Innovativeness is a characteristic of digital technologies (DT), and they have been assuming an important role in economic, social, and environmental dimensions. Therefore, DT are relevant contributors for sustainable development goal (SDG) achievements. This study aims to compare the preference for artificial intelligence-driven digital technologies (AI-Driven DT) to achieve SDGs in Brazil and Portugal. An independent sample t-test analysis and Levene test are performed to identify potential artificial intelligence-driven digital technologies (AI-Driven DT) as favorable facilitators for SDG achievements in Brazil and Portugal. Based on the findings, a broader analysis is provided, to (i) indicate potential favorable SDGs, (ii) discuss differences between the countries in AI-Driven DT preferences in each SDG, and (iii) make recommendations for potential technologies that could receive more attention and investments in both regions to make emergent digital technologies succeed, with a particular emphasis on cleaner production. The analysis is organized into three dimensions: economic, social, and environment. At the end, a closing discussion is provided about the key guidelines and prospects that could be adopted to keep a strong and positive shift of AI-Driven DT developments and applications towards fully supporting the attainment of the SDG of United Nations Organization (ONU) Agenda 2030.

Purpose: Accreditation is a growing phenomenon and has begun to permeate scientific studies, most of which are quantitative, since they focus on the process of accreditation and its positive or negative effects. Only a few studies have analyzed this phenomenon from the perspective of institutional theory. As there is no consensus regarding the performance of accreditation agencies, the purpose of this paper is to identify their institutional role in the global orientation of the organizational practices, values and decisions of business schools (BS).Design/methodology/approach: A systematic literature review enabled us to identify scientific publications since 2002 that have used institutional theory when discussing BS accreditation agencies. An in-depth reading of these articles led us to identify the most frequent, similar and contrasting perspectives. Seven aspects were analyzed in each article: theme, research assumption, theoretical basis, method, research context, result and suggestions for future studies.Findings: The findings suggest a certain duality in the role of these agencies. If, on the one hand, they are responsible for providing a quality seal, on the other hand, they promote legitimacy in the field by institutionalizing international rules.Originality/value: By investigating the performance of these agencies as global institutional bodies, the authors extrapolated the traditional discussion on the dynamic of interaction between local actors who both influence the field and are influenced by it, a recurring theme in institutional theory.

The purpose of this paper is to evaluate the perceived quality of the service environment, regarding the use of the flipped classroom, through a survey of MBA students. Four hypotheses were developed from the literature in marketing and quality services in higher education. The hypotheses were tested using linear regressions. The data were collected using a structured questionnaire. The sample had 981 effective responses. The results of the statistical analysis show that the evaluation of the perceived quality of the educator and course are positively affected by the use of the flipped classroom. Only one higher education organisation was studied. The variables analysed have no mediation and moderation, which is a suggestion for future studies. This paper contributes to studies of higher education services and quality, as it shows the influence of the process on the educator. In higher education, the educator is usually considered independent, having a strong influence on perceived quality. The study contributes to the theme by showing the flipped classroom as an effective teaching strategy that requires further empirical study.

O sistema brasileiro de avaliação de programas de pós-graduação vem evoluindo desde 1976, e é considerado um dos mais modernos do mundo. Esse sistema tem se revelado o principal direcionador do desenvolvimento da pós-graduação no país. Nesse contexto, deseja-se investigar: como o sistema de avaliação adotado pela CAPES vem sendo utilizado pelos programas de pós-graduação stricto sensu em Administração no Brasil? E de que modo ele tem colaborado para o fortalecimento de tais programas? Para tanto, realizou-se uma pesquisa orientada pelo método de estudo de casos múltiplos que permitiu o aprofundamento dessas questões em quatro unidades de estudo (programas de pós-graduação) públicos e privados, em diferentes estágios de desenvolvimento. Como resultado, verificouse que: 1) o sistema de avaliação tem grande influência no desenvolvimento dos programas e é o seu principal direcionador estratégico; 2) os critérios e itens de avaliação estão bem definidos e são conhecidos pela comunidade acadêmica avaliada; 3) o sisema demanda alta qualidade e produtividade e encoraja os programas a ampliarem sua inserção na comunidade.

Proposal of model management graduate programs in business area from the evaluation systems of Brazil (CAPES) and of the United States (AACSB)The Brazilian evaluation system of graduate programs has been improving since 1976 and it is considered one of the most efficient and modern in the world. The goal of this paper is to propose a management model of graduate programs in business field based on the evaluation systems of Brazil and the United States. This research was conducted in eight business school programs: four programs in Brazil that are recognized by Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Committee for Postgraduate Courses of Higher Education Students (CAPES) and four in USA programs accredited by Association to Advance Collegiate School of Business (AACSB). The research method was an exploratory multiple case study with two basic components: documentary research, through an in-depth study of evaluation systems; field research with the program coordinators to identify how the evaluation systems are used to develop the programs. The model of management proposed in this study intend not only to reach the requirements of CAPES evaluate system, but also to considerate the program reality and the key components for its improvement including: mission and the vision; strategic plan; faculty; research structure; students; and results that encloses the scientific-technological production, former students, and the program impact