69 resultados para Education . Progressions. Functions
em Instituto Politécnico do Porto, Portugal
Resumo:
Este estudo tem como objetivos: (1) conhecer as prticas desenvolvidas numa organizao do Ensino Superior Pblico Portugus; (2) conhecer a tipologia das prticas de GRH de cariz tradicional e de cariz estratgico; (3) perceber em que medida as prticas de GRH esto relacionadas com a rea de qualificao dos responsveis do departamento de RH; (4) averiguar o grau de satisfao que os trabalhadores sentem com as Prticas de Gesto de Recursos Humanos desenvolvidas e a sua relao com a rea de qualificao dos responsveis do departamento de RH. Foi utilizada uma metodologia mista, que possibilita ampliar a obteno de resultados em abordagens investigativas, proporcionando ganhos relevantes para a pesquisa. realizado um primeiro estudo exploratrio, que utiliza uma metodologia mista quantitativa e qualitativa, com recurso a uma entrevista semiestruturada e inqurito realizados aos responsveis de RH, e que tem como objetivos identificar e caracterizar as Prticas de GRH vigentes na Organizao e, consequentemente, averiguar se se aproximam das designadas na literatura, assim como averiguar o grau de interveno do DRH no desenvolvimento das PGRH e caraterizar o perfil do responsvel de RH na Organizao, averiguando se a rea de formao de RH influencia as Prticas de GRH desenvolvidas. No segundo estudo, recorremos a uma metodologia quantitativa com recurso ao inqurito por questionrio, aplicado aos trabalhadores que exercem funes a tempo integral, para averiguar o grau de satisfao dos trabalhadores em relao s Prticas de Gesto de Recursos Humanos. Na compilao dos dois estudos foi nosso objetivo obter respostas s questes que orientaram a nossa investigao. Na parte final da dissertao so discutidos os principais resultados obtidos e apresentadas as concluses do estudo aqui levado a cabo. Os resultados sugerem que: 1) as PGRH existentes so essencialmente de cariz tradicional, em especial a gesto administrativa; 2) as PGRH predominantes so: o Planeamento de Recursos Humanos, a Anlise e Descrio de Funes, o Recrutamento e Seleo, a Formao e Desenvolvimento, a Gesto Administrativa, a Comunicao e a Partilha de Informao, tica e Deontologia e o Estatuto Disciplinar; 3) existe pouco recurso ao outsourcing para as PGRH; 4) o grau de interveno DRH baseia-se em atividades de cariz mais administrativo; 5) as prticas tradicionais de RH so aquelas que requerem mais tempo ao DRH; 6) no existe relao entre o tipo de PGRH e a rea de qualificao do responsvel do DRH; 7) as PGRH so realizadas seguindo essencialmente as normas legais e regras rgidas da GRH na AP; 8) algumas PGRH no so entendidas em contexto da AP, como importantes pelos gestores, embora j sejam desenvolvidos alguns procedimentos dessas prticas; 9) a PGRH da formao e desenvolvimento no corretamente desenvolvida e no d cumprimento ao estipulado na lei; 10) a gesto de carreiras e o sistema de compensao e recompensas so entendidas como inexistentes, porque no existem promoes e progresses desde 2005; 11) a avaliao do desempenho um sistema burocrtico e ritualista com fins de promoo e compensao, sem efeitos prticos no momento atual, e que causa insatisfao e o sentimento de injustia; 12) existem problemas de comunicao quanto a partilha e uniformizao de procedimentos entre UO; 13) a satisfao dos trabalhadores maior com as PGRH de tipo tradicional, nomeadamente na gesto administrativa, recrutamento e seleo, anlise e descrio de funes, acolhimento, integrao e socializao 14) a satisfao menor na gesto de carreiras, no sistema de compensao e recompensas e na avaliao do desempenho; 15) quanto a relao entre o grau de satisfao e as caractersticas scio demogrficas e profissionais dos inquiridos, os casos com significncia mostram que os trabalhadores com 10 ou mais anos de antiguidade tendem a sentir mais satisfao com as prticas em GRH; 16) existe mais satisfao dos trabalhadores das UO onde o responsvel de DRH possui formao na rea de RH.
Resumo:
Learning Management Systems (LMS) are used all over Higher Education Institutions (HEI) and the need to know and understand its adoption and usage arises. However, there is a lack of information about how LMSs are being used, which are the most adopted, whether there is a country adoption standard and which countries use more LMSs. A research team is developing a project that tries to fill this lack of information and provide the needed answers. With this purpose, on a first phase, it a survey was taken place. The results of this survey are presented in this paper. Another purpose of this paper is to disseminate the ongoing project.
Resumo:
In the context of the Bologna Declaration a change is taking place in the teaching/learning paradigm. From teaching-centered education, which emphasizes the acquisition and transmission of knowledge, we now speak of learning-centered education, which is more demanding for students. This paradigm promotes a continuum of lifelong learning, where the individual needs to be able to handle knowledge, to select what is appropriate for a particular context, to learn permanently and to understand how to learn in new and rapidly changing situations. One attempt to face these challenges has been the experience of ISCAP regarding the teaching/learning of accounting in the course Managerial Simulation. This paper describes the process of teaching, learning and assessment in an action-based learning environment. After a brief general framework that focuses on education objectives, we report the strengths and limitations of this teaching/learning tool. We conclude with some lessons from the implementation of the project.
Resumo:
This article examines Lifelong Learning, from the perspective of the adult learner in higher education, by presenting some of the results of a project, funded by the European Commission's Socrates Programme, LIHE, Learning in Higher Education. It is structured as follows: first, the background of the project is described, then the experiences of the adult student, concerning their induction and tuition, are presented. Some future trends concerning adults in higher education and lifelong learning are outlined and conclusions drawn.
Resumo:
Copyright 2005, Idea Group Inc., distributing in print or electronic forms without written permission of IGI is prohibited.
Resumo:
Lifelong learning (LLL) has received increasing attention in recent years. It implies that learning should take place at all stages of the life cycle and it should be life-wide, that is embedded in all life contexts from the school to the work place, the home and the community (Green, 2002, p.613). The learning society, is the vision of a society where there are recognized opportunities for learning for every person, wherever they are and however old they happen to be. Globalization and the rise of new information technologies are some of the driving forces that cause depreciation of specialised competences. This happens very quickly in terms of economic value; consequently, workers of all skills levels, during their working life, must have the opportunity to update their technical skills and enhance general skills to keep pace with continuous technological change and new job requirements (Fahr, 2005, p. 75). It is in this context that LLL tops the policy agenda of international bodies, national governments and non-governmental organizations, in the field of education and training, to justify the need for LLL opportunities for the population as they face contemporary employability challenges. It is in this context that the requirement and interest to analyse the behaviour patterns of adult learners has developed over the last few years
Resumo:
Comunicao apresentada na IRMA Information Resources Management Association International Conference, San Diego, CA, 15 19 May
Resumo:
Paper to be presented at the ESREA Conference Learning to Change? The Role of Identity and Learning Careers in Adult Education, 7-8 December, 2006, Universit Catholique Louvain, Louvainla-Neuve, Belgium
Resumo:
Paper to be presented in ESREA 2007 ADC Network Seminar - Changing Relationships between the State, Civil Society and the Citizen: Implications for adult education and adult learning, 14 -16 June 2007 - University of Minho - Campus de Gualtar, Braga (Portugal).
Resumo:
Intl J. of Information and Communication Technology Education, 3(2), 1-14, April-June 2007
Resumo:
Project LIHE: the Portuguese Case. ESREA Fourth Access Network Conference Equity, Access and Participation: Research, Policy and Practice. Edinburgh (Scotland), 11 13 December, 2003.
Resumo:
Artigo apresentado no V Congresso deGaliza e Norte de Portugal de Formao para o Trabalho Necessidades de Formao e Desenho Curricular por Competncias, Universidade de Compostela, 27-29 Novembro de 2003
Resumo:
March 19 - 22, 2006, So Paulo, BRAZIL World Congress on Computer Science, Engineering and Technology Education
Resumo:
This paper summarizes a project that is contributing to a change in the way of teaching and learning Mathematics. Mathematics is a subject of the Accounting and Administration course. In this subject we teach: Functions and Algebra. The aim is that the student understand the basic concepts and is able to apply them in other issues, when possible, establishing a bridge between the issues that they have studied and their application in Accounting. As from this year, the Accounting course falls under in Bologna Process. The teacher and the student roles have changed. The time for theoretical and practical classes has been reduced, so it was necessary to modify the way of teaching and learning. In the theoretical classes we use systems of multimedia projection to present the concepts, and in the practical classes we solve exercises. We also use the Excel and the mathematical open source software wxMaxima. To supplement our theoretical and practical classes we have developed a project called MatActiva based on the Moodle platform offered by PAOL - Projecto de Apoio Online (Online Support Project). With the creation of this new project we wanted to take advantage already obtained results with the previous experiences, giving to the students opportunities to complement their study in Mathematics. One of the great objectives is to motivate students, encourage them to overcome theirs difficulties through an auto-study giving them more confidence. In the MatActiva project the students have a big collection of information about the way of the subject works, which includes the objectives, the program, recommended bibliography, evaluation method and summaries. It works as material support for the practical and theoretical classes, the slides of the theoretical classes are available, the sheets with exercises for the students to do in the classroom and complementary exercises, as well as the exams of previous years. Students can also do diagnostic tests and evaluation tests online. Our approach is a reflexive one, based on the professional experience of the teachers that explore and incorporate new tools of Moodle with their students and coordinate the project MatActiva.
