Why this work is in the frame
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fundA Canadian funder is recorded on the work.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.
Venuenot available
Typedissertation
Languagept
FieldSocial Sciences
TopicEducation and Public Policy
Canadian institutionsnot available
FundersU.S. Air Force AcademyHEC MontréalUniversity of North Carolina at GreensboroUniversity of Colorado DenverCalifornia State University, BakersfieldCalifornia State University, NorthridgeBinghamton UniversityCalifornia State University, FullertonUniversity at BuffaloUniversity of North Carolina at Chapel HillUniversity of North Carolina WilmingtonCollege of Engineering, Michigan State UniversityUniversity of Illinois at Urbana-ChampaignFu Jen Catholic UniversityPontificia Universidad Católica de ChileBilkent ÜniversitesiHong Kong University of Science and TechnologyUniversity of Michigan-DearbornBrock UniversityChinese University of Hong KongSonoma State UniversityKing Fahd University of Petroleum and MineralsPittsburg State UniversityQueen's UniversityDalhousie UniversityConcordia UniversityCalifornia State University, SacramentoKorea UniversitySeoul National UniversitySejong UniversitySun Yat-sen UniversityCoordenação de Aperfeiçoamento de Pessoal de Nível SuperiorUniversiteit MaastrichtCalifornia State University, ChicoErasmus Universiteit RotterdamUniversity of QueenslandUniversity College DublinNanyang Technological UniversityNational University of SingaporeCranfield UniversityUniversity of GlasgowKing's College LondonU.S. Air ForceWest Chester UniversityLoyola Marymount UniversityUniversity of California, IrvineEastern Michigan UniversityUniversity of California, DavisUniversidad del AtlánticoNational Chengchi UniversityFayetteville State UniversityFairfield UniversityMemorial University of NewfoundlandUniversity of MemphisSalisbury UniversityUniversity of South DakotaUniversity of South AlabamaSouthern Methodist UniversityUniversity of OregonRadford UniversityNiagara UniversityNorthern Michigan UniversityIndiana University SoutheastMontclair State UniversityLouisiana Tech UniversityEmporia State UniversityValdosta State UniversityWilliam Paterson University of New JerseyEastern Illinois UniversityKeio UniversityUniversity of Louisiana MonroeUniversity 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KeywordsHumanitiesPhilosophyPolitical sciencePhysics
Abstract
fetched live from OpenAlex\n O sistema brasileiro de avaliação de programas de pós-graduação vem evoluindo desde 1976, sendo considerado como um dos mais eficientes do mundo. Este sistema tem se mostrado essencial para a formação de recursos humanos de alto nível e para o desenvolvimento efetivo da ciência e tecnologia no País, pois, por meio de seus critérios e indicadores, ele permite avaliar a qualidade dos programas e apontar as áreas que o Estado deseja desenvolver. Este trabalho tem por objetivo propor contribuições à gestão dos programas de pós-graduação stricto sensu em Administração do Brasil, com base nos sistemas de avaliação de pós-graduação norte-americano e brasileiro. Para tanto, procedeu-se uma pesquisa em oito programas: quatro nos Estados Unidos, credenciados pela Association to Advance Collegiate School of Business (AACSB), e quatro no Brasil, reconhecidos e recomendados pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). O método de pesquisa foi o estudo de casos múltiplos, baseado nos trabalhos de Eisenhardt (1989) e Yin (2003). A análise de dados seguiu as técnicas de agrupamento e de cluster sugeridas por Miles e Huberman (1994). Os principais resultados indicam diferenças na concepção e no uso dos sistemas pelos programas brasileiros e americanos. Por exemplo, nos Estados Unidos, os programas utilizam o sistema para assegurar o cumprimento da própria missão e atender a um padrão mínimo de qualidade. No Brasil, entretanto, os programas investem no aprimoramento da produção intelectual (qualidade e quantidade), na formação de alunos e na inserção social para cumprir com as exigências do sistema e obter maior nota. Contudo, propõe-se um o modelo de gestão que - além de atender aos requisitos do sistema de avaliação da CAPES - leve em consideração a realidade do programa e demais elementos importantes para seu contínuo aprimoramento, dentre eles, o plano estratégico, que abrange a missão e a visão; o egresso e as estratégias de acesso a recursos para melhor atender a seus stakeholders.\n
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
metaresearch head score (Codex)0.002
metaresearch head score (Gemma)0.004
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesMeta-epidemiology (narrow), Science and technology studies, Scholarly communication, Research integrity, Insufficient payload (model declined to judge)
Consensus categoriesMeta-epidemiology (narrow), Insufficient payload (model declined to judge)
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: Qualitative
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.134
Threshold uncertainty score1.000
Codex and Gemma teacher scores by category
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
Teacher spread0.314 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it
