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This article describes and analyzes a proposal for the teaching-learning of strategic management for business students, from the angle of critical reflection (CR) presuppositions. The proposal was designed to broaden the dominant rationality in teaching strategies at business schools and has been in progress since 2011 in a Brazilian business school. We argued that changes in the organizational environment and in competition demand not only a review of strategy theoretical content, but also of the way that strategy is taught with more critical and reflective teaching-learning approaches. We conducted a survey to analyze the results of this educational experience from students’ points of view. Considering a sample of 165 undergraduate students who have taken the course since its implementation, we evaluated the students’ CR levels. The results present implications for professors, business schools, and researchers, revealing challenging aspects and also CR enhancers in the context of the undergraduate strategy initiative. We expect that the described experience can be replicated and improved in comparative studies in different geographical and disciplinary contexts, encouraging the evaluation and promotion of CR in the teaching of strategic management in business education.
Janette Brunstein; Marta Fabiano Sambiase; Claudine Brunnquell. An Assessment of Critical Reflection in Management Education for Sustainability: A Proposal on Content and Form of Shared Value Rationality. Sustainability 2018, 10, 2091 .
AMA StyleJanette Brunstein, Marta Fabiano Sambiase, Claudine Brunnquell. An Assessment of Critical Reflection in Management Education for Sustainability: A Proposal on Content and Form of Shared Value Rationality. Sustainability. 2018; 10 (6):2091.
Chicago/Turabian StyleJanette Brunstein; Marta Fabiano Sambiase; Claudine Brunnquell. 2018. "An Assessment of Critical Reflection in Management Education for Sustainability: A Proposal on Content and Form of Shared Value Rationality." Sustainability 10, no. 6: 2091.
Esforços têm sido realizados para desenvolver escalas de mensuração capazes de traduzir o constructo e a estrutura de valores. Entre as existentes estão as escalas SVS - Schwartz Value Survey e o Portrait Values Questionnaire com 40 e 21 itens (respectivamente PVQ-40 e PVQ-21). As duas formas desse último questionário apresentam aplicabilidade mais ampla, por possuírem uma menor quantidade de itens e terem os itens redigidos de forma menos abstrata do que a SVS. Não foram encontrados, no entanto, estudos que comparem as duas escalas quanto à estrutura de valores obtida a partir de sua aplicação, objetivo a que este estudo se propôs a alcançar. A pesquisa foi realizada com uma amostra de 217 estudantes universitários, aos quais foram aplicadas as escalas PVQ-40 e PVQ-21, em dois momentos distintos. Os dados foram tratados mediante Análise de Escalonamento Multidimensional Confirmatória Fraca. Os resultados indicaram que ambas as escalas são equivalentes quanto à estrutura de valores bidimensional e bipolar, porém foram encontradas divergências entre ambas quanto à distribuição no espaço dos valores dos tipos Estimulação, Autodeterminação, Poder e Realização.
Marta Fabiano Sambiase; Maria Luisa Mendes Teixeira; Wolfgang Bilsky; Bruno Félix Von Borell De Araújo; Silvia Marcia Russi De Domenico. Confrontando estruturas de valores: um estudo comparativo entre PVQ-40 e PVQ-21. Psicologia: Reflexão e Crítica 2014, 27, 728 -739.
AMA StyleMarta Fabiano Sambiase, Maria Luisa Mendes Teixeira, Wolfgang Bilsky, Bruno Félix Von Borell De Araújo, Silvia Marcia Russi De Domenico. Confrontando estruturas de valores: um estudo comparativo entre PVQ-40 e PVQ-21. Psicologia: Reflexão e Crítica. 2014; 27 (4):728-739.
Chicago/Turabian StyleMarta Fabiano Sambiase; Maria Luisa Mendes Teixeira; Wolfgang Bilsky; Bruno Félix Von Borell De Araújo; Silvia Marcia Russi De Domenico. 2014. "Confrontando estruturas de valores: um estudo comparativo entre PVQ-40 e PVQ-21." Psicologia: Reflexão e Crítica 27, no. 4: 728-739.