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Gestão estratégica e gestão do conhecimento na transferência do conhecimento, nas instituições de Ensino Superior Público Militar
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A estratégia entende-se como a criação de uma posição única e valiosa, envolvendo um conjunto de diferentes actividades, sendo a gestão estratégica descrita como um processo de decisões e acções de gestão que guiam a organização no relacionamento com o seu meio envolvente que, fundamentalmente, afectam o seu desempenho. Assim, para se elaborarem estratégias é essencial focar tanto a realização da análise estratégica, que consiste num processo contínuo e sistemático, através do qual se procede ao acompanhamento, análise e monitorização do meio ambiente interno e externo da organização, como os valores de quem gere formalmente a organização e as responsabilidades sociais. Neste sentido, a gestão do conhecimento é entendida como um processo colectivo, de natureza interactiva, que pressupõe uma partilha de informação e atitudes nas várias fases do desenvolvimento do conhecimento, sendo considerada a parte fundamental da estratégia para usar conhecimento na criação de vantagens competitivas sustentáveis. Deste modo, uma das actividades da gestão do conhecimento, mais concretamente a transferência do conhecimento e a sua eficácia nas IESPM, assume um papel fulcral, na medida em que permite a difusão do conhecimento, do docente para os discentes, sendo a estratégia, ou melhor, a gestão estratégica que a IESPM segue, passível de a influenciar. O objectivo principal desta investigação consiste em identificar se a eficácia na transferência do conhecimento nas IESPM é influenciada pela gestão estratégica e pela gestão do conhecimento. Para a sua concretização, aprofundaram-se os conceitos de gestão estratégica e de gestão do conhecimento, de forma a suportar teoricamente o trabalho, procurando, igualmente, reconhecer a importância destas áreas de investigação para a actividade da transferência do conhecimento. Para alicerçar o estudo, foi efectuada uma recolha de dados, por meio de um inquérito por questionário, junto dos docentes que leccionam nas IESPM, tendo sido recolhidas 231 respostas, que foram tratadas em termos estatísticos. Os resultados obtidos por meio de análise factorial foram reveladores de que as opções adoptadas pelas IESPM, em termos de gestão do conhecimento, para a eficácia da transferência do conhecimento, são influenciadas por quatro factores: (i) factores pessoais e emocionais na gestão do conhecimento; (ii) factores de empenho organizacional na gestão do conhecimento; (iii) factores de descrença e ausência de quadros de referência na gestão do conhecimento e (iv) factores profissionais na gestão do conhecimento. No que concerne às opções, adoptadas pelas IESPM, em termos de gestão estratégica, para a eficácia da transferência do conhecimento, é influenciada por três factores: (i) competitividade; (ii) envolvente e (iii) cooperação. Por fim, os resultados obtidos por meio de análise de regressão logística são reveladores de que a probabilidade de existir uma transferência mais eficaz de conhecimento entre docentes e discentes nas instituições de IESPM aumenta com a potencialização do empenho organizacional e a contratação de docentes do género feminino; da mesma forma, a probabilidade de existir uma transferência mais eficaz de conhecimento entre docentes e discentes nas instituições de IESPM aumenta com uma visão estratégica que potencie o aparecimento de novas ofertas formativas e a contratação de docentes do género feminino e diminui com uma maior importância atribuída aos parceiros tecnológicos e de conhecimento. As conclusões da tese revelam a importância que a gestão estratégica e que a gestão do conhecimento possuem para a eficácia da transferência do conhecimento nas IESPM.
Strategy is understood as the creation of a unique and valuable position, involving a set of different activities where strategical management is described as a process of decision and management actions guiding the organization in terms of the relationship with its surroundings that mainly affect its performance. Thus, in order to elaborate strategies it is necessary to focus both on the strategical analysis that consist of a continuous and systematic process which lead towards the accompaniment, analysis and monitoring of the organization’s internal and external environment namely, standards of who formally runs the organization and social responsibilities. In this sense, knowledge management is understood as a collective process of an interactive nature requiring exchange of information and attitudes within several phases of the knowledge development; where knowledge is considered the essential strategy part in the creation of sustainable competitive advantages. Thus, one of the knowledge management activities, more specifically knowledge exchange and its effectiveness in the IESPM, has a key role. In the sense it allows the exchange of knowledge between teacher and student where strategy, or better the strategical management followed by the IESPM, is liable to influence it. The main aim of this study consists of identifying whether the effectiveness of knowledge exchange at IESPM is influenced by the strategical management and by the knowledge management. To achieve it, further concepts of strategical and knowledge management have been looked into in order to support this study theoretically and also recognize the importance of these areas of study in the activity of knowledge exchange. To support the study, data collection was carried out by means of a questionnaire done to teachers who teach at IESPM; where 231 answers were obtained and treated in statistical terms. The results obtained by means of factorial analysis showed that options adopted by the IESPM, in terms of knowledge management for the effectiveness of the knowledge transference, are influenced by four factors: (i) personal and emotional factors in knowledge management; (II) factors of organizational persistence in knowledge management; (III) factors of disbelieve and absence of reference frameworks in knowledge management and (IV) professional factors in knowledge management. In what refers to the options adopted by the IESPM in terms of strategical management towards the effectiveness of knowledge exchange, it is influenced by three factors: (i) competitiveness; (II) surroundings and (III) cooperation. Finally, the results obtained by means of logistic regression analysis show that the probability to have a more efficient knowledge exchange between teachers and students at IESPM institutions increases with the enhancement of organizational persistence and hiring of female teachers; in the same way, the possibility to have more efficient knowledge exchange between teachers and students at IESPM institutions increases with a strategical vision that enhances the appearance of new training offers and hiring of female teachers but, decreases with the importance given to technological and knowledge partners. Conclusions of the thesis disclose the importance that strategical and knowledge management have in the effectiveness of knowledge exchange at IESPM.
Strategy is understood as the creation of a unique and valuable position, involving a set of different activities where strategical management is described as a process of decision and management actions guiding the organization in terms of the relationship with its surroundings that mainly affect its performance. Thus, in order to elaborate strategies it is necessary to focus both on the strategical analysis that consist of a continuous and systematic process which lead towards the accompaniment, analysis and monitoring of the organization’s internal and external environment namely, standards of who formally runs the organization and social responsibilities. In this sense, knowledge management is understood as a collective process of an interactive nature requiring exchange of information and attitudes within several phases of the knowledge development; where knowledge is considered the essential strategy part in the creation of sustainable competitive advantages. Thus, one of the knowledge management activities, more specifically knowledge exchange and its effectiveness in the IESPM, has a key role. In the sense it allows the exchange of knowledge between teacher and student where strategy, or better the strategical management followed by the IESPM, is liable to influence it. The main aim of this study consists of identifying whether the effectiveness of knowledge exchange at IESPM is influenced by the strategical management and by the knowledge management. To achieve it, further concepts of strategical and knowledge management have been looked into in order to support this study theoretically and also recognize the importance of these areas of study in the activity of knowledge exchange. To support the study, data collection was carried out by means of a questionnaire done to teachers who teach at IESPM; where 231 answers were obtained and treated in statistical terms. The results obtained by means of factorial analysis showed that options adopted by the IESPM, in terms of knowledge management for the effectiveness of the knowledge transference, are influenced by four factors: (i) personal and emotional factors in knowledge management; (II) factors of organizational persistence in knowledge management; (III) factors of disbelieve and absence of reference frameworks in knowledge management and (IV) professional factors in knowledge management. In what refers to the options adopted by the IESPM in terms of strategical management towards the effectiveness of knowledge exchange, it is influenced by three factors: (i) competitiveness; (II) surroundings and (III) cooperation. Finally, the results obtained by means of logistic regression analysis show that the probability to have a more efficient knowledge exchange between teachers and students at IESPM institutions increases with the enhancement of organizational persistence and hiring of female teachers; in the same way, the possibility to have more efficient knowledge exchange between teachers and students at IESPM institutions increases with a strategical vision that enhances the appearance of new training offers and hiring of female teachers but, decreases with the importance given to technological and knowledge partners. Conclusions of the thesis disclose the importance that strategical and knowledge management have in the effectiveness of knowledge exchange at IESPM.
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Instituições de ensino superior público militar Gestão do conhecimento