Practice Firms and Networked Learning: Matches and Mismatches
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Cadernos EBAPE.BR |
Texto Completo: | https://periodicos.fgv.br/cadernosebape/article/view/5429 |
Resumo: | This paper is concerned with how students describe their experiences of the Practice Firms Network learning environment (PFN) within a management course in a private institution of higher education in Brazil (Faculty Pitágoras-Mg). The work is derived from a broader study where I investigated the PFN concept as it is used in the Brazilian context. The students’ description of their relationship with the PFN model is made the object of study in a phenomenographic perspective (Marton, 1986; Marton and Booth, 1997). The paper discusses the data and results of the research and concludes that the model is potentially effective to link participants in management education but that it has yet to learn how to use more effectively the power of information technology. From students’ descriptions, flaws in the model derive from the following features: a) The model itself does not stress networked learning; b) The infrastructure does not support the design; and c) The teachers’ approach to the model is not congruent. |
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Practice Firms and Networked Learning: Matches and MismatchesThis paper is concerned with how students describe their experiences of the Practice Firms Network learning environment (PFN) within a management course in a private institution of higher education in Brazil (Faculty Pitágoras-Mg). The work is derived from a broader study where I investigated the PFN concept as it is used in the Brazilian context. The students’ description of their relationship with the PFN model is made the object of study in a phenomenographic perspective (Marton, 1986; Marton and Booth, 1997). The paper discusses the data and results of the research and concludes that the model is potentially effective to link participants in management education but that it has yet to learn how to use more effectively the power of information technology. From students’ descriptions, flaws in the model derive from the following features: a) The model itself does not stress networked learning; b) The infrastructure does not support the design; and c) The teachers’ approach to the model is not congruent.Este artigo relata como estudantes de graduação de uma instituição de ensino superior no Brasil (Faculdade Pitágoras-Mg) descrevem suas experiências com o modelo de Empresas Simuladas. Este artigo é parte de um estudo mais amplo onde eu investigo como o modelo de Empresas Simuladas é utilizado no contexto brasileiro. A descrição do modelo é tomada como meu objeto de estudo numa perspectiva fenomenográfica (Marton, 1986; Marton and Booth, 1997). O artigo discute os dados e resultados da pesquisa e conclui que o modelo é potencialmente efetivo para interligar estudantes de cursos de Administração mas que o modelo ainda necessita reconhecer melhor o poder da tecnologia da informação. Das descrições dos estudantes, fraquezas do modelo derivam das seguintes características: a) o modelo em si não enfatiza o ensino à distância; b) a infra-estrutura não apóia o modelo; c) a abordagem dos professores ao modelo não é consistente.Escola Brasileira de Administração Pública e de Empresas da Fundação Getulio Vargas2008-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.fgv.br/cadernosebape/article/view/5429Cadernos EBAPE.BR; Vol. 6 No. Special (2008) - EnEPQ (Meeting of Teaching and Research in Administration); 1 a 9Cadernos EBAPE.BR; Vol. 6 Núm. Especial (2008) - EnEPQ (Reunión de Enseñanza e Investigación en Administración); 1 a 9Cadernos EBAPE.BR; v. 6 n. Especial (2008) - EnEPQ (Encontro de Ensino e Pesquisa em Administração); 1 a 91679-3951reponame:Cadernos EBAPE.BRinstname:Fundação Getulio Vargas (FGV)instacron:FGVporhttps://periodicos.fgv.br/cadernosebape/article/view/5429/4163Santos, Jorge Alberto dosinfo:eu-repo/semantics/openAccess2023-02-23T19:28:13Zoai:ojs.periodicos.fgv.br:article/5429Revistahttps://periodicos.fgv.br/cadernosebapehttps://periodicos.fgv.br/cadernosebape/oaicadernosebape@fgv.br||cadernosebape@fgv.br1679-39511679-3951opendoar:2024-05-13T09:59:40.433353Cadernos EBAPE.BR - Fundação Getulio Vargas (FGV)true |
dc.title.none.fl_str_mv |
Practice Firms and Networked Learning: Matches and Mismatches |
title |
Practice Firms and Networked Learning: Matches and Mismatches |
spellingShingle |
Practice Firms and Networked Learning: Matches and Mismatches Santos, Jorge Alberto dos |
title_short |
Practice Firms and Networked Learning: Matches and Mismatches |
title_full |
Practice Firms and Networked Learning: Matches and Mismatches |
title_fullStr |
Practice Firms and Networked Learning: Matches and Mismatches |
title_full_unstemmed |
Practice Firms and Networked Learning: Matches and Mismatches |
title_sort |
Practice Firms and Networked Learning: Matches and Mismatches |
author |
Santos, Jorge Alberto dos |
author_facet |
Santos, Jorge Alberto dos |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Jorge Alberto dos |
description |
This paper is concerned with how students describe their experiences of the Practice Firms Network learning environment (PFN) within a management course in a private institution of higher education in Brazil (Faculty Pitágoras-Mg). The work is derived from a broader study where I investigated the PFN concept as it is used in the Brazilian context. The students’ description of their relationship with the PFN model is made the object of study in a phenomenographic perspective (Marton, 1986; Marton and Booth, 1997). The paper discusses the data and results of the research and concludes that the model is potentially effective to link participants in management education but that it has yet to learn how to use more effectively the power of information technology. From students’ descriptions, flaws in the model derive from the following features: a) The model itself does not stress networked learning; b) The infrastructure does not support the design; and c) The teachers’ approach to the model is not congruent. |
publishDate |
2008 |
dc.date.none.fl_str_mv |
2008-01-01 |
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://periodicos.fgv.br/cadernosebape/article/view/5429 |
url |
https://periodicos.fgv.br/cadernosebape/article/view/5429 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.fgv.br/cadernosebape/article/view/5429/4163 |
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 |
Escola Brasileira de Administração Pública e de Empresas da Fundação Getulio Vargas |
publisher.none.fl_str_mv |
Escola Brasileira de Administração Pública e de Empresas da Fundação Getulio Vargas |
dc.source.none.fl_str_mv |
Cadernos EBAPE.BR; Vol. 6 No. Special (2008) - EnEPQ (Meeting of Teaching and Research in Administration); 1 a 9 Cadernos EBAPE.BR; Vol. 6 Núm. Especial (2008) - EnEPQ (Reunión de Enseñanza e Investigación en Administración); 1 a 9 Cadernos EBAPE.BR; v. 6 n. Especial (2008) - EnEPQ (Encontro de Ensino e Pesquisa em Administração); 1 a 9 1679-3951 reponame:Cadernos EBAPE.BR instname:Fundação Getulio Vargas (FGV) instacron:FGV |
instname_str |
Fundação Getulio Vargas (FGV) |
instacron_str |
FGV |
institution |
FGV |
reponame_str |
Cadernos EBAPE.BR |
collection |
Cadernos EBAPE.BR |
repository.name.fl_str_mv |
Cadernos EBAPE.BR - Fundação Getulio Vargas (FGV) |
repository.mail.fl_str_mv |
cadernosebape@fgv.br||cadernosebape@fgv.br |
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