Proposta de modelo didático para cursos master business administration (MBA) - a partir de pesquisa entre gestores-docentes

• Ano de defesa: 2025
• Autor(a) principal: Lucchesi, Shirley
• Orientador(a): Lima, Manolita Correia
• Banca de defesa: Lima, Manolita Correia, Bianchi, Caio Giusti, Vasconcelos, Silvio Luís de, Sá, Cristiane Freire de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Escola Superior de Propaganda e Marketing
• Programa de Pós-Graduação: Programa de Mestrado em Administração em Gestão Internacional
• Departamento: ESPM::Pós-Graduação Stricto Sensu
• País: Brasil
• Palavras-chave em Português: gestão internacional; estratégia; aprendizagem organizacional; aprendizagem experiencial - ciclo e estilos de aprendizagem; aprendizagem no cotidiano organizacional
• Palavras-chave em Inglês: international management; strategy; organizational learning; experiential learning - learning cycle and styles; quotidian organizational learning.
• Área do conhecimento CNPq: CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO
• Link de acesso: http://tede2.espm.br/handle/tede/843

This dissertation aims to propose a didactic model that contributes to the teaching and learning process in MBA courses, in the field of Business Administration, supported by the ways of learning and teaching on a daily basis, during the organizational experience.The investigation looked into identifying, understanding and describing the interactions and learning situations from the perspective of professionals working in business management, with consolidated careers, linked to organizations that present a learning culture as a value and, at the same time, are active in teaching in the field of Business Administration, offered by higher education institutions. To this end, the central theoretical lens chosen was the experiential learning theory, and the methodological approach involved empirical, qualitative, descriptive research, with data collection through in-depth interviews and content analysis. The literature demonstrates that the motivations for collaborative contracts between company and school occur from the company's perspective and despite the fact we have not found literature on collaboration from the company's perspective in order to attend the school's motivations, the results show that there is an effective learning in the processes of knowledge circulation among collaborators that can bridge the gap between practice and academic theory. As a theoretical contribution, the study explores the field of the phenomenon of everyday interactions that generate learning and learning situations in the context of organizations. In terms of the implications for practice, this study provides results to broadening discussions on the complexity of the dynamics of sharing experiences between employees, elucidating the role of management as essential in promoting day-to-day learning and building organizational knowledge.