Gestão fundamentada em dados na graduação em instituições federais de ensino superior : um olhar sociotécnico para os desafios de implementação sob o ponto de vista das lideranças

• Ano de defesa: 2023
• Autor(a) principal: Nascimento, Thiago do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Administração; Programa de Pós-Graduação em Administração; UFPB
• Palavras-chave em Português: Universidades - Administração de qualidade; Gestão fundamentada em dados; Abordagem sociotécnica; Instituições federais de ensino superior (IFES); Data-Driven management; Sociotechnical approach; Leadership; Federal Higher Education Institutions (IFES); CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/31816

This research investigated the main sociotechnical challenges faced by academic leaders in implementing data-driven management in Federal Higher Education Institutions (IFES). To do so, we employed a qualitative approach, which included interviews with 13 academic leaders from different regions of Brazil. Data analysis was conducted using Content Analysis, based on a conceptual model encompassing the sociotechnical categories of People, Technology, Organization, and Processes. The results pointed to significant challenges faced by the leaders, including the lack of a data-driven culture, the need for awareness of the importance of data, and technological and organizational obstacles. Despite these challenges, academic leaders identified positive impacts, including improvements in Institutional Development Plans (PDI), Course Pedagogical Projects (PPC), and academic indicators. The research also highlights the importance of data-driven management as a strategy for organizational performance. As a theoretical contribution, this study reveals factors influencing the implementation of data-driven management and provides guidance for leaders interested in adopting or improving this practice in their institutions. Finally, this study also contributes to improving the analytical capacity of IFES, aiming to improve the quality of undergraduate courses.