Ambiente vivencial de ensino-aprendizagem em gestão de projetos
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da Uninove |
Texto Completo: | http://bibliotecatede.uninove.br/handle/tede/3335 |
Resumo: | The complexity of the challenges associated with teaching and learning in project management is evidenced by the growing interest of organizations in this field. This trend is driven by the significant increase in the number of institutions that are adopting project-oriented structures, reflecting a significant shift in business dynamics and the need for effective project management approaches. This transition to project-based structures creates a growing demand for highly qualified professionals capable of effectively managing and contributing to these projects. However, educational institutions face the problem of aligning their curricula with the practical needs of the market, often showing a mismatch between the theory taught and the practice applied. In this context, the central focus of this thesis is to address the following question: How can the challenges of teaching and learning in project management be overcome? In this sense, the aim of the thesis is to develop an experiential learning environment aimed at overcoming the challenges encountered in the teaching and learning process in the area of project management. The thesis is structured in a logical sequence made up of three interconnected studies using the Design Science Research (DSR) method, based on (Dresch et al., 2015). The first study focuses on identifying the challenges in teaching, learning and education in project management, as highlighted in the literature. The second study seeks to understand the perceptions and experiences of students, teachers and managers in the field in relation to project management education. Finally, the third study proposes the development of an experiential teaching-learning environment, specific to the area of project management, with the aim of applying and testing the concepts explored in the previous studies. As a result, a detailed research agenda was proposed for education, teaching and learning in project management. Nineteen crucial challenges were identified, as well as a comprehensive survey of nine key categories: (1) learning; (2) teaching; (3) education; (4) competencies; (5) project management approaches and methodologies; (6) tools and software; (7) solutions; (8) limitations and (9) contributions to educational environments. Finally, a proposal for an experiential project management environment was developed, specifically designed to minimize the discrepancy between theory and practice. Based on this proposal, a business game was developed for the practical application of projects under a hybrid approach, as well as an interactive platform designed to solve theoretical and practical challenges identified in Studies 1 and 2. This thesis also resulted in the creation of three technological products: a technical article (Technical/Technological Product), business simulation software (Software) and a teaching manual for the game (Teaching Material). In addition, the work contributes to achieving the Sustainable Development Goals (SDGs 4, 8, 9 and 10), reflecting its social impact. |
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Maccari, Emerson Antoniohttp://lattes.cnpq.br/1320281388219996Scafuto, Isabel Cristinahttp://lattes.cnpq.br/1161430116769664Maccari, Emerson Antoniohttp://lattes.cnpq.br/1320281388219996Scafuto, Isabel Cristinahttp://lattes.cnpq.br/1161430116769664Cunha, Júlio Araujo Carneiro dahttp://lattes.cnpq.br/6202822187041175Ruas, Roberto Limahttp://lattes.cnpq.br/8943748174209783Mazon, Giselehttp://lattes.cnpq.br/5669759179996127http://lattes.cnpq.br/4687056798257875Carreiro, Eduardo de Lima Pinto2024-04-10T13:39:07Z2023-12-04Carreiro, Eduardo de Lima Pinto. Ambiente vivencial de ensino-aprendizagem em gestão de projetos. 2023. 235 f. Tese( Programa de Pós-Graduação em Gestão de Projetos) - Universidade Nove de Julho, São Paulo.http://bibliotecatede.uninove.br/handle/tede/3335The complexity of the challenges associated with teaching and learning in project management is evidenced by the growing interest of organizations in this field. This trend is driven by the significant increase in the number of institutions that are adopting project-oriented structures, reflecting a significant shift in business dynamics and the need for effective project management approaches. This transition to project-based structures creates a growing demand for highly qualified professionals capable of effectively managing and contributing to these projects. However, educational institutions face the problem of aligning their curricula with the practical needs of the market, often showing a mismatch between the theory taught and the practice applied. In this context, the central focus of this thesis is to address the following question: How can the challenges of teaching and learning in project management be overcome? In this sense, the aim of the thesis is to develop an experiential learning environment aimed at overcoming the challenges encountered in the teaching and learning process in the area of project management. The thesis is structured in a logical sequence made up of three interconnected studies using the Design Science Research (DSR) method, based on (Dresch et al., 2015). The first study focuses on identifying the challenges in teaching, learning and education in project management, as highlighted in the literature. The second study seeks to understand the perceptions and experiences of students, teachers and managers in the field in relation to project management education. Finally, the third study proposes the development of an experiential teaching-learning environment, specific to the area of project management, with the aim of applying and testing the concepts explored in the previous studies. As a result, a detailed research agenda was proposed for education, teaching and learning in project management. Nineteen crucial challenges were identified, as well as a comprehensive survey of nine key categories: (1) learning; (2) teaching; (3) education; (4) competencies; (5) project management approaches and methodologies; (6) tools and software; (7) solutions; (8) limitations and (9) contributions to educational environments. Finally, a proposal for an experiential project management environment was developed, specifically designed to minimize the discrepancy between theory and practice. Based on this proposal, a business game was developed for the practical application of projects under a hybrid approach, as well as an interactive platform designed to solve theoretical and practical challenges identified in Studies 1 and 2. This thesis also resulted in the creation of three technological products: a technical article (Technical/Technological Product), business simulation software (Software) and a teaching manual for the game (Teaching Material). In addition, the work contributes to achieving the Sustainable Development Goals (SDGs 4, 8, 9 and 10), reflecting its social impact.A complexidade dos desafios associados ao ensino e aprendizagem na gestão de projetos é evidenciada pelo interesse crescente das organizações neste campo. Esta tendência é impulsionada pelo aumento significativo no número de instituições que estão adotando estruturas orientadas a projetos, refletindo uma mudança significativa na dinâmica empresarial e na necessidade de abordagens eficazes em gestão de projetos. Essa transição para estruturas baseadas em projetos cria uma demanda crescente por profissionais altamente qualificados capazes de gerenciar e contribuir efetivamente para esses projetos. No entanto, as instituições de ensino enfrentam o problema de alinhar seus currículos às necessidades práticas do mercado, muitas vezes evidenciando um descompasso entre a teoria ensinada e a prática aplicada. Neste contexto, a presente tese tem como foco central abordar a seguinte questão: Como superar os desafios do ensino-aprendizagem em gestão de projetos? Neste sentido, o objetivo da tese é desenvolver um ambiente de aprendizagem vivencial, visando superar os desafios encontrados no processo de ensino e aprendizagem na área de gestão de projetos. A tese está estruturada numa sequência lógica composta por três estudos interconectados em que se utiliza o método Design Science Research (DSR), baseado em (Dresch et al., 2015). O primeiro estudo foca em identificar os desafios no ensino, aprendizagem e educação em gestão de projetos, conforme destacado na literatura. O segundo estudo busca compreender as percepções e experiências de alunos, professores e gestores da área em relação à educação em gestão de projetos. Por fim, o terceiro estudo propõe o desenvolvimento de um ambiente de ensino-aprendizagem vivencial, específico para a área de gestão de projetos, visando aplicar e testar os conceitos explorados nos estudos anteriores. Como resultado, foi proposto uma agenda de pesquisa detalhada para a educação, o ensino e a aprendizagem em gestão de projetos. Nessa direção foram identificados dezenove desafios cruciais, além de um levantamento abrangente em nove categorias-chave: (1) aprendizagem; (2) ensino; (3) educação; (4) competências; (5) abordagens e metodologias em gestão de projetos; (6) ferramentas e softwares; (7) soluções; (8) limitações e (9) contribuições para ambientes educacionais. Por fim, foi desenvolvida uma proposta de ambiente vivencial em gestão de projetos, especificamente projetada para minimizar a discrepância entre teoria e prática. Baseado nesta proposta, elaborou-se um jogo de empresas voltado para a aplicação prática de projetos sob uma abordagem híbrida, além de uma plataforma interativa destinada a resolver desafios teóricos e práticos identificados nos Estudos 1 e 2. Esta tese também resultou na criação de três produtos tecnológicos: um artigo técnico (Produto Técnico/Tecnológico), um software de simulação empresarial (Software) e, um manual didático para o jogo (Material Didático). Além disso, o trabalho contribui para o alcance dos Objetivos de Desenvolvimento Sustentável (ODS 4, 8, 9 e 10), refletindo seu impacto social.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2024-04-10T13:39:07Z No. of bitstreams: 1 Eduardo de Lima Pinto Carreiro.pdf: 13858625 bytes, checksum: 89608e89ac551b70dfeb6e89802003b4 (MD5)Made available in DSpace on 2024-04-10T13:39:07Z (GMT). No. of bitstreams: 1 Eduardo de Lima Pinto Carreiro.pdf: 13858625 bytes, checksum: 89608e89ac551b70dfeb6e89802003b4 (MD5) Previous issue date: 2023-12-04application/pdfporUniversidade Nove de JulhoPrograma de Pós-Graduação em Gestão de ProjetosUNINOVEBrasilAdministraçãoeducaçãoensinoaprendizagemambiente vivencialgestão de projetoseducationteachinglearningexperiential environmentproject managementCIENCIAS SOCIAIS APLICADAS::ADMINISTRACAOAmbiente vivencial de ensino-aprendizagem em gestão de projetosExperiential teaching-learning environment in project managementinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis8024035432632778221600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALEduardo de Lima Pinto Carreiro.pdfEduardo de Lima Pinto Carreiro.pdfapplication/pdf13858625http://localhost:8080/tede/bitstream/tede/3335/2/Eduardo+de+Lima+Pinto+Carreiro.pdf89608e89ac551b70dfeb6e89802003b4MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/3335/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/33352024-04-10 10:39:07.395oai:localhost:tede/3335Tk9UQTogQ09MT1FVRSBBUVVJIEEgU1VBIFBSw5NQUklBIExJQ0VOw4dBCkVzdGEgbGljZW7Dp2EgZGUgZXhlbXBsbyDDqSBmb3JuZWNpZGEgYXBlbmFzIHBhcmEgZmlucyBpbmZvcm1hdGl2b3MuCgpMSUNFTsOHQSBERSBESVNUUklCVUnDh8ODTyBOw4NPLUVYQ0xVU0lWQQoKQ29tIGEgYXByZXNlbnRhw6fDo28gZGVzdGEgbGljZW7Dp2EsIHZvY8OqIChvIGF1dG9yIChlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSDDoCBVbml2ZXJzaWRhZGUgClhYWCAoU2lnbGEgZGEgVW5pdmVyc2lkYWRlKSBvIGRpcmVpdG8gbsOjby1leGNsdXNpdm8gZGUgcmVwcm9kdXppciwgIHRyYWR1emlyIChjb25mb3JtZSBkZWZpbmlkbyBhYmFpeG8pLCBlL291IApkaXN0cmlidWlyIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyAoaW5jbHVpbmRvIG8gcmVzdW1vKSBwb3IgdG9kbyBvIG11bmRvIG5vIGZvcm1hdG8gaW1wcmVzc28gZSBlbGV0csO0bmljbyBlIAplbSBxdWFscXVlciBtZWlvLCBpbmNsdWluZG8gb3MgZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBhIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBwb2RlLCBzZW0gYWx0ZXJhciBvIGNvbnRlw7pkbywgdHJhbnNwb3IgYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIApwYXJhIHF1YWxxdWVyIG1laW8gb3UgZm9ybWF0byBwYXJhIGZpbnMgZGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIHRhbWLDqW0gY29uY29yZGEgcXVlIGEgU2lnbGEgZGUgVW5pdmVyc2lkYWRlIHBvZGUgbWFudGVyIG1haXMgZGUgdW1hIGPDs3BpYSBhIHN1YSB0ZXNlIG91IApkaXNzZXJ0YcOnw6NvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcyAKbmVzdGEgbGljZW7Dp2EuIFZvY8OqIHRhbWLDqW0gZGVjbGFyYSBxdWUgbyBkZXDDs3NpdG8gZGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBuw6NvLCBxdWUgc2VqYSBkZSBzZXUgCmNvbmhlY2ltZW50bywgaW5mcmluZ2UgZGlyZWl0b3MgYXV0b3JhaXMgZGUgbmluZ3XDqW0uCgpDYXNvIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiAKZGVjbGFyYSBxdWUgb2J0ZXZlIGEgcGVybWlzc8OjbyBpcnJlc3RyaXRhIGRvIGRldGVudG9yIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBwYXJhIGNvbmNlZGVyIMOgIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSAKb3MgZGlyZWl0b3MgYXByZXNlbnRhZG9zIG5lc3RhIGxpY2Vuw6dhLCBlIHF1ZSBlc3NlIG1hdGVyaWFsIGRlIHByb3ByaWVkYWRlIGRlIHRlcmNlaXJvcyBlc3TDoSBjbGFyYW1lbnRlIAppZGVudGlmaWNhZG8gZSByZWNvbmhlY2lkbyBubyB0ZXh0byBvdSBubyBjb250ZcO6ZG8gZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIG9yYSBkZXBvc2l0YWRhLgoKQ0FTTyBBIFRFU0UgT1UgRElTU0VSVEHDh8ODTyBPUkEgREVQT1NJVEFEQSBURU5IQSBTSURPIFJFU1VMVEFETyBERSBVTSBQQVRST0PDjU5JTyBPVSAKQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PIFFVRSBOw4NPIFNFSkEgQSBTSUdMQSBERSAKVU5JVkVSU0lEQURFLCBWT0PDiiBERUNMQVJBIFFVRSBSRVNQRUlUT1UgVE9ET1MgRSBRVUFJU1FVRVIgRElSRUlUT1MgREUgUkVWSVPDg08gQ09NTyAKVEFNQsOJTSBBUyBERU1BSVMgT0JSSUdBw4fDlUVTIEVYSUdJREFTIFBPUiBDT05UUkFUTyBPVSBBQ09SRE8uCgpBIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lIChzKSBvdSBvKHMpIG5vbWUocykgZG8ocykgCmRldGVudG9yKGVzKSBkb3MgZGlyZWl0b3MgYXV0b3JhaXMgZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzIApjb25jZWRpZGFzIHBvciBlc3RhIGxpY2Vuw6dhLgo=Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2024-04-10T13:39:07Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
Ambiente vivencial de ensino-aprendizagem em gestão de projetos |
dc.title.alternative.eng.fl_str_mv |
Experiential teaching-learning environment in project management |
title |
Ambiente vivencial de ensino-aprendizagem em gestão de projetos |
spellingShingle |
Ambiente vivencial de ensino-aprendizagem em gestão de projetos Carreiro, Eduardo de Lima Pinto educação ensino aprendizagem ambiente vivencial gestão de projetos education teaching learning experiential environment project management CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO |
title_short |
Ambiente vivencial de ensino-aprendizagem em gestão de projetos |
title_full |
Ambiente vivencial de ensino-aprendizagem em gestão de projetos |
title_fullStr |
Ambiente vivencial de ensino-aprendizagem em gestão de projetos |
title_full_unstemmed |
Ambiente vivencial de ensino-aprendizagem em gestão de projetos |
title_sort |
Ambiente vivencial de ensino-aprendizagem em gestão de projetos |
author |
Carreiro, Eduardo de Lima Pinto |
author_facet |
Carreiro, Eduardo de Lima Pinto |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Maccari, Emerson Antonio |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1320281388219996 |
dc.contributor.advisor-co1.fl_str_mv |
Scafuto, Isabel Cristina |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/1161430116769664 |
dc.contributor.referee1.fl_str_mv |
Maccari, Emerson Antonio |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1320281388219996 |
dc.contributor.referee2.fl_str_mv |
Scafuto, Isabel Cristina |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1161430116769664 |
dc.contributor.referee3.fl_str_mv |
Cunha, Júlio Araujo Carneiro da |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/6202822187041175 |
dc.contributor.referee4.fl_str_mv |
Ruas, Roberto Lima |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/8943748174209783 |
dc.contributor.referee5.fl_str_mv |
Mazon, Gisele |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/5669759179996127 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4687056798257875 |
dc.contributor.author.fl_str_mv |
Carreiro, Eduardo de Lima Pinto |
contributor_str_mv |
Maccari, Emerson Antonio Scafuto, Isabel Cristina Maccari, Emerson Antonio Scafuto, Isabel Cristina Cunha, Júlio Araujo Carneiro da Ruas, Roberto Lima Mazon, Gisele |
dc.subject.por.fl_str_mv |
educação ensino aprendizagem ambiente vivencial gestão de projetos |
topic |
educação ensino aprendizagem ambiente vivencial gestão de projetos education teaching learning experiential environment project management CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO |
dc.subject.eng.fl_str_mv |
education teaching learning experiential environment project management |
dc.subject.cnpq.fl_str_mv |
CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO |
description |
The complexity of the challenges associated with teaching and learning in project management is evidenced by the growing interest of organizations in this field. This trend is driven by the significant increase in the number of institutions that are adopting project-oriented structures, reflecting a significant shift in business dynamics and the need for effective project management approaches. This transition to project-based structures creates a growing demand for highly qualified professionals capable of effectively managing and contributing to these projects. However, educational institutions face the problem of aligning their curricula with the practical needs of the market, often showing a mismatch between the theory taught and the practice applied. In this context, the central focus of this thesis is to address the following question: How can the challenges of teaching and learning in project management be overcome? In this sense, the aim of the thesis is to develop an experiential learning environment aimed at overcoming the challenges encountered in the teaching and learning process in the area of project management. The thesis is structured in a logical sequence made up of three interconnected studies using the Design Science Research (DSR) method, based on (Dresch et al., 2015). The first study focuses on identifying the challenges in teaching, learning and education in project management, as highlighted in the literature. The second study seeks to understand the perceptions and experiences of students, teachers and managers in the field in relation to project management education. Finally, the third study proposes the development of an experiential teaching-learning environment, specific to the area of project management, with the aim of applying and testing the concepts explored in the previous studies. As a result, a detailed research agenda was proposed for education, teaching and learning in project management. Nineteen crucial challenges were identified, as well as a comprehensive survey of nine key categories: (1) learning; (2) teaching; (3) education; (4) competencies; (5) project management approaches and methodologies; (6) tools and software; (7) solutions; (8) limitations and (9) contributions to educational environments. Finally, a proposal for an experiential project management environment was developed, specifically designed to minimize the discrepancy between theory and practice. Based on this proposal, a business game was developed for the practical application of projects under a hybrid approach, as well as an interactive platform designed to solve theoretical and practical challenges identified in Studies 1 and 2. This thesis also resulted in the creation of three technological products: a technical article (Technical/Technological Product), business simulation software (Software) and a teaching manual for the game (Teaching Material). In addition, the work contributes to achieving the Sustainable Development Goals (SDGs 4, 8, 9 and 10), reflecting its social impact. |
publishDate |
2023 |
dc.date.issued.fl_str_mv |
2023-12-04 |
dc.date.accessioned.fl_str_mv |
2024-04-10T13:39:07Z |
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Carreiro, Eduardo de Lima Pinto. Ambiente vivencial de ensino-aprendizagem em gestão de projetos. 2023. 235 f. Tese( Programa de Pós-Graduação em Gestão de Projetos) - Universidade Nove de Julho, São Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/3335 |
identifier_str_mv |
Carreiro, Eduardo de Lima Pinto. Ambiente vivencial de ensino-aprendizagem em gestão de projetos. 2023. 235 f. Tese( Programa de Pós-Graduação em Gestão de Projetos) - Universidade Nove de Julho, São Paulo. |
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Brasil |
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Administração |
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Universidade Nove de Julho |
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