scholarly journals Analisando a seleção de portfólio de projetos com a abordagem multicritério construtivista em uma universidade / Analyzing projects portfolio selection under constructivist multicriteria approach in a higher education institution

2019 ◽  
Vol 13 (47) ◽  
pp. 17-37
Author(s):  
Fernando Pires Barbosa ◽  
Mauri Leodir Löbler ◽  
Rafaela Dutra Tagliapietra ◽  
Eliete Dos Reis Lehnhart
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Portfolio Selection ◽  
Education Institution ◽  
Higher Education Institution

A seleção de portfólio de projetos vem sendo estudada em diferentes contextos e a partir de diferentes abordagens. Dentre as abordagens, verifica-se o uso de modelos multicritério de apoio à decisão (MCDA) e, dentre estes, a abordagem construtivista (MCDA-C), utilizada como estratégia para facilitar a compreensão do problema quando este diz respeito a situações complexas. Assim, neste artigo, o MCDA-C foi utilizado como ponto de partida para elaborar um mecanismo de apoio à tomada de decisão relacionada à seleção de projetos em uma instituição federal ensino superior (IFES), com base em focus group envolvendo, dentre outros, o reitor e seus assessores. Dentre os resultados está a identificação de aspectos gerais que podem vir a ser tratados de maneira diferentes no contexto da seleção do portfólio de projetos de uma organização. Por fim, destaca-se a complexidade e diversidade de assuntos relacionados à construção de um modelo com abrangência institucional no âmbito de uma instituição de ensino superior.

scholarly journals The Experience of Stress on Graduates of the Course of Human Resources a Private School of Goiás

2018 ◽  
Vol 28 (2) ◽  
pp. 8
Author(s):  
Maurício Benício Valadão ◽  
Sebastião Benício Costa Neto
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Focus Group ◽  
Human Resources ◽  
Private School ◽  
Education Institution ◽  
Higher Education Institution ◽  
Course Work ◽  
Experience Of Stress ◽  
Recursos Humanos

Highlights the experience of stress in students graduating from the upper reaches of a higher education institution. exploratory method , with focus group of students ; submitted to Bardin content analysis (2011). Sample of 16 students, aged 17-33 years. Results showed that the completion of course work and teaching are the most stressor agents.A Vivência do Estresse em Concluintes do Curso de Recursos Humanos de uma Faculdade Privada de GoiásEvidencia-se a vivência do estresse em alunos concluintes do curso superior de uma instituição de ensino superior. Método exploratório, com grupo focal dos discentes; submetidos a análise de conteúdo de Bardin (2011). Amostra de 16 alunos, idade entre 17 a 33 anos. Resultados permitiram identificar que o trabalho de conclusão de curso e o docente são os agentes mais estressores.

scholarly journals Attitudes towards infopreneurship among information science students at a higher education institution

2022 ◽  
Vol 20 (1) ◽  
pp. 49-57
Author(s):  
Thobekani Lose ◽  
Sebenzile Khuzwayo
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Information Technologies ◽  
Information Science ◽  
Case Study Research ◽  
Education Institution ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Higher Education Institution ◽  
Negative Attitudes

This study aimed to explore the attitudes of students of a higher education institution towards infopreneurship. The study emanated from observations that the widespread use of information technologies has created a new sector in the labor market – infopreneurship. The study adopted the case study research design based on focus group discussions to establish the students’ attitudes towards infopreneurship. The participants for the focus groups were students of the Information Science department at the University of Technology, Cape Town. Data collection during the focus group discussions was based on unstructured interviews. Quantitative data analysis was applied based on data reduction from codes to categories. An enterprising attitude (26.4% code frequency) dominated the positive responses while negative attitudes were mainly reflected by a critical attitude (20.8% code frequency) towards infopreneurship. While it appeared that positive attitudes were more prevalent than negative attitudes, there were notable observations that the respondents were critical or neutral towards the essence of infopreneurship in the South African context. It was found that the belief that infopreneurship is not a viable form of employment was still prevalent. Some respondents believed that employment means working for someone. They felt that there is greater respect in being employed than engaging in infopreneurship. Some respondents, however, appear to have stronger entrepreneurial orientations and felt that infopreneurship offers the best employment opportunities. The study recommends changes in higher education curricula and the creation of a stimulating environment for infopreneurship.

scholarly journals The Perceptions Of Employees In A Private Higher Education Institution Towards Corporate Social Responsibility

2006 ◽  
Vol 4 (1) ◽  
Author(s):  
Fiona Mcdonald ◽  
Jacques Liebenberg
Keyword(s):  
Higher Education ◽  
Corporate Social Responsibility ◽  
Focus Group ◽  
Social Responsibility ◽  
Education Institution ◽  
Private Higher Education ◽  
Higher Education Institution ◽  
Face To Face ◽  
Corporate Social ◽  
Selection Of

This article explores the perceptions a private Higher Education Institution’s employees have of Corporate Social Responsibility (CSR). Results were gathered from a selection of 19 employees at the organisation, through in depth face-to-face interviews and one focus group. Results were substantiated across both groups. A brief analysis of secondary unsolicited data was conducted to further explore the organisation’s role in CSR. It was found that employees of the organisation are not positively predisposed to CSR and that many of them lack an understanding of the concept.

scholarly journals When Performance Management Fails: Attitudes and Perceptions of Staff at a Higher Education Institution

2019 ◽  
Vol 10 (6A) ◽  
pp. 131-140
Author(s):  
Odwa Mntonintshi ◽  
Vuyokazi Mtembu
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Focus Group ◽  
Performance Management ◽  
Employee Performance ◽  
Education Institution ◽  
Higher Education Institution ◽  
Implementation Challenges ◽  
Quantitative And Qualitative Research ◽  
Executive Managers

The implementation of Performance Management (PM) in an institution can come with barriers that affect its success rate. The aim of the study was to assess the perceptions and attitudes of staff towards the implementation of PM at a higher education institution. The research was undertaken at a higher education institution (HEI) in South Africa where employee performance suffered as a result of PM implementation challenges within the institution. The research study was exploratory and employed mixed methods, that is; quantitative and qualitative research methods. A survey questionnaire was administered to groups of university employees drawn through stratified random sampling. The strata groups were academics, administrators, and senior executive managers. Hundred questionnaires were distributed with eighty-three questionnaires returned. In qualitative research, a heterogeneous focus group interview was scheduled which involved twelve people. Results from the questionnaires indicated that respondents perceived PM process as lacking transparency, unaligned to employee rewards and development lacks objectivity from appraisers and poorly implemented due to lack of training for its users. Key themes that emerged from the focus group interviews revealed that the majority of participants perceived PM as a management punitive tool that is not developmental in orientation, a political tool that lacks objectivity and benefits only the employer. Furthermore, they articulated that it was not aligned with their rewards and development. It was therefore recommended that; proper design and implementation of the PM system is vital, fairness, training of all parties involved, moderation of results and providing effective feedback should be employed in PM, effective communication, transparency, consultation and shared benefits for all participants are key to ensuring a broadly supported PM within the institution.

How (Not) to Lead Academia

2019 ◽  
Author(s):  
Miguel Abambres
Keyword(s):  
Higher Education ◽  
Time Management ◽  
Social Engagement ◽  
Student Assessment ◽  
Education Institution ◽  
Academic Leadership ◽  
Academic Department ◽  
Higher Education Institution ◽  
Role Assignment ◽  
Professional Career

This work reports several issues found by the author throughout his professional career, concerning academic leadership. Topics like (i) out-of-field teaching/researching, and (ii) time management in faculty hiring or new role assignment, are addressed. Besides, the author describes which fundamental decisions he´d take if he could manage a higher education institution or academic department. The topics covered are crucial for the success of any higher education institution, such as (a) hiring, (b) social engagement, (c) student assessment, (d) open mindedness, (e) prompt communication, (f) passion in work, and (g) freedom / trust.

Students’ and Applicants’ Social Perceptions of the Risks of Educational Environment at Higher Education Institution

2019 ◽  
Vol 28 (11) ◽  
pp. 56-67 ◽  
Author(s):  
A. V. Lyalyuk ◽  
O. R. Tuchina
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Well Being ◽  
Social Institution ◽  
Educational Environment ◽  
Expert Assessment ◽  
Risk Category ◽  
Subjective Well Being ◽  
Higher Education Institution ◽  
Investigation Methods

Educational system is the most important social institution, which provides the development of a personality and frames his/her worldview and the conception of subjective well-being. Despite the large number of studies on the issue of psychological and pedagogical security of educational environment, the sphere of higher education still remains underexplored. The available empiric material has not received sufficient methodological justification and conceptualization. This article aims to provide the conceptualization of the risk category as applied to the educational environment of a higher education institution, as well as empiric investigation of the risks within the educational environment as viewed by applicants and students.Materials and methods. 213 applicants and 547 students of the Kuban State Technological University took part in the survey. The following investigation methods were used: expert assessment, interview, questioning, content analysis, analysis of means method, cluster analysis and factor analysis.Investigation results. Comparative examination of the manifestation degree of risks within the educational environment as viewed by applicants and students of higher education institution showed significant differences in the assessment of risk by these groups of respondents. From the point of view of applicants, the main risks are connected with social and psychological aspects of the educational environment of a higher education institution, relations within student groups and interaction with teachers, as well as with the issues related to the educational management and leisure arrangement. As viewed by the students, the risks within the educational environment include external and social and psychological risk factors, motivating risks and risks arising from the learning process organization and management and the related issues. Applicants’ notion of the risks within the educational environment of a higher education institution was mainly influenced by information they received from media and by the opinion of their relatives and age mates.Consideration and conclusions. It was proved that the applicants’ idea of the risks within the educational environment of a higher education institution is determined by the opinion of people they know personally, however it changes during the process of studying in higher education institution and acquiring their own experience of being within the environment. The investigation results allow creating a model of psychological and pedagogical security within the educational environment of a higher education institution. This model makes it possible to forecast main risks of the educational environment, their development, and evolvement and find solution to them. 

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