Onde está a inovação?: o significado da inovação na educação superior

• Autor(a) principal: Silva, Claudia Cristiane dos Santos
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da ESPM
• Texto Completo: http://tede2.espm.br/handle/tede/614
• topic: inovação; gestão da inovação; inovação na educação superior; capacidade absortiva; consórcio STHEM Brasil; innovation; innovation management; innovation in higher education; absorptive capacity; consórcio STHEM Brasil; CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO

The purpose of this thesis is to investigate the meaning of innovation in Higher Education based on the available literature and the perception of the social actors who play the leading role in the educational scene. To this end, a theoretical model of pedagogical innovation in Higher Education is developed, applied, and signified. This process is supported by the theoretical framework that contemplates the theory of meaningful learning and the constructs of absorptive and dynamic capabilities. The proposed model is formed by moments that represent categories of the construction process of pedagogical knowledge that can be revealed in the development of the HEI's absorptive capacity and of potential innovations. The model was applied to the social unit of study known as the Consórcio STHEM Brasil, comprised of 58 Higher Education Institutions. The methodological path that guided this research is subordinated to the positivist and post-positivist paradigms since data was collected by means of the application of a questionnaire to managers, professors and students of the HEIs that comprise the consortium and interviews were conducted with the managers of the STHEM Consortium and of the HEIs. Quantitative data treatment was carried out by means of descriptive statistics. The interviews were transcribed and submitted to the content analysis technique to be then interpreted according to the moments of the model named informative, comprehensive, application, interpretative and creative. The theoretical contributions of this research focus on the search for the meaning of the concept of innovation in Higher Education. This is because a theoretical construction presupposes a debate on well-defined bases. The proposal of a pedagogical innovation model can be considered a theoretical and a managerial contribution, offering a tool that allows managers to encourage the absorptive capacity and to explore the innovation potential of HEIs. The main results point to the lack of clarity about what innovation means in Higher Education. The reason for this is that innovation emerges as rhetoric, very much verbalized, little perceived, and little materialized. The actions considered innovative are confused with reactions to solve problems inherent to the HEI's routine.