Interação universidade-empresa como mecanismo para a inovação sob a ótica dos docentes

• Autor(a) principal: SILVA, Talita Roberta Vasconcelos da
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8644
• topic: Universidade; Empresa; Interação; Empreendedorismo; Inovação; ADMINISTRACAO::ADMINISTRACAO PUBLICA

The university-industry (u-i) interaction has been increasingly considered as an engine of innovation and economic growth in knowledge-based societies. The transfer of technology and innovation between academia and companies is expected to stimulate innovation systems and contribute to social and economic development. The inherent complexity of these interactions and, especially, the professors' perception of the interaction process with the productive sector still need to be better explored. This study sought to analyze the perception of professors regarding the process of university-company interaction for the promotion of innovation, choosing as a research strategy a case study, with a descriptive quantitative character and a survey, which consisted of a sample of 204 respondents. Data were collected through the combined use of document analysis in order to identify the types of u-i interactions developed at the university; and application of a questionnaire to investigate the profile and perceptions of teachers. The results showed that the institution is still incipient in the formalization of research in partnership with companies, with 58.9% of the professors having never carried out any collaborative activity and the lack of opportunity proved to be the main reason. A cluster analysis found 4 groups of professors that differ according to their perceptions of the drivers and impediments of the u-i interface. Although 71.8% recognized the interaction process as part of the university's mission, there was a lack of engagement on the part of the faculty to establish partnerships. The opportunity to insert and support students in projects was seen as the most encouraging element for teachers to get involved with companies, while the lack of clarity and disclosure of rules and regulations that govern the interaction indicated to be the most impeding. Based on the findings, it is proposed as a technical-scientific product the elaboration of a technical situational diagnosis report, with recommendations for intervention in the investigated institution.