RESUMEN En la contemporaneidad globalizada diversas problemáticas inciden y repercuten en la vida del hombre como ente social. De ahí que, las universidades proyecten procesos formativos conforme a los desafíos y demandas educativas de la Agenda 2030. Cuba, inmersa en trasformaciones de su modelo económico, político y social, redimensiona la preparación para el empleo en la Educación Superior, desde la formación continua, en función de lograr egresados dotados de conocimientos, habilidades, destrezas, valores y competencias socio-profesionales para insertarse en el mercado laboral. En ese contexto, el artículo presenta un modelo de gestión formativa en la preparación para el empleo en el Ingeniero Informático en la Universidad de Oriente, constructo articulador en la concreción de las competencias socio-profesionales. El constructo teórico-práctico que expresa el vínculo universidad-empresa, emerge de los resultados de la formación doctoral. En tal sentido, se asumen métodos que permiten relacionar los aspectos teóricos que sustentan el modelo propuesto en interrelación con las categorías, a partir del análisis-síntesis, la revisión documental de investigaciones que se asumen y comparten, los que avalan la propuesta en su significación, importancia, actualidad e impacto.

ABSTRACT In today's globalized world, various problems affect and have repercussions on the life of man as a social entity. Hence, universities project training processes in accordance with the educational challenges and demands of the 2030 Agenda. Cuba, immersed in transformations of its economic, political and social model, resizes preparation for employment in Higher Education, from continuous training, in order to achieve graduates equipped with knowledge, skills, values and socio-professional competencies to enter the labor market. In this context, the article presents a training management model in preparation for employment in the Computer Engineer at the University of Oriente, an articulating construct in the realization of socio-professional competencies. The theoretical-practical construct that expresses the university-company link emerges from the results of doctoral training. In this sense, methods are assumed that allow relating the theoretical aspects that support the proposed model in interrelation with the categories, based on the analysis-synthesis, the documentary review of research that is assumed and shared, which endorse the proposal in its significance, importance, topicality and impact.

Abstract The purpose of the present study was to define the professional competencies and subjects of the conservation and environmental protection axis of the new educational model of the Veterinary Medicine and Zootechnics career of the Autonomous University of Zacatecas, which establishes that the teacher and the student know the competencies by axes in order to make their educational processes more efficient from a global perspective. To do this, we worked with a core academic core of teachers from the academic unit, who were supported by a bibliographic methodology, synthesis and analysis, as well as the understanding of analyzed documents from the field of veterinary medicine. As a result of the teamwork of 50 teachers and 2 specialists in veterinary education, during workshops and based on the documentary review of research articles in veterinary education, through searching in databases such as Scopus, Web of Sciences , Google Schoolar and Dialnet, the following competencies were defined in the axis of conservation and protection of the environment, where the student must be competent in carrying out adequate management and disposal of hazardous infectious biological waste (RPBI), as well as corrosive, reactive, explosive, toxic, flammable and biological material infectious (CRETIB) generated by medical and agricultural activity to avoid environmental contamination and promote good public health. In addition, it must have the capacity to carry out integrated management of the waste produced as a result of agricultural activity to take advantage of it and avoid environmental contamination, as well as design and apply the methodology for the conservation and use of natural resources. The subjects contained in the curricular plan were defined from these competencies.

Resumo O objetivo do presente estudo foi definir as competências e disciplinas profissionais do eixo conservação e proteção ambiental do novo modelo educacional da carreira de Medicina Veterinária e Zootecnia da Universidade Autônoma de Zacatecas, que estabelece que o educador e o aluno conheçam o competências por eixos, com o objetivo de tornar os seus processos educativos mais eficientes numa perspectiva global. Para o que trabalhamos com um núcleo académico constituído por docentes da Unidade Académica, que se apoiaram numa metodologia bibliográfica, de síntese e análise, bem como na compreensão de documentos analisados da medicina veterinária. Como resultado do trabalho em equipe de 50 professores e 2 especialistas em educação veterinária durante oficinas e com base na revisão documental de artigos de pesquisa em educação veterinária por meio da busca nas bases de dados Scopus, Web of Sciences, Google Schoolar e Dialnet, foram definidas as seguintes competências no eixo de conservação e proteção do meio ambiente onde o aluno deve ter competência na realização de gestão e destinação adequada de resíduos biológicos infecciosos perigosos (RPBI), bem como de resíduos biológicos corrosivos, reativos, explosivos, tóxicos, inflamáveis e infecciosos (CRETIB) gerados pela atividade médica e agrícola para evitar a contaminação ambiental e promover a boa saúde pública. Da mesma forma, deve ter capacidade para realizar a gestão integrada dos resíduos produzidos pela actividade agrícola para aproveitá-los e evitar a contaminação ambiental, bem como conceber e aplicar a metodologia de conservação e aproveitamento dos recursos naturais. recursos. As disciplinas constantes do plano curricular são definidas a partir destas competências.

Resumen El propósito del presente estudio fue definir las competencias profesionales y las materias del eje de conservación y protección al medio ambiente del nuevo modelo educativo de la carrera de Medicina Veterinaria y Zootecnia de la Universidad Autónoma de Zacatecas, la cual establece que el docente y el educando conozcan las competencias por ejes con la finalidad de hacer mas eficientes sus procesos educativos desde una óptica global. Para ello, se trabajó con un núcleo académico base de docentes de la unidad académica, los cuales se apoyaron en una metodología bibliográfica, síntesis y análisis, así como en la comprensión de documentos analizados del ámbito de la medicina veterinaria. Como resultado del trabajo en equipo de 50 docentes y 2 especialistas en educación veterinaria, durante talleres de trabajo y con base en la revisión documental de artículos de investigación en educación veterinaria, a través de la búsqueda en bases de datos como Scopus, Web of Sciences, Google Schoolar y Dialnet, se definieron las siguientes competencias en el eje de conservación y protección al ambiente, donde el estudiante debe de ser competente en la realización de un manejo y disposición adecuada de los residuos peligrosos biológico infecciosos (RPBI), así como de material corrosivo, reactivo, explosivo, tóxico, inflamable y biológico infeccioso (CRETIB) generados por la actividad médica y agropecuaria para evitar la contaminación del ambiente y propiciar una buena salud pública. Además, debe tener la capacidad de realizar un manejo integrado de los residuos producidos como resultado por la actividad agropecuaria para aprovecharlos y evitar la contaminación del ambiente, así como diseñar y aplicar la metodología para la conservación y aprovechamiento de los recursos naturales. De estas competencias se definieron las asignaturas contenidas en el plan curricular.

Abstract Objective: This article presents theoretical findings from the research project “Experience, Ethics, and Subject in Foucaults Later Work,” which conceptualizes the theoretical-methodological categories of the philosophers last period of work. The text examines the educational dimension of contemporary neoliberalism, located in human capital as a discourse and practice that generates scenarios of formation and the constitution of subjectivities guided by international policies and practices in secondary and higher education institutions. Originality/support: It contributes to recent consolidated studies as a philosophy of education, employing concepts and categories from philosophy to problematize and study with effects of policies and types of economy in the field of educational sciences and pedagogy. Method: The methodology is closely aligned with Michel Foucaults archaeological-genealogical-ethical approach, manifested through various instruments such as thematic and analytical cards that allow for the recognition of statements and conceptual series that reorganize the ways in which the educational forms of neoliberalism have been constituted and their effects on contemporary subjects and institutions. In addition to this procedure, the essay-problematization is employed, not merely as a description of the constructed situation, but with the intention and conviction of transforming the researcher. That is, beyond seeking the documentation of the social practices produced in the discourses, it focuses on how the subject gets concerned and generates different possibilities of action. Strategies/Data collection: The article draws on theoretical and documentary sources from philosophy and economics, with a focus on Foucaults courses at the Collège de France during the years 1977-1979. It also delves into the analyses of American neoliberals (Schultz, Becker), theorists of human capital, who postulate the economic value of education. Conclusions: Contemporary education in Colombia and Latin America is co-opted by neoliberalism as a worldview. This is evidenced by the prominence of human capital as a formative scene that directs students and teachers towards the competency model, materialized in curriculum plans and institutional ventures such as innovation, entrepreneurship, and the management of individuals as architects of their own destiny becoming entrepreneurs to offer their skills in various labor markets.

Resumo Objetivo: Este artigo descreve um workshop interativo baseado numa aplicação da análise crítica do discurso, enquadrada a partir de uma posição enunciativo-pragmática que considera as condições de produção, circulação e receção do discurso, para mostrar a utilidade da sociopragmática nesta área. Originalidade/suporte: A sociopragmática como ferramenta epistemológica para a análise crítica do discurso. Método e estratégias/coleta de datos: A primeira fase contém um esboço do campo concetual das áreas disciplinares envolvidas. As categorias cognitivas remetem para o conceito de acções de linguagem, ideologia de género e ideologia na linguagem que serão úteis para sustentar as posições e preconceitos encontrados; são considerados os quadros sociais de referência que geram a estigmatização 182 resultante. Utiliza-se o conceito de imagem social e outros contributos que o complementam, como o imaginário sócio-discursivo, a direccionalidade e o efeito das actividades de imagem, elementos que, numa amálgama ideológica, colaboram na interpretação das actividades de imagem e na imagem socialmente projectada. Na segunda fase, realiza-se um trabalho de grupo para examinar, registar e documentar as marcas indiciais, as acções, os recursos e outros elementos discursivos que facilitam a construção de uma abordagem. Estou empenhado na utilidade heurística de articular uma abordagem interdisciplinar a uma amostra de discurso popular. A experiência pode ser extrapolada para outros objectos de estudo dos participantes na oficina. Conclusões: Este trabalho cumpriu o objetivo pretendido, que era ilustrar como uma análise crítica do discurso - que faz uso de algumas ferramentas relacionadas com diferentes disciplinas, incluindo a sociopragmática - permite o acesso didático a vários níveis de análise que facilitam a interpretação do significado discursivo.

Resumen Objetivo: El artículo presenta resultados teóricos del proyecto de investigación “Experiencia, ética y sujeto en el último Foucault”, que conceptualizó las categorías teórico-metodológicas del último periodo de trabajo del filósofo; en el texto se plantea la dimensión educativa del neoliberalismo contemporáneo ubicada en el capital humano como discurso y práctica que produce escenarios de formación y constitución de subjetividades orientados por las políticas de orden internacional y las prácticas en las instituciones educativas de básica media y superior. Originalidad/aporte: Se circunscribe a los estudios consolidados en el último tiempo como filosofía de la educación, en el sentido de utilizar conceptos y categorías de la filosofía para problematizar y estudiar con efectos producidos por políticas y formas de la economía en el campo de las ciencias de la educación y la pedagogía. Método: La metodología está cercana al enfoque arqueológico-genealógico-ético de Michel Foucault, materializado en diferentes instrumentos como fichas temáticas y analíticas que permiten reconocer los enunciados y las series conceptuales que reorganizan la manera como se han constituido las formas educativas del neoliberalismo y los efectos sobre sujetos e instituciones contemporáneas; aparte del procedimiento, se acude al ensayo-problematización no como una simple descripción de la situación construida, sino con la intención y el convencimiento de la transformación del sujeto investigador; es decir, no registrar las prácticas sociales producidas en los discursos, sino las formas como el sujeto se inquieta y genera diferentes posibilidades de acción. Estrategias/recolección de información: El artículo recurre a fuentes teóricas y documentales de la filosofía y la economía, privilegiando los cursos de Foucault impartidos en el Collège de France durante los años 1977-1979, al tiempo que se detiene en los análisis de los neoliberales norteamericanos (Schultz, Becker), teóricos del capital humano, quienes postulan el valor económico de la educación. Conclusiones: La educación contemporánea en Colombia y América Latina está cooptada por el neoliberalismo como visión de mundo. Esta comprobación se concreta en el capital humano como escena formativa que incluye volcar a estudiantes y profesores sobre el modelo de competencias y su materialización en planes de estudio y aventuras institucionales como la innovación, el emprenderismo y la gestión de los sujetos como forjadores de su propio destino, ser empresarios de sí mismos para ofertarse en los diferentes mercados laborales.

RESUMEN Objetivo: El propósito del artículo es describir la concepción sistémica que representa la lógica del proceso de formación de la competencia gestión personal del conocimiento microbiológico en estudiantes de la Licenciatura en Educación Biología. Métodos: En la investigación la modelación permitió configurar la concepción sistémica del objeto. Además, el método sistémico-estructural-funcional fue utilizado para el análisis integral del objeto, al determinar estructura, funciones y relaciones jerárquicas entre los componentes del proceso. También se emplearon métodos del nivel teórico como: analítico-sintético e inductivo-deductivo. Resultado: El aporte se vincula al proceso de formación de la competencia gestión personal del conocimiento microbiológico en estudiantes de la Licenciatura en Educación Biología y se materializa a partir de las relaciones de coordinación y complementariedad que se establecen entre la aprehensión del conocimiento microbiológico, la movilización de métodos para la gestión personal del conocimiento microbiológico y su contextualización formativa. Conclusión: La concepción sistémica que representa la lógica de la gestión personal del conocimiento microbiológico puede favorecer la integralidad en el desempeño gestión personal del conocimiento microbiológico en correspondencia con la dinámica de los problemas de la profesión en estudiantes de la Licenciatura en Educación Biología.

ABSTRACT Objective: This article aims at describing a systemic understanding that represents the logic of the process of educating information seeking and processing competencies in biology teacher trainees. Methods: Modeling makes possible to devise a model for competency-based education related to individual seeking and processing of microbiology information. The systemic-structural-functional method was used to achieve a comprehensive understanding of the researched object; that is to describe its structure, functions and hierarchical relationships of the constituent elements. Theoretical level methods such as: analytical-synthetic and inductive-deductive were also used. Result: The contribution is linked to the process of educating information seeking and processing competencies for microbiology self-management. This may be accomplished by relating the processes of apprehending microbiological knowledge, mobilizing self-management information procedures and contextualizing competency-based education. Conclusion: The resulting systemic conception that represents the logic of personal management of microbiological knowledge may favor comprehensiveness in the performance of personal management of microbiological knowledge in correspondence with the dynamics of the problems of the profession in students of the Bachelor's Degree in Biology Education.

Abstract: This study analyzes the effects of customer management and operations/logistics management with suppliers on the profitability of micro, small, and medium enterprises (MSMEs) during the COVID-19 health crisis in Costa Rica. The researchers collected data between February and May 2021 and used a multinomial regression model to test their theoretical model. The results indicate that higher perceived problems in customer-firm relationships and operations/logistics management significantly impact the profitability of MSMEs. Notably, small and medium enterprises are more affected in terms of profitability than microenterprises when facing more significant issues in customer management. The study underscores the importance of enhancing operational capacity during crises and highlights the need for managers to acquire new competencies to face future adverse scenarios.

BACKGROUND: The new chief digital officer (CDO) role within top management is shrouded with confusion and ambiguity. OBJECTIVES: The purpose of this study is to identify the differences between the traditional chief information officer (CIO) and more modern CDO role. METHOD: Being grounded within the paradigm of interpretivism, this study follows a qualitative research approach and adopts a narrative research strategy. This study explores the opinions of top management relating to both CIO and CDO roles through conducting in-depth interviews with open-ended questions. Insights into the data are gained through an analytical process of thematic content analysis. RESULTS: This study shows that distinctions are emerging between the roles and responsibilities of the CDO and CIO roles within companies. Even though both roles are strategic, the CDO is responsible for digital strategy, while the CIO is responsible for the information technology (IT) strategy. CONCLUSION: This study illustrates that IT is becoming central to a company's business model and this focus change requires specific skills and competencies within the company. Furthermore, the study shows that differences exist between the CIO and CDO roles within a company. CONTRIBUTION: This study highlights key differences between the roles and responsibilities of the CDO and CIO. This study also identifies key contingency and institutional factors that influence a firm to introduce a CDO and clarifies the concept of digital transformation.

BACKGROUND: A well-managed performance management process can significantly influence professional nurses' job satisfaction and improve patient outcomes. Conversely, ineffective management of the process can lead to demotivation of the nursing staff. AIM: This study aimed to understand professional nurses' perspectives on an ideal performance management process. SETTING: The study was conducted in a designated hospital in South Africa owned by a private healthcare group. The study population consisted of professional nurses involved in a performance management cycle. METHODS: A descriptive qualitative research design with an appreciative inquiry approach was employed. Participants were selected through purposive sampling. Five focus groups of five professional nurses each were used to conduct interviews. The interviews lasted between 60 min and 80 min. The number of interviews conducted provided sufficient data for data saturation. The data were analysed using thematic analysis and the 5-D model of appreciative inquiry. RESULTS: Trusting relationships between management and professional nurses play an essential role in ensuring a tailored performance management process. Training of both professional nurses and managers, a sound reward system for high-performing employees, and a fair and transparent process that addresses challenges and promotes opportunities can promote a positive work environment. CONCLUSION: Professional nurses require support from their managers and top management. Involving professional nurses in the planning and implementation can ensure proper relationships exist and that constraints are appropriately addressed. CONTRIBUTION: Implementing the findings can improve the competencies of both managers and professional nurses to maintain a positive performance management process.

Abstract The formation of competencies in management and administration has distinctive characteristics that require teaching and evaluation strategies congruent with this field of study. The objective of the research was to analyze the teaching and learning evaluation methodologies in the field of undergraduate programs in the field of management and administration at the Universidad de Antofagasta, Chile, through a mixed design carried out during the years 2021 and 2022. It considers the documentary analysis of subject programs and learning guides of a single case, as well as the participation of 10 final year students and 5 teachers as key informants, who through semi-structured interviews and focus groups share their experiences and perspectives on the formative process. The main findings of the study show an important presence of traditional teaching and evaluation methodologies, such as lectures or theoretical tests, combined with active student-centered methodologies such as problem-based learning or role-playing. The key informants' accounts expose the repercussions of the online modality implemented during the pandemic, especially on faculty motivation due to low student attendance and participation in virtual classes. The main conclusion states that the studied case shows some of the complexities for university teaching arising from the change of paradigm proposed by the model of training by labor competences, which requires the strengthening of teaching professionalization for the implementation of teaching and evaluation methodologies related to the training model indicated in the case study.

Resumen La formación de competencias en gestión y administración posee características distintivas que requieren estrategias docentes y evaluativas congruentes con dicho campo de estudio. El objetivo de la investigación fue analizar las metodologías de enseñanza y evaluación de los aprendizajes en el ámbito de los programas de pregrado del campo de la gestión y la administración en la Universidad de Antofagasta, Chile, mediante un diseño mixto realizado durante los años 2021 y 2022. Se considera el análisis documental de los programas de asignaturas y guías de aprendizaje de un caso único, así como la participación de 10 estudiantes de último año y 5 docentes como informantes clave, quienes mediante entrevistas semiestructuradas y grupos focales comparten sus experiencias y perspectivas sobre el proceso formativo. Los principales hallazgos del estudio muestran una presencia importante de metodologías tradicionales de enseñanza y evaluación, tales como clases magistrales o pruebas teóricas, combinadas con metodologías activas centradas en el estudiantado como aprendizaje basado en problemas o juego de roles. Los relatos de las personas informantes clave, exponen las repercusiones de la modalidad online implementada durante la pandemia, especialmente en la motivación del cuerpo docente por la baja asistencia y participación del estudiantado en clases virtuales. La principal conclusión expone que el caso estudiado evidencia algunas de las complejidades para la docencia universitaria emanadas del cambio de paradigma que propone el modelo de formación por competencias laborales, lo que requiere el fortalecimiento de la profesionalización docente para la implementación de metodologías de enseñanza y de evaluación afines con el modelo formativo indicado en el caso de estudio.

Resumen: El objetivo es identificar aquellas dimensiones con sus indicadores que sean detonantes para una correcta transferencia del conocimiento para el desarrollo de competencias en la formación de docentes universitarios permitiendo el desarrollo de gestiones administrativas. El método de investigación utilizado es de ecuaciones estructurales PLS-SEM con una muestra de 215 sujetos pertenecientes al Tecnológico Nacional de México. Los resultados muestran dimensiones como desarrollo tecnológico, comunicación social-afectiva e innovación didáctico-pedagógica siendo significativos y determinantes para la transferencia del conocimiento. Los hallazgos muestran que la dimensión didáctico-pedagógica en la formación del profesorado tiene mayor impacto en la transferencia del conocimiento respecto a las otras. Su originalidad radica en que aporta evidencia empírica y detona un modelo para la gestión y desarrollo de competencias profesionales específicas para el profesorado universitario que garantice la correcta TC, su limitante es que la muestra se tomó antes de la pandemia.

Abstract: The objective of identifying those dimensions with their indicators that are triggers for a correct transfer of knowledge for the development of skills in the training of university teachers, allowing the development of administrative procedures. The importance of the research lies in the objective of identifying those dimensions with their indicators that are triggers for a correct transfer of knowledge for the development of skills in the training of university teachers, allowing the development of administrative procedures. La importancia de la investigación radica en el objetivo de identificar aquellas dimensiones con sus indicadores que sean detonantes para una correcta transferencia de conocimientos para el desarrollo de competencias en la formación de docentes universitarios, permitiendo el desarrollo de procedimientos administrativos. The importance of the research lies in the objective of identifying those dimensions with their indicators that are triggers for a correct transfer of knowledge for the development of competencies in the training of university teachers, allowing the development of administrative procedures. La importancia de la investigación radica en el objetivo de identificar aquellas dimensiones con sus indicadores que sean detonantes para una correcta transferencia de conocimientos para el desarrollo de competencias en la formación de docentes universitarios, permitiendo el desarrollo de procedimientos administrativos. No se pudieron cargar todos los resultados Reintentar Volviendo a intentar… The research method used is PLS-SEM structural equations with a sample of 215 subjects belonging to the Tecnológico Nacional de México. The research method used is PLS-SEM structural equations with a sample of 215 subjects belonging to the Tecnológico Nacional de México. El método de investigación utilizado es ecuaciones estructurales PLS-SEM con una muestra de 215 sujetos pertenecientes al Tecnológico Nacional de México. The research method used is PLS-SEM structural equations with a sample of 215 subjects belonging to the National Technological Institute of Mexico. El método de investigación utilizado es ecuaciones estructurales PLS-SEM con una muestra de 215 sujetos pertenecientes al Instituto Tecnológico Nacional de México. No se pudieron cargar todos los resultados Reintentar Volviendo a intentar… The results show dimensions such as technological development, social-affective communication and didactic-pedagogical innovation, being significant and decisive for the transfer of knowledge. The results show dimensions such as technological development, social-affective communication and didactic-pedagogical innovation, being significant and decisive for the transfer of knowledge. Los resultados muestran dimensiones como el desarrollo tecnológico, la comunicación socio-afectiva y la innovación didácticopedagógica, siendo significativas y determinantes para la transferencia de conocimientos. The results show dimensions such as technological development, social-affective communication, and didactic-pedagogical innovation, being significant and decisive for knowledge transfer. Los resultados muestran dimensiones como el desarrollo tecnológico, la comunicación socio-afectiva y la innovación didáctico-pedagógica, siendo significativas y decisivas para la transferencia de conocimiento. No se pudieron cargar todos los resultados Reintentar Volviendo a intentar… The findings show that the didactic-pedagogical dimension in teacher training has a greater impact on knowledge transfer than the others. The findings show that the didactic-pedagogical dimension in teacher training has a greater impact on knowledge transfer than the others. Los hallazgos muestran que la dimensión didácticopedagógica en la formación docente tiene un mayor impacto en la transferencia de conocimientos que las demás. The findings show that the didactic-pedagogical dimension in teacher training has a greater impact on the transfer of knowledge compared to the others. Los hallazgos muestran que la dimensión didáctico-pedagógica en la formación docente tiene un mayor impacto en la transferencia de conocimientos en comparación con las demás. No se pudieron cargar todos los resultados Reintentar Volviendo a intentar… Its originality lies in the fact that it provides empirical evidence and triggers a model for the management and development of specific professional skills for university teaching staff that guarantees the correct TC, its limitation is that the sample was taken before the pandemic.

Abstract Purpose: This article aims to analyze how the practices related to the development of people in startups are configured. Originality/value: Considering that, until then, studies referring to startups focused on their concept, characteristics, and key success factors, this research contributes to filling a gap in the theory, as it presents a people development model suited to the characteristics of startups and, in this way, it makes possible to the founders or managers of startups to use the findings of this research in order to improve their performance. Design/methodology/approach: The methodological aspects of this research are characterized by exploratory and qualitative research. Semi-structured interviews are used as a collection technique in 16 startups. Findings: We observed that in startups: Teamwork is prioritized, the work environment is informal, the development of competencies occurs in the work environment itself through self-development or training provided by specialized professionals or by the leadership, there is flexibility in the time, place, manner in which activities are carried out, and the employee may even act in activities that would not be the responsibility of the position held. Purpose configured Originality/value Originalityvalue Originality value then concept factors theory way performance Design/methodology/approach Designmethodologyapproach Design methodology approach Semistructured Semi structured 1 Findings prioritized informal selfdevelopment self leadership time place out held

Resumo Objetivo: Este artigo visa analisar como se configuram as práticas referentes ao desenvolvimento de pessoas em startups. Originalidade/valor: Considerando que, até então, os estudos referentes às startups focalizavam o seu conceito, as suas características e os seus fatores-chave de sucesso, a pesquisa colabora para suprir uma lacuna na teoria, pois apresenta um modelo de desenvolvimento de pessoas mais adequado às características das startups e, dessa forma, contribui para que os fundadores ou gestores de startups utilizem os achados desta pesquisa para aprimorarem sua atuação. Design/metodologia/abordagem: Caracteriza-se por ser uma pesquisa exploratória e de natureza qualitativa. Para tanto, utilizaram-se entrevistas semiestruturadas como técnica de coleta de dados em 16 startups. Resultados: Verificou-se que nas startups prioriza-se o trabalho em equipe, o ambiente de trabalho é informal e o desenvolvimento de competências ocorre no próprio ambiente de trabalho, por meio do autodesenvolvimento ou de treinamentos ministrados pelos profissionais especializados ou pela liderança. Existe flexibilidade no horário, no local, na forma de execução das atividades e o funcionário pode atuar em atividades que não seriam de responsabilidade do cargo exercido. Objetivo Originalidade/valor Originalidadevalor Originalidade valor então conceito fatoreschave fatores chave sucesso teoria atuação Design/metodologia/abordagem Designmetodologiaabordagem Design metodologia abordagem Caracterizase Caracteriza qualitativa tanto utilizaramse utilizaram 1 Resultados Verificouse Verificou priorizase prioriza equipe liderança horário local exercido

Resumen El presente artículo pretende, por un lado, impulsar el posicionamiento del taller de diseño como un instrumento didáctico relevante para el aprendizaje significativo entre los estudiantes de nivel superior y de posgrado que participan en él y, por otro lado, poner sobre la mesa dos variables que, de acuerdo con la experiencia de un grupo de trabajo especializado, inciden de manera importante en su desempeño y en las implicaciones respecto a la generación de conocimientos, habilidades y competencias de los estudiantes participantes: la articulación interna y la vinculación estratégica con el entorno. Su contenido tiene como fundamento la experiencia de un grupo de trabajo académico, de gestión y de investigación que desde hace cinco años ha establecido una relación estrecha con el programa de la maestría en Diseño e Innovación Industrial (de la Universidad de Guadalajara) para promover un modelo de trabajo multidisciplinario que incluya la participación de estudiantes de otras carreras a nivel de licenciatura, así como de empresas y organizaciones del entorno local de la ciudad de Guadalajara. Se expone, además, que lejos de ser un espacio de trabajo propio de programas educativos relacionados con disciplinas vinculadas al arte, al diseño o a la arquitectura, el taller de diseño es una construcción pedagógica con implicaciones positivas para el desarrollo de habilidades y competencias, no sólo de los estudiantes involucrados, sino también de profesores, investigadores y expertos que colaboran durante su desarrollo. El aspecto que detona la realización del presente documento es la necesidad de replantear las acciones que las instituciones de educación superior realizan para asegurar el aprendizaje significativo de sus estudiantes, particularmente después de la pandemia, fenómeno que dejó al descubierto la limitada capacidad de respuesta que dichas instituciones tienen para hacer frente a este tipo de situaciones. En la parte final, el artículo pondera al taller de diseño como un instrumento didáctico relevante no sólo para impulsar el aprendizaje significativo, sino además para asumirlo como un instrumento de evaluación del aprendizaje en programas educativos de nivel superior y de posgrado no necesariamente relacionados con el arte, el diseño o la arquitectura.

Abstract This article intends, on the one hand, to promote the positioning of the design workshop as a relevant didactic instrument for meaningful learning among higher level and postgraduate students who participate in it and, on the other hand, to put on the table two variables which, according to the experience of a specialized work group, significantly affect their performance and the implications regarding the generation of knowledge, skills and competencies of the participating students: internal articulation and strategic linkage with the environment . Its content is based on the experience of an academic, management and research work group that for five years has established a close relationship with the Master's program in Design and Industrial Innovation (from the University of Guadalajara) to promote a multidisciplinary work model that includes the participation of students from other careers at the undergraduate level, as well as companies and organizations from the local environment of the city of Guadalajara. It is also exposed that far from being a work space typical of educational programs related to disciplines related to art, design or architecture, the design workshop is a pedagogical construction with positive implications for the development of skills and competences, not only from the students involved, but also from teachers, researchers and experts who collaborate during its development. The aspect that triggers the realization of this document is the need to reconsider the actions that higher education institutions carry out to ensure meaningful learning for their students, particularly after the pandemic, a phenomenon that exposed the limited response capacity that these institutions have to deal with this type of situation. In the final part, the article ponders the design workshop as a relevant didactic instrument not only to promote meaningful learning, but also to assume it as a learning assessment instrument in higher level and postgraduate educational programs not necessarily related to the art, design or architecture.

ABSTRACT The aim of this study was to analyze the conceptions and leadership principles of high-performance coaches in Brazilian soccer. Participants were five male soccer coaches who have worked in the Brazilian first division, winning state and national titles, and having experience in international teams. Semi-structured interviews were performed. Main evidences show several competencies, management strategies, professional knowledge, principles, and personal values. We concluded that the coaches have tacit instinctive procedural knowledge that results in a disconnected leadership philosophy and interpersonal knowledge more evident. It is suggested that coaches use the three-phase leadership model and the practice of systematic reflection in order to enhance their leadership effectiveness. highperformance high performance division titles teams Semistructured Semi structured performed competencies strategies values evident threephase three phase effectiveness

RESUMO O objetivo deste estudo foi analisar as concepções e princípios de prática de liderança de treinadores de alta performance do futebol brasileiro. Participaram do estudo, por meio de entrevistas semiestruturadas, cinco treinadores de futebol masculino que já atuaram na 1ª divisão brasileira, conquistando títulos estaduais e nacionais e com experiência em equipes e seleções estrangeiras. As principais evidências apontam para competências gerais, estratégias de gestão, conhecimento profissional, princípios e valores individuais. Conclui-se que os treinadores possuem conhecimento processual tácito instintivo que resulta numa filosofia de liderança desconexa e competências interpessoais mais evidentes. Sugere-se que os treinadores utilizem o modelo trifásico de eficácia de liderança e a prática da reflexão sistematiza de forma a potenciarem a sua eficácia de liderança. brasileiro semiestruturadas ª brasileira estrangeiras gerais gestão profissional individuais Concluise Conclui se evidentes Sugerese Sugere

Abstract Introduction Increasingly occupational therapy programmes have complemented traditional practice placements with Role Emerging Placements (REPs) in settings with no existing occupational therapy provision. Previous research has predominantly explored the student experience of such placements with largely favorable findings. However, there is a lack of understanding regarding the professional practice-based skills students develop within REPs. Objective To measure and compare students’ competencies for occupational therapy practice developed within Role Emerging Placements (REP) to those in ‘traditional’ practice placements. Method A retrospective cohort study design was used to analyze data extracted from the Competency Based Fieldwork Evaluation for Occupational Therapists (CBFE-OT) of MSc pre-registration occupational therapy UK students (n=181). Descriptive and inferential statistical analysis measured and compared student fieldwork competency scores between four placements, one of which was a Role Emerging Placement (REP). Results Students scored significantly higher in ‘Communication’ and ‘Professional Interactions’ compared to all other practice competencies but scored significantly less well in ‘Clinical Reasoning’ and ‘Practice Knowledge’ regardless of placement model. However, in a REP, students scored significantly higher in ‘Performance Management’ compared to traditional placements (z=-2.222 p=0.026). Conclusion Students can develop similar skills of competence to practise in a REP as traditional placements and may better develop leadership and time management skills. These additional skills may advantage students in developing their careers and scoping the profession. REPs (REPs provision findings However practicebased based (REP ‘traditional CBFEOT CBFE OT (CBFE-OT preregistration pre registration n=181. n181 n n=181 . 181 (n=181) REP. ‘Communication Communication Professional Interactions Clinical Reasoning Practice Knowledge model Performance Management z=2.222 z2222 z z= 2.222 2 222 (z=-2.22 p=0.026. p0026 p p=0.026 0 026 p=0.026) profession n18 n=18 18 (n=181 z=2.22 z222 2222 2.22 22 (z=-2.2 p002 p=0.02 02 n1 n=1 1 (n=18 z=2.2 z22 2.2 (z=-2. p00 p=0.0 n= (n=1 z=2. z2 2. (z=-2 p0 p=0. (n= z=2 (z=- p=0 (n (z= p= (z

Resumo Introdução Os cursos de graduação em terapia ocupacional têm crescentemente complementado os campos de prática tradicional dos estágios com modelos alternativos, nos quais não existem serviços de terapia ocupacional. Pesquisas anteriores exploraram predominantemente a experiência do aluno em tais estágios, com resultados amplamente favoráveis. No entanto, há uma lacuna de conhecimento sobre as habilidades profissionais que tais alunos desenvolvem a partir deste modelo alternativo de estágio. Objetivo Medir e comparar as competências dos alunos para a prática de terapia ocupacional, desenvolvida em modelos de estágios alternativos onde não existem serviços de terapia ocupacional, com os estágios tradicionais. Método Trata-se de um estudo retrospectivo no qual se analisou dados extraídos da avaliação “Competency Based Fieldwork Evaluation for Occupational Therapists (CBFE-OT)”, utilizada para avaliar o desempenho de 181 alunos de terapia ocupacional de um curso de mestrado em uma universidade pública do Reino Unido. A análise estatística descritiva e inferencial mediu e comparou as pontuações de competência dos alunos em quatro estágios, em que um era o modelo alternativo, onde não havia oferta de serviços de terapia ocupacional. Resultados Os alunos obtiveram pontuações significativamente mais altas em 'Comunicação' e 'Interações profissionais', em comparação com todas as outras competências práticas, mas pontuaram significativamente menor em 'Raciocínio clínico' e 'Conhecimento prático', independentemente do modelo de estágio. No entanto, nos modelos de estágios alternativos, os alunos obtiveram pontuações significativamente mais altas em 'Gestão de desempenho' em comparação com os campos de estágio tradicionais (z = -2,222 p = 0,026). Conclusão Os alunos podem desenvolver habilidades de competência semelhantes para a prática a partir de modelos alternativos de estágio quando comparados com os estágios tradicionais, com melhor desenvolvimento nas habilidades de liderança e gerenciamento de tempo, favorável ao estágio alternativo. Essas habilidades adicionais podem beneficiar os alunos no desenvolvimento de suas carreiras e no escopo da profissão. favoráveis entanto Tratase Trata Competency CBFEOT, CBFEOT CBFE OT , (CBFE-OT)” 18 Unido Comunicação 'Comunicação Interações profissionais, profissionais' práticas Raciocínio clínico Conhecimento prático, prático prático' Gestão z 2,222 2222 2 222 -2,22 0,026. 0026 0,026 . 0 026 0,026) tempo profissão (CBFE-OT) 1 2,22 22 -2,2 002 0,02 02 (CBFE-OT 2,2 -2, 00 0,0 2, -2 0, -

Abstract Purpose: To present suggestions for behavioral competency development for engineers and Engineering students to work in Industry 4.0. Originality/value: A human-machine collaboration model (with artificial intelligence application) is proposed for training engineering professionals for the workplace. The behavioral skills for Industry 4.0 to be developed in Engineering degree programs and the quality of evidence of their inclusion in such programs of the Federal University of Rio de Janeiro (Universidade Federal do Rio de Janeiro [UFRJ]) are assessed. Design/methodology/approach: The engineer-machine collaboration model draws on Design Thinking (Brown, 2010) and cognitive modeling of engineers based on a model of logical reasoning (Paul & Elder, 2002), integrating the cognitive model with a model of information flows in human-machine interactions (Riley, 1989). A competency model for Industry 4.0 (Prifti et al., 2017), interviews with leaders of Engineering schools of UFRJ, addressing their planning for the implementation of the new National Curriculum Guidelines for Engineering programs (Resolução no. 2, 2019), and application of the GRADE approach (Balshem et al., 2011) supported the identification of evidence of behavioral competencies for Industry 4.0 in the undergraduate programs. Findings: Engineering professionals train their critical analysis and decision-making skills while the machine searches for and processes information and performs simulations. Low quality evidence was found for the training of undergraduates in emotional intelligence, decision-making, and customer relations. No evidence was identified of training in self-management, entrepreneurship, and understanding of the business model. Purpose 40 4 0 Originality/value Originalityvalue Originality value humanmachine human workplace 4. Universidade UFRJ [UFRJ] assessed Design/methodology/approach Designmethodologyapproach methodology engineermachine engineer Brown, Brown (Brown 2010 Paul Elder 2002, 2002 , 2002) Riley, Riley (Riley 1989. 1989 . 1989) Prifti al al. 2017, 2017 2017) Resolução no 2 2019, 2019 2019) Balshem 2011 Findings decisionmaking decision making simulations decisionmaking, making, relations selfmanagement, selfmanagement self management, management self-management entrepreneurship [UFRJ 201 200 198 20 19 1

Resumo Objetivo: Apresentar meios de capacitação comportamental de profissionais e estudantes de engenharia para Indústria 4.0. Originalidade/valor: Este estudo propõe um modelo de colaboração homem-máquina inteligente (aplicação de IA) para capacitação de profissionais de engenharia no local de trabalho. Identifica e qualifica evidências de competências comportamentais para Indústria 4.0 a serem desenvolvidas nos cursos de graduação em Engenharia da UFRJ. Design/metodologia/abordagem: O modelo de colaboração engenheiro-máquina abrange o Design Thinking (Brown, 2010). Trata-se de uma modelagem cognitiva do engenheiro adaptada ao modelo para o raciocínio lógico (Paul & Elder, 2002), com a integração da modelagem cognitiva ajustada ao modelo de fluxo de informações de interação homem-máquina (Riley, 1989). A implementação do modelo de competência para Indústria 4.0 (Prifti et al., 2017), a entrevista com dirigentes da EQ e Poli (UFRJ) sobre o planejamento para implementação das novas DCN de Engenharia (Resolução nº 2, 2019) e a aplicação da abordagem GRADE (Balshem et al., 2011) para qualificação do nível de confiança suportaram a identificação de evidências de competências comportamentais para Indústria 4.0 na graduação. Resultados: Os profissionais de engenharia treinam análise crítica e tomada de decisão, enquanto a máquina busca/processa informação e realiza simulações. Os cursos de graduação da EQ/Poli da UFRJ apresentam baixa evidência quanto à qualificação dos alunos em “inteligência emocional, tomada de decisão e relação com cliente”. Não foram identificadas evidências quanto à capacitação dos estudantes em “autogestão, empreendedorismo e conhecimento de modelo de negócios”. Objetivo 40 4 0 Originalidade/valor Originalidadevalor Originalidade valor homemmáquina homem IA trabalho 4. Design/metodologia/abordagem Designmetodologiaabordagem metodologia engenheiromáquina Brown, Brown (Brown 2010. 2010 . 2010) Tratase Trata se Paul Elder 2002, 2002 , 2002) Riley, Riley (Riley 1989. 1989 1989) Prifti al al. 2017, 2017 2017) (UFRJ Resolução 2 2019 Balshem 2011 Resultados buscaprocessa busca processa simulações EQPoli inteligência emocional cliente. cliente cliente” autogestão, autogestão “autogestão negócios. negócios negócios” 201 200 198 20 19 1

BACKGROUND: Scholars have examined populations within firms and found that managers and employees exhibit similar characteristics in the relationship between dynamic capability drivers and sustainable performance. However, the unobserved relationship between dynamic capability drivers and sustainable performance in the context of dairy microfirms is less investigated AIM: The main motive is to examine the unobserved connection in the relationship between dynamic capability drivers and sustainable performance in dairy microfirms in Tanzania. Illustrating the knowledge-based view (KBV), this study determines that valuable competencies impact dairy microfirms' sustainable performance SETTING: The 300 participants in this study were employees and managers of dairy microfirms in three regions of Tanzania: Tanga, Arusha, and Kilimanjaro METHOD: A unique unit segment technique - response-based unit segmentation-partial least squares (REBUS-PLS) path modelling - is used to uncover latent classes to meet the research objective RESULTS: Our findings reveal that the aggregate model hypotheses were significant. Furthermore, the paper illuminates potential unobserved variations between managers and employees concerning the dynamic capability drivers and sustainable performance of dairy microfirms in Tanzania CONCLUSION: The potential unobserved differences between managers and employees provide an alternative explanation for the relationship between dynamic capability drivers and sustainable performance. This helps avoid the 'competency trap' and explains how to improve the dynamic capabilities of dairy microfirms CONTRIBUTION: Homogeneous behaviour among managers and employees strongly suggests collectivist work to improve sustainable performance. We contribute empirically by demonstrating the underlying dynamic capability drivers of managers and employees in heterogeneous segments to explain sustainable performance