To see the other types of publications on this topic, follow the link: Technological competence.
Dissertations / Theses on the topic 'Technological competence'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Technological competence.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Bullock, Melanie M. "Counseling Students' Technological Competence." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4343/.
Full textAbstract:
Technology has a profound influence on how business, education, entertainment, and interpersonal communications are conducted. Mental health professionals have been exploring how technology can support and enhance client care since the 1960s. In the last decade the influence of technology in the practice of counseling has increased dramatically. As the use of technology increased, so did the expectations for counselor preparation programs to include technology instruction. In 1999, the Association for Counselor Education and Supervision (ACES) developed the Technical Competencies for Counselor Education Students: Recommended Guidelines for Program Development. This study examines the technological competence of counseling students at one southwestern university based on the ACES recommendations.
2
Fai, Felicia Miranda. "Corporate technological competence and the evolution of technological diversification." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285512.
Full text
3
Crawford, Carol Anne. "Winning women, a study of the development of technological competence at an all-girls' school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq37505.pdf.
Full text
4
Denutienė, Aušra. "Suaugusiųjų mokymo centro moksleivių technologinių kompetencijų tyrimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100707_104941-24895.
Full textAbstract:
Besikeičiantis gyvenimo tempas reikalauja nuolat tobulinti savo žinias ir gebėjimus. Šiandien mokytis visą gyvenimą tampa būtinybė. Dėl šių priežasčių itin didelis dėmesys pastaraisiais dešimtmečiais skiriamas suaugusiųjų mokymui bei ugdymui. Formalus suaugusiųjų ugdymas Lietuvoje yra įteisintas Švietimo įstatymu. Suaugusiųjų ugdymas suteikia asmenims, ne jaunesniems nei 18 metų ir iškritusiems ar dėl kitų priežasčių palikusiems nuoseklųjį švietimą, tęsti mokymąsi ir įgyti pagrindinį bei vidurinį išsilavinimą. Suaugusieji mokosi pagal patvirtintas Švietimo ministerijos suaugusiųjų pagrindinio ar vidurinio ugdymo programas, jas baigus, išduodamas valstybės pripažintas išsilavinimo pažymėjimas. Po to jie gali tęsti mokslus aukštosiose mokyklose bei kolegijose. Mokantis pagal pagrindinio ugdymo programą suaugusiems technologinis ugdymas neprivalomas. O siekiant įgyti vidurinį išsilavinimą, jei ugdymo institucija suteikia galimybę rinktis, šalia kitų dalykų moksleiviai gali pasirinktis mokytis technologijų dalyką ir ugdyti savo technologines kompetencijas.
Darbo tikslas – ištirti technologinių kompetencijų ugdymo ypatumus, mokant suaugusiuosius įvairių technologijų.
Tyrimu siekta nustatyti demografinius veiksnius, darančius įtaką technologinių kompetencijų ugdymui, atskleisti suaugusiųjų turimas (įgytas) technologines kompetencijas baigus pagrindinio ugdymo programą, suaugusiųjų mokymosi ypatumus bei ištirti suaugusiųjų technologinių kompetencijų ugdymą, mokantis... [toliau žr. visą tekstą]A modern developing lifestyle requires to constantly increase one’s knowledge and improve skills. Nowadays a lifelong learning is a must. For this reason, a big attention has been paid to adults’ teaching in recent years. Formal adult education in Lithuania is legalized by the Law of Education. Adult education provides a person over 18 a right to continue his or her studies and acquire basic or secondary education. Adult students learn according to the programs of adult basic and secondary education which are approved by the Ministry of Education. After having finished the program, a student receives a certificate of education recognized by the state. Later adults can continue their studies at universities or colleges. According to the program of adult basic education, the subject of technologies is not compulsory. According to the program of adult secondary education, the subject of technologies is optional and students have an opportunity to develop their skills in technologies if an educational institution provides a possibility to choose. The aim of the paper work is to investigate the peculiarities of the development of technological competence while teaching adults various kinds of technologies. The purpose of the research is to identify the demographic factors influencing the development of technological competence, to reveal the acquired technological skills of adults after having finished the program of basic education, to show the peculiarities... [to full text]
5
Pinkevičiūtė, Danguolė. "5 ir 10 klasių moksleivių bendrųjų technologinių kompetencijų tyrimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_164536-30122.
Full textAbstract:
Šiandieną bendrosios programos ir išsilavinimo standartai akcentuoja moksleivių kompetencijų ugdymą. Jose aptariamos asmens kompetencijos - žinių, gebėjimų bei nuostatų visuma, įgalinanti kelti prasmingus tikslus bei jų siekti, mokytis visą gyvenimą, būti aktyviu piliečiu ir dalyvauti visuomenės gyvenime, susirasti tinkamą darbą. Kadangi bendrasis privalomasis ugdymas turi suformuoti asmens kompetencijas, todėl svarbu ne tik žinoti kokios kompetencijos yra būtinos šių dienų augančiam vaikui, bet kokios bendrosios technologinės kompetencijos galėtų būti ugdomos, atsižvelgiant į vis sparčiau tobulėjančią visuomenę.
Atlikto tyrimo metu tirtos 5 ir 10 klasių moksleivių bendrosios technologinės kompetencijos. Išanalizavus mokslinę, metodinę literatūrą atskleista kompetencijų samprata. Tyrimui atlikti buvo sudarytas bendrųjų technologinių kompetencijų modelis remiantis bendrosiomis programomis ir išsilavinimo standartais
Atliktoje anketinėje apklausoje dalyvavo 314 moksleivių: 205 penktokai ir 107 dešimtokai, 2 moksleiviai nenurodė kurioje klasėje mokosi.
Apibendrinant atliktą literatūros analizę galima teigti, kad mokslininkai atskleisdami kompetencijų sąvoką, dažniausiai remiasi profesinėmis kompetencijomis. Šiuolaikinių edukologų darbuose kompetencija nusakoma kaip tam tikrų asmenybės nuostatų, gebėjimų, žinių, veiklos ir teisės tam tikrai veiklai atlikti visuma. Remiantis bendrosiomis programomis ir išsilavinimo standartais bendrosios technologinės kompetencijos traktuojamos... [toliau žr. visą tekstą]Today general programmes and education standards put emphasis on the development on pupils’ competence. They discuss person’s competence – a unity of knowledge, skills and attitudes enabling pupils set sensible goals and pursue them, study throughout their lives, be active citizens and participate in the social life, and find an appropriate job. Since general compulsory education is intended to form personal competence, it is important to know not only what kind of competence is necessary for a growing child of today but also what kind of the general technological competence could be developed taking into account the fast advancing society. During the research there was investigated the technological competence of 5th and 10th grade schoolchildren. Analysis of scientific methodological literature revealed the notion of competence. In order to conduct the research, there was designed a general technological competence model based on general programmes and education standards. A survey in form of questionnaires involved 314 schoolchildren: 205 5th grade pupils and 107 10th grade pupils. The results of the literature analysis allow concluding that scientists usually rely on the professional competence when assessing for the notion of competence. In works of present day educologists, competence is presented as a unity of certain personal attitudes, skills, knowledge, activity and the rights for such activity. Relying on general programmes and education standards, the general... [to full text]
6
Bergek, Anna, Christian Berggren, Thomas Magnusson, and Michael Hobday. "Technological discontinuities and the challenge for incumbent firms : Destruction, disruption or creative accumulation?" Linköpings universitet, Projekt, innovationer och entreprenörskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93701.
Full textAbstract:
The creative destruction of existing industries as a consequence of discontinuous technological change is a central theme in the literature on industrial innovation and technological development. Established competence-based and market-based explanations of this phenomenon argue that incumbents are seriously challenged only by ‘competence-destroying’ or ‘disruptive’ innovations, which make their existing knowledge base or business models obsolete and leave them vulnerable to attacks from new entrants. This paper challenges these arguments. With detailed empirical analyses of the automotive and gas turbine industries, we demonstrate that these explanations overestimate the ability of new entrants to destroy and disrupt established industries and underestimate the capacity of incumbents to perceive the potential of new technologies and integrate them with existing capabilities. Moreover, we show how intense competition in the wake of technological discontinuities, driven entirely by incumbents, may instead result in late industry shakeouts. We develop and extend the notion of ‘creative accumulation’ as a way of conceptualizing the innovating capacity of the incumbents that appear to master such turbulence. Specifically, we argue that creative accumulation requires firms to handle a triple challenge of simultaneously (a) fine-tuning and evolving existing technologies at a rapid pace, (b) acquiring and developing new technologies and resources and (c) integrating novel and existing knowledge into superior products and solutions.Knowledge Integration and Innovation in Transnational Enterprise
7
Celina, Anez. "From technological capability to competence : the use of distributed control systems in the Venezuelan olefins and resins industry." Thesis, University of Brighton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392873.
Full text
8
Chang, Wei-Wei M. "Digital competence and professional development of vocational education and training teachers in Queensland." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95088/1/Wei-Wei_Chang_Thesis.pdf.
Full textAbstract:
Teaching with digital technologies is essential to the development of 21st century students’ graduate capabilities. However, relatively little is known about the extent to which Queensland VET teachers engage with digitally-enhanced teaching, or have the capacity to do so. Using a mixed methods approach, this thesis investigated the current digital teaching capacities of VET teachers and how current professional development opportunities are helping to address their learning needs.
9
Usman, Muhammad. "Project Management Competence and Complexity in Projects : Impact study of performance of mega engineering projects in Pakistan." Thesis, Umeå universitet, Företagsekonomi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149806.
Full textAbstract:
The aim of this research is to test the effect of different project complexities and project management competence of project managers in public sector mega engineering projects of Pakistan and their effect on project performance. This research study is applied in Pakistan. Complexities in a project are inevitable. These cannot be controlled or eliminated but one can have their better understanding to counter them resulting in better project performance. Quantitative research techniques have been applied for this particular research study. A total of 100 questionnaires were handed out among respondents, of which 82 survey questionnaires were useful for further analysis. Hypotheses have been developed to test the effect of variables of project management competence on project performance and subsequently the effect of Technical, Organizational and environmental complexity on project performance. Results show that project management competence have a positive effect on project performance, like leadership, management skills, communication, ethics, honesty have a strong impact on project performance. Secondly, Technical and organizational complexity have a negative effect on project performance whereas hypothesis of environmental complexity has not supported the project performance. Further, a number of complexities were high ranked. For instance, goals, tasks and market conditions were ranked very high with respect to their impact on project performance. This study contributes theoretically in the field of project management and on practical level study will not only help the Practioners in the field of PM, but also helpful for project managers of mega engineering projects. On societal level this study may help the Government intuitions in formulating rules and regulations such as PM certifications that can improve the project performance.
10
Lipeikienė, Joana. "Informacinių ir komunikacinių technologijų kompetencijos ugdymas rengiant matematikos mokytojus." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20100129_133456-61762.
Full textAbstract:
Informacinių ir komunikacinių technologijų (IKT) įtakota ugdymo technologijų raida pakeitė visų sričių, tarp jų ir matematikos ugdymo turinį. Konstruktyvistinę mokymosi paradigmą, pagrindinius šiuolaikinius didaktinius matematikos mokymo principus – suprantamumą, sąmoningą ir aktyvų žinių perėmimą, vaizdumą, mokymo diferencijavimą, individualizavimą ir kt. – gali įgyvendinti tik atitinkamos kompetencijos matematikos mokytojai. Šalies pedagogų kompiuterinio raštingumo standarto, numatančio mokytojų gebėjimus naudoti IKT ugdymo procese, vienas iš reikalavimų yra „Žinoti pagrindinių ugdymui naudojamų kompiuterinių programų tipus, gebėti analizuoti jų privalumus ir trūkumus. Mokėti pritaikyti svarbiausias bendrosios paskirties ir mokomąsias kompiuterines programas ugdymo procese“. Šio bendro reikalavimo taikymas matematikos mokymui – tai ne tik sudėtingų matematikai taikytinų technologijų žinojimo ir įvaldymo, bet ir gebėjimų tinkamai taikyti jas matematikos mokyme reikalavimas.
Informacinių technologijų (IT) ištakos yra pirmosiose skaičiavimo mašinose, kurios buvo kurtos spręsti taikomuosius matematikos uždavinius. Ir asmeninių kompiuterių (AK) pirmoji paskirtis buvo matematinių uždavinių sprendimas. Todėl matematikai skirtų šiuolaikinių technologijų yra žymiai daugiau, negu taikytinų kituose moksluose. Dar daugiau, yra programų sistemų, kuriose, atrodo, realizuota visa matematika: jos ne tik skaičiuoja, pertvarko, prastina, vaizduoja, bet ir sprendžia specifinius bene visų... [toliau žr. visą tekstą]The survey summarizes investigations of the author on the technological tools and their educational features applicable to mathematics. The purpose of the investigations is enhancement of the technological and educational competence of mathematics teachers. The main problems of the investigation are: characterization of the main technological tools applicable in mathematics at the university level, description which abilities, knowledge, and skills of application in teaching comprise the technological and educational ICT competence of a contemporary mathematician. Development of educational technologies, influenced by information and communication technologies (ICT), has changed the content of all spheres of education, and the content of mathematical education among them. A constructivist paradigm of learning, the main didactic principles of mathematics teaching: understanding, conscious and active acquiring of knowledge, visualization, differentiation and individualization of learning, etc., can realize only mathematics teachers of the adequate competence. The Standard of Computer Literacy of educators in Lithuania provides abilities of teachers to apply ICT in educational process. One of the requirements is “To know the main types of computer programmes useful for education, to have the ability to analyze their merits and demerits, to apply them in the educational process”. The application of the general requirement in teaching mathematics means not only the knowledge and... [to full text]
11
Dagilienė, Rima. "Bendrojo lavinimo mokyklų vadovų kompetencijų raiška taikant informacines technologijas vadybinėje praktikoje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110712_091518-70362.
Full textAbstract:
Šiuolaikiškas pasaulis su kiekviena diena keičiasi, tobulėja, pateikia vis naujus problemų
sprendimo būdus. Švietimas įsipareigoja neatsilikti nuo naujovių, priimti besikeičiančio pasaulio
iššūkius. Tokia padėtis daro įtaką ne tik ugdymo procesui ir jo organizavimui, bet žinoma ir visos
švietimo įstaigos valdymui. Informacinės technologijos leidžia pateikti informaciją visuomenei apie
jų vadovaujamą mokyklą internete, leidžia sudominti tuos, kurie nori mokytis jų ugdymo įstaigoje.
To pasekoje atsiranda galimybės modernizuoti švietimo valdymą, gerinti mokyklų bendruomenių
bendravimą. Besikeičiant švietimo įstaigoms, organizacinis ir administracinis darbas turėtų taip pat
tapti šiuolaikiškesnis, kuriame būtų taikomos elektronin÷s priemonės ir metodai. Švietimo įstaigų
vadovai tampa pagrindiniais dalyviais, iš kurių tikimasi naujovių diegimo ir palaikymo strategijos
įgyvendinimas. Kitaip tariant mokyklai tampa reikalingas toks vadovas, kuris turi įgūdžių,
sugebėjimų, žinių ir supratimą, kurių reikia įgyvendinant valstybinę strategiją mokykloje ir gerinant
švietimo kokybę. Taip pat atsiranda būtinybė skatinti tobulinti informacines kompetencijas
mokyklos vadovą, pagrindžiant informacinių technologijų galimybes, jų įtaką švietimo sistemai.
Atsižvelgiant į tai, buvo iškelta problema – kokios yra bendrojo lavinimo mokyklų vadovų
IT kompetencijos, kokie jų gebėjimai taikyti jas vadybinėje praktikoje, kokie galimi šių
kompetencijų tobulinimo būdai.
Tyrimo tikslas - ištirti bendrojo... [toliau žr. visą tekstą]The modern world is changing every day, improving, give the new challenge. Education must keep pace with innovation, accept the challenges of a changing world. This situation affects not only the educational process and its organization, but of course all the educational institutions and governance. Information technology enables the public to provide information on the Internet led by the school, allowing interest to those who want to learn the educational institution. As a result, allows to modernize the management of education, to improve communication between school communities. Changing educational institutions, organizational and administrative work should also become more modern with the use of electronic tools and techniques. Educational institutions are the major players, which is expected to support innovation and strategy. In other words, the school is required for such a leader who has the skills, abilities, knowledge and understanding needed to implement the state strategy for school improvement and educational quality. Also, there is a need to promote the development of information competencies Head of the School in support of information technology capabilities and their impact on the education system. In this context, it was raised - what are the general education competencies of IT managers what their managerial skills to apply them in practice, what the possible ways of improving skills. Objective of the study - to examine general education competencies of... [to full text]
12
Mascarenhas, Sidnei Augusto. "O papel das competências tecnológicas no surgimento das novas organizações de tecnologia da informação." Universidade Presbiteriana Mackenzie, 2013. http://tede.mackenzie.br/jspui/handle/tede/804.
Full textAbstract:
Made available in DSpace on 2016-03-15T19:30:57Z (GMT). No. of bitstreams: 1
Renato Gomes de Araujo.pdf: 3721550 bytes, checksum: 078ad26b17714f027700352cff90468e (MD5)
Previous issue date: 2013-08-09Fundo Mackenzie de Pesquisa
This study was conducted considering the gaps in the surveys about start up organizations, notably in the comprehension of initial competences deriving from the technical formation of a new organization founding group. Another important gap refers to the lack of studies towards the development process of technological competences. Most of the studies referring to this subject are about the organization technological competence rather than the individual s. Therefore the aim of this study is to understand the relation between the founding group development of technological competences and the emergence of a new information technology organization (IT). In this study, IT organization represents the firms focused on developing and/or implementing and/or administrating management programs for the various activities of other firms, these being either public or private firms. To meet this general objective three specific goals were established. The first specific objective focused on the identification of acquired knowledge by the founding group from their education and professional background. The second specific objective addressed the understanding of distinctive technologies that indicate the emergence of the new organization. To conclude, the third specific objective depicted the technological competences developed by the founding group and its evolution over time. In the methodological point of view, narrative interviews were used for its emphasis on the content of what is said rather than on how it is said. To start the narratives, interviewees were exposed to a generative question about their careers, experiences and firm foundation. The generative question was posed as an incentive to the construction of the narrative focusing on the space and time of interest to the researcher. The organizations selected to take part in this survey were domestic capital organizations, active in the market for at least five years, not interrelated and with founders still present, or at least traceable, in the national environment. The interviewees were the founders of six Brazilian IT firms. The evidences of technological competence development were found through indicators such as self-learning ability, key technologies usage, use and operation of new technologies, development and adaptation to new processes, technological innovation generation, optimization, marketing and negotiation skills and relational skills. From the final analysis of narrative interviews, through the chosen indicators, the key technological competences developed by the founders and which originated the new IT organizations have arisen. The evolution of these competences in the organizations envolved in the survey was also studied.
Este estudo foi realizado considerando as lacunas existentes nas pesquisas sobre as pré- organizações, notadamente na compreensão das competências iniciais oriundas da formação técnica do grupo fundador de uma nova organização. Outra lacuna importante refere-se à ausência de estudos voltados para o processo de desenvolvimento das competências tecnológicas. Em sua maioria os estudos relativos ao tema tratam da competência tecnológica da organização e não dos indivíduos. O objetivo do estudo então é compreender a relação entre o desenvolvimento das competências tecnológicas do grupo fundador e o surgimento de uma nova organização de tecnologia da informação (TI). Por organização de TI entendemos no estudo as empresas voltadas para o desenvolvimento e/ ou implantação e/ou gerenciamento de programas de gestão para as diversas atividades de outras empresas, públicas ou privadas. Para atender a este objetivo geral três objetivos específicos foram estabelecidos. O primeiro objetivo específico concentrou-se na identificação dos conhecimentos adquiridos pelo grupo fundador a partir da sua formação escolar e experiência profissional. O segundo objetivo específico abordou a compreensão das tecnologias distintivas que marcam o surgimento da nova organização. Por fim o terceiro objetivo específico caracterizou as competências tecnológicas desenvolvidas pelo grupo fundador e sua evolução temporal. Do ponto de vista metodológico, utilizou-se a técnica de entrevistas narrativas, do tipo temático, por sua ênfase no conteúdo do que é dito, mais do que no como é dito. Para inicio das narrativas os entrevistados foram expostos a uma questão gerativa sobre suas carreiras profissionais, suas experiências e a fundação da empresa. A questão gerativa foi colocada como um estímulo à construção da narrativa concentrando-a no espaço e tempo de interesse do pesquisador. Para a pesquisa foram selecionadas organizações de capital nacional, com pelo menos cinco anos de mercado, não inter-relacionadas e com fundadores ainda presentes ou pelo menos localizáveis no ambiente nacional. Os entrevistados foram os fundadores de seis empresas brasileiras de tecnologia da informação. As evidências do desenvolvimento das competências tecnológicas foram encontradas por meio de indicadores como a habilidade de autoaprendizado; habilidade no uso de tecnologias fundamentais; habilidade no uso e operação das novas tecnologias; habilidade no desenvolvimento e adaptação a novos processos; habilidade em gerar inovação tecnológica; otimização; habilidade de negociação e marketing; habilidade de relacionamentos. Da análise final das entrevistas narrativas emergiu, por meio dos indicadores escolhidos, as competências tecnológicas chaves desenvolvidas pelos fundadores e que deram origem às novas organizações de TI. Observou-se ainda a evolução destas competências nas organizações envolvidas na pesquisa.
13
Cipolla, Luís Eduardo Maturano. "Aquisição de competência tecnológica na Global Value Chain : o caso da Bodega Catena Zapata." Escola Superior de Propaganda e Marketing, 2017. http://tede2.espm.br/handle/tede/256.
Full textAbstract:
Submitted by Adriana Alves Rodrigues (aalves@espm.br) on 2017-11-21T14:50:55Z
No. of bitstreams: 1
Luis_Eduardo__Maturano_Cipolla.pdf: 1592066 bytes, checksum: d6aa39817cd4a326f137a2b23765d205 (MD5)Approved for entry into archive by Adriana Alves Rodrigues (aalves@espm.br) on 2017-11-21T15:09:06Z (GMT) No. of bitstreams: 1 Luis_Eduardo__Maturano_Cipolla.pdf: 1592066 bytes, checksum: d6aa39817cd4a326f137a2b23765d205 (MD5)
Approved for entry into archive by Ana Cristina Ropero (ana@espm.br) on 2017-11-22T12:59:49Z (GMT) No. of bitstreams: 1 Luis_Eduardo__Maturano_Cipolla.pdf: 1592066 bytes, checksum: d6aa39817cd4a326f137a2b23765d205 (MD5)
Made available in DSpace on 2017-11-22T13:00:00Z (GMT). No. of bitstreams: 1 Luis_Eduardo__Maturano_Cipolla.pdf: 1592066 bytes, checksum: d6aa39817cd4a326f137a2b23765d205 (MD5) Previous issue date: 2017-03-31
The process of internationalization of emerging economies´ companies, from the point of view of insertion in the Global Value Chain, is the object of study of several researchers. The companies seek insertion in Global Value Chain through capability for the international market, using several Upgrade mechanisms, among them, improvements in product, in process, or in the expansion of the technological functions in the company's activities or inter-sectoral. This dissertation´s objective is to analyze the upgrade mechanism, using as a case study the company Bodega Catena Zapata. Through knowledge´s accumulation, the company added value to its products and the interpretation of these results is presented based on the Matrix of Competences, developed by Sato and Fujita (2009). The empirical study was done through a single, multilevel, exploratory case study (YIN, 2005), in a wine company located in Mendoza, Argentina. The main contribution of this dissertation is the interpretation of the results using the Matrix of Competences of Sato and Fujita (2009) in two different moments. The evaluation was elaborated for the stage that the company was in the 1990s and in 2016, describing the company´s evolution in relation to the knowledge accumulation process. It was verified that these processes are related to the company's performance in the international market, which gradually seeks to be included in the Global Value Chain of the wine sector.
O processo de internacionalização de empresas de economias emergentes, sob o ponto de vista de inserção na Global Value Chain, é objeto de estudo de vários pesquisadores. As empresas buscam a inserção por meio de capacitação para o mercado internacional, utilizando-se de vários mecanismos de Upgrade, dentre eles, melhorias no produto, no processo, ou na ampliação das funções tecnológicas nas atividades da empresa ou inter-setoriais, dentro da cadeia de valores. O objetivo desta dissertação é analisar o mecanismo de Upgrade, usando como Estudo de Caso a empresa Bodega Catena Zapata. Por meio de acumulação de conhecimentos, a empresa agregou valor aos seus produtos e a interpretação desses resultados é apresentada com base na Matriz de Competências, desenvolvida por Sato e Fujita (2009). A empiria foi feita por meio de um estudo de caso único, multinível, em caráter exploratório (YIN, 2005), em uma empresa do segmento de vinhos localizada em Mendoza, Argentina. A principal contribuição desta dissertação está na interpretação dos resultados com o uso da Matriz de Competências de Sato e Fujita (2009) em dois momentos distintos. A avaliação foi elaborada para o estágio que a empresa se encontrava na década de 1990 e no ano 2016, para descrever a evolução da empresa com relação aos processos de acumulação de conhecimentos. Verificou-se que esses processos estão relacionados com a atuação da empresa no mercado internacional que, gradativamente, busca se inserir na Global Value Chain do setor vitivinícola
14
Rekondo, Iparraguirre Miren. "La construcció discursiva de la competència ecociutadana a l'escola primària: la realització d'un disseny tecnològic col·laboratiu a l'hort escolar agroecològic." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/328427.
Full textAbstract:
La tesi doctoral La construcció discursiva de la competència ecociutadana a l'escola primària: la realització d'un disseny tecnològic col·laboratiu a l'hort escolar agroecològic té la finalitat d'explorar el desenvolupament de la competència ecociutadana a l'hort escolar, i en concret en activitats de disseny tecnològic col·laboratiu. Amb aquest propòsit es va dissenyar, de forma col·laborativa amb una mestra, una intervenció didàctica en una escola primària en què l'alumnat va dissenyar i muntar el sistema de reg de l'hort de l'escola a través d'una seqüència de deu activitats. Per tal d'analitzar la construcció discursiva de la competència ecociutadana en dues de les activitats de la intervenció didàctica, s'han definit cinc preguntes de recerca que es focalitzen en diferents components d'aquesta competència.
La primera pregunta fa referència al procés de disseny del sistema de reg, és a dir al disseny de l'acció tecnològica. S'ha fet un anàlisi de la construcció i l'evolució de les propostes de disseny, els conflictes i els acords entorn al sistema de reg. Els resultats mostren que l'alumnat tendeix a integrar elements de diferents propostes de disseny, i que no es discuteixen en base a propostes oposades i excloents entre elles.
La segona pregunta pretén caracteritzar el discurs argumentatiu que es construeix en un procés de disseny tecnològic col·laboratiu a l'hort escolar. Ens interessa conèixer d'una banda l'estructura del discurs argumentatiu, i d'altra banda la dinàmica de l'argumentació en la interacció. Els resultats mostren que hi ha diferències entre l'estructura i la dinàmica argumentativa en activitats d'argumentació científica i les activitats d'argumentació en disseny tecnològic per les diferències en els objectius i les demandes.
La tercera pregunta que ens plantegem és sobre el model d'hort que es construeix discursivament en un procés de disseny tecnològic col·laboratiu a l’hort escolar, prenent com a referència el marc de l'agroecologia escolar. Els resultats indiquen que els conflictes de disseny que es donen entre les diferents propostes tecnològiques, i la necessitat de contextualitzar i concretar el disseny del sistema de reg, fan que s'evolucioni cap a un model d'hort més dinàmic i complex.
El desenvolupament de la competència ecociutadana a l'hort, està lligada a la construcció d'un model d'hort però també a un model de participació. Per això, a la quarta pregunta ens plantegem com es construeix i com evoluciona el model de participació en un procés de disseny tecnològic col·laboratiu a l’hort escolar. Els resultats mostren que el disseny col·laboratiu d'un sistema de reg també ha estat una oportunitat per construir un model de participació mes democràtic.
Finalment, en interessa conèixer quin és el paper de la mestra en aquest procés, i per això en la cinquena pregunta de recerca analitzem quines són les funcions de la mestra en el procés disseny col·laboratiu del sistema de reg per a l’hort escolar. Els resultats d'aquest eix d'anàlisi apunten que el paper de la mestra és fonamental ja que orienta la construcció discursiva dels dos models, tot contribuint a desenvolupar una mirada de l'hort més complexa i una manera de participar més democràtica.
A partir d’aquest resultats, es conclou que actuar a l'hort com un dels àmbits preferents del sistema alimentari escolar suposa la construcció d'accions que sovint encaixen perfectament en l'àmbit de la tecnologia. Adoptar una orientació crítica de l'acció a l'escola ens ha portat a introduir el disseny tecnològic col·laboratiu com un bon context per aprendre a comprendre de manera més complexa i a participar de manera més democràtica. Aquest treball ha aportat evidències per afirmar que la tecnologia pot constituir un bon context per a desenvolupar la competència ecociutadana de l’alumnat d’educació primària per intervenir en el seu entorn, i fer-ho amb una dimensió col·laborativa i amb valors democràtics.The doctoral thesis The discursive construction of eco-citizenship competence in primary education through collaborative technological design in a school agroecological garden aims to explore the development of the eco-citizenship competence in the school food garden, and the collaborative technological design activities in particular. For this purpose, and in a collaborative way with a teacher, a didactical intervention in a primary school was designed. The students had to design and build the watering system in the school food garden through ten activities. In order to analyze the discursive construction of the eco-citizenship competence in two of the didactical intervention activities, five research questions have been defined focused on different components of this competence. The first question is related to the watering system design process, this means, to the technological action design. The construction and evolution of the design proposals, conflicts and agreements on the watering system have been analyzed. The results show that students tend to integrate elements from different design proposals that are not contrary or mutually exclusive. The second question seeks to characterize the argumentative discourse constructed in a collaborative technological design process in the school food garden. We want to learn about the structure of the argumentative design on the one hand, and the dynamics of the argumentation during the intervention, on the other. The results show that there are differences between the argumentative structure and dynamics in scientific argumentative activities and the argumentative activities in technological design due to the differences in goals and requests. The third question is based on the garden model that is discursively constructed in a collaborative technological design process in the school garden as part of the school agroecology. The results indicate that design conflicts that appear between the different technological proposals and the need of providing a context for the watering system design promotes the evolution of a more dynamic and complex food garden. The development of the eco-citizenship competence in the school garden is not only related to the construction of a garden model but also to a participation model. That is the reason why in the fourth question we consider the way the participation model in a collaborative technological design process in a school garden is constructed and the way it develops. The results reveal that a collaborative watering system design has been a great opportunity to build a more democratic participation model. Finally, we are interested in the roll the teacher plays in this process. Thus, in the fifth research question we analyze the teacher’s roll in the collaborative design process of the watering system in the school garden. The results of this analysis show the teacher’s roll is essential because it orientates the discursive construction of the two models and it helps developing a more complex food garden approach and a more democratic way of participation. From these results we conclude that acting in a school garden as a preferential field of the school food system means the construction of actions that often fit perfectly in the technological field. The critical orientation of actions at school leads to the introduction of the collaborative technological design as a good framework to learn how to understand things in a more complex way and participate in a more democratic way. This paper provides evidences that proof that technology can build a good context to develop the students eco-citizenship competence in primary school in order to intervene in their environment and to do so in a collaborative dimension and with democratic values.
15
Francisco, Rachel Neves Dias. "Tecnologias de educação a distância e o desenvolvimento de competência tecnológica: um estudo de caso em uma instituição de ensino superior." Universidade Presbiteriana Mackenzie, 2013. http://tede.mackenzie.br/jspui/handle/tede/614.
Full textAbstract:
Made available in DSpace on 2016-03-15T19:26:07Z (GMT). No. of bitstreams: 1
Rachel Neves Dias Francisco.pdf: 1300949 bytes, checksum: 73e8918cbfa7ea801ae78d389e6ce593 (MD5)
Previous issue date: 2013-08-29Fundo Mackenzie de Pesquisa
The introduction of the new technologies in the educational process, especially virtual learning systems via web, is enabling the Distance Education (DE) become more interactive. Those advances in DE bringing a new way of thinking and continuously improving the quality of education service. Because of these advances, the Higher Education Institutions (HEI) need to develop technological skills related to the use and exploitation of information technology. The objective of this dissertation is to understand the relationship of the use of technologies for Distance Education and the development of technological competence of the Higher Education Institution from the articulation between artifacts, agents and practice. The conceptual framework of this research focuses on technology and competence in practice. It starts on the approach structurationist technology, through contact with the user, unexpected results arise in relation to original purposes. The human practice has constituted and reconstituted every day and collective practices become routine. Therefore, the development of technological competence results from recurring interaction between artefacts, agents, new institutionalized practices throughout the process of implementation and use of technology. The objective of this dissertation is understand the relationship of the use the Distance Education s technologies and the development of technological competence of the Institution of Higher Education from the articulation artifacts, agents and practice. The specific objectives of this study are: 1) identify the artifacts used in DE by HEI and the necessary infrastructure to deploy DE at an HEI.; 2) understand the competencies of the agents that develop and use the technology of DE in terms of knowledge, experience and skills; 3) analyze the practice of DE from the introduction of technology, in terms of training and adaptation to changes; 4) analyze the impact of using technology and the development of technological competence in terms of professor qualification, teaching content and market share. In defining these goals, we opted for qualitative research, predominantly interpretive, exploratory and descriptive based on a single case study. The data were analyzed according to interpretative approach of content analysis proposed by Flores (1994). Semi-structured interviews had conducted with managers, developers, teachers and tutors that work in DE. The different views of these participants contributed to a more process detailed of the interaction between agents and technology. The research shows that both, the technology, the agents and the practices have changed because of the dynamic introduction of this new type of education model, bringing reflections about the users roles and the influence on the presence education model.
A introdução de novas tecnologias no processo educacional, notadamente os sistemas virtuais de aprendizagem via web, vem possibilitando que a Educação a Distância (EAD) se torne mais interativa. Esses avanços no EAD trouxeram uma nova forma de pensar e de aperfeiçoar continuadamente a qualidade do serviço de educação. Como resultado destes avanços as Instituições de Ensino Superior (IES) necessitam desenvolver competências tecnológicas relativas ao uso e exploração das tecnologias de informação. O objetivo desta dissertação é compreender a relação do uso das tecnologias de Educação a Distância e o desenvolvimento da competência tecnológica da Instituição de Ensino Superior a partir da articulação entre artefatos, agentes e prática. O recorte conceitual desta pesquisa se concentra na tecnologia e competência na prática. Parte-se de um abordagem estruturacionista da tecnologia, em que a partir de seu contato com o usuário, resultados inesperados surgem em relação aos propósitos originais. A prática humana é constituída e reconstituída a cada dia e as práticas coletivas se tornam rotinas. Portanto, o desenvolvimento da competência tecnológica resulta da interação recorrente entre artefatos, agentes e a forma como as novas práticas são institucionalizadas ao longo do processo de implantação e uso da tecnologia. O objetivo geral desta dissertação é compreender a relação do uso das tecnologias de Educação a Distância e o desenvolvimento da competência tecnológica da Instituição de Ensino Superior a partir da articulação artefatos, agentes e prática. Os objetivos específicos deste estudo são: 1. Identificar os artefatos de EAD utilizadas pela Instituição de Ensino Superior e a estrutura necessária para implantar o curso de EAD em uma IES; 2. Compreender as competências dos agentes envolvidos no desenvolvimento e uso da tecnologia de EAD, em termos de conhecimento, experiências e habilidades; 3. Analisar a prática de EAD a partir da introdução da tecnologia, em termos de treinamento e adaptação às mudanças; 4. Analisar o impacto da relação do uso da tecnologia e o desenvolvimento da competência tecnológica em EAD em termos de qualificação do professor, conteúdo ensinado e participação de mercado. Na concepção destes objetivos, optou-se pela pesquisa qualitativa de caráter predominantemente interpretativo, exploratória e descritiva, com base na técnica de estudo de caso único. Os dados foram analisados segundo a abordagem interpretativa de análise de conteúdo proposta por Flores (1994). Foram realizadas entrevistas semiestruturadas com gestores, desenvolvedores, professores e tutores que atuam em EAD. As diferentes visões desses participantes contribuíram para um melhor detalhamento do processo de interação dos agentes com a tecnologia. A pesquisa mostra que tanto a tecnologia, quanto os agentes e as práticas sofreram mudanças por conta da dinâmica de introdução dessa nova modalidade de ensino, trazendo reflexões sobre os papéis desempenhados pelos usuários e a influência sobre o próprio modelo de ensino presencial.
16
Vick, Thais Elaine. "Fatores críticos na criação de conhecimento por equipes de inovação: um estudo em projetos de cooperação universidade-empresa." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/18/18157/tde-10102014-115228/.
Full textAbstract:
O propósito desta tese é investigar de que forma ocorre a interveniência de quatro fatores críticos no trabalho de equipes de projeto de inovação tecnológica, na medida em que estas criam conhecimento. São admitidos como fatores críticos a competência individual, a competência informacional, a cultura de inovação e a comunicação. Como principal contribuição, objetiva-se propor um modelo de quatro dimensões com as relações resultantes entre o conhecimento criado pelas equipes e os fatores críticos que influenciam a sua criação. Essas dimensões destinam-se a auxiliar o processo de formação de equipes, mais especificamente na escolha dos membros. As equipes de projetos selecionadas para compor o estudo fazem parte do programa Pesquisa em Parceria para Inovação Tecnológica (PITE) da Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP). A escolha do tema se justifica pela carência de pesquisas empíricas com tratamento particular a cada um dos processos de conversão de conhecimento, bem como pelo fato de que a chave para o entendimento de sucessos e falhas na criação de conhecimento por equipes inovadoras está na identificação e avaliação das condições prévias, aqui denominadas fatores críticos, necessárias para que o esforço prospere. Preservando-se o ineditismo característico de teses de doutorado, as equipes do programa PITE da FAPESP são estudadas pela primeira vez, de forma exploratória. Como técnica qualitativa de análise de dados, utiliza-se da análise de conteúdo categorial. Os principais resultados apontaram fortes relacionamentos entre o fator crítico 1 (competência individual) e a externalização do conhecimento; o fator crítico 2 (competência informacional) e a combinação do conhecimento; o fator crítico 3 (cultura de inovação) e a internalização do conhecimento; e o fator crítico 4 (comunicação) e a socialização do conhecimento. Advindos destas relações, foram encontrados doze padrões de comportamento nas equipes estudadas.The purpose of this thesis is to investigate how the intervention of four critical factors in the work of project teams for technological innovation occurs, while they create knowledge. Critical factors admitted are individual competence, informational competence, innovation culture and communication. As the main contribution, the research aims to propose a model of four dimensions of the resulting relationships between the knowledge created by the teams and the critical factors that influence its creation. These dimensions are intended to assist the process of team formation, more specifically in the selection of members. Project teams selected to comprise the study are part of the Research Partnership for Technological Innovation (PITE), from the Foundation for Research Support of the State of São Paulo (FAPESP). The choice of this subject is justified by the lack of empirical research with particular treatment to each of the processes of knowledge conversion, as well as by the fact that the key to understanding the successes and failures in knowledge creation by innovative teams is the identification and evaluation of preconditions, here called the critical factors, necessary for the effort to flourish. As a way to preserve the originality, characteristic of doctoral thesis, the project teams of the program PITE-FAPESP are studied for the first time, in an exploratory approach. As a qualitative technique of data analysis, the categorical content analysis is used. The main results showed strong relationships between the critical factor 1 (individual competence) and externalization of knowledge; the critical factor 2 (information literacy) and the combination of knowledge; the critical factor 3 (innovation culture) and internalization of knowledge; and the critical factor 4 (communication) and socialization of knowledge. Moreover, deriving of these relations, twelve patterns of behavior were found in the studied teams.
17
Bennett, Patricia C. "Senior Students' Experiences, Perspectives, and Attitudes of Technological Competencies in Nursing Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4125.
Full textAbstract:
Technological standards appear to be needed in undergraduate nursing education, as existing research has yet to establish technological standards for undergraduate nursing students. The purpose of this qualitative study was to examine the lived experiences of senior nursing students with respect to their perceptions regarding exposure to and abilities gained in the areas of information management, information literacy, and computer literacy. The framework of the study was based on Bandura's theory of self-efficacy and the Dreyfus model of skills acquisition. Using a phenomenological approach, in-depth face-to-face interviews were used with a purposive sample to collect data about the technological competencies taught to 12 participants during their nursing education. The key research questions pertained to senior-level nursing students' perceptions regarding their educational exposure to technological skills, the level of competencies achieved, and technology's impact on patient care. A thematic analysis was done. The findings from this research study are that students' technological exposure appears to vary and that there is a need for uniform exposure during their nursing education. The results of this research revealed that most students were confident about computer literacy but needed to strengthen their knowledge related to information management and information literacy. Implications for social change is a better understanding of technological competencies offered, or still needing to be included, in undergraduate nursing syllabi. Further positive social change implications of the study for health services include the promotion of clear technological graduation standards for nursing graduates entering the health care workforce.
18
Samuelsson, Ulli. "Digital (o)jämlikhet? IKT-användning i skolan och elevers tekniska kapital." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Medie-, litteratur- och språkdidaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-22866.
Full textAbstract:
Avhandlingen handlar om digital (o)jämlikhet. Begreppet (o)jämlikhet utgår från en sammanskrivning av jämlikhet och ojämlikhet men uttalas som det sistnämnda. Problematiken kring digital (o)jämlikhet belyses i avhandlingen i form av fyra olika delstudier samt en kappa. Avhandlingens övergripande syfte är att öka kunskapen om digital (o)jämlikhet genom att empiriskt kartlägga och teoretiskt tolka användning av informations- och kommunikationsteknik (IKT) bland barn och unga vuxna. Ett speciellt fokus läggs vid skolans roll i sammanhanget då den svenska skolan har i sitt uppdrag att ge alla elever en likvärdig utbildning. Skolan ska även kompensera för elevers olika förutsättningar. Genom en enkätstudie och en intervjustudie analyseras grundskole- och gymnasielevers användning av och tillgång till IKT i skolan och i hemmen. Elevernas digitala kompetens i allmänhet och deras kompetens i informationssökning i synnerhet, analyseras också för att skapa en bild av den digitala (o)jämlikheten. I dessa analyser studeras även skolans bidrag till elevers digitala kompetens och digitala jämlikhet. Resultaten av dessa analyser presenteras i två delstudier. För att få en djupare förståelse för fenomenet digital (o)jämlikhet ur ett internationellt perspektiv utgör en av delstudierna en systematisk forskningsöversikt. Ytterligare ett sätt att fördjupa kunskapen om digital (o)jämlikhet i avhandlingen är att studera fenomenet utifrån en utbildningssociologisk teori vilket genomförs i den sista delstudien. Inom ramen för det övergripande syftet prövas, och granskas kritiskt, därför Selwyns begrepp tekniskt kapital. Tekniskt kapital har sin grund i Bourdieus kapitalbegrepp och syftar därmed på tillgång till och användning av IKT som tillskrivs ett värde. Resultaten visar att det finns en digital ojämlikhet bland de unga som ingår i studien, trots den till synes höga tillgången till IKT. Avhandlingen visar även att skolan inte klarar sitt uppdrag då eleverna inte får en likvärdig utbildning samt att skolans uppdrag avseende elevers digitala kompetens är oklart. Vidare visar resultatet att begreppet teknisk kapital ger möjlighet till en djupare förståelse av digital (o)jämlikhet. Samtidigt ges förslag på hur begreppet tekniskt kapital kan förfinas ytterligare.This doctoral thesis focusses on digital (in)equality; a new concept construed by combining the notions equality and inequality. The concept will for the purpose of this thesis be written as (in)equality constituting a new domain of study as explored in four separate studies together comprising this thesis. The general aim of the thesis is to increase the knowledge base of digital (in)equality by empirically charting and theoretically interpreting the use of in-formation and communication technology (ICT) by children and adults alike. A specific focus is how ICT is utilised in schools since the Swedish school system is commissioned by law to provide equal education for all. Compulsory school pupils' use and access to ICT in schools as well as at home was investigated both by a survey study and an interview study. In addition, pupils' general digital competence as well as their skills in searching information were studied in order to gain insight into digital (in)equality. The Swedish school system and its role in conveying such competence was a particular concern. Results are presented in two of the four articles constituting this doctoral thesis. To gain a wider understanding of the ICT (in)equality phenomenon an international outlook was incorporated into thesis in the form of a systematic literature review. This literature review is presented in the third article of the thesis. The fourth and final study widens the scope even further by analysing the phenomenon in the light of sociological theory. The general aim of the thesis was scrutinised and critically analysed using Nathan Selwyn's construct of Technology Capital, which in turn is derived from Pierre Bourdieu's notion of cultural capital. Technology capital defines both access to and the use of ICT, which of course also implies that ICT indeed has cultural value. The results of this sociological analysis showed that there does indeed exist a digital inequality amongst the younger generation in Sweden in spite of having easy access to the technology. It is demonstrated that the Swedish school system actually fails its commission. In respect to the use of and access to ICT the school system is not equal and pupils do not receive equal education. Furthermore, the analysis suggested that the task given to the school system is unclear and that the use of a concept such as technological capital is a promising one in gaining further insights into the phenomenon of digital (in)equality. In conclusion, suggestions are also made how the notion of technology capital could be further developed made more precise.
19
Santos, Luciano Augusto Pereira dos. "Uso de tecnologias educacionais e desenvolvimento de capacidades dinâmicas: um estudo exploratório em uma instituição de ensino fundamental e médio." Universidade Presbiteriana Mackenzie, 2015. http://tede.mackenzie.br/jspui/handle/tede/654.
Full textAbstract:
Made available in DSpace on 2016-03-15T19:26:26Z (GMT). No. of bitstreams: 1
Luciano Augusto P dos Santosprot.pdf: 6487197 bytes, checksum: e10288ec2257cdcf0c5b523750b87965 (MD5)
Previous issue date: 2015-08-03This study aims, as general objective, to identify, describe and understand the relationship between the use of educational technologies (TEs) within a elementary and secondary education institution (IEFM) and the development of dynamic capabilities (DC) in terms of sensing the environment, learn, integrate and coordinate this capabilities in the organization, as from the analysis of the evolution in the practices of this agents and the impact of their new skills on the competences of the institution, in order to offer more and better services. The achievement of these objectives took place from the dynamic capabilities theory and the vision of technology in practice. On the one hand, the theory of dynamic capabilities recognizes the importance of organizations to respond to incorporate and benefit, over time, of their environment dynamism to create and maintain their competitive advantage through changes in their routines, their processes and other capabilities through which organizations reaches new configurations of skills and resources. On the other, the vision of technology in practice allows to analyze the changing process of these capabilities through the recurring interaction between agents and devices enabling the emergence of new structures. The analysis of the dynamic capabilities development in TEs in the studied IEFM is based on a DC measurement model that identifies a set of capabilities - feel the environment, learning, integrating and coordinating - capable of reconfiguring the existing operational capabilities in an organization in new ways that are best suited to the environment. The methodology adopted is the process theory approach, in order to find a description of the trajectory of the organization, from the point of view of the process of technology in practice and the development of its technologicals competences. The strategy of this search was given from the interpretative paradigm, on a qualitative and descriptive-exploratory method, whose basic orientation is the interpretation of a social phenomenon in a case study, and the analysis technique is the narrative analysis.
Este estudo teve como objetivo geral compreender a relação entre o uso de tecnologias educacionais (TEs) e o desenvolvimento de capacidades dinâmicas (CDs) em termos das capacidades de sentir o ambiente, aprender, integrar e coordenar novas tecnologias nas capacidades operacionais de uma instituição de ensino fundamental e médio (IEFM), a partir das mudanças nas competências dos agentes; e de como tais mudanças podem se refletir em novas competências da organização, no sentido de oferecer mais e melhores serviços. A consecução desses objetivos deu-se a partir da teoria de capacidades dinâmicas e da visão da tecnologia na prática. De um lado, a teoria de capacidades dinâmicas reconhece a importância das organizações em reagir, incorporar e se beneficiar, ao longo do tempo, do dinamismo de seu ambiente para criar e manter sua vantagem competitiva por meio de mudanças nas suas rotinas, de seus processos e de outras capacidades por meio das quais as organizações atingem novas configurações de competências e de recursos. De outro, a visão da tecnologia na prática permite analisar o processo de mudança destas capacidades por meio da interação recorrente entre agentes e artefatos possibilitando que novas estruturas emerjam. A análise do desenvolvimento das capacidades dinâmicas em TEs na IEFM estudada foi fundamentada em um modelo de mensuração de CDs que identifica um conjunto de capacidades - sentir o ambiente, aprender, integrar e coordenar -, capazes de reconfigurar as capacidades operacionais já existentes em uma organização de novas maneiras e que se ajustam melhor ao ambiente. A metodologia adotada foi baseada na abordagem de processos, para buscar uma descrição da trajetória da organização, do ponto de vista do processo de uso da tecnologia e do desenvolvimento de sua competência tecnológica. A estratégia de pesquisa deu-se a partir do paradigma interpretativista, do método qualitativo e descritivo-exploratório, cuja orientação essencial é interpretação de um fenômeno social a partir de um estudo de caso, tendo como técnica de análise a análise narrativa.
20
Jordan, Jamie. "The Impact of a Sixth Grade Laptop Initiative on Student Attitudes Concerning Their Learning and Technological Competencies." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3359.
Full textAbstract:
This research explored the impact of a sixth grade one-to-one laptop initiative on student attitudes about learning and technological competencies. The study compared student preintervention and postintervention survey data prior to and after a sixth grade laptop intervention initiative. The survey responses were divided into 5 dimensions (School Subject Attitudes, Teaching and Learning Preferences, Computer Use Perceptions, Technology Skills, and Personal Attitudes and Behaviors) on both pre- and postsurveys. District means were compared with preintervention and postintervention data, as well as the means from the 5 dimensions, using a one-sample t-test with a midpoint test value of 3 on a 5-point scale. Ninety students participated in the preintervention survey and 93 students participated in the postintervention survey across 3 schools. The findings indicated that there was a statistically significant difference in student responses in 4 of the 5 dimensions except Teaching and Learning Preferences. Overall the findings on the 2 dimensions related to technological competencies had statistically significant scores on the postintervention survey, whereas the findings on 2 of the 3 sections related to student attitudes about learning had statistically significant scores. In conclusion, generally the laptop intervention initiative had an overall positive impact on student attitudes and technological competencies. The researcher concluded that the timing of the postsurvey, as well as the research taking place during the first year of implementation could have had an impact on the Teaching and Learning Preferences results. Examining the impact of one-to-one initiatives on student attitudes about learning and technological competencies could support districts in making the decision of adopting this technology.
21
Broos, Elizabeth. "Information, communication and technological competencies in a digital working environment a case study in the Netherlands Defence Organization /." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-06182008-115804/.
Full text
22
Yang, Ren-Shing. "The identification and validation of the technological competencies essential for elementary school practical arts teachers in Taiwan ROC /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901311.
Full text
23
Peeters, Carine. "Essays on innovation competencies and firm's performances." Doctoral thesis, Universite Libre de Bruxelles, 2003. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211241.
Full text
24
Souquet, Pascal. "Essai d'un modèle d'activité d'un Centre de Compétences Technologiques : application au Cétim pour le secteur de la Mécanique." Thesis, Lyon 3, 2011. http://www.theses.fr/2011LYO30078.
Full textAbstract:
Le Centre Technique des Industries Mécaniques constitue l’un des centres de compétences technologiques des Industries Mécaniques. Sa problématique est de déterminer le processus de management de la technologie nécessaire à sa mission d’appui à l’innovation.Après avoir caractérisé la mécanique dans une approche méso-économique, nous proposons un modèle d'activités du Centre de Compétences Technologiques, illustré par le modèle du Cetim. Sur cette base, le management de l'innovation est analysé comme la formalisation opérationnelle de la mission d’appui à l’innovation technologique du territoire technologique et géographique du Centre de Compétences Technologiques, à partir de l'outillage et des processus du management de la technologie.Le processus conduisant de l’idée au produit est décrit par 3 étapes : la formalisation de l’idée à l’objet, la faisabilité de l’idée vis-à-vis d’une première cible de marché et l’industrialisation. Ce modèle séquentiel a été complété par une modélisation globale reliant la stratégie avec la mise en oeuvre des projets d’innovation qui la concrétisent.Le processus de R&D comporte 4 étapes d’un cycle itératif : marketing technologique, gestion du portefeuille technologique, production de R&D et valorisation. Des indicateurs permettent d’évaluer les performances sur les 4 axes du modèle d’activités en s’appuyant sur la codification des projets d’innovation. Cette dernière peut être aussi utilisée pour suivre les évolutions du coeur de compétenceThe Technical Centre of Mechanical Engineering is one of the centres of technological competence in the Mechanical Industry. Its objective is to identify the process of management of the technology needed for its activity in innovation support.After having characterised mechanical industry in a meso economic approach, we propose a model of activity of the technological competence centre, illustrated by the Cetim example. On this basis, innovation management is analysed as a formalised operational process of the innovation support activity in the geographical and technological territory of the technological competence centre, using tools and processes of technology management.The process from idea to finished product is split into 3 steps: idea to object conception, feasibility regarding a first market target and industrialisation. This sequential model was completed by a global model which linked strategy to the implementation of an innovated project.R&D process is composed of 4 steps of a repeated cycle: technological marketing, management of the project portfolio, R&D production and enhanced value. Indicators help in evaluating performance on the 4 axes of the activity model using codification of innovation projects in the information system. This can be also used to follow core competence evolution
25
Žemaitis, Simas. "Elektroninio portfolio technologijos." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090828_134429-57243.
Full textAbstract:
El. portfolio apibrėžimų yra labai daug. Mano nuomone, tiksliausiai el. portfolio esmę atskleidžia L. Dawley (2007) pateiktas el. portfolio apibūdinimas. El. portfolio tai - „Interneto technologijomis paremtas skaitmeninis aplankas, kuris gali viešai greitai ir lengvai demonstruoti asmenų mokymosi kompetencijas“.
El. portfolio atsiradimą sąlygojo:
• sparti interneto skvarba į įvairias gyvenimo sritis: švietimą, pramonę, verslą ir pan.;
• duomenų bazės internetinėje erdvėje sudarė galimybę nesudėtingai kurti, naudoti ir valdyti elektroninius dokumentus;
• mokymo/mokymosi paradigmų kaita: buvo pereita nuo išsimokslinimo vieną kartą gyvenime prie mokymosi visą gyvenimą.
El. portfolio paplitimui ir populiarėjimui įtakos turėjo Wiki ir Blog'ų atsiradimas.
Šiuo metu el. portfolio sistemų galima būtų priskaičiuoti ne vieną dešimtį. Jos skiriasi savo funkcionalumu, prieinamumu ir pan. Vienos veikia savarankiškai, kitos yra integruojamos į esamas sistemas. Daugelis sistemų yra komercinės, pritaikytos konkrečios įstaigos reikmėms.
Kadangi nemokamų el.portfolio technologijų yra pakankamai daug, analizei buvo pasirinktos tik kelios: Mahara, Mofolio ir Exabi E-Portfolio. Mahara sistema yra visiškai savarankiška ir autonomiška sistema, kurioje vartotojas pats turi kaupti savo pasiekimus. Mofolio technologija irgi veikia kaip autonomiška, nors ir priklauso Moodle sistemai. Exabi yra integruota į VMA Moodle sistemą.
Darbe panaudota ir Šiaulių universiteto universiteto poreikiams... [toliau žr. visą tekstą]There are many definitions about e-portfolio. To my mind, L. Dawley (2007) defines it in the most appropriate way. Electronic portfolio is “A digital file based on internet technologies which is able to show person’s learning competences in a public, fast and easy way.” Electronic portfolio has appeared due to: Rapid invasion of internet into different spheres of our life: education, manufactory, business, etc. Data records on internet generated the opportunity to create, use and manage electronic documents without any effort; The alternation of teaching/learning paradigms: there was a transition from learning once in a life time to for a long life learning; For e- portfolio to become so popular and widely used, Wiki and Blog appearance had a great influence. At the moment there are more than one ten of e- portfolio systems. They differ in functionality, approachability, etc. Some work independently, while others are integrated into already existing systems. Most of the systems are commercial and made for the specific enterprise and its needs. Because there are a lot of e- portfolio technologies with no charge I chose only some of them for deeper analysis. They are Mahara, Mofolio and Exabi E-Portfolio. Mahara is totally independent and stand-alone system where user himself has to put his achievements. Mofolio technology also acts as stand-alone system though it belongs to Moodle system. Exabi is integrated into VMA Moodle system. Exabi E-Portfolio technology fitted for... [to full text]
26
Santos, Ana Clarissa Matte Zanardo dos. "A relação entre competências e empreendedorismo em empresas de base tecnológica." Universidade do Vale do Rio do Sinos, 2005. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2759.
Full textAbstract:
Made available in DSpace on 2015-03-05T18:57:19Z (GMT). No. of bitstreams: 0
Previous issue date: 20Nenhuma
Este estudo buscou analisar as competências individuais dos empreendedores e organizacionais de empresas de base tecnológica da incubadora UNITEC, em São Leopoldo/RS, identificando como se processa a articulação entre elas e qual é o impacto nas práticas organizacionais. Uma das alternativas para minimizar o efeito negativo do alto índice de mortalidade de empresas no primeiro ano é o estudo do empreendedorismo, como forma de propiciar desenvolvimento econômico, através da geração de empregos, bem como a atenção à gestão das competências, com vistas a identificar as competências empreendedoras que precisam ser trabalhadas e articuladas para estimular a inovação e possibilitar o desenvolvimento da tecnologia, garantindo a sobrevivência da organização de base tecnológica. Foram analisadas três empresas incubadas, com no mínimo quatro anos de atuação, sendo entrevistados em cada uma delas os empreendedores e um colaborador, além do administrador da incubadora, totalizando dez pessoas. A análise dos dados obtidos
This study aims to analyze entrepreneurs’ individual competencies and technology-based company organizational competencies at UNITEC - an incubator in São Leopoldo, Rio Grande do Sul, Brazil – identifying how the articulation among them is processed and the impact it has on organizational practices. One of the alternatives seeking to minimize the negative effect of companies’ high death rate in their first year of life is the study of entrepreneurship as a way to favor economic development through the generation of jobs as well as through the attention to the management of competencies aiming at identifying entrepreneurial competencies that have to be worked on and articulated to encourage innovation and make technological development possible, guaranteeing the survival of technologically-based organizations. Three incubated companies, all in operation for 4 years or more, have been analyzed; the entrepreneurs, one collaborator and the incubator administrator have been interviewed in each one of them, totalin
27
Trevelin, Ana Teresa Colenci. "A relação professor aluno estudada sob a ótica dos estilos de aprendizagem: análise em uma Faculdade de Tecnologia - Fatec." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/18/18140/tde-07052008-160809/.
Full textAbstract:
A educação hoje é uma prioridade visada em todo o mundo, principalmente na era do capital intelectual, onde o conhecimento torna-se o item de maior importância na corrida pela eficiência e maior competitividade. No Brasil, apesar de ser a educação superior de graduação tecnológica um tema da maior importância para o processo de inclusão social, porque promove o desenvolvimento de competências adequadas às demandas da economia globalizada, pode-se constatar que ainda há muito que se fazer. Torna-se evidente que o conhecimento e o desenvolvimento das competências, como a capacidade de processar informações, a criatividade e a iniciativa, são essenciais para o desenvolvimento e para a modernidade. Este trabalho investiga e analisa a maneira como o ensino tecnológico vem sendo ministrado em função das competências exigidas do profissional, e como o conhecimento dos estilos de aprendizagem dos alunos, ou seja, a maneira como percebem e processam as informações pode contribuir para a elaboração de estratégias de ensino, tornando-o mais eficiente e significativo. Foram coletados dados dos alunos e professores dos cursos de Tecnologia de Produção Industrial e Tecnologia em Processamento de Dados da Faculdade de Tecnologia de Taquaritinga, utilizando os inventários de Felder e Soloman e o de Keirsey e Bates. A partir da análise dos dados, buscou-se traçar um perfil dos estilos de aprendizagem dominantes dos alunos e professores, compará-los e em seguida fazer uma correlação com os dados do Sistema de Avaliação Institucional, o SAI, da própria faculdade, no sentido de verificar se os altos índices de reprovação em determinadas disciplinas podem ser explicados pela teoria dos estilos de aprendizagem e, em seguida, propor estratégias educacionais e ações de melhoria focando a relação ensino-aprendizagem. Os resultados da pesquisa revelaram que os estilos de aprendizagem podem interferir na relação ensino-aprendizagem.The education today is a priority aimed in the entire world, mainly in the age of the human capital, where the knowledge becomes the item of bigger importance in the race for the efficiency and greater competitiveness. In Brazil, although to be the graduation in technological superior education a subject of the biggest importance for the process of social inclusion, because it promotes the development of adequate abilities to the demands of the globalized economy, can be evidenced, that still it has very what to become. One becomes evident that the knowledge and the development of the abilities, as capacity to process information, the creativity and the initiative, are essential for the development and modernity. This work, argues the way as technological education comes being given in function of the demanded abilities of the professional, and as the knowledge of the styles of learning of the pupils, that is, the way as they perceive and they process the information can contribute for the elaboration of education strategies, becoming it more efficient and significant. They had been collected given of the pupils and professors of the courses of Technology of Industrial Production and Technology in Data processing of the College of Technology of Taquaritinga- SP, using the inventories of Felder and Soloman and of Keirsey and Bates. From the analysis of the data, one searched to trace a profile of the dominant styles of learning of the students and professors, to compare them and after that to make a correlation with the data of the System of Institutional Evaluation, SAI of the proper college in the direction to verify if some discipline with high index of retention can be explained by the theory of the learning styles, and after that to consider educational strategies and action of improvement the relation teach-learning.
28
Cowherd, Patricia H. "A Study to Determine Technological Skills and Competencies Needed for Office Employment as Reported by Selected Employers in the South Central Kentucky Lake Cumberland Area Development District." NSUWorks, 2000. http://nsuworks.nova.edu/gscis_etd/467.
Full textAbstract:
The purpose of this study was to determine the technological skills and competencies needed by businesses so that business educators can meet the continuing demands of a challenging workplace. Since the office is changing so rapidly due to the integration of technology, there is a need to study periodically the skills and competencies needed by employees.
The study was conducted in the South Central Kentucky Lake Cumberland Area Development District using five occupational groups: banks, hospitals/medical clinics or medical offices, insurance agencies, legal firms, and manufacturing firms. Businesses were surveyed in the following counties and town seats: Adair, Columbia; Casey, Liberty; Clinton, Albany; Cumberland, Burkesville; Green, Greensburg; McCreary, Whitley City; Pulaski, Somerset; Russell, Jamestown; Taylor, Campbellsville; and Wayne, Monticello. The Chamber of Commerce in each of the ten county seats was asked to recommend particular businesses to be surveyed. No more than five businesses from each group of business firms were surveyed in each county seat. The Chamber of Commerce list and the telephone book in each county seat were used to determine specific businesses and addresses. A cover letter and questionnaire containing 19 items were given to the five groups. Descriptive statistics were used to evaluate the data.
The School of Business and Economics at Campbellsville University revised its Administrative Technology program based on the results of this study. Other universities, colleges, high schools, and vocational schools in the South Central Kentucky Lake Cumberland Area Development District will receive the results of this study. Each school will then have the opportunity to review its curricula and update as needed. Businesses will benefit by being made aware of what other businesses are requiring of entry-level employees. They may also receive better prepared employees if schools take advantage of the results of the study. Overall, the findings reinforced the need for business educators to teach the proper skills and competencies needed for entry-level employees to be prepared for the demands of today's offices.
29
Larsson, Louise, and Jennie Nilsson. "Facilitating an Industry 4.0 Implementation." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254603.
Full textAbstract:
We are today facing an industrial revolution called Industry 4.0. Earlier in the human history, we have seen multiple industrial revolutions, but only after they actually happened. This is the first time we can see that an industrial revolution is on its way. Witht his knowledge, we have the chance to prepare for this large‐scaled technological change that we are standing in front of. Because of the impact that earlier industrial revolutions had on organizations, we can assume that Industry 4.0, as well, will impact and change work, tasks and the organizations themselves; especially when it comes to new high‐tech knowledge and skills that need to be learnt. Implementation, change, and high‐tech learning, together with a constantly running production can be stressful for anyone involved. For this reason, the purpose of this study is to come up with solutions on how you can facilitate the implementation of Industry 4.0, for employees and in an organizational point of view. We do this by conducting a literature study as well as interviewing organizations within the Swedish manufacturing industry. The structure of the analysis is built upon Lewin’s Three‐stage Model of Change. Here, we discuss and present solutions according to the stage in which they fit during the change process. Additionally, we investigate the concept of gamification as a tool to facilitate change. From our research, we conclude that motivation and engagement are keys in a technological change project such as Industry 4.0. Involvement, transparency and clarity are important aspects to make employees engaged throughout the project. Additionally, we present practical solutions for how organizations can educate their employees within Industry 4.0 techniques, as well as increase their motivation and engagement.Vi står idag inför en industriell revolution som kallas Industri 4.0. Tidigare i historien har vi sett industriella revolutioner först efter att de inträffat. Det är nu första gången vi kanse att en industriell revolution är på väg. Med denna kunskap har vi idag en möjlighet att förbereda oss för den teknologiska utveckling som vi står inför. På grund av de tidigare industriella revolutionerna och den stora påverkan som de har haft på organisationer, kan vi anta att Industri 4.0 också kommer förändra jobb, uppgifter och organisationer – framför allt när det kommer till den nya teknologiska kunskap som nya maskiner och system kommer kräva av de som använder dem. Implementering, förändring och en hög nivå av teknologiskt lärande, samtidigt som produktionen fortfarande kommer snurra dygnet runt, kan vara stressigt för vem som helst. Därför syftar detta examensarbete till att ta fram lösningar för hur man kan förenkla implementationen av Industri 4.0, ur ett medarbetarperspektiv och för organisationen som helhet. Vi gör detta genom en litteraturstudie och genom intervjuer med organisationer inom den svenska tillverkningsindustrin. Strukturen på analysen bygger på Lewins trestegsmodell för förändring. Här diskuterar och presenterar vi lösningar enligt vilket steg de passar in i under förändringsprocessen. Vidare utvärderar vi gamification som ett verktyg för att underlätta förändringen. Detta arbete kommer fram till att det viktigaste för att genomföra ett förändringsarbete i denna omfattning är motivation och engagemang från både anställda och ledning. Involvering, transparens och tydlighet är viktiga delar för att göra anställda engagerade genom hela projektet. Vidare presenterar vi lösningar för hur man kan utbilda sina anställda inom Industri 4.0‐tekniker, och även för hur man kan öka motivation och engagemang.
30
Aniceto, Kátia Regina Pereira. "Mudanças no mundo do trabalho : a representação dos funcionários do Banco do Brasil sobre a formação desenvolvida pela Universidade Corporativa Banco do Brasil (UniBB/Manaus)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/13266.
Full textAbstract:
Minha finalidade - por meio desta dissertação - foi apreender a representação social dos funcionários do Banco do Brasil, referentes à formação desenvolvida pela Universidade Corporativa Banco do Brasil/UniBB, instalada em 2006, na cidade de Manaus, tendo como base o discurso dos demais trabalhadores. A minha pretensão foi compreender a importância dessa formação para o quadro de pessoal do Banco, assim como, verificar como os funcionários de diferentes níveis funcionais têm acesso aos cursos desenvolvidos pela UniBB. Para isso, realizei uma contextualização histórica sobre a empresa: processo de reestruturação tecnológico-organizacional, bem como, suas implicações para a qualificação dos profissionais do Banco. Para melhor compreender as novas exigências referentes à formação dos profissionais, também, procurei abordar e discutir conceitos muito utilizados na atualidade, tais como: sociedade do conhecimento, competências, formação contínua e a visão dos sindicatos nesse novo cenário. Uma vez que busquei analisar as representações dos trabalhadores do BB, utilizei na metodologia uma abordagem quali-quantitativa e a Análise do Discurso. Para coletar os discursos realizei entrevistas (semi-diretivas) com 17 funcionários do Banco e 01(uma) entrevista com o representante do Sindicato dos Bancários do Amazonas; a análise dos discursos foi realizada através da técnica do DSC - Discurso do Sujeito Coletivo. Com base nas informações coletadas verifiquei que a UniBB situada em Manaus não disponibiliza de forma igualitária os cursos desenvolvidos - que de acordo com sua modalidade - são direcionados e segmentados conforme o perfil dos funcionários e área em que atuam. Essa diferenciação vai de encontro ao discurso do Banco que defende o livre acesso e a participação dos funcionários em todos os cursos, independentemente do nível hierárquico. Apesar dessa constatação verifiquei, também, que os funcionários têm uma imagem positiva das atividades realizadas pela UniBB sendo essas vistas como possibilidade de crescimento dentro da Empresa.This dissertation purpose was to seize the social representation of officials of the Bank of Brazil, referring to the training developed by the University Corporate Bank of Brazil/UniBB, installed in 2006, in the city of Manaus, based on the speech of them. My intention was to understand the importance of such training to the table of staff of the Bank, as well as see how the officials of different functional levels have access to courses developed by UniBB. To do this, I performed a historical contextualization of the company: the process of technological-organizational restructuring, and its implications for the professional qualification of the Bank. To better understand the new requirements relating to the training of professionals, too, tried approaching and discuss concepts widely used nowadays, such as: the knowledge society, competencies, continuing education and the vision of the unions in this new scenario.
31
Takahashi, Adriana Roseli Wünsch. "Descortinando os processos da aprendizagem organizacional no desenvolvimento de competências em instituições de ensino." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-17102007-160130/.
Full textAbstract:
No âmbito organizacional, este estudo aborda competências e aprendizagem a partir da perspectiva de recursos (Visão Baseada em Recursos). Contudo, apesar dos inúmeros estudos já realizados sobre aprendizagem, muitos desafios ainda permanecem em discussão. Mesmo não havendo uma teoria ou modelo amplamente aceito (FIOL; LYLES, 1985), há pontos de consenso na literatura. Entre eles, o de que aprendizagem organizacional é essencial para a compreensão de como as organizações evoluem ao longo do tempo. No centro do debate da aprendizagem, está a discussão sobre o conhecimento. A aprendizagem organizacional, como uma lente (PRANGE, 2001) permite abordar a apropriação do conhecimento pela organização. Mas a aprendizagem envolve mais do que a criação do conhecimento individual, abrangendo sua utilização e institucionalização na organização. O resultado da aprendizagem organizacional é a aquisição de uma nova competência: uma habilidade de aplicar novos conhecimentos para melhorar a performance de uma atividade presente ou futura. Portanto, está implícito neste trabalho o pressuposto de que as competências estão relacionadas com a aprendizagem organizacional. Apesar de alguns autores terem mostrado que há uma relação entre competências e aprendizagem, poucos estudos empíricos trazem evidências que a sustentem. Visando superar o desafio, este trabalho teve por objetivo analisar os processos de aprendizagem organizacional ocorridos em duas instituições de ensino superior a partir da oferta de Cursos Superiores de Tecnologia (CST) e sua respectiva demanda por determinadas competências organizacionais (novas ou não). O setor da educação profissional foi escolhido para a realização dos estudos de caso. A construção teórica buscou articular elementos conceituais inerentes às categorias competências e aprendizagem organizacional. Percebeu-se que para avançar no conhecimento sobre os temas, era necessário correlacioná-los com mudança e circulação do conhecimento no nível organizacional. A desconstrução das competências desenvolvidas pelas instituições de ensino foi o caminho encontrado para descortinar os processos de aprendizagem e verificar a convergência entre os conceitos. Quanto à metodologia, a natureza da pesquisa foi exploratória, tendo abordagem qualitativa, método de estudo de caso múltiplo, e perspectiva temporal longitudinal. A análise dos dados mostrou que os conhecimentos gerados foram incorporados a ponto de comporem o senso comum dos integrantes das organizações estudadas, ou seja, foram institucionalizados. As mudanças ocorridas na articulação dos recursos foram profundas, envolvendo inclusive mudanças nos valores organizacionais. Tais fatos permitiram constatar que a aprendizagem deu-se no nível organizacional. Algumas competências, desenvolvidas anteriormente aos eventos de implantação dos novos cursos, foram mantidas, enquanto que outras foram alavancadas e construídas. A oferta dos CSTs foi estabilizada e incorporada nos planos futuros da organização, mostrando que práticas e rotinas tornaram-se um padrão estável. As teorias institucional e de cultura organizacional foram evocadas para auxiliar tal análise. No capítulo final são sumariados os principais achados da pesquisa e são sugeridas pesquisas futuras neste campo. Entende-se assim, que houve uma contribuição efetiva na teorização sobre aprendizagem organizacional no Brasil, a qual foi sustentada por pesquisa empírica.In the organizational environment, this study approaches competences and learning from the resources perspective (Resources Based View). However, in spite of the several studies already done on learning, many challenges are still being discussed. Even though there is not a theory or model widely accepted (FIOL; LYLES, 1985), there are points of consensus in the literature. Among them: the one which states that organizational learning is essential for the comprehension of how organizations develop along time. The discussion on knowledge is a main issue as far as the debate on learning is concerned. Organizational learning, as a lens (PRANGE, 2001) allows us to approach the appropriation of knowledge by the organization. Yet, learning involves more than the creation of individual knowledge, including its utilization and institutionalization in the organization. The result of organizational learning is the acquisition of a new competence: an ability to apply new knowledge to improve the performance of a present or future activity. Therefore, the assumption that competences are related to organizational learning is implied in this work. Despite the fact that some authors have shown that there is a relationship between competences and learning, few empirical studies bring evidences that support it. In an attempt to overcome this challenge, this work was aimed at analyzing the organizational learning processes which occurred in two Higher Education Institutions following the offer of Higher Education Technological Courses and its respective demand by determined organizational competences (either new or not). The sector of professional education was chosen to hold the case studies. The theoretical construction has attempted to articulate conceptual elements inherent to the competences and organizational learning categories. I have realized that to advance in the knowledge of the themes it was necessary to correlate them with change and circulation of knowledge in the organizational level. The deconstruction of the competences developed by the Higher Education Institutions was the path I have found to unveil the learning processes as well as to verify the convergence between the concepts. As for the methodology, the nature of the research was exploratory, with a qualitative approach, multiple case study method and longitudinal time perspective. The data analysis has shown that the knowledge generated has been incorporated up to the extent of building the common sense of the members of the organizations studied, that is, it was institutionalized. The changes which occurred in the resources articulation were significant, involving changes even in the organizational values. Such facts have made us realize that learning has happened in the organizational level. Some competences developed before the events of implantation of the new courses were maintained while others were constructed. The offer of Higher Education Technological Courses was stabilized and incorporated to the future plans of the organization, showing that practices and routines have become a stable pattern. Institutional and organizational culture theories have been evoked to support such analysis. In the last chapter, I have summarized the main findings of the research. Also, some future researches in this field are suggested. Thus, I believe that there has been an effective contribution to the theory concerning organizational learning in Brazil, which has been supported by empirical research.
32
García, Sánchez Encarnación, Rojas Rodrigo Martín, and Pérez Virginia Fernández. "¿Los activos tecnológicos fomentan la capacidad de absorción?" Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/114741.
Full textAbstract:
The environment and rapid technological changes have led to a change in business management. In the current context, absorptive capacity, understood as the ability to acquire, assimilate, transform and exploit external knowledge is crucial to innovation capacity, and to the development and sustainability of competitive advantage. This research analyzes how management of technological assets; top management support on technology; technological skills; and technological distinctive competencies are positively related to absorptive capacity; and how they affect organizational performance.El entorno y los rápidos cambios tecnológicos han provocado un cambio en la gestión empresarial. En el contexto actual, la capacidad de absorción, entendida como la habilidad para adquirir, asimilar, transformar y explotar el conocimientoexterno es crucial para la capacidad de innovación, y el desarrollo y sustento de ventajas competitivas. Esta investigación analiza cómo la gestión de las variables tecnológicas, el apoyo de la dirección a la tecnología, habilidades tecnológicas y competencias distintivas tecnológicas se relacionan positivamente con la capacidad de absorción, y cómo estas influyen en el desempeño organizativo.
O atual ambiente e as rápidas mudanças tecnológicas levaram a uma mudança na gestão empresarial. No presente contexto, a capacidade de absorção, entendida como a capacidade de adquirir, assimilar, transformar e explorar o conhecimento externo é crucial para a capacidade de inovação e o desenvolvimento e sustentação da vantagem competitiva. Esta pesquisa analisa a forma como a gestão das variáveis tecnológicas, o apoio da alta administração na tecnologia, os conhecimentos tecnológicos e as competências distintivas tecnológicas estão positivamente relacionadas com a capacidade de absorção, e como elas influenciam o desempenho organizacional.
33
Roynezon, Jannica. "Teknik med en lärares ögon : En undersökning kring hur lärarna betraktar teknik och ämnets undervisning i årskurs 4-6." Thesis, Karlstads universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55350.
Full textAbstract:
Sammanfattning Syftet kring undersökningen är att undersöka lärarnas syn och tankar på teknik samt få en uppfattning om hur lärarna undervisar i skolämnet teknik för årskurserna 4-6. Detta görs genom att intervjua lärare som undervisar i ämnet teknik. Intervjuerna görs utefter frågeställningarna: 1. Hur är lärarnas syn och tankar om teknik? 2.Vilka tankar kring undervisningen i teknikämnet har lärare? 3. Vad är lärarnas reflexioner på att teknikämnet får en egen timplan? Intervjuerna visar att de flesta lärarna som deltagit i undersökningen tycker att det bör finnas en gemensam definition för teknik. Undersökningen visar även att de flesta lärarna tycker att det är bäst att undervisa med teori och praktik varvat men att det är brist på resurser för ämnet teknik som gör det omöjligt att genomföra undervisningen med variationsteorin.Abstract The purpose of the study is to investigate the teachers' views and thoughts on technology as well as an understanding of how teachers teach the school subject technology for grades 4-6. This is done by interviewing teachers who teach in the subject of technology. The interviews address the questions: 1. What are the teachers' views and thoughts about technology? 2. What thoughts about teaching in the subject of technology have teachers? 3. What are the teachers’ reflections on the technical subject getting your own timetable? The interviews show that most teachers who participated in the survey find that there should be a common definition of technology. The study also shows that most teachers think it is best to teach theory and practice but that there is a lack of resources for the subject of technology that makes it impossible to complete the theory of variation theory.
34
Bristot, Vilmar Menegon. "Desenvolvimento de um modelo de gestão educacional de avaliação aplicado no ensino médio/técnico-profissionalizante voltado a melhoria da qualidade na indústria de conformação cerâmica." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/62043.
Full textAbstract:
Esta tese apresenta um conjunto de iniciativas que foram desenvolvidas na área de gestão educacional de uma escola de ensino técnico-profissionalizante que tem como mantenedora uma indústria de conformação de placas cerâmicas. Estas iniciativas foram baseadas no desenvolvimento e aplicação de um modelo educacional que tem como diferencial uma nova metodologia de avaliação fundamentada nos conceitos de valores (competências e habilidades pessoais, relacionais, produtivas e cognitivas). Para tanto, a pesquisa explorou a educação nos níveis médio-técnico/profissional, a qualidade da gestão educacional e industrial e o perfil dos alunos egressos formados com este novo tipo de gestão. A validação deste modelo educacional ocorreu a partir de uma análise ambiental nas instituições envolvidas, baseada em uma etapa de coleta de dados perceptivos e uma segunda etapa de coleta de dados evidentes. Através desta análise, observou-se um grande salto qualitativo dos envolvidos, pois este modelo apresentou uma melhora no desenvolvimento sócio-educativo da comunidade escolar e, sobretudo da relação do aluno com a escola e principalmente com a indústria. Verificou-se ainda que o diferencial deste novo modelo de gestão educacional foi o de preparar o aluno ainda no ambiente escolar para os desafios que o esperam no setor industrial, pois este tipo de gestão tem como principal propósito a formação de pessoas de excelência.This thesis presents a set of initiatives that were developed in the area of educational management at a technical-vocational school, which is sponsored by a ceramic tile-shaping industry. These initiatives were based on the development and implementation of an educational model whose evaluation methodology based on the concepts of values (personal, relational, cognitive, and productive competencies and skills) differs from other schools. Thus, the research explores education at technical-vocational high school levels, the quality of industrial and educational management, and the profile of students who graduated with this new type of management. The validation of this educational model occurred from an environmental analysis in the institutions involved, based on a stage of perceptual data collecting and a second stage of visible data collection. Through this analysis, a qualitative increase of the people involved was observed, because this model showed an improvement in the socio-educational school community and especially, in the relationship not only between students and the school but mainly between students and the industry. It was also found that the differential of this new model of education management was to prepare the student, while still at school, for the challenges that they will face in the industrial sector, because this type of management has as main purpose the training of excellence in people.
35
Sampaio, José João Martins. "A tomada de decisão operacional em sistemas complexos de trabalho e a emergência de novas competências profissionais. O caso dos serviços de controlo de tráfego aéreo." Doctoral thesis, Instituto Superior de Economia e Gestão, 2006. http://hdl.handle.net/10400.5/4549.
Full textAbstract:
Doutoramento em Sociologia Económica e das OrganizaçõesA adaptabilidade das organizações ao ambiente agressivo e turbulento que caracteriza a sociedade de informação, promove o desenvolvimento de sistemas de produção complexos de natureza flexível e adaptativa. Esta flexibilização/complexificação requer o desenvolvimento de valências pessoais e profissionais que ultrapassam o quadro restrito do posto de trabalho autónomo, discreto e especializado, enquanto conjunto de qualidades que devem ser submetidas à prova da resolução de problemas concretos, em situações de trabalho que implicam incerteza e complexidade técnica (Gallart 1997). Surge assim um novo conceito de competência profissional que não emerge da aprovação de um currículo escolar formal, mas sim do exercício da aplicação do conhecimento necessário à tomada de decisão e resolução de problemas complexos e que não é mecanicamente transmissível {idem). É neste entendimento que propomos, em sistemas complexos de trabalho com forte incorporação tecnológica, o desenvolvimento de um modelo sistémico e integrativo das competências profissionais - gerais e transversais - quer ao nível da organização do trabalho quer ao nível da tecnologia incorporada. A operacionalização do modelo passa pela introdução do novo conceito de factor tecnológico que, numa perspectiva complementar do tradicional conceito de factor humano possibilite, para além da adaptação tecnológica à dimensão humana, o conhecimento e compreensão da "natureza" da tecnologia presente, numa perspectiva de valorização do elemento Humano e numa dinâmica de equilíbrio entre as dimensões humana e tecnológica. A validação empírica do modelo é suportada pelo estudo dos serviços de controlo de tráfego aéreo, desenvolvido na NAV Portugal - EPE, entre 2003 e 2005, através da observação da realidade operacional, aplicação de entrevistas abertas, inquérito por questionário, estudos de caso e simulação da realidade operacional.
The adaptability of the organizations to the aggressive and turbulent environment that characterizes the information society, promotes the development of complex production systems with a flexible and adaptive nature. This flexibility/complexity requires the development of personal and professional valences that extend beyond the restricted frame of an autonomous, discrete and specialized workplace, as a set of skills that must be submitted to the resolution of concrete problems, in work situations that imply uncertainty and technical complexity. A new concept of professional competence appears thus, which does not emerge from the approval of a formal academic curricula, but as the application of the necessary knowledge to the decision process and to the resolution of complex problems and that is not mechanically transmissible. It is in this context that we propose, in complex work systems with strong technological incorporation, the development of a systemic and integrative model of professional (general and cross) competencies, either at the level of human subsystem or at the technical one. We purpose a complex model of operational decision process analysis, in a complex working environment. The operation of the model requires the introduction of the new concept of technological factors which, in a complementary perspective of the traditional concept of human factors will allow, beyond the technological adaptation to the human dimension, the knowledge and understanding of the "nature" of the technology, in a perspective of valuation of the Human element and in a dynamics of balance between the human and technological dimensions. The empirical validation of the model is grounded by the study of the Air Traffic Control Services, developed in the NAV Portugal - EPE, between 2003 and 2005, through the observation of the operational reality as well as the application of interviews, questionnaire inquiry, case studies and the simulation of the operational reality.
36
Piorino, Gilda Inez Pereira. "A formação do professor e o desenvolvimento de competências pedagógico-digitais: experiência em escola pública que participa do Projeto UCA." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/9669.
Full textAbstract:
Made available in DSpace on 2016-04-27T14:30:59Z (GMT). No. of bitstreams: 1
Gilda Inez Pereira Piorino.pdf: 4878561 bytes, checksum: 7f5eefaf2ab92406b5bcf0a9d262cf49 (MD5)
Previous issue date: 2012-06-27Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This thesis shows that the training of teachers from a school that participates in the One Computer per Student UCA Project (Projeto Um Computador por Aluno Projeto UCA) allows the development of digital-pedagogical competencies. It also intends to provide the understanding of the concept of digital-pedagogical competencies, offering contributions to the development of theories which may deal with the levels that characterize the evolution process of the teacher s technological and pedagogical appropriation, considering other already existent theories that are related to the appropriation of technologies. For that, an investigation was carried out at the school EE Antonio Carlos Ferreira Nobre, São Paulo, whose teachers took part in the second phase of the UCA Project. This phase involves the implementation of educational laptops in public schools for the use of both students and teachers, and the training of teachers so they can use this technology and the infrastructure to access wireless Internet, bringing to the schools new concepts related to mobile technology. Pontific Catholic University of São Paulo (PUCSP Pontíficia Universidade Católica de São Paulo) was responsible for the teachers training. Considering the assumption that the laptop s pedagogical appropriation is connected to technological appropriation, in a competent and conscious way, the research s theory includes the concepts of technological appropriation, competencies, and consciousness. These are also used as categories for the study that aims to identify the teachers advances regarding the educational laptop pedagogical appropriation. There is also the assumption that the levels of the laptop s pedagogical appropriation are associated with these categories, to a lower or higher degree. The identification of the teachers technological and pedagogical difficulties during the training process that took place at the school EE Antonio Carlos Ferreira Nobre led the trainers to establish new strategies for the course s development. These included workshops regarding themes directly related to the teachers needs concerning the activities done with the laptop, so to increase these teachers consciousness level. The observations of the initial stages of the training process and of the workshops developed allowed for an understanding of the challenge faced by the teachers when they had to deal with this new technology, in addition to their difficulties, and the values and meanings attributed by these teachers. This knowledge guided the next steps in the training process so the teachers could appropriate the technologies, developing new and diverse competencies for the execution of their pedagogical practices. The identification of the teachers advances regarding the laptop s pedagogical and technological appropriation was analyzed based on the theories about appropriation development proposed by Sandholtz, Ringstaff and Dwyer (1997);on the studies by Borges (2009) regarding technological appropriation (emphasizing her conclusions about the impact caused by the emotional aspects on this appropriation s development); and on the digital competencies model created by Krumsvik (2008), which was produced with the intention of confirming the direct relation among the categories appropriation, consciousness and competencies. In order to enrich the reflection, a dialogue was created with theorists and specialists who emphasize the importance of the teacher s training occurring in a constructive and contextualized situation along with the consciousness of the people who took part in the project, such as Freire (1983), Valente (1999), Almeida (2004),and Prado (1996). The studies that were carried out by the PUCSP s team, who was responsible for the training, allowed the conclusion that the strategies added to the training s initial methodology permitted the teacher s grasping of consciousness and somehow the customization of the course according to the class s profile, respecting each teacher s way of learning. The technological and pedagogical appropriation of the laptop is currently in process, and tends to proceed since, as the course progresses, this has created opportunities for the teachers to reflect on the teaching and learning processes concerning the laptop and to develop new levels of competencies. At the end of the course, the PUCSP team introduced a support plan for the teacher that will allow the training process to continue. Even though the students were not the subjects of the research, the investigation also allowed the comparison between the students and the teacher s technological appropriation processes, permitting the observation of a digital gap between them which is becoming smaller as the teachers reach higher levels of technology pedagogical appropriation, developing the digital-pedagogical competency, whose concept was introduced and analyzed during this research
Esta tese tem como objetivo mostrar que a formação dos professores de uma escola que participa do Projeto Um Computador por Aluno Projeto UCA possibilita o desenvolvimento de competências pedagógico-digitais. Visa, também, compreender o conceito de competência pedagógico-digital, oferecendo subsídios ao desenvolvimento de teorias que pressuponham níveis que caracterizem o processo de evolução da apropriação tecnológica e pedagógica do professor, considerando outras já existentes e que dizem respeito à apropriação de tecnologias. Para isto, foi realizada uma pesquisa na EE Antonio Carlos Ferreira Nobre, São Paulo, cujos professores participam da 2ª Fase do Projeto UCA, que prevê a implantação de laptops educacionais nas escolas públicas, para uso de professores e alunos, formação para o uso desta tecnologia e infraestrutura para acesso à internet sem fio, introduzindo na escola novos conceitos relacionados à tecnologia móvel, entre outros. A formação desses professores coube à Pontifícia Universidade Católica de São Paulo. Considerando o pressuposto de que a apropriação pedagógica do laptop está vinculada à apropriação da tecnologia em uso, de modo consciente e competente, o aporte teórico que embasa a tese inclui os conceitos de apropriação tecnológica, competências e conscientização, os quais também assumem o caráter de categorias para a pesquisa que visa identificar os avanços dos professores em relação à apropriação pedagógica do laptop educacional. Tem-se como pressuposto que os níveis de apropriação pedagógica do laptop educacional estão associados à presença, em menor ou maior grau, dessas categorias. A identificação das dificuldades tecnológicas e pedagógicas dos professores, durante as ações de formação dos professores da EE Antonio Carlos Ferreira Nobre, levou os formadores a utilizarem novas estratégias para o desenvolvimento do curso, inclusive oficinas sobre temas diretamente relacionados às necessidades dos docentes para a execução de atividades com o laptop, potencializando a conscientização dos docentes. O acompanhamento da formação inicial prevista e das Oficinas permitiu compreender o desafio de como os professores recebem essas novidades, suas dificuldades, os valores e sentidos implicados para o sujeito professor e, com isso, os caminhos percorridos para se apropriarem das tecnologias, desenvolvendo novas e diversificadas competências para a execução de sua prática. A identificação dos avanços dos professores, em relação à apropriação tecnológica e pedagógica do laptop, foi analisada com base no modelo de evolução da apropriação desenvolvido por Sandholtz, Ringstaff, Dwyer (1997), nos estudos de Borges (2009) sobre apropriação tecnológica, enfatizando, sobretudo, suas conclusões sobre o impacto do aspecto emocional para a evolução desta apropriação, e no modelo de competências digitais elaborado por Krumsvik (2008), com o objetivo de ratificar a relação direta entre as categorias apropriação, conscientização e competências. Com o objetivo de enriquecer a reflexão, foi estabelecido um diálogo com teóricos e estudiosos que enfatizam a importância de a formação do professor ocorrer na perspectiva construcionista e contextualizada, com conscientização por parte dos sujeitos envolvidos, tais como, Freire (1983), Valente (1999), Almeida (2004) e Prado (1996). Os estudos realizados permitiram concluir que as estratégias acrescentadas à metodologia inicial do curso de formação, criadas pela equipe deformação da PUCSP, estão possibilitando a conscientização do professor e, de algum modo, a personalização do curso conforme o perfil da turma, respeitando o modo de aprender de cada professor. A apropriação tecnológica e pedagógica do laptop está em processo e tende a continuar, pois à medida que o curso avança, permitindo ao professor refletir sobre os processos de ensinar e aprender com o laptop, novas competências são desenvolvidas pelos mesmos. Ao término do curso, a PUCSP introduziu um Plano de Sustentação e Apoio ao docente que possibilitará a continuidade do projeto na escola, independente das ações externas de formação. Ainda que os alunos não tenham sido objeto da pesquisa, a investigação permitiu, também, realizar um comparativo entre os processos de apropriação tecnológica de professores e alunos, concluindo que as brechas digitais entre eles diminuem à medida que o professor avança em níveis de apropriação pedagógica das tecnologias, desenvolvendo a competência pedagógico-digital, cujo conceito foi introduzido e analisado neste trabalho
37
Gasperin, Daniela. "Relação entre competência tecnológica e desempenho organizacional a partir da visão baseada em recursos no setor de cooperativa de crédito." reponame:Repositório Institucional da UCS, 2017. https://repositorio.ucs.br/handle/11338/2913.
Full textAbstract:
A dinamicidade dos mercados exige a criação de novos recursos para desenvolver competências essenciais que resultam em desempenho organizacional. A partir de uma revisão sistemática realizada de acordo com a Cochrane Reviewers’ Handbook, versão 5.1.0, verificaram-se os artigos relacionados ao recurso tecnológico, competência tecnológica e desempenho organizacional nas bases de dados Scopus e Web of Science. Além das principais bases de dados, realizou-se busca em artigos não publicados, conferências e literatura cinzenta, para tal utilizou-se SIGLE (System for Information on Grey Literature), NTIS (National Technical Information Service), Banco de dissertações e teses no NDLTD (Networked Digital Library of Theses and Dissertations) e conferências no SCOPUS. Também se realizou a verificação da lista de referências dos estudos selecionados, com o intuito de detectar alguma evidência relevante que não localizou-se na estratégia de busca. Dos 237 artigos localizados, 31 estudos analisam as competências essenciais que contribuem no desempenho organizacional, a saber: a) tecnologia; b) inovação; c) capital humano; c) aprendizagem organizacional; d) terceirização; e) cultura organizacional; g) capacidades dinâmicas; h) governança; i) gestão de suprimento; e j) interdependência de processo. Entre as competências citadas, a competência tecnológica merece destaque, pois determina o portfólio de produtos ou serviços que geram desempenho superior. Com o intuito de aprofundar o conhecimento sobre competência tecnológica, realizou-se a segunda revisão sistemática. Dos 5.424 artigos localizados, 477 estão relacionados à competência tecnológica. Os elementos que emergem do construto são: a) inovação; b) aquisição e difusão de tecnologias; c) desempenho de produto novo; d) pesquisa e desenvolvimento; e) intensidade tecnológica; f) diversificação tecnológica; e e) hi-tech. Para esta pesquisa, optaram-se pelas variáveis desempenho de produto novo, intensidade tecnológica e diversificação tecnológica, por relacionarem-se diretamente ao setor cooperativo de crédito. O objetivo deste estudo analisou a relação entre competência tecnológica e desempenho organizacional no setor de cooperativa de crédito. A população contou com 48 gerentes de negócio das 47 unidades de uma cooperativa de crédito no Estado do Rio Grande do Sul. As análises dos dados realizaram-se através do software IBM SPSS Statistics 20 e considerou a intensidade tecnológica como uma variável moderadora entre desempenho de produto novo e diversificação de tecnologias com desempenho organizacional. Os resultados mostram que o recurso tecnológico explica 54% da diversificação de tecnologias, 30% do desempenho de produto novo e 30% do desempenho organizacional. Entretanto o recurso tecnológico não é o suficiente para aumentar o desempenho organizacional, por isso faz-se necessário desenvolver a competência tecnológica. A competência tecnológica alavanca o desempenho financeiro de uma empresa, principalmente pelo desempenho de produto novo que explica 58% do desempenho organizacional e diversificação de tecnologias que explica 60% do desempenho. A intensidade tecnológica não apresentou efeito moderador. Conclui-se que a competência tecnológica promove a diferenciação e o crescimento da empresa em relação aos concorrentes, pois contribui para o desempenho financeiro. Além de ser considerada uma estratégia fundamental para a permanência da empresa em um mercado de alta velocidade.Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-07-13T14:18:48Z No. of bitstreams: 1 Tese Daniela Gasperin.pdf: 2314550 bytes, checksum: d5f7e3e5b33be8499b7f91251d4a1f2d (MD5)
Made available in DSpace on 2017-07-13T14:18:48Z (GMT). No. of bitstreams: 1 Tese Daniela Gasperin.pdf: 2314550 bytes, checksum: d5f7e3e5b33be8499b7f91251d4a1f2d (MD5) Previous issue date: 2017-07-13
The dynamicity of markets requires the creation of new resources to develop core competencies that result in organizational performance. From a systematic review carried out according to the Cochrane Reviewers' Handbook, version 5.1.0, articles related to technological resource, technological competence and organizational performance in the Scopus and Web of Science databases were verified. In addition to the main databases, a search was carried out on unpublished articles, conferences and gray literature, using SIGLE (System for Information on Gray Literature), NTIS (National Technical Information Service, Bank of theses and dissertations in NDLTD (Networked Digital Library of Theses and Dissertations) and conferences in the SCOPUS, as well as the verification of the list of references of the selected studies in order to detect some relevant evidence that was not found in the search strategy Of the 237 articles located, 31 studies analyze the essential competencies that contribute to organizational performance, namely: a) technology; b) innovation; c) human capital; d) organizational learning; e) outsourcing; f) organizational culture; g) dynamic capabilities; h) governance; i) supply management; and j) process interdependence. Among the mentioned competences, technological competence deserves to be highlighted, as it determines the portfolio of products or services that generate superior performance. In order to deepen the knowledge about technological competence, the second systematic review was carried out. Of the 5,424 articles found, 477 are related to technological competence. The elements that emerge from the construct are: a) innovation; b) acquisition and diffusion of technologies; c) new product performance; d) research and development; e) technological intensity; f) technological diversification; and e) hi-tech. For this research, the variables of new product performance, technological intensity and technological diversification were chosen because they were directly related to the credit cooperative sector. The objective of this study was to analyze the relationship between technological competence and organizational performance in the credit cooperative sector. The population counted with 48 business managers of the 47 units of a credit union in the state of south of Brazil. Data analysis was performed using IBM SPSS Statistics 20 software and considered the technological intensity as a moderating variable between new product performance and diversification of technologies with organizational performance. The results show that the technological resource explains 54% of technology diversification, 30% of new product performance and 30% of organizational performance. However, the technological resource is not enough to increase organizational performance, so it is necessary to develop technological competence. Technological competence leverages a company's financial performance, especially for new product performance that accounts for 58% of organizational performance and technology diversification that accounts for 60% of performance. Technological intensity did not present a moderating effect. It is concluded that the technological competence promotes the differentiation and the growth of the company in relation to the competitors, since it contributes to the financial performance. In addition to being considered a fundamental strategy for the company's permanence in a high-speed market.
38
Скуба, Марія Миколаївна. "Проєктування технологічного процесу виготовлення пальто жіночого з напіввовняної тканини в умовах промислового виробництва з розробкою дидактичного проєкту професійно-практичної підготовки закрійників." Магістерська робота, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/19287.
Full textAbstract:
В дипломному проєкті розроблено проєктування пальто жіночого з напіввовняної тканини для середньої вікової групи. Модель виробу розроблена на типову фігуру розміру 164-92-100. Обрано та охарактеризовано пакет матеріалів для виготовлення пальто. Проведено аналіз методів обробки виробу та основних вузлів. Обрано прогресивне швейне обладнання. Розроблена технологічна послідовність та структурна схема виготовлення виробу. Виконано планування швейного цеху і потоку в цеху. Було проаналізовано трудову діяльність закрійників. Зроблено аналіз державного стандарту професійно-технічної освіти 7435.С.14-10-2016, функцій професійноі діяльності закрійників, типового навчального плану, навчальної програми, обрано навчальну літературу. Розроблено дидактичний проєкт професійно-практичної підготовки закрійників, інструкційно-технологічну картку "Технічне моделювання пілочки та спинки шаблонним методом", план уроку виробничого навчання за темою "Використання прийомів технічного моделювання для розробки складних моделей виробів різного асортименту" та методичні рекомендації з проведення занять.In the diploma project, the design of a women's coat made of semi-woollen fabric for the middle age group was developed. The product model is designed for a typical figure size 164-92-100. A package of materials for making a coat was selected and characterized. The analysis of methods of processing of a product and the basic knots is carried out. Progressive sewing equipment is selected. The technological sequence and structural scheme of product manufacturing are developed. The sewing department and the flow in the department are planned. The labour activity of cutters was analyzed. The analysis of the state standard of vocational education 7435.S.14-10-2016, functions of professional activity of cutters, the standard curriculum, the education program was made. The educational literature for future cutters was chosen. A didactic project of professional- practical training of cutters was designed. An instructional-technological card "Technical modelling of files and backs by template method" was designed. A plan of industrial training lesson on the topic "Using techniques of technical modelling to develop complex models of products of different ranges" and guidelines for classes conduction was made.
39
Human, Nadia Emelia. "Die impak van faktore wat leerfasilitering en die maksimalisering van menslike potensiaal onderdruk." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-02042005-083945/.
Full text
40
Mentz, Jan Cornelius. "Developing a competence audit for technological innovation." Diss., 1999. http://hdl.handle.net/2263/30490.
Full textAbstract:
Please read the abstract in the section 00front of this documentDissertation (M Eng (Technology Management))--University of Pretoria, 2006.
Graduate School of Technology Management (GSTM)
unrestricted
41
LO, SHIH-MIN, and 駱世民. "Financial Resource, Technological Competence Development, and Entrepreneurial Growth." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/87688647050596460090.
Full textAbstract:
博士國立臺灣大學
國際企業學研究所
96
With market boundaries changing increasingly quickly and technological changes emerging frequently, the strategy of an entrepreneurial firm in building and sustaining its competitive advantage is no longer adequately viewed from a portfolio of business but better considered as a dynamic configuration of resources, capabilities, competences, knowledge, or routines. An appropriate arrangement of technological competences, complementary resources, and learning is required for the entrepreneurial firm in pursuit of new opportunities, supporting a sequence of products or multiple products simultaneously, and appropriating return from innovations. Reviewing existing theory to consider how a firm’s competences evolve and interact with complementary resources and learning, I propose a new construct of technology portfolio structure (TPS) with two distinct dimensions in terms of technology deepening (TD) and technology widening (TW) for explicating the entrepreneurial firm’s technological competence development in a subtle way. These two measures – TD and TW demonstrate the achievement and involvement of an entrepreneurial firm in a variety of technological fields in order to untangle the sources of sustained competitive advantages and help clarify the empirical assessment of the RBV-related theory and corporate diversification. Robust evidence using panel data from a variety of econometric models in Research #1 shows the significant, positive contribution of financial resource on R&D, leaving traditional Schumpeterian hypothesis of firm size on innovation far less influential. Empirical finding from Research #2 confirms my conjecture of the positive impact on the entrepreneurial firm’s TW by its lagged TD, R&D Intensity, and Initial Public Offering (IPO). A “dispersed concentration” of the entrepreneurial firm’s TPS – stable TD and high TW posterior to its IPO is also observed.
42
LO, SHIH-MIN. "Financial Resource, Technological Competence Development, and Entrepreneurial Growth." 2008. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0001-2407200815211100.
Full text
43
Yang, Mei-Ling, and 楊美鈴. "The impact of a company's innovation success on technological competence and network competence － From the knowledge management strategy perspective." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/01561553075149035596.
Full textAbstract:
碩士國立交通大學
管理科學系所
93
In the past 20 years, Taiwan has splendid accomplishments in developing Information Technology industries. Most of them capture over 50% market share in the world by Taiwan-made IT products. Because R&D and innovation are the foundation of firm’s growth, such as successful experiences deserve to be documented and lessons can be learned. This study discussed the dual nature of the key to core competence in the innovation success company: On the one hand, a company needs technological competence in order to add products and processes value. On the other hand, companies need to develop network competence in order to link their organization to other competitor in the market to allow interactions beyond organizational boundaries. Furthermore, companies also need to use knowledge management strategy in order to guide their core competence to create, integrate, store, spread, share…etc. Therefore it strengthens core competence to consolidate competition advantage. In this paper, a basic framework of the company’s innovation success is developed, consisting of elements: knowledge management strategy, technological competence, network competence, and innovation success. The model is empirically used by Taiwan IT firms that success in innovation. The results show that knowledge management strategy, technological competence, and network competence have a significant positive impact on a company’s innovation success, And knowledge management strategy also have a significant positive impact on both technological and network competence. Furthermore, knowledge management strategy through mediate effect of both technological and network competence have a significant positive impact on a company’s innovation success. The results explain that a company’s innovation success is indispensable to knowledge management strategy, technological competence, and network competence. The innovation base on knowledge management is the key of business competitiveness.
44
林倫豪. "A Study on Insurance Education Internship Competence Indicators at Higher Technological and Vocational Institutions." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/33413211568821070288.
Full textAbstract:
博士國立臺灣師範大學
工業教育學系
99
The objective of this study is to understand the condition of insurance education internship at higher technological and vocational institutions (HTVIs), as well as to establish internship competence indicators and analyze their relative weight and sequence of importance. Firstly, literature review and content analysis were utilized to draft internship competence indicators and the appropriateness of each competence indicator was decided through the Modified Delphi Method. Secondly, analytic hierarchy process was employed to grasp the relative weight and sequence of importance. This study may serve as a guide for training property-liability insurance talent, developing internship programs, and planning internship contents to, in turn, develop appropriate and practical internship program contents, reinforce competency cultivation, and shape the characteristics of insurance education at HTVIs. Research findings are summarized in the following: I. Insurance Education Internship Content at HTVIs Most internship programs are aimed at life insurance and fieldwork more than at property-liability insurance. The content of internship fieldwork is largely revolved around life insurance marketing; it usually involves professional competence and general competence. In order to meet the trend of insurance and financial service integration, internship includes property-liability insurance, personal insurance and financial instrument practice and operation. Internship also has various marketing channel practices and operations to meet the trend of multi-dimensional insurance marketing channels. II. Insurance Education Internship Competence Indicators The internship competence indicators can be classified into two aspects: professional competence and general competence. Professional competence includes four internship competences: insurance, financial management, marketing and law. There are 19 professional competence indicators such as underwriting practices and drills. General competence includes three internship competences: basic skills, personal management and teamwork. There are 16 general competence indicators such as active attitude and behavior. III. Relative Weight and Importance Sequence of Internship Competence Indicators (a) Aspect: professional competence is more important than general competence. (b) Competence: the order for professional competence in sequence is insurance, marketing, financial management and law. The sequence for general competence is teamwork, personal management and then basic skills. (c) Indicator: the order in sequence for 1. Insurance professional competence: passing insurance association’s representative examination, customer service practice and application, insurance instrument drill and operation, risk management or loss prevention practice and application, underwriting practice and drill, social insurance practice and application (labor and national health insurance), and claim settlement practice and drill. 2. Financial management competence: financial instrument drill and operation, tax planning practice and application, investment and financing practice and application, and trust planning practice and application. 3. Marketing competence: customer development and relationship management practice and application, integrated marketing practice and application, designing marketing tactics drill and operation, and telephone marketing drill and operation. 4. Law competence: insurance law practice and application, claim disputation practice and application, investment-oriented product practice and application, and financial trust law practice and application. 5. Basic skills: thinking and problem solving, listening skill, oral communication skill, computer application, written communication skill, reading skill, and mathematics and applied mathematics. 6. Personal management skills: active attitude and behavior, continuous learning, time management, and innovative problem solving. 7. Teamwork skills: communication coordination, teamwork, work ethics, interpersonal relationship, and activity planning and organization.
45
chin-lien, Chiang, and 江金蓮. "The Impact of Market Knowledge Competence and Technological Competence on New Product Development Cycle Time―An Empirical Study in Taiwan’s Information Software Industry." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/51773690983872407483.
Full textAbstract:
碩士實踐大學
企業管理研究所
94
The life span of modern high-tech products cycle have become shorter, forcing the manufacturing sector to develop and promote new technology at a faster rate. Therefore, manufacturers have maintained their competitive edge by shortening the life span of product development; upgrading products quality, reducing costs and reflecting customer demand at a fast rate. This research will investigate the following issues: (1) The influence of marketing- knowledge competence on the time needed to develop new products. (2) The influence of technological competence on the time needed to develop new products. (3) Whether market uncertainty will moderate the relationship between marketing-knowledge competence and the development period of new products. (4) Whether technological uncertainty will moderate the relationship between technological competence and the development period of new products. This research investigated 494 members companies of the Information Software Association of Republic of China. A total of 135 questionnaires returned out of which 112 were valid, with a response rate of 32 percent. Hierarchical regression analysis was used to examine whether the data confirms the theoretical framework and hypotheses proposed in our study. The result of the study shows that (1) When the marketing-knowledge competence is stronger, new product development period becomes relatively shorter. (2) When the technological competence is stronger, new product development period is relatively shorter. (3) Higher market uncertainty indeed strengthens the negative influence of marketing-knowledge competence on the development period of new products. (4) Higher technological uncertainty strengthens the negative influence of technological competence on the development period of new products.
46
Li, Ya-I., and 李雅怡. "The Relationships between Grade, Residence Area, Birth Order, Constructive Thinking, Emotional Competence and Pupils’ Technological Creativity." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/34393908253079142024.
Full textAbstract:
碩士國立中山大學
教育研究所
91
The Relationships between Grade, Residence Area, Birth Order, Constructive Thinking, Emotional Competence and Pupils’ Technological Creativity Ya-I Li Abstract The main purpose of this study was to explore the relationships between grade, residence area, birth order, constructive thinking, emotional competence and fifth to sixth graders’ performance on technological creativity. The participants included 903 fifth and sixth graders from elementary schools in Taipei City, Kaohsiung City, and Penghu County. The employed instruments were The Constructive Thinking Inventory, The Questionnaire of Emotional Competence, and The Test of Technological Creativity. The applied analysis methods were Descriptive, One-way Multivariate Analysis of Variance, One-way Analysis of Variance, and Multiple Enter Regression. The main findings in this study were as follows: 1. The sixth graders outperformed the fifth graders on the test of technological creativity. 2. Pupils living in urban areas had higher technological creativity than their counterparts in rural areas. 3. The first-born children outperformed the later-born children on the test of technological creativity. 4. Constructive thinking had no significant effects on the pupils’ technological creativity. 5. Emotional competence had positive influences on the pupils’ technological creativity. 6. Grade, residence area, birth order, and emotional competence could effectively predict the pupils’ technological creativity. Finally, some suggestions were proposed for educational authorities, teachers, parents and the future research. Keywords: grade, residence area, birth order, constructive thinking, emotional competence, technological creativity
47
Ren-Yi, Huang, and 黃任宜. "The Study of Professional Technological Competence Possessed by Vocational High School Graduates Majoring in GraphicArts Communications." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/94549365020542421011.
Full textAbstract:
碩士國立臺灣師範大學
圖文傳播學系
91
The aim of this study was to develop the professional competency of GraphicArts communication for graduates of vocational high school. The purpose of this study was to explore the professional competencies for graduates majoring in Graphic Communication of vocational high school. The primary aims of this study are: 1.To analyze the professional competencies connotations for graduates majoring in GraphicArts Communication. 2.To explore the opinion of the professional competencies for graduates majoring in Graphic Communication of vocational high school between academicians and practitioners. 3.To build the professional competencies needs for graduates of vocational high school. The following methodologies were selected and adapted:document analysis, questionnaire survey and trade analysis of Delphi. According to the conclusions of the study are the professional competencies for graduates majoring in Graphic Communication of vocational high school include four domains(Photography and media design, prepress and digital workflow, platemake and press, quality evaluation and control ) and thirty-eight items.
48
"Study of Hong Kong competence and prospect in technology development and innovation." 1999. http://library.cuhk.edu.hk/record=b5889468.
Full textAbstract:
by Chan Hoi-Chu.Thesis (M.B.A.)--Chinese University of Hong Kong, 1999.
Includes bibliographical references (leaves 89-93).
Questionnaire also in Chinese.
Abstract --- p.iv
Table of Contents --- p.vi
List of Illustrations --- p.viii
List of Tables --- p.ix
Acknowledgements --- p.x
Chapter 1. --- Introduction --- p.1
Chapter 1.1 --- Importance of Technology Development and Innovation --- p.1
Chapter 1.2 --- Is Hong Kong Ready for the Future Challenge --- p.1
Chapter 1.3 --- Objectives --- p.2
Chapter 2. --- Literature Review --- p.3
Chapter 2.1 --- What is Technology --- p.3
Chapter 2.2 --- Technology Components and Technological Capabilities --- p.3
Chapter 2.3 --- Government Policies --- p.4
Chapter 2.4 --- Technological Infrastructure and Climate --- p.6
Chapter 3. --- Methodology --- p.8
Chapter 3.1 --- Research Framework --- p.8
Chapter 3.2 --- Research Methodology --- p.9
Chapter 4. --- Observations and Survey Results --- p.13
Chapter 4.1 --- Technology Policy Framework - Policy Administrative Features --- p.13
Chapter 4.2 --- Technology Policy Framework - Technology Development Considerations --- p.27
Chapter 4.3 --- Technology Capacity Study - Technology Infrastructure Building --- p.37
Chapter 4.4 --- Technology Capacity Study 一 Technology Climate Creation --- p.55
Chapter 4.5 --- Others --- p.64
Chapter 5. --- Survey Respondents' Demographics --- p.66
Chapter 6. --- Recommendations --- p.68
Chapter 6.1 --- Summary and Tactical Recommendations --- p.68
Chapter 6.2 --- Overall Strategy --- p.70
Chapter 7. --- Limitations --- p.72
Chapter 7.1 --- Framework --- p.72
Chapter 7.2 --- Observations and Survey --- p.72
Chapter 7.3 --- Overall Research --- p.73
Chapter 8. --- Conclusion --- p.74
Appendix --- p.75
Bibliography --- p.89
Books --- p.89
Periodicals --- p.90
Reports --- p.90
News --- p.92
Web Sites --- p.92
49
Chen, Hsin-Hsiung, and 陳信雄. "The effect of Technological Competence on corporate Innovative growth: A Case Examine of an IC design Firm." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/36572684521547925088.
Full textAbstract:
碩士元智大學
管理研究所
97
Companies that have continuously been able to sustain profits have maintained a relatively strong position and power in their industry and most of them have done do because they have been able to innovate and develop new products. This analysis is based on the technological competence leverage and the competence for innovative activity, as the concept of growth of an enterprise’s architecture strategy. Taiwan IC design firms in the international IC design companies under the extrusion can be a success beyond the market leader, and firm growth, so that the outstanding success of experience, with many technology and product innovation achievements worthy of them in depth discussion to provide related reference enterprises or industries. The main purpose of this analysis is to first clarify the important concepts, to explore and organize the literature, and develop a theoretical framework for the proper evaluation of the technological core competence of leverage in product innovation for the enterprises and how to maintain growth. In this study, LCD TV scalar design firms of the MTK (MediaTek Inc.) and Trident are served as case companies. Then a summary of the theory and practice is presented to form the following major conclusions: 1. A company needs technological competence in order to add products and processes. The value of MTK is affected since the revenue and profit growth of a company is achieved by leveraging their core competencies. For an extension to leverage, and to continue with the successful experiences of the past, a core technology architecture foundation needs to be set up under the appropriate company infrastructure to sustain a high growth potential. 2. Trident built up new technologies in the construction, technology-oriented use of new markets for the initial stage, and has allowed them to be a leader in the industry. But for them to maintain competence and remain its leading position, they will need to set up new technologies and ensure a sound operating performance of enterprises, products and markets. To further examine the interaction between MTK and Trident, they will need to resolve the issue with LCD TV scalar market competition, the competence building and leveraging. MTK is a main example where the firm focused and set up competence, and found related growth and capital competence. MTK was able to move from the optical storage chips, mobile control chip into the LCD TV industry''s strategy to maintain and control its leading position. This study reveals that the firm needs to develop a growth strategy on the basis of technological competence in order to capture market opportunities, and to maintain a descent profit return.
50
WANG, YU-HSUAN, and 王于宣. "To Probe The New Ventures of High-tech Industries For Their Technological Innovation Competence by The Ambidextrous Organization." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/7urc9r.
Full textAbstract:
碩士東海大學
資訊管理學系
105
The Technological innovation capability of the high-tech new ventures is the key factor of the success or failure for the enterprise. In the past, the papers were mostly measured by quantitative indicators. The departments in the technological innovation process of high-tech new ventures is interlocking with each other. Therefore, the paper systematically extends the grounded theory to deeply probe. The paper will explore the four groups of ambidextrous organizations in the exploration and exploitation of high-tech new ventures: differentiation and integration, individual and organization, static and dynamic, internal and external will impact on technological innovation, and then understand the importance of ambidextrous organizations for long-term ventures performance. Therefore, the paper will explore the Technological innovation capability of the high-tech new ventures by ambidextrous organizations. The paper divided the high-tech new ventures into two categories of success cases and failure cases. According to the classification, the paper sorted out the selection of medical care system, long-term care of medical systems and CIGS solar panels. By interviewing the key innovative managers and the observation of entrepreneurial process. From the process of ambidextrous organizations concludes the essence of the new ventures innovation capability and provides the qualitative measurable indicators of ambidextrous organizations, the paper provides the new ventures of Taiwan a reference for establishing the assessment of technological innovation.