Processos de inovação em megauniversidades

• Autor(a) principal: Schneider, Elton Ivan
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório do Centro Universitário Braz Cubas
• Texto Completo: https://repositorio.cruzeirodosul.edu.br/handle/123456789/1996
• topic: Administração; Planejamento empresarial; Inovações disruptivas; Universidades e faculdades - Administração; Ensino a distância; CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO

The general objective of the following dissertation was to propose a framework, which makes mega-universities to meet the future needs of Brazilian higher education. The theoretical foundation was based on propositions on disruptive innovation (CHRISTENSEN, 2004, 2009, 2012, 2016), value innovation within organizational processes (KIM e MAUBORGNE, 2015), innovation systems sociotechnical transition (GEELS, 2002, 2004, 2005, 2010), the strategy concepts and the role of the strategist within the organizational strategy implementation, elaboration and conception (MINTZBERG, 2001, 2004, 2010) and in the concept of mega-universities (Daniel 2006). The following study justifies itself due to the emergence of mega-universities in Brazil since the Education Base Guideline law entered into force in 1996. It allowed the possibility of offering higher education distance learning programs that nowadays (according to the 2016 Brazilian Higher Education Census information) are 17% of enrollments in Brazilian Higher Education and it also shows that there are 5 mega-universities in Brazil. The study was conceived as a formal case study as an ex post facto project and it was considered as descriptive and transversal with data collected inside the target organization daily routine. The main contributions of the study are related to the development of a Sociotechnical Transition analysis model, which involved strategic deeds for the disruptive innovation and the value innovation within administrative and organizational processes in mega-universities. It is important to emphasize that the higher education institutions changed their concept of the relationship among students, teachers and the physical structure itself towards studies based on the student/apprentice (student centrism) learning by using educational technologies as a way to boost it. It is a new relationship among student, educational technologies and learning. In addition, it emphasizes the limitation of the study, which is the fact that the case study restricts the generalization of the proposed concepts, but makes possible to show how innovation processes work in mega-universities as well as how to elaborate theoretical models that support its success and behavior.