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.

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.

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.

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 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 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

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

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.

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

Resumo Contexto: A Competência Emocional (CE) é definida como um conjunto de conhecimentos, capacidades, habilidades e atitudes necessárias para compreender, expressar e regular de forma apropriada os fenómenos emocionais, bem como realizar diversas atividades com elevado nível de qualidade e eficácia. No contexto de Saúde Mental, esta competência assume relevância pela sua natureza inerente ao exercício profissional, com ação privilegiada a nível das competências interpessoais e relação terapêutica. O desenvolvimento e implementação destas competências no contexto da prática, permite aumentar os ganhos para a organização, cliente de cuidados e saúde mental dos enfermeiros. Existem poucos estudos que avaliam a utilização da supervisão clínica como estratégia de suporte formal para o desenvolvimento destas competências nos enfermeiros quer a nível do contexto da formação inicial ou contínua. Objetivo: Avaliar a implementação do Modelo SafeCare no desenvolvimento de competências emocionais nos enfermeiros de um serviço de Saúde Mental. Métodos: Estudo misto caracterizado pela triangulação concomitante, contemplando um estudo quantitativo descritivo, seguido de realização de entrevistas semiestruturadas. Resultados: Não existem diferenças estatisticamente significativas entre os dois momentos. Na análise de conteúdo efetuada, os enfermeiros identificam mudanças positivas ao nível do seu desenvolvimento pessoal e profissional, comunicação em equipa, gestão de conflitos e dos relacionamentos em grupo. Reportam ainda alterações na qualidade de cuidados e na organização. Conclusões: A implementação do Modelo SafeCare mostrou ter contribuído para o desenvolvimento das competências emocionais nos enfermeiros num contexto de Saúde Mental, contudo, futuros estudos serão necessários para aprofundar a eficácia da implementação do modelo.

Abstract Background: Emotional Competence (EC) is defined as a set of knowledge, skills, abilities and attitudes necessary to understand, express and adequately regulate emotional phenomena, as well as perform various activities with a high level of quality and effectiveness. This competence is highly relevant in mental health environments, strongly influencing interpersonal competencies and the therapeutic relationship. The development and implementation of these competencies in clinical practice produces gains to the organization, patient and nurses’ mental health. There are few studies assessing clinical supervision as a formal support strategy to the development of these competencies in nurses either at an initial or continuing training. Aim: To evaluate the implementation of the SafeCare Model in the development of the emotional competence of nurses of a Mental Health service. Methods: Mixed study characterized by concomitant triangulation, including a descriptive quantitative study, followed by semi-structured interviews. Results: No statistically significant differences were found between the two moments. In the content analysis nurses identified positive changes in their personal and professional development, team communication, conflict management and relationships between groups. They also reported changes in the quality of care and in the organizations. Conclusions: The implementation of the SafeCare Model has very likely contributed to the development of nurses’ emotional competence in a Mental Health context. However, further research is needed to improve efficacy of the model implementation.

Resumen Contexto: De la Competencia Emocional (CE) forman parte un conjunto de conocimientos, capacidades, habilidades y actitudes necesarias para comprender, expresar y controlar de forma adecuada aspectos emocionales, así como realizar distintas actividades con un gran nivel de eficacia. De acuerdo con la Salud Mental, esta competencia adquiere importancia por su naturaleza inherente al ejercicio profesional, con acción privilegiada a nivel de las relaciones interpersonales y relaciones terapéuticas. El desarrollo y la implementación de esas competencias en perspectiva práctica, permite mejorar la organización, los cuidados con el enfermo y la salud mental de los enfermeros. Hay pocos estudios que evalúan la supervisión clínica como proceso regulable para el desarrollo de las destrezas en los enfermeros en un nivel inicial y en un nivel avanzado. Objetivo(s): Evaluar la eficacia del Modelo SafeCare en el desarrollo de las competencias emocionales de los enfermeros en la Salud Mental. Metodología: Estudio mixto que privilegia un estudio cuantitativo descriptivo y entrevistas semiestructuradas. Resultados: No existen diferencias estadísticas significativas entre los dos momentos. Teniendo en cuenta el análisis del contenido, los enfermeros identifican cambios positivos a nivel de su desarrollo personal y profesional, comunicación en equipo, gestión de conflictos y relaciones grupales. Refieren también alteraciones en la calidad de los cuidados ofrecidos y en la organización. Conclusiones: La implementación del Modelo SafeCare contribuyó para el desarrollo de las competencias emocionales en los enfermeros en el contexto de Salud Mental, sin embargo, serán necesarios más estudios que nos permitan además demostrar la eficacia de la implementación del modelo.

Resumen Cuando el 58% de los trabajadores administrativos y el 87% de los médicos fueron seleccionados únicamente sobre la base de pruebas teóricas de opción múltiple, ¿existe la meritocracia? Selecciones sin requisito de experiencia, ni evaluaciones discursivas o prácticas. Solo marque una “x”... Este artículo busca responder a un supuesto construido históricamente y asimilado como una especie de mito en Brasil: la idea de que el actual modelo de licitación pública sería meritocrático. La extrema objetividad de estos concursos tiene el mérito de reducir la tradición brasileña de nepotismo, pero el modelo de evaluación tiene serias fallas. Una de las disfunciones es el academicismo, que sobrevalora los títulos educativos y los conocimientos teóricos en detrimento de competencias que son simplemente imprescindibles para muchos cargos públicos. Las convocatorias a concursos públicos para ocupar cargos administrativos y médicos en instituciones federales de educación superior en todo Brasil fueron verificadas utilizando el método de estadística descriptiva (mediante análisis de frecuencia), tabulando los tipos evaluativos utilizados en cada selección y generando tablas y gráficos relacionados. Con base en los resultados, el estudio sugiere la adopción de evaluaciones más ampliamente conectadas con las competencias de los cargos y que, en lugar de privilegiar conocimientos teóricos de poca o nula aplicabilidad, prioricen habilidades y comportamientos prácticos inherentes a los cargos. Esta investigación señala alternativas para una nación de más de 200 millones de habitantes, la gran mayoría de los cuales no se da cuenta del daño incalculable del academicismo real y una meritocracia ilusoria. 58 87 múltiple existe experiencia prácticas x... x ... “x”.. meritocrático nepotismo fallas mediante frecuencia, frecuencia , frecuencia) relacionados resultados aplicabilidad 20 habitantes ilusoria 5 8 x.. .. “x”. 2 x. . “x” “x

Abstract Is there meritocracy when 58% of administrative assistants and 87% of physicians employed in Brazilian federal higher education institutions (HEI) were selected through public exams based solely on theoretical multiple-choice tests? Is there meritocracy in selection processes that do not assess the candidates’ experience or apply discursive or practical exams? This article addresses a historically constructed assumption assimilated as a kind of myth in Brazil: the idea that the current model for filling government positions is meritocratic. The extreme objectivity of these public exams reduces the Brazilian tradition of nepotism but presents serious flaws. One is academicism, which overvalues educational titles and theoretical knowledge at the expense of essential skills for many government positions. Calls for civil service entrance exams to fill administrative and medical positions in federal HEI throughout Brazil were verified using the descriptive statistics method (via frequency analysis), tabulating the evaluation types used in each selection, and generating tables and graphs. The results suggest adopting assessments more broadly connected with the competencies the positions require and prioritizing skills and practical behaviors instead of theoretical knowledge of little or no applicability. The study points out alternatives for a nation with more than 200 million inhabitants, the vast majority of which do not realize the incalculable damage of real academicism and illusory meritocracy. 58 87 (HEI multiplechoice multiple choice tests candidates meritocratic flaws via analysis, analysis , analysis) graphs applicability 20 inhabitants 5 8 2

Resumo Quando 58% de trabalhadores administrativos e 87% dos médicos foram selecionados apenas com base em provas teóricas de múltipla escolha, existe meritocracia? Seleções sem exigência de experiência, nem avaliações discursivas ou práticas. Basta apenas marcar um “x”... Este artigo busca responder um pressuposto historicamente construído e assimilado como uma espécie de mito no Brasil: a ideia de que o atual modelo de concurso público seria meritocrático. A extrema objetividade dos concursos tem o mérito de reduzir a tradição brasileira de nepotismos e apadrinhamentos, mas o modelo de avaliação apresenta graves falhas. Uma das disfunções é o academicismo, que supervaloriza títulos educacionais e conhecimentos teóricos em detrimento de habilidades simplesmente essenciais de muitos cargos. Foram verificados sob método de estatística descritiva (via análise de frequência) editais de concursos para preenchimento de cargos administrativos e médicos em instituições federais de ensino superior em todo o Brasil, tabulando os tipos avaliativos empregados em cada seleção e gerando tabelas e gráficos conexos. A partir dos resultados, o estudo sugere a adoção de avaliações que se conectem mais amplamente com as competências dos cargos e que, em lugar de privilegiar conhecimentos teóricos de baixa ou nula aplicabilidade, priorizem habilidades e comportamentos práticos inerentes aos cargos. Esta pesquisa aponta alternativas para uma nação com mais de 200 milhões de habitantes, cuja grande maioria não percebe os danos incalculáveis de um academicismo real e de uma meritocracia ilusória. 58 87 escolha experiência práticas x... x ... “x”.. Brasil meritocrático apadrinhamentos falhas via frequência conexos resultados aplicabilidade 20 habitantes ilusória 5 8 x.. .. “x”. 2 x. . “x” “x

Abstract: The main purpose of this study is to examine the results of the application of a teaching strategy based on gamification by using a learning platform on management simulators in the subject of management information systems in the eighth semester at a public university in the Colombian Caribbean. The methodology is quantitative. The Technological Acceptance Model (TAM) is applied in a first stage, followed by a second stage in which questionnaires are constructed and validated by previous research. Analyses of ease and usefulness indexes valued by students allow determining that they have a direct proportional relationship and a statistically significant correlation, establishing that the higher the perception of the course’s ease, the better the perception of its usefulness. In conclusion, the active pedagogical strategy implemented here contributed to transferring knowledge that strengthened specific competencies of business administration students.

Resumen: El principal propósito de este estudio es analizar los resultados de la aplicación de una estrategia de enseñanza basada en gamificación, utilizando una plataforma de aprendizaje sobre simuladores de gestión en la asignatura sistema de información gerencial de octavo semestre en una universidad pública del caribe colombiano. La metodología es de corte cuantitativa. En una primera etapa se utiliza el Modelo de Aceptación Tecnológica (TAM) y en una segunda etapa se aplican cuestionarios construidos y validados por investigaciones previas. El estudio a los índices de facilidad y utilidad del curso valorado por los estudiantes permite determinar que ambos presentan una relación de proporcionalidad directa y una correlación estadísticamente significativa, estableciendo que en cuanto mayor sea la percepción de facilidad del curso, mejor será su percepción de su utilidad. En conclusión, la estrategia pedagógica activa implementada aquí contribuye a la transferencia de conocimiento para el fortalecimiento de las competencias específicas en los estudiantes de administración de empresa.

ABSTRACT Introduction: Placenta accreta spectrum (PAS) is a condition associated with massive postpartum bleeding and maternal mortality. Management guidelines published in high income countries recommend the participation of interdisciplinary teams in hospitals with sufficient resources for performing complex procedures. However, some of the recommendations contained in those guidelines are difficult to implement in low and medium income countries. Objectives: The aim of this consensus is to draft general recommendations for the treatment of PAS in Colombia Materials and Methods: Twenty-three panelists took part in the consensus with their answers to 31 questions related to the treatment of PAS. The panelists were selected based on participation in two surveys designed to determine the resolution capabilities of national and regional hospitals. The modified Delphi methodology was used, introducing two successive discussion rounds. The opinions of the participants, with a consensus of more than 80 %, as well as implementation barriers and facilitators, were taken into consideration in order to issue the recommendations. Results: The consensus drafted five recommendations, integrating the answers of the panelists. Recommendation 1. Primary care institutions must undertake active search of PAS in patients with risk factors: placenta praevia and history of myomectomy or previous cesarean section. In case of ultrasound signs suggesting PAS, patients must be immediately referred, without a minimum gestational age, to hospitals recognized as referral centers. Online communication and care modalities may facilitate the interaction between primary care institutions and referral centers for PAS. The risks and benefits of telemedicine modalities must be weighed. Recommendation 2. Referral hospitals for PAS need to be defined in each region of Colombia, ensuring coverage throughout the national territory. It is advisable to concentrate the flow of patients affected by this condition in a few hospitals with surgical teams specifically trained in PAS, availability of specialized resources, and institutional efforts at improving quality of care with the aim of achieving better health outcomes in pregnant women with this condition. To achieve this goal, participants recommend that healthcare regulatory agencies at a national and regional level should oversee the process of referral for these patients, expediting administrative pathways in those cases in which there is no prior agreement between the insurer and the selected hospital or clinic. Recommendation 3. Referral centers for patients with PAS are urged to build teams consisting of a fixed group of specialists (obstetricians, urologists, general surgeons, interventional radiologists) entrusted with the care of all PAS cases. It is advisable for these interdisciplinary teams to use the "intervention bundle" model as a guidance for building PAS referral centers. This model comprises the following activities: service preparedness, disease prevention and identification, response to the occurrence of the disease, and debriefing after every event. Telemedicine facilitates PAS treatment and should be taken into consideration by interdisciplinary teams caring for this disease. Recommendation 4. Obstetrics residents must be instructed in the performance of maneuvers that are useful for the prevention and treatment of massive intraoperative bleeding due to placenta praevia and PAS, including manual aortic compression, uterine tourniquet, pelvic packing, retrovesical bypass, and Ward maneuver. Specialization Obstetrics and Gynecology programs in Colombia must include the basic concepts of the diagnosis and treatment of PAS. Referral centers for PAS must offer online and in-person training programs for professionals interested in improving their competencies in PAS. Moreover, they must offer permanent remote support (telemedicine) to other hospitals in their region for patients with this condition. Recommendation 5. Patients suspected of having PAS and placenta praevia based on imaging, with no evidence of active vaginal bleeding, must be delivered between weeks 34 and 36 6/7. Surgical treatment must include sequential interventions that may vary depending on the characteristics of the lesion, the clinical condition of the patient and the availability of resources. The surgical options (total and subtotal hysterectomy, one-stage conservative surgical management and watchful waiting) must be included in a protocol known by the entire interdisciplinary team. In situations in which an antepartum diagnosis is lacking, that is to say, in the face of intraoperative finding of PAS (evidence of purple bulging or neovascularization of the anterior aspect of the uterus), and the participation of untrained personnel, three options are considered: Option 1: In the absence of indication of immediate delivery or of vaginal delivery, the recommendation is to postpone the cesarean section (close the laparotomy before incising the uterus) until the recommended resources for safe surgery are secured. Option 2: If there is an indication for immediate delivery (e.g., non-reassuring fetal status) but there is absence of vaginal bleeding or indication for immediate PAS management, a two-stage management is suggested: cesarean section avoiding placental incision, followed by uterine repair and abdominal closure, until the availability of the recommended resources for safe surgery is ascertained. Option 3: In the event of vaginal bleeding that prevents definitive PAS management, the fetus must be delivered through the uterine fundus, followed by uterine repair and reassessment of the situation. Sometimes, fetal delivery diminishes placental flow and vaginal bleeding is reduced or disappears, enabling the possibility to postpone definitive management of PAS. In case of persistent significant bleeding, hysterectomy should be performed, using all available resources: manual aortic compression, immediate call to the surgeons with the best available training, telemedicine support from expert teams in other hospitals. If a patient with risk factors for PAS (e.g., myomectomy or previous cesarean section) has a retained placenta after vaginal delivery, it is advisable to confirm the possibility of such diagnosis (by means of ultrasound, for example) before proceeding to manual extraction of the placenta. Conclusions: It is our hope that this first Colombian consensus on PAS will serve as a basis for additional discussions and collaborations that can result in improved clinical outcomes for women affected by this condition. Additional research will be required in order to evaluate the applicability and effectiveness of these recommendations.

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