Instituições culturais-cognitivas e a inovação em uma universidade pública brasileira
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Ciências Sociais e Humanas |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Administração
|
Departamento: |
Administração
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/17437 |
Resumo: | Institutional theory has contributed significantly to organizational studies by allowing the understanding of phenomena that affect organizational efficiency beyond those related to resource rationalization and technological imperatives. The existence of institutional forces that affect the efficiency of organizational structures has been perceived, making them yield to cultural elements, in search of legitimacy before the social environment. In the educational sector, these institutionalized norms are preponderant in determining structures and processes, unlike in other economic sectors. Thus, federal higher education institutions are organizations that are conducive to the development of institutional studies. Its structures are extremely complex, due to the diversity of its publics, developed activities, manipulated technologies, the diverse training of the people involved and the extension of its infrastructure. And, along with this, universities are considered spaces to innovation, considering the multiplicity of knowledge produced and disseminated in this scope. This study aimed to analyze cultural-cognitive institutions that promote or inhibit innovation in a Brazilian public university. The first stage of the work focused on identifying the cultural-cognitive elements as well as the manifestations of these elements in university culture that could promote or inhibit innovation. Based on this investigation, the instrument of data collection was elaborated and, later, submitted to the validation of specialists. In the second stage, a survey was carried out with university professors, taking into account their relevance in scientific production. The research was applied during the months of August and October 2018, obtaining 324 responses from a total of 1820 teachers. The data of the research were analyzed through descriptive statistics and non-parametric tests of difference of averages, crossing the cultural-cognitive elements with the variables of the professor’s profile. In the descriptive analysis, eighteen cultural-cognitive manifestations promoting innovation and six inhibiting were confirmed. In addition, sixteen cultural-cognitive manifestations inhibiting innovation and twenty-eight cultural-cognitive manifestations promoting innovation were not confirmed. In the difference of averages analysis, different perceptions of the respondents of the research were identified in relation to the cultural-cognitive manifestations, based on the profile variables. The variables gender, participation in innovation projects with the private sector, participation in innovation projects focused on the internal activities of the institution and educational center stand out. Thus, it can be seen that the cultural institutions that promote and inhibit innovation are not homogeneously perceived within the university, and can generate different organizational results in terms of innovation. |
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2019-07-15T14:19:29Z2019-07-15T14:19:29Z2019-03-22http://repositorio.ufsm.br/handle/1/17437Institutional theory has contributed significantly to organizational studies by allowing the understanding of phenomena that affect organizational efficiency beyond those related to resource rationalization and technological imperatives. The existence of institutional forces that affect the efficiency of organizational structures has been perceived, making them yield to cultural elements, in search of legitimacy before the social environment. In the educational sector, these institutionalized norms are preponderant in determining structures and processes, unlike in other economic sectors. Thus, federal higher education institutions are organizations that are conducive to the development of institutional studies. Its structures are extremely complex, due to the diversity of its publics, developed activities, manipulated technologies, the diverse training of the people involved and the extension of its infrastructure. And, along with this, universities are considered spaces to innovation, considering the multiplicity of knowledge produced and disseminated in this scope. This study aimed to analyze cultural-cognitive institutions that promote or inhibit innovation in a Brazilian public university. The first stage of the work focused on identifying the cultural-cognitive elements as well as the manifestations of these elements in university culture that could promote or inhibit innovation. Based on this investigation, the instrument of data collection was elaborated and, later, submitted to the validation of specialists. In the second stage, a survey was carried out with university professors, taking into account their relevance in scientific production. The research was applied during the months of August and October 2018, obtaining 324 responses from a total of 1820 teachers. The data of the research were analyzed through descriptive statistics and non-parametric tests of difference of averages, crossing the cultural-cognitive elements with the variables of the professor’s profile. In the descriptive analysis, eighteen cultural-cognitive manifestations promoting innovation and six inhibiting were confirmed. In addition, sixteen cultural-cognitive manifestations inhibiting innovation and twenty-eight cultural-cognitive manifestations promoting innovation were not confirmed. In the difference of averages analysis, different perceptions of the respondents of the research were identified in relation to the cultural-cognitive manifestations, based on the profile variables. The variables gender, participation in innovation projects with the private sector, participation in innovation projects focused on the internal activities of the institution and educational center stand out. Thus, it can be seen that the cultural institutions that promote and inhibit innovation are not homogeneously perceived within the university, and can generate different organizational results in terms of innovation.A teoria institucional tem contribuído significativamente para os estudos organizacionais ao permitir a compreensão de fenômenos que afetam a eficiência organizacional além daqueles relacionados à racionalização de recursos e imperativos tecnológicos. Percebeu-se a existência de forças institucionais afetando a eficiência das estruturas organizacionais, que cediam a elementos culturais em busca de legitimação perante o meio social. No setor educacional, essas normas institucionalizadas são preponderantes na determinação das estruturas e processos, diferentemente do que ocorre em outros setores econômicos. Assim, as instituições federais de ensino superior mostram-se organizações propícias para o desenvolvimento de estudos institucionais. As suas estruturas são extremamente complexas, devido à diversidade dos seus públicos, atividades desenvolvidas, tecnologias manipuladas, na diversidade de formação das pessoas envolvidas e na extensão de sua infraestrutura. E, aliado a isso, as universidades são consideradas espaços destinados à inovação, considerando a multiplicidade de conhecimento produzido e difundido neste âmbito. Este estudo teve como objetivo analisar as instituições culturais-cognitivas que promovem ou inibem a inovação em uma universidade pública brasileira. A primeira etapa do trabalho se concentrou em identificar os elementos culturais-cognitivos, assim como as manifestações destes elementos na cultura da universidade que poderiam promover ou inibir a inovação. A partir desta investigação, elaborou-se o instrumento de coleta de dados, o qual foi submetido à validação por especialistas. Na segunda etapa, realizou-se uma pesquisa survey com os docentes da universidade, levando em consideração a sua relevância na produção científica. A pesquisa foi aplicada durante os meses de agosto a outubro de 2018, obtendo-se 324 respostas do total de 1820 docentes. Os dados da pesquisa foram analisados por meio da estatística descritiva e testes não-paramétricos de diferença de médias, cruzando-se os elementos culturais-cognitivos com as variáveis de perfil dos docentes. Na análise descritiva, foram confirmadas dezoito manifestações culturais-cognitivas promotoras da inovação e seis inibidoras. Além disso, dezesseis manifestações culturais-cognitivas inibidoras da inovação e vinte e oito manifestações culturais-cognitivas promotoras da inovação não foram confirmadas. Na análise de diferença de médias, identificaram-se diferentes percepções dos respondentes da pesquisa em relação às manifestações culturais-cognitivas, com base nas variáveis de perfil. Destacam-se as variáveis sexo, participação em projetos de inovação com o setor privado, na participação em projetos de inovação voltados para as atividades internas da instituição e centro de ensino. Assim, percebe-se que as instituições culturais promotoras e inibidoras da inovação não são homogeneamente percebidas dentro da universidade, podendo gerar diferentes resultados organizacionais, no que se refere à inovação.porUniversidade Federal de Santa MariaCentro de Ciências Sociais e HumanasPrograma de Pós-Graduação em AdministraçãoUFSMBrasilAdministraçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessInovaçãoCulturaUniversidadesInstituiçõesInnovationCultureUniversitiesInstitutionsCNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAOInstituições culturais-cognitivas e a inovação em uma universidade pública brasileiraCultural-cognitive institutions and innovation in a brazilian public universityinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisKneipp, Jordana Marqueshttp://lattes.cnpq.br/6222478647388362Trevisan, Marcelohttp://lattes.cnpq.br/9922211479866264Beuron, Thiago Antoniohttp://lattes.cnpq.br/3128023764035312http://lattes.cnpq.br/0103241371759258Gallon, Ives600200000006600f3aee13d-9419-4581-b573-08a345e7180fdbfc6f4f-8d9a-40d0-9e11-f484f16ac5c7f0b4716d-af6e-4edf-ac2c-b2ce8d4db2cb23c182a0-4925-4254-80cc-93a124129552reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGADMINISTRACAO_2019_GALLON_IVES.pdfDIS_PPGADMINISTRACAO_2019_GALLON_IVES.pdfDissertação de Mestradoapplication/pdf3089697http://repositorio.ufsm.br/bitstream/1/17437/1/DIS_PPGADMINISTRACAO_2019_GALLON_IVES.pdf1dc5e2c30e684a35823f25e84fb4f7ffMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Instituições culturais-cognitivas e a inovação em uma universidade pública brasileira |
dc.title.alternative.eng.fl_str_mv |
Cultural-cognitive institutions and innovation in a brazilian public university |
title |
Instituições culturais-cognitivas e a inovação em uma universidade pública brasileira |
spellingShingle |
Instituições culturais-cognitivas e a inovação em uma universidade pública brasileira Gallon, Ives Inovação Cultura Universidades Instituições Innovation Culture Universities Institutions CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO |
title_short |
Instituições culturais-cognitivas e a inovação em uma universidade pública brasileira |
title_full |
Instituições culturais-cognitivas e a inovação em uma universidade pública brasileira |
title_fullStr |
Instituições culturais-cognitivas e a inovação em uma universidade pública brasileira |
title_full_unstemmed |
Instituições culturais-cognitivas e a inovação em uma universidade pública brasileira |
title_sort |
Instituições culturais-cognitivas e a inovação em uma universidade pública brasileira |
author |
Gallon, Ives |
author_facet |
Gallon, Ives |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Kneipp, Jordana Marques |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6222478647388362 |
dc.contributor.referee1.fl_str_mv |
Trevisan, Marcelo |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9922211479866264 |
dc.contributor.referee2.fl_str_mv |
Beuron, Thiago Antonio |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3128023764035312 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0103241371759258 |
dc.contributor.author.fl_str_mv |
Gallon, Ives |
contributor_str_mv |
Kneipp, Jordana Marques Trevisan, Marcelo Beuron, Thiago Antonio |
dc.subject.por.fl_str_mv |
Inovação Cultura Universidades Instituições |
topic |
Inovação Cultura Universidades Instituições Innovation Culture Universities Institutions CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO |
dc.subject.eng.fl_str_mv |
Innovation Culture Universities Institutions |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO |
description |
Institutional theory has contributed significantly to organizational studies by allowing the understanding of phenomena that affect organizational efficiency beyond those related to resource rationalization and technological imperatives. The existence of institutional forces that affect the efficiency of organizational structures has been perceived, making them yield to cultural elements, in search of legitimacy before the social environment. In the educational sector, these institutionalized norms are preponderant in determining structures and processes, unlike in other economic sectors. Thus, federal higher education institutions are organizations that are conducive to the development of institutional studies. Its structures are extremely complex, due to the diversity of its publics, developed activities, manipulated technologies, the diverse training of the people involved and the extension of its infrastructure. And, along with this, universities are considered spaces to innovation, considering the multiplicity of knowledge produced and disseminated in this scope. This study aimed to analyze cultural-cognitive institutions that promote or inhibit innovation in a Brazilian public university. The first stage of the work focused on identifying the cultural-cognitive elements as well as the manifestations of these elements in university culture that could promote or inhibit innovation. Based on this investigation, the instrument of data collection was elaborated and, later, submitted to the validation of specialists. In the second stage, a survey was carried out with university professors, taking into account their relevance in scientific production. The research was applied during the months of August and October 2018, obtaining 324 responses from a total of 1820 teachers. The data of the research were analyzed through descriptive statistics and non-parametric tests of difference of averages, crossing the cultural-cognitive elements with the variables of the professor’s profile. In the descriptive analysis, eighteen cultural-cognitive manifestations promoting innovation and six inhibiting were confirmed. In addition, sixteen cultural-cognitive manifestations inhibiting innovation and twenty-eight cultural-cognitive manifestations promoting innovation were not confirmed. In the difference of averages analysis, different perceptions of the respondents of the research were identified in relation to the cultural-cognitive manifestations, based on the profile variables. The variables gender, participation in innovation projects with the private sector, participation in innovation projects focused on the internal activities of the institution and educational center stand out. Thus, it can be seen that the cultural institutions that promote and inhibit innovation are not homogeneously perceived within the university, and can generate different organizational results in terms of innovation. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-07-15T14:19:29Z |
dc.date.available.fl_str_mv |
2019-07-15T14:19:29Z |
dc.date.issued.fl_str_mv |
2019-03-22 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/17437 |
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http://repositorio.ufsm.br/handle/1/17437 |
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por |
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por |
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600200000006 |
dc.relation.confidence.fl_str_mv |
600 |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Sociais e Humanas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Administração |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Administração |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Sociais e Humanas |
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