Permanência de alunos nos cursos presenciais e a distância em Administração: contribuições para a gestão acadêmica
Ano de defesa: | 2012 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Não Informado pela instituição
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Programa de Pós-Graduação: |
Não Informado pela instituição
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Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
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Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Link de acesso: | http://hdl.handle.net/10438/9920 |
Resumo: | Distance education has been gaining attention in recent years due to the capacity of expansion of under graduation education and also to including a group of people who otherwise could not hold a degree. The objective of this research was to identify variables that influence the process of permanence of Administration Business students, comparing results of distance education to presential education, and taking the State University of Maranhão (Uema) as a case to be studied. As the main theoretical framework of this study, we chose the Student Integration Model of Tinto (1975), considered the first academically recognized proposal for determining the variables that interfere in the process of evasion and retention of students in an undergraduate course. One component of the model captured the interest of comparing the two modalities (presential and distance one) in a special way: social integration, as a result from interactions among students and professors, who are generally poorly explored in empirical studies. The method defined for the study was descriptive with a qualitative basis. The submission of all the variables observed in the literature to an analysis of judges resulted in the definition of three main dimensions and 60 components, namely: (1) Profile of the student, (2) Being in network; and Conditions for permanence. These variables formed the framework for analysis of categorical content, resulting from the application of multiple data collection instruments (two questionnaires and an in-depth interview) that were used in triangulation with secondary data obtained in the actual Enade (2009). As a theoretical contribution of this thesis, it is noted three possibility of integration of three philosophical views: Cognitivism, Constructivism and Connectivism that are interrelated in the management of academic degree courses by the uniqueness of education envisioned by the blended learning as the future trend for higher education. Other contributions are presented in relation to components: individual attributes, work and training, family background, schooling, previous use of ICTs, professors and students interaction, personal commitment and institutional and academic integration. |
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Silva, João Augusto Ramos eEscolas::EBAPEFraga, Valderez FerreiraZouain, Deborah MoraesMourão, LucianaCosta, Celso José daNunes, Rogério da SilvaMartins, Paulo Emílio MatosOliveira, Fátima Bayma de2012-08-01T12:46:52Z2012-08-01T12:46:52Z2012-07-03SILVA, João Augusto Ramos e. Permanência de alunos nos cursos presenciais e a distância em Administração: contribuições para a gestão acadêmica. Tese (Doutorado em Administração) - FGV - Fundação Getúlio Vargas, Rio de Janeiro, 2012.http://hdl.handle.net/10438/9920Distance education has been gaining attention in recent years due to the capacity of expansion of under graduation education and also to including a group of people who otherwise could not hold a degree. The objective of this research was to identify variables that influence the process of permanence of Administration Business students, comparing results of distance education to presential education, and taking the State University of Maranhão (Uema) as a case to be studied. As the main theoretical framework of this study, we chose the Student Integration Model of Tinto (1975), considered the first academically recognized proposal for determining the variables that interfere in the process of evasion and retention of students in an undergraduate course. One component of the model captured the interest of comparing the two modalities (presential and distance one) in a special way: social integration, as a result from interactions among students and professors, who are generally poorly explored in empirical studies. The method defined for the study was descriptive with a qualitative basis. The submission of all the variables observed in the literature to an analysis of judges resulted in the definition of three main dimensions and 60 components, namely: (1) Profile of the student, (2) Being in network; and Conditions for permanence. These variables formed the framework for analysis of categorical content, resulting from the application of multiple data collection instruments (two questionnaires and an in-depth interview) that were used in triangulation with secondary data obtained in the actual Enade (2009). As a theoretical contribution of this thesis, it is noted three possibility of integration of three philosophical views: Cognitivism, Constructivism and Connectivism that are interrelated in the management of academic degree courses by the uniqueness of education envisioned by the blended learning as the future trend for higher education. Other contributions are presented in relation to components: individual attributes, work and training, family background, schooling, previous use of ICTs, professors and students interaction, personal commitment and institutional and academic integration.A educação a distância vem ganhando destaque nos últimos anos em função da capacidade de expansão do ensino superior e também por incluir um grupo de pessoas que, de outra forma, não poderia realizar uma graduação. O objetivo dessa pesquisa é identificar as variáveis que influenciam o processo de permanência dos alunos de Administração, comparando resultados das modalidades presencial e a distância, tomando como caso a Universidade Estadual do Maranhão (Uema). Como principal referencial teórico do presente estudo, escolheu-se o Modelo de Integração do Estudante de Tinto (1975), considerado como a primeira proposta academicamente reconhecida de determinação das variáveis que intervém no processo de evasão e permanência de alunos em um curso de graduação. Um dos componentes do modelo despertou o interesse de comparação entre as duas modalidades (presencial e a distância) de forma especial, qual seja: a integração social, decorrente das interações discentes e docentes, que em geral são pouco exploradas nos estudos empíricos. O método definido para o estudo foi de caráter descritivo e base qualitativa. A submissão do conjunto de variáveis observadas na literatura a uma análise de juízes resultou na definição de três principais Dimensões e 60 Componentes, a saber: (1) Perfil do aluno; (2) Estar-em-rede; e (3) Condições para a permanência. Essas variáveis compuseram o quadro de análise de conteúdo categorial, resultante da aplicação de múltiplos instrumentos de coleta de dados (dois questionários e uma entrevista em profundidade), que foram utilizados na triangulação com dados secundários obtidos no próprio Enade (2009). Como contribuição teórica da presente tese, aponta-se a possibilidade de integração das três visões filosóficas: Cognitivismo, Construtivismo e Conectivismo que se interrelacionam na gestão acadêmica de cursos superiores pela unicidade da educação vislumbrada pelo blended learning como tendência futura para a educação superior. Outras contribuições são apresentadas em relação aos componentes: atributos individuais, trabalho e estágio, contexto familiar, escolaridade anterior, uso das TICs, interação docente e discente, compromisso pessoal e institucional e integração acadêmica.porPermanência de alunosEvasão de alunosRetenção de alunosModalidades educacionaisAdministraçãoEducação a distânciaEducação presencialGestão acadêmicaPermanence of studentsEvasionBusiness administration courseDistance educationPresential educationAcademic managementAdministração de empresasEnsino à distânciaEvasão escolarAdministração - Estudo e ensino (Superior)Permanência de alunos nos cursos presenciais e a distância em Administração: contribuições para a gestão acadêmicainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Repositório Institucional do FGV (FGV Repositório Digital)instname:Fundação Getulio Vargas 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|
dc.title.por.fl_str_mv |
Permanência de alunos nos cursos presenciais e a distância em Administração: contribuições para a gestão acadêmica |
title |
Permanência de alunos nos cursos presenciais e a distância em Administração: contribuições para a gestão acadêmica |
spellingShingle |
Permanência de alunos nos cursos presenciais e a distância em Administração: contribuições para a gestão acadêmica Silva, João Augusto Ramos e Permanência de alunos Evasão de alunos Retenção de alunos Modalidades educacionais Administração Educação a distância Educação presencial Gestão acadêmica Permanence of students Evasion Business administration course Distance education Presential education Academic management Administração de empresas Ensino à distância Evasão escolar Administração - Estudo e ensino (Superior) |
title_short |
Permanência de alunos nos cursos presenciais e a distância em Administração: contribuições para a gestão acadêmica |
title_full |
Permanência de alunos nos cursos presenciais e a distância em Administração: contribuições para a gestão acadêmica |
title_fullStr |
Permanência de alunos nos cursos presenciais e a distância em Administração: contribuições para a gestão acadêmica |
title_full_unstemmed |
Permanência de alunos nos cursos presenciais e a distância em Administração: contribuições para a gestão acadêmica |
title_sort |
Permanência de alunos nos cursos presenciais e a distância em Administração: contribuições para a gestão acadêmica |
author |
Silva, João Augusto Ramos e |
author_facet |
Silva, João Augusto Ramos e |
author_role |
author |
dc.contributor.unidadefgv.por.fl_str_mv |
Escolas::EBAPE |
dc.contributor.member.none.fl_str_mv |
Fraga, Valderez Ferreira Zouain, Deborah Moraes Mourão, Luciana Costa, Celso José da Nunes, Rogério da Silva Martins, Paulo Emílio Matos |
dc.contributor.author.fl_str_mv |
Silva, João Augusto Ramos e |
dc.contributor.advisor1.fl_str_mv |
Oliveira, Fátima Bayma de |
contributor_str_mv |
Oliveira, Fátima Bayma de |
dc.subject.por.fl_str_mv |
Permanência de alunos Evasão de alunos Retenção de alunos Modalidades educacionais Administração Educação a distância Educação presencial Gestão acadêmica |
topic |
Permanência de alunos Evasão de alunos Retenção de alunos Modalidades educacionais Administração Educação a distância Educação presencial Gestão acadêmica Permanence of students Evasion Business administration course Distance education Presential education Academic management Administração de empresas Ensino à distância Evasão escolar Administração - Estudo e ensino (Superior) |
dc.subject.eng.fl_str_mv |
Permanence of students Evasion Business administration course Distance education Presential education Academic management |
dc.subject.area.por.fl_str_mv |
Administração de empresas |
dc.subject.bibliodata.por.fl_str_mv |
Ensino à distância Evasão escolar Administração - Estudo e ensino (Superior) |
description |
Distance education has been gaining attention in recent years due to the capacity of expansion of under graduation education and also to including a group of people who otherwise could not hold a degree. The objective of this research was to identify variables that influence the process of permanence of Administration Business students, comparing results of distance education to presential education, and taking the State University of Maranhão (Uema) as a case to be studied. As the main theoretical framework of this study, we chose the Student Integration Model of Tinto (1975), considered the first academically recognized proposal for determining the variables that interfere in the process of evasion and retention of students in an undergraduate course. One component of the model captured the interest of comparing the two modalities (presential and distance one) in a special way: social integration, as a result from interactions among students and professors, who are generally poorly explored in empirical studies. The method defined for the study was descriptive with a qualitative basis. The submission of all the variables observed in the literature to an analysis of judges resulted in the definition of three main dimensions and 60 components, namely: (1) Profile of the student, (2) Being in network; and Conditions for permanence. These variables formed the framework for analysis of categorical content, resulting from the application of multiple data collection instruments (two questionnaires and an in-depth interview) that were used in triangulation with secondary data obtained in the actual Enade (2009). As a theoretical contribution of this thesis, it is noted three possibility of integration of three philosophical views: Cognitivism, Constructivism and Connectivism that are interrelated in the management of academic degree courses by the uniqueness of education envisioned by the blended learning as the future trend for higher education. Other contributions are presented in relation to components: individual attributes, work and training, family background, schooling, previous use of ICTs, professors and students interaction, personal commitment and institutional and academic integration. |
publishDate |
2012 |
dc.date.accessioned.fl_str_mv |
2012-08-01T12:46:52Z |
dc.date.available.fl_str_mv |
2012-08-01T12:46:52Z |
dc.date.issued.fl_str_mv |
2012-07-03 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SILVA, João Augusto Ramos e. Permanência de alunos nos cursos presenciais e a distância em Administração: contribuições para a gestão acadêmica. Tese (Doutorado em Administração) - FGV - Fundação Getúlio Vargas, Rio de Janeiro, 2012. |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10438/9920 |
identifier_str_mv |
SILVA, João Augusto Ramos e. Permanência de alunos nos cursos presenciais e a distância em Administração: contribuições para a gestão acadêmica. Tese (Doutorado em Administração) - FGV - Fundação Getúlio Vargas, Rio de Janeiro, 2012. |
url |
http://hdl.handle.net/10438/9920 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional do FGV (FGV Repositório Digital) instname:Fundação Getulio Vargas (FGV) instacron:FGV |
instname_str |
Fundação Getulio Vargas (FGV) |
instacron_str |
FGV |
institution |
FGV |
reponame_str |
Repositório Institucional do FGV (FGV Repositório Digital) |
collection |
Repositório Institucional do FGV (FGV Repositório Digital) |
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repository.name.fl_str_mv |
Repositório Institucional do FGV (FGV Repositório Digital) - Fundação Getulio Vargas (FGV) |
repository.mail.fl_str_mv |
|
_version_ |
1810024580616552448 |