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Pós-graduação: o curso de doutorado em ciências contábeis da FEA/USP; Graduate education: the doctoral course in accountancy at FEA/USP

CUNHA, Jacqueline Veneroso Alves da; CORNACHIONE JR., Edgard B.; MARTINS, Gilberto de Andrade
Fonte: Universidade de São Paulo, Faculdade de Economia, Administração e Contabilidade, Departamento de Contabilidade e Atuária Publicador: Universidade de São Paulo, Faculdade de Economia, Administração e Contabilidade, Departamento de Contabilidade e Atuária
Tipo: Artigo de Revista Científica
POR
Relevância na Pesquisa
56.25%
O segmento de Cursos de Pós-Graduação Stricto Sensu brasileiros apresentou um crescimento notável nos últimos anos. De 1976, ano em que teve início o processo de avaliação dos Cursos de Pós-Graduação pela Capes, a 2004, os cursos recomendados passaram de um total de 673, (desses, 183 doutorados) para 2.993 (sendo 1.034 doutorados). Na área de Ciências Contábeis, segundo dados da Capes existem 16 programas. Um deles, o Programa de Pós-Graduação em Ciências Contábeis da FEA/USP detém o único curso de doutorado na área existente no país. Dado o seu ineditismo e sua importância, o objetivo geral desta pesquisa foi resgatar a história do Programa de Pós-Graduação do Departamento de Contabilidade e Atuária da FEA/USP. Para atender a esse objetivo a trajetória metodológica envolveu, além da pesquisa bibliográfica, o levantamento histórico de documentação e entrevistas. O programa nasceu da vontade, necessidade e perseverança dos professores do departamento. Concluiu-se que o programa se encontra consolidado e tem no corpo docente seu ponto mais forte. A endogenia apresenta-se como o ponto mais fraco.; Brazilian graduate programs have experienced a remarkable growth in recent years. From 1976, when the CAPES evaluation process of graduate programs began...

Formação de competencias em Ciencia e Tecnologia Espaciais : uma analise da trajetoria da Pós-Graduação no Instituto Nacional de Pesquisas Espaciais; Skills training in space Science and Technology : an analysis of the trajectory of graduate studies at the National Institute for Space Research (INPE)

Maria Ligia Moreira
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 25/08/2009 PT
Relevância na Pesquisa
56.32%
Esta Tese analisa a trajetória da pós-graduação no Instituto Nacional de Pesquisas Espaciais (INPE). O objetivo central desta Tese é identificar as razões que levaram o INPE a criar estruturas próprias para formar pesquisadores, analisar os meios pelos quais o Instituto implementou tal tarefa, e os impactos dessas atividades. A pesquisa mostra a organização do Programa Nacional de Atividades Espaciais (PNAE) e as políticas relacionadas, e o papel desempenhado pelo INPE na formação de especialistas ao longo das últimas quatro décadas. São analisados os principais objetivos e as estratégias adotadas para a constituição do núcleo de pós-graduação no INPE, a trajetória acadêmica e o destino profissional dos egressos, e a inserção das mulheres nos programas. É apresentada uma reflexão sobre a característica estratégica das atividades espaciais para o país, e os principais objetivos da política espacial de estabelecimento de competências científicas e tecnológicas que possibilitem atuar com real autonomia, para a qual a formação e o aprimoramento de recursos humanos são imprescindíveis. Uma característica marcante na pós-graduação do Instituto é a aliança entre pesquisa, desenvolvimento e ensino...

Current issues in graduate education at the ANU

Spear, R.H
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Working/Technical Paper Formato: 194819 bytes; 351 bytes; application/pdf; application/octet-stream
EN_AU
Relevância na Pesquisa
76.35%
This paper discusses what I consider to be the major issues currently confronting the ANU in postgraduate education. The exercise was undertaken initially to help me sort out my own thinking. The paper is distributed in the hope that it might be similarly helpful to others and that it might help focus discussion within the University of future directions in graduate education. In general no attempt is made to provide detailed prescriptions by which the issues raised should be addressed.; no

A retention analysis of United States Naval Academy immediate graduate education participants

Navarro, Maria V.
Fonte: Monterey California. Naval Postgraduate School Publicador: Monterey California. Naval Postgraduate School
Tipo: Tese de Doutorado
Relevância na Pesquisa
56.37%
This thesis studied the retention of United States Naval Academy Voluntary Graduate Education Program (VGEP) and Scholarship participants in graduating classes of 1983-1998. The comparison group of nonparticipants consisted of USNA graduating classes 1983-1998 with an Academic Quality Point Rating (AQPR) comparable to the early graduate education students. AQPR was used in order to make the academic backgrounds similar for the participants and non-participants. The retention behavior of program participants and nonparticipants was compared to determine if participation in early graduate education affected retention. The models analyzed retention to each year of service between six and twelve years. In the retention models for unrestricted line officers, both VGEP and Scholarship had a small positive effect on retention to 7 YCS. Although the adjusted differences in retention are not large in magnitude, the results dispel the notion that early graduate education programs are used as vehicles by junior officers to facilitate transition to the civilian labor market following expiration of their initial service obligation. No changes to the service obligations for these programs were recommended.

Report of Navy Graduate Education Program. Select Study Committee, for the Secretary, U.S. Navy

Maslach, George J. (Chairman, Navy Graduate Education Program / Provost, University of California); Burgess, Fred J. (Dean, School of Engineering, Oregon State University); Duffy, Robert A. (Brigadier General, USAF (Ret) / President, Draper Laboratory, Ca
Fonte: Escola de Pós-Graduação Naval Publicador: Escola de Pós-Graduação Naval
Tipo: Relatório
EN_US
Relevância na Pesquisa
86.31%
The report prepared by an external committee responds to a charge from the Secretary of the Navy to "study graduate education programs" as given at the Naval Postgraduate School (NPS) and at civilian institutions. Recommendations are given with respect to (1) retaining of curricula at NPS, (2) retaining of curricula at civilian institutions, (3) terminating, transferring, or combining of curricula, (4) developing continuing and non-traditional education programs, and (5) using an incremental cost analysis to determine location of curricula offerings.

Graduate education and employee performance: evidence from military personnel; Economics of Education Review, v. 18, (1999), 453-463.

Bowman, William R.; Mehay, Stephen L.
Fonte: Elsevier Science Ltd. Publicador: Elsevier Science Ltd.
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
66.45%
Few studies have examined the relationship between on-the-job productivity and graduate education using single-firm data. This paper studies the effect of graduate education on job performance using a unique micro-database consisting of military officers. Supervisor ratings and promotion probabilities are examined for professional and technical officers in the US Navy, a hierarchical organization with an internal labor market and up-or-out promotion policies. Singlestage estimates indicate that, among those eligible to be considered for promotion to grade 4, the up-or-out point, those with any graduate degree are more likely to be promoted. The effect is especially pronounced for those who receive a degree via the Navyâ s sponsored, full-time program. However, when instruments that are uncorrelated with promotion are used to predict graduate degree status, the results suggest that a sizeable portion of the relationship between graduate education and promotion is due to unobserved attributes that lead some people to attend (or to be selected for) graduate school and to be more promotable. The selection-corrected estimates of the promotion effect of graduate education are reduced by between 40 and 50%.

Utilization of graduate education in the United States Marine Corps

Ealy, Daniel A.
Fonte: Monterey, California: Naval Postgraduate School Publicador: Monterey, California: Naval Postgraduate School
Tipo: Tese de Doutorado
Relevância na Pesquisa
56.31%
Approved for public release; distribution is unlimited; This research was conducted at the request of Marine CorpsUniversity and examined the utilization of 344 graduate education billets within the Marine Corps. The research findings make two recommendations: 1) DC CD&I should charter a working group and use this research as a basis to review the reallocation of under-utilized BEEC BMOSs. 2) DC CD&I should also review BEEC BMOS structure and consider a new distribution plan that includes a new graduate education requirements assessment. These billets are highly desired by units due to their excepted manning precedence level. This thesis used survey methods to collect utilization data on Marine CorpsOfficers that graduated from the Special Education Program and the Advanced Degree Program between the years of 2009 and 2013. The survey is approved through the Naval Postgraduate School Institutional Review Board (NPS IRB), sponsored through Training and Education Command (TECOM) and supported by Headquarters Marine Corps(HQMC). The data collected from the survey was analyzed to identify significant factors that are highly correlated with low and high utilization in order to improve efficiencies. Findings include initial placement rate from school to billet of 93 percent and the utilization rate reflecting self-reported usage while in billet of 75 percent...

Report of the Graduate Education Study Committee NPSNOTE 1520 ; NC4 (023)/CRA ; 25 October 1972 SECNAVINST 1520.4a

Fonte: Naval Postgraduate School (U.S.) Publicador: Naval Postgraduate School (U.S.)
Tipo: Relatório
Relevância na Pesquisa
66.31%
Major changes in the advanced education of officers have always occurred following a wartime period. In the post-Vietnam period 1 change can again be anticipated and educational policy should be reviewed . The overall objective of Navy postgraduate education is to provide an efficient springboard for the continued professional development of career officers. This objective is broken down in the FY 1974 DOD Military Manpower Training Report in terms of five specific military needs: (1) The need to fill specified billets in which graduate education is essential for optimum performance of duty. (2) The need for a well-educated pool of manpower from which to select leaders and policy makers of the future. (3) The need to sustain morale and job satisfaction -- many officers seek personal fulfillment through higher education and its application in their work . (4) The need for satisfactory career progression -- in the all-volunteer force environment of the future 1 the military must attract prospective officers who see industry and government organizations providing advanced educational opportunities for their employees. (5) The need for military officers to keep abreast of developments in the civilian sector -- the military officer cannot function insulated and divorced from the civilian society. The current postgraduate education system has been developed in keeping with res policy issued in 1964 1 and is addressed primarily to the first of these five needs. The subspecialty areas defined in OpNav Instruction 1211.6D of January 1973 1 the related nineteen career management communities under OTMS...

Multivariate analysis of the effect of graduate education on promotion to Army Lieutenant Colonel

Kabalar, Hakan
Fonte: Monterey, California. Naval Postgraduate School Publicador: Monterey, California. Naval Postgraduate School
Tipo: Tese de Doutorado Formato: xiv, 57 p. : ill.
Relevância na Pesquisa
66.43%
Approved for public release, distribution is unlimited; The objective of this thesis is to estimate and explain the effects of graduate education and other factors on promotion to the rank of Lieutenant Colonel (O-5) in the US Army. Our focus was primarily on determining whether graduate education provides officers with higher promotion probabilities. Besides graduate education, data that were analyzed include basic demographic traits, the officers' prior enlisted status, and their commissioning source information. The data used in this study were taken from the Active Duty Military Master File for fiscal years 1981 through 2001. This study develops multivariate logit regression and classification tree models to examine and explore the structure of the data sets. Both the regression models and the classification trees yielded positive results for the effect of graduate education on promotion. According to the regression model results, the odds ratio associated with graduate education is between 1.79 and 2.25. Military Academy and ROTC/Scholarship graduates have higher promotion probabilities than those from other sources, and married officers have higher rates than single officers. Additionally, age has a negative effect on promotion; that is...

An Analysis of the effect of graduate education on the job performance of federal (DoD) civilian employees

Celik, Guner.
Fonte: Monterey, California. Naval Postgraduate School Publicador: Monterey, California. Naval Postgraduate School
Tipo: Tese de Doutorado Formato: xii, 72 p. : ill. ;
Relevância na Pesquisa
76.25%
Approved for public release, distribution is unlimited; The main purpose of this study is to examine the relationship between graduate education and the job performance of DoD civilian employees. The thesis focuses on selected job performance measures for all civilian DoD personnel employed between 1986 and 1999, except for those in the National Imagery and Mapping Agency and direct and indirect hire civilian employees outside the 50 states and the District of Columbia. The Defense Manpower Data Center (DMDC) provided the personnel data. Performance measures that are analyzed include promotion, promotion speed, performance ratings, earnings and retention. Three different techniques are used to estimate performance models. First, ordinary least squares is used to estimate the salary and performance rating models. Second, binary logit regression is used to estimate promotion, retention, and performance rating models. Third, survival analysis using Cox Regression estimates the speed of promotion and the time to separation. The results indicate that employees with a Master's or Doctorate earned more in average salary but experienced lower salary growth than employees with a Bachelor's degree. Also advanced degree holders are promoted more slowly since they enter at a higher GS grade. Higher educated employees were also more likely to leave federal service...

Evaluation of Graduate Education Policy in the U.S. Navy

Louidor, Duquesne
Fonte: Monterey, California. Naval Postgraduate School Publicador: Monterey, California. Naval Postgraduate School
Tipo: Tese de Doutorado
Relevância na Pesquisa
66.41%
This thesis evaluates Navy policy by comparing elements of fully-funded and partially-funded Graduate Education Programs (GEPs). The Navy's primary goal in offering funded graduate education is to support requirements for officers with specific subspecialty skills. Officers are considered funded if they attend graduate school full time for 26 or more weeks, regardless of whether the degree program is partially- or fully-funded. For a fully-funded program, the Navy provides full pay and allowances for the duration of the course of study plus all tuition costs. For a partially-funded program, the Navy generally provides only pay and allowances, and the individual or an organization other than the Navy pays the tuition. Particular attention was given to researching DoD and Navy policies, a review of stakeholders responsibilities, and management of the Navys GEP. The results identify gaps in the current policy directive (OPNAVINST 1520.23B), which had not been updated in over twenty years. The study proposes policy and program changes to better manage and more effectively execute graduate education in the U.S. Navy. From an equity perspective, the partially-funded service obligation needs revision to reflect its actual burden to the individual officer and the Navy. It is further recommended that the Navy review its existing graduate education instructions to confirm that language is current and meets officers career milestone objectives.; Lieutenant Commander...

Selection of Officer/Students for Graduate Education.

Elster, R.S.; Githens, W.H.
Fonte: Escola de Pós-Graduação Naval Publicador: Escola de Pós-Graduação Naval
Tipo: Relatório
EN_US
Relevância na Pesquisa
56.25%
ED114414; Confined to existing monetary and human resources, the Navy's Postgraduate Selection Board is responsible for selecting officers for graduate education who will both perform well and develop skills applicable to later Navy billets. Although different methods have been employed for this selection process, most decisions have been based on officer fitness reports and prior academic records. Data from the Graduate Record Exam (GRE), Strong Vocational Interest Blank (SVIB), and a biographic data form were used in attempts to predict Naval Postgraduate School grade averages in four separate curricula: Operations Research/Systems Analysis, Aeronautical Engineering, Communications Management, and Management. Results indicate that academic aptitude and biographic data could be used for selection to the Naval Postgraduate School. Implementation would require the availability of biographical data and GRE scores for all candidates. The costs of developing these data would seem small when compared to (1) the time saving that could accrue by streamlining the postgraduate selection process, and (2) the more effective use of officer/student human resources. (BJG); Navy Personnel Research and Development Center, San Diego, Calif.

Measuring the value of graduate information technology education for Marine Officers: a proof of concept study

Branstetter, Terry L.
Fonte: Monterey, California. Naval Postgraduate School Publicador: Monterey, California. Naval Postgraduate School
Tipo: Tese de Doutorado Formato: xvi, 89 p. : ill. (some col.) ;
Relevância na Pesquisa
56.44%
Approved for public release, distribution is unlimited; This research examines a process to estimate the value of graduate education. Moreover, it demonstrates an approach to measuring the use of graduate education within organizations. Marine Corps officers who graduated from the Naval Postgraduate School's Information System Technology curriculum are studied. The study used a web-based survey for data collection and a Knowledge Value Added method to objectively estimate the value of education topics across different Marine Corps processes. Results indicate that the Information System Technology curriculum is designed and implemented to successfully meet sponsor requirements. It reveals that the education is highly valued and frequently used in post graduation billets. The most valued aspect of the education is theoretical knowledge. However, the research showed how practical information technology skills and social relationships that developed during the resident education were also highly valued and frequently used. The results go on to show that personal interest in education topics often corresponded to greater perceived value. Lastly, a proof of concept demonstrates a method to measure and compare the use on graduate education in subsequent organizational processes. The Knowledge Value Added method provides the ability to compare education use between different topics...

Exploring Gifted Adults' Perception of Giftedness in their Pursuit of Graduate Education

Sauder, Adrienne
Fonte: Brock University Publicador: Brock University
Relevância na Pesquisa
66.36%
This qualitative study explores 8 gifted adults' perceptions of their own giftedness and how those perceptions influenced their pursuit of graduate education as revealed by retrospective interviews. This study serves to inform the existing literature surrounding giftedness especially as it relates to gifted individuals across the lifespan and their experiences and perceptions of education at all levels. This study also provides insight into the emotional impact being labeled gifted has on an individual's self-concept and academic identity. The major themes that emerged using the interpretive phenomenological analysis method (Smith & Osborn, 2003) were discussed under five main headings: Evolution of Giftedness, Success and Failure, Expectations, Effort, and Doubt and Proof. An adaptation of the listening guide method (Gilligan, Spencer, Weinberg, & Bertsch, 2003) was used to provide a unique and personal perspective of the phenomenon of giftedness and revealed the feelings behind the themes that emerged in the interpretive phenomenological analysis method. Specifically; this study illuminates the lack of evolution that an individual's understanding and perception of giftedness undergoes across the lifespan, and the impact such a static and school-bound understanding has on gifted adults' self-concept. It also reveals the influence that gifted individuals' innate need to achieve has on their academic aspirations and their perceptions of themselves as gifted. Furthermore...

The Future of the Pharmaceutical Sciences and Graduate Education: Recommendations from the AACP Graduate Education Special Interest Group

Wu-Pong, Susanna; Gobburu, Jogarao; O’Barr, Stephen; Shah, Kumar; Huber, Jason; Weiner, Daniel
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 13/05/2013 EN
Relevância na Pesquisa
56.46%
Despite pharma's recent sea change in approach to drug discovery and development, U.S. pharmaceutical sciences graduate programs are currently maintaining traditional methods for master's and doctoral student education. The literature on graduate education in the biomedical sciences has long been advocating educating students to hone soft skills like communication and teamwork, in addition to maintaining excellent basic skills in research. However, recommendations to date have not taken into account the future trends in the pharmaceutical industry. The AACP Graduate Education Special Interest Group has completed a literature survey of the trends in the pharmaceutical industry and graduate education in order to determine whether our graduate programs are strategically positioned to prepare our graduates for successful careers in the next few decades. We recommend that our pharmaceutical sciences graduate programs take a proactive leadership role in meeting the needs of our future graduates and employers. Our graduate programs should bring to education the innovation and collaboration that our industry also requires to be successful and relevant in this century.

The role of Social Psychology in Brazilian undergraduate and graduate education

Yamamoto,Oswaldo Hajime; Seixas,Pablo de Sousa; Costa,Ana Ludmila Freire; Coelho-Lima,Fellipe
Fonte: Programa de Pós-graduação em Psicologia, Universidade Federal do Rio Grande do Norte Publicador: Programa de Pós-graduação em Psicologia, Universidade Federal do Rio Grande do Norte
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/03/2013 EN
Relevância na Pesquisa
56.39%
The purpose of this paper is to contextualize the role played by Social Psychology in the framework of Brazilian undergraduate and graduate education. With respect to undergraduate degree programs, we analyzed the Degree Pedagogical Project (DPP). Regarding graduate degree programs, the organizational structure of Brazilian programs was analyzed. The study is divided into five parts. In the first part, we present a brief introduction on the status of higher education in Brazil. In the second part, we provide an equally brief overview of the status of undergraduate and graduate education in Psychology. Next, we approach the key topic of the paper, Social Psychology in undergraduate (third part) and graduate (fourth part) education. We conclude with some notes for discussion.

The mental health of graduate students at the Federal University of São Paulo: a preliminary report

Nogueira-Martins,L.A.; Fagnani Neto,R.; Macedo,P.C.M.; Cítero,V.A.; Mari,J.J.
Fonte: Associação Brasileira de Divulgação Científica Publicador: Associação Brasileira de Divulgação Científica
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/10/2004 EN
Relevância na Pesquisa
56.27%
We present data regarding the care provided to graduate level health professionals at the mental health center of the Federal University of São Paulo. From September 1996 to September 2003, 146 graduate students (99 in the Master's degree program and 47 in the Doctoral program) were attended. This population was predominantly female (68.5%), with a mean (± SD) age of 28.6 ± 4.42 years, not married (71.9%). Most of the subjects were professionals who had not graduated from the Federal University (78.1%). The students who sought help for psychological and/or psychiatric problems were classified into two categories: situational-adaptive crises and psychopathological crises. The main diagnoses were depression and anxiety disorders (44%) causing 4.5% of the subjects to be temporarily suspended from their graduate studies; 19.2% reported that they had used psychotropic drugs within the previous month, and 47.9% referred to sleep disturbances. Suicidal tendencies were mentioned by 18% of those interviewed. Students with emotional disturbances and academic dysfunctions should be recognized at an early stage, and it is fundamental for them to have access to mental health programs that provide formal, structured and confidential care. Thus...

Graduate Education Taskforce Report (PPt and Taskforce Charge)

Flores, Hectior (Dean of Graduate Studies)
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Relatório
EN_US
Relevância na Pesquisa
76.32%
Graduate Education and Taskforce Report (PPt) and Graduate Education Taskforce Charge

Graduate Education Strategic Plan (PPt Presentation - 10/31/2013)

Flores, Hector (Dean of Graduate Studies); Crassidis, Agamemnon (Graduate Education Taskforce member)
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Conferência ou Objeto de Conferência
EN_US
Relevância na Pesquisa
86.32%
Graduate Education Strategic Plan (PPt presented on 10/31/2013)

Pós-graduação: o curso de doutorado em ciências contábeis da FEA/USP; Graduate education: the doctoral course in accountancy at FEA/USP

Cunha, Jacqueline Veneroso Alves da; Cornachione Jr., Edgard B.; Martins, Gilberto de Andrade
Fonte: Universidade de São Paulo. Escola de Economia, Administração e Contabilidade Publicador: Universidade de São Paulo. Escola de Economia, Administração e Contabilidade
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/12/2008 POR
Relevância na Pesquisa
56.25%
O segmento de Cursos de Pós-Graduação Stricto Sensu brasileiros apresentou um crescimento notável nos últimos anos. De 1976, ano em que teve início o processo de avaliação dos Cursos de Pós-Graduação pela Capes, a 2004, os cursos recomendados passaram de um total de 673, (desses, 183 doutorados) para 2.993 (sendo 1.034 doutorados). Na área de Ciências Contábeis, segundo dados da Capes existem 16 programas. Um deles, o Programa de Pós-Graduação em Ciências Contábeis da FEA/USP detém o único curso de doutorado na área existente no país. Dado o seu ineditismo e sua importância, o objetivo geral desta pesquisa foi resgatar a história do Programa de Pós-Graduação do Departamento de Contabilidade e Atuária da FEA/USP. Para atender a esse objetivo a trajetória metodológica envolveu, além da pesquisa bibliográfica, o levantamento histórico de documentação e entrevistas. O programa nasceu da vontade, necessidade e perseverança dos professores do departamento. Concluiu-se que o programa se encontra consolidado e tem no corpo docente seu ponto mais forte. A endogenia apresenta-se como o ponto mais fraco.; Brazilian graduate programs have experienced a remarkable growth in recent years. From 1976, when the CAPES evaluation process of graduate programs began...