası toplum sürece kayıtsız kalmayarak önemli adımlar atmıştır. Türkiye’de de bu önemli adımların kent ve çevre eğitimi bakımından üniversitelerin daha çok kamu yönetimi bölümlerinde öne çıktığı bilinmektedir. Özellikle kamu yönetimi lisansüstü programları sosyo-ekonomik değişkenler ile kent ve çevre eğitiminde eleştirel düşünme arasında anlamlı ilişki kurmaya elverişli programlardır. Bu çalışma Türkiye’de kamu yönetimi bölümlerinde lisansüstü olarak verilen kent ve çevre eğitimi üzerinden hem bir analiz yapmayı hem de bir gelecek perspektifi ortaya koymayı amaçlamaktadır. Sosyal bilimler enstitülerinde ilgili programların dağılımı, bu dağılımın vakıf ve devlet üniversiteleri için farklılaşıp farklılaşmadığı, derslerin hangi ana alanlarda toplandığı, günümüz sorun ve çözüm arayışlarına ne denli yanıtlar verebildikleri, dersi veren öğretim üyeleri arasında bir unvan farklılaşması olup olmadığı çalışmanın temel sorularındandır. Çalışmada farklılaşan ders isimlerine rağmen içeriklerin ve ders materyallerinin sınırlılığı ve bunun yanı sıra ders dağılımı ve dersi veren öğretim üyelerinin unvan farklılığı dikkat çekmektedir. Bu bağlamda Türkiye’de kent ve çevre eğitimi açısından özellikle lisansüstü düzeyde yeni bir perspektife ihtiyaç olduğu açıktır.

Epistemic Matrices In The Construction Of Knowledge On Learning in Organizations

Our critical epistemic review examines how researchers deal with the creation of knowledge regarding learning in organizations from the standpoint of cognitive interests. We adopted the epistemic matrices’ analytical model elaborated by Paes de Paula (2016), who handles the creation of knowledge based on cognitive interests and epistemic reconstruction, as an alternative to the paradigms of Burrel and Morgan (1979). The object of analysis were dissertations defended in Brazilian stricto sensu graduate programs in Administration. The identification of cognitive interests in the dissertations was based on sociological approaches classified by the circle of epistemic matrices, which encompasses pure sociological approaches and sets of overlapping closed curves, forming hybrid sociological approaches. The latent and clear content of sociological approaches were collected and analyzed using the qualitative data analysis software Atlas.ti 7. We conclude that the technical and practical interests guide the creation of knowledge regarding learning in organizations – putting aside the emancipatory interest in our discussions. We also conclude that, in order to make contributions for the advancement of knowledge, our study must go beyond the aggregation of cognitive interests; it is necessary to investigate the postulates of sociological approaches to which the interests are connected.

Examining Student Reported Interaction and Satisfaction in Higher Education Administration Graduate Seminar-Style Blended Courses

The purpose of this case study was to examine how a professional graduate program in higher education administration developed seminar-style courses in a blended format. Blended courses involved two extended in-person weekend sessions with synchronous online sessions, and other asynchronous coursework in between. This study explored the importance of interaction, student satisfaction, and motivation to student success. Data were collected through student surveys and faculty interviews from 11 courses within the same graduate degree program at a private, highly-selective research university from spring 2016 through spring 2018. Class size was the biggest factor relating to student interaction. This study also found synchronous online discussions had a greater impact than other learning activities and that satisfaction and interaction had a slight increase over time as students and instructors became more comfortable with the format.

Transforming plans into community impact: Strategic planning as service-learning in public and nonprofit administration graduate programs

Service-learning is highly praised as a successful pedagogical tool for students’ learning. Benefits are attributed to students, the university, and the community. However, the literature also cautions that the benefits of service-learning are largely assumed without empirical testing, warranting a closer review of this pedagogical method. The purpose of this research is to investigate how previously identified service-learning best practices affect the level of strategic impact for community partners. The study utilizes the rich and varied 20-year history of a strategic planning service-learning course at the University of Central Florida School of Public Administration to test these relationships, producing evidence to demonstrate that group team structure and the designation of a service-learning director do indeed improve partner outcomes while longer semesters and greater organizational capacity may not. Ultimately, the study endorses a programmatic approach to service-learning that transcends a particular assignment or course, requiring significant attention, investment, and evaluation to ensure positive community impact—especially in cases where broader university service-learning resources are lacking.

Comportamento e Potencial Empreendedor à luz da Escala de Carland Entrepreneurship Index (CEI), na Ótica de Estudantes Universitários

Objetivo: analisar a contribuição do ensino de empreendedorismo para o desenvolvimento do potencial empreendedor dos estudantes de Administração de uma Instituição de Ensino Superior. Método: o estudo foi dividido em duas etapas: (1) uma pesquisa descritiva e documental, com abordagem qualitativa; e (2) um estudo quantitativo, por meio de uma survey. O instrumento de coleta de dados utilizado foi proposto por Carland, Carland e Hoy (1992), denominado de Carland Entrepreneurship Index (CEI).Originalidade/Relevância: a pesquisa aprofunda a discussão acerca do potencial empreendedor e do ensino de empreendedorismo, no âmbito da Educação Superior, evidenciando fatores empíricos decisivos para a formação de novos gestores empreendedores.Resultados: os mecanismos metodológicos mostraram a existência de conhecimentos congruentes entre o modelo testado e os conteúdos disseminados em sala de aula, evidenciando, com isso, a contribuição para a formação empreendedora dos estudantes, nos quesitos decrescentes de identificação de potencial empreendedor, tanto para micro quanto para macroempreendedores.Contribuições teóricas/metodológicas: o estudo contribui com a literatura, ao sinalizar, por meio das proposições empíricas, que a integralização de conteúdos, no processo da formação do estudante, exerce uma função balizadora na construção de comportamentos voltados à educação empreendedora.Contribuições sociais/para a gestão: os achados em campo foram salutares ao direcionamento da gestão pedagógica e da equipe docente, no que diz respeito à interdisciplinaridade de conteúdos de formação empreendedora, nos núcleos de formação básica, complementar e no conteúdo dos estudos quantitativos e de suas tecnologias, conforme as Diretrizes Curriculares Nacionais do curso de Graduação em Administração.

E-Government and Public Affairs Education

This article examines three fundamental questions with respect to the place of e-government in graduate education for careers in public service. First, where does e-government fit in the curriculum of graduate programs in public policy and administration? Second, might we expect the answer to this question to vary depending on the institutional home and type of public affairs degree? Third, should we expect programs to offer a required course on e-government or should we aim to integrate material on e-government throughout the curriculum? These questions are approached through standards developed for public affairs education in the United States, but they are examined in the context of international variations in governance, technology and education. The article first traces the development of e-government across the globe, summarizing important issues and consideration that government must answer as they pursue e-government initiatives. It then reviews standards that have been developed for public affairs education in the U.S. and turns to the question of how to incorporate e-government in the curriculum. E-government involves much more than technological and information management questions. Thus, it has implications for the entire public affairs curriculum. It is unlikely that a single course can successfully covers technical, managerial, and policy dimensions of e-government. For most programs, it will be more productive to explore e-government across a range of courses in the existing curriculum. The approach that is taken is likely to be affected by institutional settings, resources, and faculty competencies. It is also likely to be shaped by the broader social, economic, and political environments in which programs operate. Although the stage of e-government development in the country is likely to make a difference, we can also hope that our training will also shape e-government's development.

Internacionalização do ensino: relação entre formação no exterior e publicações internacionais dos programas em stricto sensu em administração

Like many sectors of the economy, universities need to worry about increasing competitiveness. Internationalization has been an alternative that permits companies to be part of the global scenario, expanding their interaction network, but can also be explored in the field of education, mainly linked to network theory. This research examined the training of teachers of graduate programs in Administration in stricto sensu evaluated with grades 6 and 7 by CAPES in 2013. The purpose was to investigate whether the fact that the teachers have their training or part of it abroad contributes significantly to the increase of international publications. This is a qualitative research and secondary data has been worked with. The results indicate that the two countries that received most publications from Brazil in relation to the programs studied were the United States and then England, the same countries where most of the institutions have trained teachers or part of them abroad. The fact of having part or complete formation abroad can be interpreted as a greater possibility of interactions with other institutions and raise the actions in the indicators of internationalization proposed by CAPES, both for the possibility of the teacher to increase his network, and for the possibility of expanding knowledge in new languages, which would promote communication between teachers and consequently the programs evaluated.

Eğitim Yönetimi Yüksek Lisans Öğrencilerinin Eğitim Sürecine Dair Deneyimleri

Educational Administration graduate programs are among the programs that students frequently apply at state and foundation universities. The main purpose of the programs, which are generally preferred by undergraduates of the Faculties of Education, is to train the required education administrators. Being a graduate of Educational Administration programs have little contribution to be appointed as an educational administrator at state schools. This situation arouses interest in the aims, expectations and achievements of the students who direct to the field of Education Administration in order to receive graduate education. The aim of this study is to make a general evaluation and make a variety of suggestions for the field of Educational Administration and its programs by examining aims and gains of graduate students attending the Educational Administration graduate programs at the state and foundation universities. The study was designed with a phenomenological approach and included 21 students, 12 from state universities and 9 from foundation universities. The data collected by the semi-structured interview form were analyzed by content analysis. Generally, participants stated that they started graduate education for personal and professional purposes. Various differences were observed among the participants from state and foundation universities. The most obvious one among those differences is aims of participants while choosing this field. Findings of the study emphasize necessary formations on training and recruitment of educational administrators.