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| Author(s): |
Maria Carolina Conejero
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Faculdade de Economia, Administração e Contabilidade (FEA/SBD) |
| Defense date: | 2020-06-04 |
| Examining board members: |
Antonio Carlos Aidar Sauaia;
Manolita Correia Lima;
Adriano Maniçoba da Silva;
Marco Antônio Silva
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| Advisor: | Antonio Carlos Aidar Sauaia; Patrícia Amâncio Vargas |
| Abstract | |
The 5th semester of Administration students proficient in the fundamentals of functional areas in Applied Social Sciences showed to possess theoretical knowledge (static and memorized) without the opportunity practicing it academically in a dynamic and systemic learning environment. The objective of this study was to create an expanded understanding of the educational processes of the Management Laboratory. We sought to observe how students overcame spontaneous difficulties and those brought by the teacher who emerged in a business game with applied research to collect evidence related to managerial and scientific development. The theoretical framework included: (i) the three conceptual pillars of the Management Laboratory, a synergistic field for managerial and scientific practice by using (1) simulation (specialist system with artificial intelligence as a strategy for building dynamic cases), (2) business game (dynamic that allows students making strategic decisions and practicing management models) and (3) applied research (scientific activity integrated with managerial practice in the business game; (ii) metacognition as knowledge that is reframed after its practice; (iii) the technologies adopted as educational strategies; and (iv) the observed heuristics that culminated in successes and errors in the learning environment. This teaching and learning environment, redesigned in 2006-2007, continues to be constantly updated since 1986. Laboratory data were collected and analysed in the first semester of 2018 for the execution of this documentary (decision forms and scientific reports), participatory (teachers and monitors), laboratory field (context generating primary data), descriptive (laboratory experiences) and qualitative (monitoring and self-regulation), with 101 undergraduate students in Administration at FEA / USP, whose behaviour was measured in physical deliveries in the classroom and online on the SimuLab portal. The evidences of managerial co-authorship collected in the business game signalled advances in the different levels of learning: (1) the students assimilated the economic rules and understood the effects of generic strategies practicing theories in the context; (2) analysed management successes and errors, regulating the anchoring effects of the winner strategy presented in the initial class; (3) explored opportunities and threats brought about by critical incidents that mobilized interdisciplinary actions (coordination of functional areas); and (4) made a priori choices by distributing six functional roles according to their own criteria, designed and implemented innovation projects creating value in companies. The evidences of scientific authorship collected in applied research reports showed: (1) students assimilated the scientific research template and identified functional research problems with cause and effect; (2) understood the speeches of authors enunciated by them sharing decisions in the functional areas; (3) showed an increase in the authenticity indicator in their research reports throughout the business game rounds of companies as their voices showed their development; and (4) built their own speeches and separate from the enunciated authors with transposition of learning (from outside to inside, from inside to inside and from inside to outside). Metacognitive dissonances were evidenced in the students\' arguments when they self-evaluated, helping teachers and monitors to sharpen their critical eye on the dosimetry of the activities proposed in the academic semester. As a result, it was possible to found a conceptual framework for laboratory learning that has benefited many stakeholders, such as directors, coordinators, teachers, students, managers, professionals and researchers to materialize a new culture of thinking towards protagonist education. The Management Laboratory has been disseminated for two decades in partner Business Schools, contributing to an innovative proposal for the training of scientific-based professionals. (AU) | |
| FAPESP's process: | 16/07060-7 - Practicing scientific thinking in Management Laboratory |
| Grantee: | Maria Carolina Conejero |
| Support Opportunities: | Scholarships in Brazil - Doctorate |