SUPERVISED PROFESSIONAL TRAINING: CHALLENGES AND OPPORTUNITIES FROM THE POINT OF VIEW OF BUSINESS ADMINISTRATION STUDENTS
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Administração (São Paulo. Online) |
Texto Completo: | https://raep.emnuvens.com.br/raep/article/view/89 |
Resumo: | In order to add support for discussions related to supervised professional training, this article has the general objective of analyzing its developmental process in the Business Administration Course at a Higher Education Institution (hei), from the point of view of students who have already completed their supervised professional training. Thus, research was conducted that should be considered descriptive-explicative in terms of its objectives, as it involved using pattern techniques of data collection – in this case, a questionnaire sent by e-mail to the students of the Higher Education Institution in question. Data analysis was carried out using both the statistical treatment of the information gathered, and content analysis. The results showed that bureaucracy and tutoring were the main challenges at the hei, whilst a lack of supervision and difficulties in reconciling work and study were the other main challenges. The opportunities found comprised: obtaining global knowledge regarding the organization; and the incentive for developing creativity, innovation, and communication skills. |
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SUPERVISED PROFESSIONAL TRAINING: CHALLENGES AND OPPORTUNITIES FROM THE POINT OF VIEW OF BUSINESS ADMINISTRATION STUDENTSDESAFIOS E POSSIBILIDADES NO ESTÁGIO SUPERVISIONADO OBRIGATÓRIO: A VISÃO DOS ESTUDANTES DO CURSO DE ADMINISTRAÇÃOsupervised professional trainingorganizationshigher educationestágio supervisionadoorganizaçõesensino superiorIn order to add support for discussions related to supervised professional training, this article has the general objective of analyzing its developmental process in the Business Administration Course at a Higher Education Institution (hei), from the point of view of students who have already completed their supervised professional training. Thus, research was conducted that should be considered descriptive-explicative in terms of its objectives, as it involved using pattern techniques of data collection – in this case, a questionnaire sent by e-mail to the students of the Higher Education Institution in question. Data analysis was carried out using both the statistical treatment of the information gathered, and content analysis. The results showed that bureaucracy and tutoring were the main challenges at the hei, whilst a lack of supervision and difficulties in reconciling work and study were the other main challenges. The opportunities found comprised: obtaining global knowledge regarding the organization; and the incentive for developing creativity, innovation, and communication skills.Para acrescentar subsídios às discussões relacionadas ao estágio supervisionado obrigatório, este artigo tem o objetivo geral de analisar o processo de desenvolvimento de tais estágios, no Curso de Administração de uma Instituição de Ensino Superior (ies), na visão dos estudantes que já o completaram. Para atender a este propósito, foi realizada uma pesquisa que, em relação aos seus objetivos, mostrou-se como descritiva-explicativa, pois envolveu o uso de técnicas padronizadas de coleta de dados – neste caso, o uso do questionário, que foi endereçado via e-mail aos estudantes estagiários desta ies. A análise dos dados aconteceu por meio do tratamento estatístico das informações coletadas e da análise de conteúdo das respostas obtidas. Os resultados mostraram como principais dificuldades na ies: a burocracia e o processo de orientação. Quanto às dificuldades encontradas nas organizações concedentes, ressaltam: a falta de supervisão na empresa e dificuldades em conciliar os estudos com o estágio. As possibilidades encontradas no decorrer do estágio compreendem: obter conhecimento global acerca da organização; estímulo à criatividade, à inovação e às habilidades de comunicação.Associação Nacional dos Cursos de Graduação em Administração (ANGRAD)2012-09-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://raep.emnuvens.com.br/raep/article/view/8910.13058/raep.2012.v13n3.89Administração: Ensino e Pesquisa; Vol. 13 No. 3 (2012): Julho-Setembro; 559-596Administração: Ensino e Pesquisa; v. 13 n. 3 (2012): Julho-Setembro; 559-5962358-09172177-6083reponame:Administração (São Paulo. Online)instname:Associação Nacional dos Cursos de Graduação em Administração (ANGRAD)instacron:ANGRADporhttps://raep.emnuvens.com.br/raep/article/view/89/51Lourenço, Mariane LemosLemos, Iomara ScandelariPécora Junior, José Eduardoinfo:eu-repo/semantics/openAccess2020-10-29T14:44:27Zoai:ojs.raep.emnuvens.com.br:article/89Revistahttp://angrad.org.br/revistaPRIhttps://raep.emnuvens.com.br/raep/oaiangrad@angrad.org.br||raep@angrad.org.br2358-09172177-6083opendoar:2020-10-29T14:44:27Administração (São Paulo. Online) - Associação Nacional dos Cursos de Graduação em Administração (ANGRAD)false |
dc.title.none.fl_str_mv |
SUPERVISED PROFESSIONAL TRAINING: CHALLENGES AND OPPORTUNITIES FROM THE POINT OF VIEW OF BUSINESS ADMINISTRATION STUDENTS DESAFIOS E POSSIBILIDADES NO ESTÁGIO SUPERVISIONADO OBRIGATÓRIO: A VISÃO DOS ESTUDANTES DO CURSO DE ADMINISTRAÇÃO |
title |
SUPERVISED PROFESSIONAL TRAINING: CHALLENGES AND OPPORTUNITIES FROM THE POINT OF VIEW OF BUSINESS ADMINISTRATION STUDENTS |
spellingShingle |
SUPERVISED PROFESSIONAL TRAINING: CHALLENGES AND OPPORTUNITIES FROM THE POINT OF VIEW OF BUSINESS ADMINISTRATION STUDENTS Lourenço, Mariane Lemos supervised professional training organizations higher education estágio supervisionado organizações ensino superior |
title_short |
SUPERVISED PROFESSIONAL TRAINING: CHALLENGES AND OPPORTUNITIES FROM THE POINT OF VIEW OF BUSINESS ADMINISTRATION STUDENTS |
title_full |
SUPERVISED PROFESSIONAL TRAINING: CHALLENGES AND OPPORTUNITIES FROM THE POINT OF VIEW OF BUSINESS ADMINISTRATION STUDENTS |
title_fullStr |
SUPERVISED PROFESSIONAL TRAINING: CHALLENGES AND OPPORTUNITIES FROM THE POINT OF VIEW OF BUSINESS ADMINISTRATION STUDENTS |
title_full_unstemmed |
SUPERVISED PROFESSIONAL TRAINING: CHALLENGES AND OPPORTUNITIES FROM THE POINT OF VIEW OF BUSINESS ADMINISTRATION STUDENTS |
title_sort |
SUPERVISED PROFESSIONAL TRAINING: CHALLENGES AND OPPORTUNITIES FROM THE POINT OF VIEW OF BUSINESS ADMINISTRATION STUDENTS |
author |
Lourenço, Mariane Lemos |
author_facet |
Lourenço, Mariane Lemos Lemos, Iomara Scandelari Pécora Junior, José Eduardo |
author_role |
author |
author2 |
Lemos, Iomara Scandelari Pécora Junior, José Eduardo |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Lourenço, Mariane Lemos Lemos, Iomara Scandelari Pécora Junior, José Eduardo |
dc.subject.por.fl_str_mv |
supervised professional training organizations higher education estágio supervisionado organizações ensino superior |
topic |
supervised professional training organizations higher education estágio supervisionado organizações ensino superior |
description |
In order to add support for discussions related to supervised professional training, this article has the general objective of analyzing its developmental process in the Business Administration Course at a Higher Education Institution (hei), from the point of view of students who have already completed their supervised professional training. Thus, research was conducted that should be considered descriptive-explicative in terms of its objectives, as it involved using pattern techniques of data collection – in this case, a questionnaire sent by e-mail to the students of the Higher Education Institution in question. Data analysis was carried out using both the statistical treatment of the information gathered, and content analysis. The results showed that bureaucracy and tutoring were the main challenges at the hei, whilst a lack of supervision and difficulties in reconciling work and study were the other main challenges. The opportunities found comprised: obtaining global knowledge regarding the organization; and the incentive for developing creativity, innovation, and communication skills. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-09-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://raep.emnuvens.com.br/raep/article/view/89 10.13058/raep.2012.v13n3.89 |
url |
https://raep.emnuvens.com.br/raep/article/view/89 |
identifier_str_mv |
10.13058/raep.2012.v13n3.89 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://raep.emnuvens.com.br/raep/article/view/89/51 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Associação Nacional dos Cursos de Graduação em Administração (ANGRAD) |
publisher.none.fl_str_mv |
Associação Nacional dos Cursos de Graduação em Administração (ANGRAD) |
dc.source.none.fl_str_mv |
Administração: Ensino e Pesquisa; Vol. 13 No. 3 (2012): Julho-Setembro; 559-596 Administração: Ensino e Pesquisa; v. 13 n. 3 (2012): Julho-Setembro; 559-596 2358-0917 2177-6083 reponame:Administração (São Paulo. Online) instname:Associação Nacional dos Cursos de Graduação em Administração (ANGRAD) instacron:ANGRAD |
instname_str |
Associação Nacional dos Cursos de Graduação em Administração (ANGRAD) |
instacron_str |
ANGRAD |
institution |
ANGRAD |
reponame_str |
Administração (São Paulo. Online) |
collection |
Administração (São Paulo. Online) |
repository.name.fl_str_mv |
Administração (São Paulo. Online) - Associação Nacional dos Cursos de Graduação em Administração (ANGRAD) |
repository.mail.fl_str_mv |
angrad@angrad.org.br||raep@angrad.org.br |
_version_ |
1754212518320930816 |