Empreender como uma forma de ser, saber e fazer: o desenvolvimento da mentalidade e do comportamento empreendedores por meio da educação empreendedora
Ano de defesa: | 2018 |
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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: |
Universidade Federal de Santa Maria
Centro de Ciências Sociais e Humanas |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Administração
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Departamento: |
Administração
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País: |
Brasil
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Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/16023 |
Resumo: | The interest in the entrepreneurial education has grown significantly over the last years, stimulating new studies and new understandings of what it is to be an entrepreneur and the role education plays in its development. In the last decades researches about entrepreneurship have grown in visibility and importance, however, the entrepreneurial education issue still requires a more solid discussion that will help it to mature and will allow it to be directed and disseminated in a more effective way. With the purpose of contributing in this direction, this study had as its main objective to analyse the development of the entrepreneurial mindset and behavior in graduation students and professors of a private college institution, by the means of an entrepreneurial education which is directed to contemplate the entrepreneurship as a way of being, knowing and doing. To reach this goal, an exploratory qualitative and quantitative study was conducted based on theoretical-empirical research and data triangulation. The first step of the research, socalled informal research, identified the faculty members who, from the student’s point of view, develop unique activities in the classroom. Out of this informal research, which included 249 students, the four most frequently mentioned professors from each course were selected - an amount of 12 professors to be interviewed. The interviews were based on a semi-structured script. For the qualitative evaluation of the data the content analysis method was applied (BARDIN, 2011). From the findings of this analysis, six categories emerged, non-a-priori: nature of the entrepreneurial education; the role and duty of the professor; new didactic-pedagogical methodologies and practices; student-centered education; the entrepreneurship as a means of being, knowing and doing; and the results of the entrepreneurial education. As for the quantitative approach, the questionnaire of entrepreneurial behavioral characteristics (CCE’s) - developed by McClelland (MANSFIELD et. al., 1987) - and the questionnaire forma mentis - developed by Mencarelli (2014) - were applied in order to study the dimensions of the entrepreneurial mindset. 427 students and the 12 interviewed professors have answered the instruments of the quantitative approach, and statistical tests were used in the analysis of the data. Finally, the triangulation of the data acquired in the qualitative and quantitative approaches was executed. The analysis of the results brought forth the evidence of initiatives of entrepreneurial education, identified in the student’s reports obtained through the informal research, as well as in the interviews performed with the professors. It is possible to detect, either in the faculty or in the students’ narrative, the characteristics and specificities of the nature of the entrepreneurial education, the new roles and duties that students and professors assume in it and the new didactic-pedagogical methodologies and practices aimed at the entrepreneurial formation. Furthermore, the information obtained with the faculty and students also support the results, both expected and reached by the parties, based on an entrepreneurial education not only oriented to the transmission and acquisition of knowledge, but above all, aimed to treating entrepreneurship as a way of being, knowing and doing. These results from the qualitative approach were evidenced by the results of the quantitative approach, which identified and quantified in the professors and students the dimensions of the entrepreneurial mindset and the characteristics of the entrepreneurial behavior. With the purpose of performing the triangulation of the data, the students’ expectations concerning the entrepreneurial education, which were identified in the informal research, were cross-examined with the professors’ view on the entrepreneurial formation and their role as educators, views which were obtained through the content analysis method summed up to the entrepreneurial mindset and behavioral characteristics of the faculty obtained through the use of the questionnaires. In addition, the professors’ expected results in terms of the students’ entrepreneurial formation, also gathered with the use of the content analysis method, were cross-examined with the actual results achieved by the students, verified in the accounts of the informal research, as it was also perceived in the entrepreneurial mindset and behavior measured by the questionnaires. The results obtained through the triangulation evidenced direct connection between the students’ expectations in relation to the entrepreneurial education, the results they have been achieving, the intensity of the dimensions of the entrepreneurial mindset and the entrepreneurial behavioral characteristics to what the professors seek to develop in the students, what is being done and how it is being done, the results they have been reaching also for themselves and the dimensions of the entrepreneurial mindset and the entrepreneurial behavioral characteristics assessed amongst the faculty. As from this study, the search for ways of improving the entrepreneurial formation in high education seems promising. There is still great room for understanding and contribution through theoretical and empirical research, not only for the development of the scientific knowledge, but also for its considerable real-life applicability in the social and economical context. |
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2019-04-01T11:47:57Z2019-04-01T11:47:57Z2018-04-27http://repositorio.ufsm.br/handle/1/16023The interest in the entrepreneurial education has grown significantly over the last years, stimulating new studies and new understandings of what it is to be an entrepreneur and the role education plays in its development. In the last decades researches about entrepreneurship have grown in visibility and importance, however, the entrepreneurial education issue still requires a more solid discussion that will help it to mature and will allow it to be directed and disseminated in a more effective way. With the purpose of contributing in this direction, this study had as its main objective to analyse the development of the entrepreneurial mindset and behavior in graduation students and professors of a private college institution, by the means of an entrepreneurial education which is directed to contemplate the entrepreneurship as a way of being, knowing and doing. To reach this goal, an exploratory qualitative and quantitative study was conducted based on theoretical-empirical research and data triangulation. The first step of the research, socalled informal research, identified the faculty members who, from the student’s point of view, develop unique activities in the classroom. Out of this informal research, which included 249 students, the four most frequently mentioned professors from each course were selected - an amount of 12 professors to be interviewed. The interviews were based on a semi-structured script. For the qualitative evaluation of the data the content analysis method was applied (BARDIN, 2011). From the findings of this analysis, six categories emerged, non-a-priori: nature of the entrepreneurial education; the role and duty of the professor; new didactic-pedagogical methodologies and practices; student-centered education; the entrepreneurship as a means of being, knowing and doing; and the results of the entrepreneurial education. As for the quantitative approach, the questionnaire of entrepreneurial behavioral characteristics (CCE’s) - developed by McClelland (MANSFIELD et. al., 1987) - and the questionnaire forma mentis - developed by Mencarelli (2014) - were applied in order to study the dimensions of the entrepreneurial mindset. 427 students and the 12 interviewed professors have answered the instruments of the quantitative approach, and statistical tests were used in the analysis of the data. Finally, the triangulation of the data acquired in the qualitative and quantitative approaches was executed. The analysis of the results brought forth the evidence of initiatives of entrepreneurial education, identified in the student’s reports obtained through the informal research, as well as in the interviews performed with the professors. It is possible to detect, either in the faculty or in the students’ narrative, the characteristics and specificities of the nature of the entrepreneurial education, the new roles and duties that students and professors assume in it and the new didactic-pedagogical methodologies and practices aimed at the entrepreneurial formation. Furthermore, the information obtained with the faculty and students also support the results, both expected and reached by the parties, based on an entrepreneurial education not only oriented to the transmission and acquisition of knowledge, but above all, aimed to treating entrepreneurship as a way of being, knowing and doing. These results from the qualitative approach were evidenced by the results of the quantitative approach, which identified and quantified in the professors and students the dimensions of the entrepreneurial mindset and the characteristics of the entrepreneurial behavior. With the purpose of performing the triangulation of the data, the students’ expectations concerning the entrepreneurial education, which were identified in the informal research, were cross-examined with the professors’ view on the entrepreneurial formation and their role as educators, views which were obtained through the content analysis method summed up to the entrepreneurial mindset and behavioral characteristics of the faculty obtained through the use of the questionnaires. In addition, the professors’ expected results in terms of the students’ entrepreneurial formation, also gathered with the use of the content analysis method, were cross-examined with the actual results achieved by the students, verified in the accounts of the informal research, as it was also perceived in the entrepreneurial mindset and behavior measured by the questionnaires. The results obtained through the triangulation evidenced direct connection between the students’ expectations in relation to the entrepreneurial education, the results they have been achieving, the intensity of the dimensions of the entrepreneurial mindset and the entrepreneurial behavioral characteristics to what the professors seek to develop in the students, what is being done and how it is being done, the results they have been reaching also for themselves and the dimensions of the entrepreneurial mindset and the entrepreneurial behavioral characteristics assessed amongst the faculty. As from this study, the search for ways of improving the entrepreneurial formation in high education seems promising. There is still great room for understanding and contribution through theoretical and empirical research, not only for the development of the scientific knowledge, but also for its considerable real-life applicability in the social and economical context.O interesse pela educação empreendedora cresceu significativamente nos últimos anos, estimulando novos estudos e entendimentos sobre o ser empreendedor e o papel do ensino no seu desenvolvimento. Nas últimas décadas, pesquisas sobre empreendedorismo avançaram em termos de visibilidade e importância, porém o tema da educação empreendedora ainda carece de uma discussão mais sólida, que auxilie no seu amadurecimento, norteamento e disseminação de forma mais eficaz. A fim de contribuir nessa direção, este estudo teve como objetivo analisar o desenvolvimento da mentalidade e do comportamento empreendedores em alunos e professores de graduação de uma instituição privada de ensino superior, por meio da educação empreendedora voltada para o empreender como uma forma de ser, saber e fazer. Para alcançar esse objetivo, realizou-se um estudo qualitativo e quantitativo, do tipo exploratório, com base em pesquisa teórico-empírica e triangulação dos dados. A primeira etapa da pesquisa, denominada pesquisa informal, identificou os docentes que, na visão dos alunos, desenvolvem atividades singulares em sala de aula. A partir da pesquisa informal, realizada com 249 alunos, foram selecionados os quatro docentes mais mencionados em cada curso, totalizando 12 docentes, para a realização de entrevistas, que utilizou um roteiro semiestruturado. Para a análise qualitativa dos dados, empregou-se o método da análise de conteúdo (BARDIN, 2011). Dessa análise, emergiram seis categorias não a priori: natureza da educação empreendedora; o papel e função do professor; novas metodologias e práticas didático-pedagógicas; educação centrada no aluno; empreender como forma de ser, saber e fazer; e resultados da educação empreendedora. Para a abordagem quantitativa, foram aplicados o questionário de características comportamentais empreendedoras (CCE’s), desenvolvido por McClelland (MANSFIELD et. al., 1987), e o questionário forma mentis para analisar as dimensões da mentalidade empreendedora, desenvolvido por Mencarelli (2014). Responderam aos instrumentos da abordagem quantitativa 427 alunos e os 12 docentes entrevistados na abordagem qualitativa, e os dados foram analisados a partir de testes estatísticos. Por fim, realizou-se a triangulação dos dados provenientes das abordagens qualitativa e quantitativa. A análise dos resultados permitiu evidenciar iniciativas de educação empreendedora identificadas tanto nos relatos dos alunos, obtidos por meio da pesquisa informal, quanto nas entrevistas, realizadas com os professores. Pode-se verificar, seja nas falas dos docentes, seja dos discentes, as características e especificidades da natureza da educação empreendedora, os novos papéis e funções que os alunos e professores assumem com ela e as novas metodologias e práticas didático-pedagógicas voltadas à formação empreendedora. Além disso, o relatos obtidos com os docentes e discentes evidenciam também os resultados buscados e alcançados por ambos, a partir de uma educação empreendedora não apenas orientada à transmissão e aquisição de conhecimentos, mas sobretudo voltada ao empreender como uma forma de ser, saber e fazer. Esses resultados da abordagem qualitativa foram corroborados pelos resultados da abordagem quantitativa, que identificaram e quantificaram nos professores e alunos as dimensões da mentalidade empreendedora e as características do comportamento empreendedor. Para a triangulação dos dados, foram cruzadas as expectativas dos alunos em relação à educação empreendedora, identificadas a partir da pesquisa informal, com a visão dos professores em relação à formação empreendedora e seu papel como docentes, provenientes da análise de conteúdo, associadas às características comportamentais e mentalidade empreendedoras dos docentes obtidas por meio dos questionários. Foram ainda cruzados os resultados esperados pelos docentes em relação à formação empreendedora dos alunos, provenientes da análise de conteúdo, com os resultados alcançados pelos alunos, verificados tanto nos depoimentos da pesquisa informal quanto nas características comportamentais e mentalidade empreendedoras mensuradas por meio dos questionários. Os resultados obtidos com essa triangulação evidenciaram associações diretas entre as expectativas dos alunos em relação à educação empreendedora, os resultados que têm obtido, as intensidades das dimensões da mentalidade e características comportamentais empreendedoras, com aquilo que os professores buscam desenvolver nos alunos, o que e como fazem para isso, os resultados que têm alcançado também para si mesmos e as dimensões da mentalidade empreendedora e características comportamentais empreendedoras aferidas entre os docentes. Demonstra-se promissora, a partir desta pesquisa, a busca de maneiras de aperfeiçoamento da educação empreendedora no ensino superior. Há ainda grande espaço de entendimento e contribuição por meio de estudos teóricos e empíricos, não apenas para o desenvolvimento do conhecimento científico, mas também por sua grande aplicabilidade prática no contexto econômico e social.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/openAccessEducação empreendedoraAprendizagem empreendedoraMentalidade empreendedoraComportamento empreendedorSer empreendedorEntrepreneurial educationEntrepreneurial learningEntrepreneurial mindsetEntrepreneurial behaviorBeing an entrepreneurCNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAOEmpreender como uma forma de ser, saber e fazer: o desenvolvimento da mentalidade e do comportamento empreendedores por meio da educação empreendedoraEntrepreneurship as a way of being, knowing and doing: the development of entrepreneurial mindset and behavior by the means of an entrepreneurial educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisMinello, Italo Fernandohttp://lattes.cnpq.br/4814569149407147Nassif, Vânia Maria Jorgehttp://lattes.cnpq.br/6936403740310206Lima, Edmilson de Oliveirahttp://lattes.cnpq.br/2700716884947412Wazlawick, Patríciahttp://lattes.cnpq.br/9913103692562745Estivalete, Vania de Fátima Barroshttp://lattes.cnpq.br/6802457117269462http://lattes.cnpq.br/6252923527505977Schaefer, Ricardo60020000000660077487634-0023-4ace-8f71-49491d4c00ba0ed55598-c87e-4a8c-8339-ccee7bcd6f6ad210354a-251b-40f1-b917-54e02270b67bd9eb4c0a-8cb8-4823-b5b6-c9097b4ffa0da21c0f92-eb44-4274-8afa-242ca1dc76631b495e5e-a487-492d-9c9c-4b3725b6a7b1reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMLICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Empreender como uma forma de ser, saber e fazer: o desenvolvimento da mentalidade e do comportamento empreendedores por meio da educação empreendedora |
dc.title.alternative.eng.fl_str_mv |
Entrepreneurship as a way of being, knowing and doing: the development of entrepreneurial mindset and behavior by the means of an entrepreneurial education |
title |
Empreender como uma forma de ser, saber e fazer: o desenvolvimento da mentalidade e do comportamento empreendedores por meio da educação empreendedora |
spellingShingle |
Empreender como uma forma de ser, saber e fazer: o desenvolvimento da mentalidade e do comportamento empreendedores por meio da educação empreendedora Schaefer, Ricardo Educação empreendedora Aprendizagem empreendedora Mentalidade empreendedora Comportamento empreendedor Ser empreendedor Entrepreneurial education Entrepreneurial learning Entrepreneurial mindset Entrepreneurial behavior Being an entrepreneur CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO |
title_short |
Empreender como uma forma de ser, saber e fazer: o desenvolvimento da mentalidade e do comportamento empreendedores por meio da educação empreendedora |
title_full |
Empreender como uma forma de ser, saber e fazer: o desenvolvimento da mentalidade e do comportamento empreendedores por meio da educação empreendedora |
title_fullStr |
Empreender como uma forma de ser, saber e fazer: o desenvolvimento da mentalidade e do comportamento empreendedores por meio da educação empreendedora |
title_full_unstemmed |
Empreender como uma forma de ser, saber e fazer: o desenvolvimento da mentalidade e do comportamento empreendedores por meio da educação empreendedora |
title_sort |
Empreender como uma forma de ser, saber e fazer: o desenvolvimento da mentalidade e do comportamento empreendedores por meio da educação empreendedora |
author |
Schaefer, Ricardo |
author_facet |
Schaefer, Ricardo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Minello, Italo Fernando |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4814569149407147 |
dc.contributor.referee1.fl_str_mv |
Nassif, Vânia Maria Jorge |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6936403740310206 |
dc.contributor.referee2.fl_str_mv |
Lima, Edmilson de Oliveira |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2700716884947412 |
dc.contributor.referee3.fl_str_mv |
Wazlawick, Patrícia |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/9913103692562745 |
dc.contributor.referee4.fl_str_mv |
Estivalete, Vania de Fátima Barros |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/6802457117269462 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6252923527505977 |
dc.contributor.author.fl_str_mv |
Schaefer, Ricardo |
contributor_str_mv |
Minello, Italo Fernando Nassif, Vânia Maria Jorge Lima, Edmilson de Oliveira Wazlawick, Patrícia Estivalete, Vania de Fátima Barros |
dc.subject.por.fl_str_mv |
Educação empreendedora Aprendizagem empreendedora Mentalidade empreendedora Comportamento empreendedor Ser empreendedor |
topic |
Educação empreendedora Aprendizagem empreendedora Mentalidade empreendedora Comportamento empreendedor Ser empreendedor Entrepreneurial education Entrepreneurial learning Entrepreneurial mindset Entrepreneurial behavior Being an entrepreneur CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO |
dc.subject.eng.fl_str_mv |
Entrepreneurial education Entrepreneurial learning Entrepreneurial mindset Entrepreneurial behavior Being an entrepreneur |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO |
description |
The interest in the entrepreneurial education has grown significantly over the last years, stimulating new studies and new understandings of what it is to be an entrepreneur and the role education plays in its development. In the last decades researches about entrepreneurship have grown in visibility and importance, however, the entrepreneurial education issue still requires a more solid discussion that will help it to mature and will allow it to be directed and disseminated in a more effective way. With the purpose of contributing in this direction, this study had as its main objective to analyse the development of the entrepreneurial mindset and behavior in graduation students and professors of a private college institution, by the means of an entrepreneurial education which is directed to contemplate the entrepreneurship as a way of being, knowing and doing. To reach this goal, an exploratory qualitative and quantitative study was conducted based on theoretical-empirical research and data triangulation. The first step of the research, socalled informal research, identified the faculty members who, from the student’s point of view, develop unique activities in the classroom. Out of this informal research, which included 249 students, the four most frequently mentioned professors from each course were selected - an amount of 12 professors to be interviewed. The interviews were based on a semi-structured script. For the qualitative evaluation of the data the content analysis method was applied (BARDIN, 2011). From the findings of this analysis, six categories emerged, non-a-priori: nature of the entrepreneurial education; the role and duty of the professor; new didactic-pedagogical methodologies and practices; student-centered education; the entrepreneurship as a means of being, knowing and doing; and the results of the entrepreneurial education. As for the quantitative approach, the questionnaire of entrepreneurial behavioral characteristics (CCE’s) - developed by McClelland (MANSFIELD et. al., 1987) - and the questionnaire forma mentis - developed by Mencarelli (2014) - were applied in order to study the dimensions of the entrepreneurial mindset. 427 students and the 12 interviewed professors have answered the instruments of the quantitative approach, and statistical tests were used in the analysis of the data. Finally, the triangulation of the data acquired in the qualitative and quantitative approaches was executed. The analysis of the results brought forth the evidence of initiatives of entrepreneurial education, identified in the student’s reports obtained through the informal research, as well as in the interviews performed with the professors. It is possible to detect, either in the faculty or in the students’ narrative, the characteristics and specificities of the nature of the entrepreneurial education, the new roles and duties that students and professors assume in it and the new didactic-pedagogical methodologies and practices aimed at the entrepreneurial formation. Furthermore, the information obtained with the faculty and students also support the results, both expected and reached by the parties, based on an entrepreneurial education not only oriented to the transmission and acquisition of knowledge, but above all, aimed to treating entrepreneurship as a way of being, knowing and doing. These results from the qualitative approach were evidenced by the results of the quantitative approach, which identified and quantified in the professors and students the dimensions of the entrepreneurial mindset and the characteristics of the entrepreneurial behavior. With the purpose of performing the triangulation of the data, the students’ expectations concerning the entrepreneurial education, which were identified in the informal research, were cross-examined with the professors’ view on the entrepreneurial formation and their role as educators, views which were obtained through the content analysis method summed up to the entrepreneurial mindset and behavioral characteristics of the faculty obtained through the use of the questionnaires. In addition, the professors’ expected results in terms of the students’ entrepreneurial formation, also gathered with the use of the content analysis method, were cross-examined with the actual results achieved by the students, verified in the accounts of the informal research, as it was also perceived in the entrepreneurial mindset and behavior measured by the questionnaires. The results obtained through the triangulation evidenced direct connection between the students’ expectations in relation to the entrepreneurial education, the results they have been achieving, the intensity of the dimensions of the entrepreneurial mindset and the entrepreneurial behavioral characteristics to what the professors seek to develop in the students, what is being done and how it is being done, the results they have been reaching also for themselves and the dimensions of the entrepreneurial mindset and the entrepreneurial behavioral characteristics assessed amongst the faculty. As from this study, the search for ways of improving the entrepreneurial formation in high education seems promising. There is still great room for understanding and contribution through theoretical and empirical research, not only for the development of the scientific knowledge, but also for its considerable real-life applicability in the social and economical context. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-04-27 |
dc.date.accessioned.fl_str_mv |
2019-04-01T11:47:57Z |
dc.date.available.fl_str_mv |
2019-04-01T11:47:57Z |
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.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/16023 |
url |
http://repositorio.ufsm.br/handle/1/16023 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
600200000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
77487634-0023-4ace-8f71-49491d4c00ba 0ed55598-c87e-4a8c-8339-ccee7bcd6f6a d210354a-251b-40f1-b917-54e02270b67b d9eb4c0a-8cb8-4823-b5b6-c9097b4ffa0d a21c0f92-eb44-4274-8afa-242ca1dc7663 1b495e5e-a487-492d-9c9c-4b3725b6a7b1 |
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 |
rights_invalid_str_mv |
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 |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
collection |
Biblioteca Digital de Teses e Dissertações do UFSM |
bitstream.url.fl_str_mv |
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repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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1793240132799692800 |