Acreditações internacionais como catalisadores do desenvolvimento de habilidades humanas nas escolas de negócios

• Autor(a) principal: Batista, Mariane Pires
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório do Centro Universitário Braz Cubas
• Texto Completo: https://repositorio.cruzeirodosul.edu.br/handle/123456789/2225
• topic: Acreditação; AACSB; Soft skills; Habilidades humanas; Instituições de ensino superior; CNPQ::CIENCIAS DA SAUDE::ODONTOLOGIA

A January 2017 study by the McKinsey Global Institute on the impact of automation and new technologies (artificial intelligence, robotics, 3-D printing) on the global workforce revealed that at least 30% of current occupations are technically feasible to automate. It is estimated that the demand for labor in 2030 will involve new types of occupations that did not previously exist. It will be a challenge to ensure that workers have the skills and support necessary to complete the transition to new jobs or retraining for the changes in current jobs. (MANYIKA et al., 2017). During this transition, it is expected that the skills and abilities needed will also change, requiring more social and emotional skills from workers, as well as higher cognitive skills, such as critical and analytical thinking, the ability to solve complex problems, active learning, emotional intelligence and creativity, that is, soft skills (FEM, 2016). In this context, the World Forum (2016) presents an initiative to develop a workforce with future skills. The purpose of this research is to identify the main performance indicators of the international market and to relate the levels of education through higher education internationally accredited by the AACSB (Association for the Advancement of Collegiate Administration Schools). means of literature review and conducting 20 indepth semi-structured interviews with accredited academic managers, teachers and students from accredited and non-accredited business schools. We have triangulated literature such as interviews and the World Forum Report (2018) to argue that international schools are developed in their skills programs that are necessary for 21st century professionals, especially interpersonal, conceptual and analytical skills – (KATZ, 1974 ; CLEARY FLYNN; THOMASSON, 2006) By crossing the learning and teaching standards established in the AACSB Accreditations, it was possible to identify the congruence with the skills listed in the FEM (2018). Thus we can infer that accreditations catalyze the development of such skills. In our study, we bring three main contributions. The first concerns students, who will benefit from access to knowledge about the types of skills they must develop as tomorrow professionals and have greater knowledge on which to base their choice of educational institutions, accredited or not. The analysis is also of benefit to educational institutions, especially as regards motivating them to seek international level accreditation and, irrespective of this, inculcate skills in their students that are actually required by the job market. Thirdly, we present a contribution to the topic by stimulating a discussion about international accreditations and soft skills, which involve fundamental relationships between their constituent elements.