Assessment and evaluation in higher education

This book compiles relevant research on students’ learning processes in Higher Education. It presents different dimensions and forms of learning, crucial to understand and tackle diversity and integration regarding more sustainable and inclusive goals. Major challenges have taken place recently considering assessment within higher education and its known impact on students’ learning processes. The application of different assessment methods, considering a general public desire to focus on more skills development and assessment has brought higher education challenges regarding students learning processes and its assessment that are bringing severe changes towards academia. Higher education institutions should act as knowledge and research drivers, and the consideration about the learning processes and assessment methods are key. Special attention is given to assessment methods and purposes, assessment rubrics and the assessment of learning outcomes (knowledge and skills). Research on the challenges, strengths, and opportunities of online and virtual assessment, as well as best practices and recommendations for assessment and evaluation in higher education, are also explored and discussed in this book. This book, which consists of 15 articles written by research experts in their topic of interest, reports the most recent research concerning assessment and evaluation in higher education. The book includes changes in education and higher education that can lead to a systematic modification of higher education. Topic one—Pedagogical innovation Jung Hee Park, Woo Sok Han, Jinkyung Kim and Hyunjung Lee—Strategies for Flipped Learning in the Health Professions Education in South Korea and Their Effects: A Systematic Review; https://doi.org/10.3390/educsci11010009. William Swart and Ken MacLeod—Evaluating Learning Space Designs for Flipped and Collaborative Learning: A Transactional Distance Approach; https://doi.org/10.3390/ educsci11060292. Jiří Bečica and Roman Vavrek—A Qualitative Assessment of the Pedagogical Process at Czech Public Universities; https://doi.org/10.3390/educsci11080389. Salleh Amat, Harizah Izyan Samsudin, Abu Yazid Abu Bakar, Mohd Izwan Mahmud and Mohd Hasrul Kamarulzaman—Needs Analysis of Psychosocial Module Development Based on Psychoeducation Approach for Public University Students in Malaysia; https://doi.org/10.3390/educsci11100604. Humberto Arruda and Édison Renato Silva—Assessment and Evaluation in Active Learning Implementations: Introducing the Engineering Education Active Learning Maturity Model; https://doi.org/10.3390/educsci11110690. We begin the book by introducing the reader to a very interesting work in which Park et al. develops a student-centred approach considering the real advantages in developing students learning abilities. The effect and strategies of flipped learning in the health professions education xii were assessed through a Participant–intervention-comparator-outcome (PICO). Findings suggests that implementing flipped learning design based on class characteristics and appropriate post-class activities can enhance students’ learning abilities. The topic continues with the work from Swart et al. where they evaluate Learning Space Designs for Flipped and Collaborative Learning. A highly revealing study considering the relevance of the classroom´s design as a relevant mainframe for collaborative work. They developed a very interesting study where they present that from a student perspective the investment in high-tech classrooms is not necessarily directly associated with more student engagement. Amat and colleagues presents a research which showed a highly positive response from the students toward the development of a psychosocial module in order to strengthen the assertiveness, social skills, and psychological well-being. Assessment and Evaluation in Active Learning Implementations has been widely worked on engineering Education. Arruda and colleagues present a paper where they propose a framework that assesses the maturity of Active Learning implementation in a program or a course. A valuable tool to be implemented and replicated, on diagnosis and practical improvements in real settings. Topic Two—Assessment Fidel Salas Vicente, Ángel Vicente Escuder, Miguel Ángel Pérez Puig and Francisco Segovia López—Effect on Procrastination and Learning of Mistakes in the Design of the Formative and Summative Assessments: A Case Study; https://doi.org/10.3390/educsci11080428. Eddy Sutadji, Herawati Susilo, Aji Prasetya Wibawa, Nidal A.M. Jabari and Syaiful Nur Rohmad—Authentic Assessment Implementation in Natural and Social Science; https://doi.org/10.3390/educsci11090534 Jurgita Lenkauskaitė, Remigijus Bubnys, Erika Masiliauskienė and Daiva Malinauskienė— Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania; https://doi.org/10.3390/educsci11110678. Tatiana Baranova, Dmitriy Mokhorov, Aleksandra Kobicheva and Elena Tokareva— Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom; https://doi.org/10.3390/educsci11120808. Another interesting research is the one presented by Vicent et al. where we are guided through students’ procrastination processes, the formative assessments and the summative evaluation. This case study presents the unexpected and undesirable effects of both on the behavior of students and on both grading and learning. Authentic assessment is another pedagogical approach based on real world impact. Sutadji and colleagues presented a research paper where they debate epistemological and scientific constructions to social and natural sciences. Lenkauskaitė and colleagues explored the idea of change in the higher educational process using a problem-based learning strategy. The need we have in education institutions to empower students is reflected in this study that shows empowerment and enhancement of critical thinking from students when they assess and are involved in the assessment strategy. xi To end this topic Baranova and colleagues present a research based on the introduction of content and language into classes with a multilingual approach, which will allow students to use several foreign languages in the process of professional communication. The purpose of the paper is to evaluate the efficiency of a newly introduced integrated learning model from the perspective of students and to understand its impact on students. Topic three—Digitalization- and peer-support-technology-based Rana Saeed Al-Maroof, Khadija Alhumaid and Said Salloum—The Continuous Intention to Use E-Learning, from Two Different Perspectives; https://doi.org/10.3390/educsci 11010006. Isabel López-Tocón—Moodle Quizzes as a Continuous Assessment in Higher Education: An Exploratory Approach in Physical Chemistry; https://doi.org/10.3390/educsci11090500. Mehdi Berriri, Sofiane Djema, Gaëtan Rey and Christel Dartigues-Pallez—Multi-Class Assessment Based on Random Forests.; https://doi.org/10.3390/educsci11030092. In Topic 3, the book presents relevant pos pandemic strategies like e-learning methods. The paper by Al-Maroof et al. show that teachers’ and students’ perceived technology self-efficacy, ease of use and usefulness are the main factors directly affecting the continuous intention to use technology. Their relevant findings also bring about intrinsic and extrinsic motivation associated and developed throughout the process of learning. Considered the key factors that support the use of technology continuously. The chapter continues with López-Tocón and colleagues work on Moodle Quizzes as a Continuous Assessment. Moodle quizzes were explored in this study, and they acted as a reliable practice for teaching and learning. This topic regards crucial aspects that intend to enhance the need for higher education institutions to support additional student-centred dynamics not based on the teacher and its role as the main actor in the classroom or even as main facilitator of knowledge. In this chapter it is explored by the work of Berriri, a novel study that tried to provide relevant information regarding counseling processes. Additionally, it is explored how teaching staff can propose training courses adapted to students by anticipating their possible difficulties using new technologies, a machine learning algorithm called Random Forest, allowing for the classification of the students depending on their results. Topic four—Organizations and governance Cristina Checa-Morales, Carmen De-Pablos-Heredero, Angela Lorena Carreño, Sajid Haider and Antón García—Organizational Differences among Universities in Three Socioeconomic Contexts: Finland, Spain and Ecuador. Relational Coordination Approach; https://doi.org/10.3390/educsci11080445. Hue Thi Truong, Hung Manh Le, Duc Anh Do, Duc Anh Le, Huyen Thi Nguyen and Thanh Kim Nguyen—Impact of Governance Factors over Lecturers’ Scientific Research Output: An Empirical Evidence; https://doi.org/10.3390/educsci11090553. xii Cecília Guerra and Nilza Costa—Can Pedagogical Innovations Be Sustainable? One Evaluation Outlook for Research Developed in Portuguese Higher Education; https://doi.org/10.3390/educsci11110725. The book also presents institutional research, conducted in a macro level approach that can be very helpful to the reader that is interested in more information regarding the assessment of pedagogical innovation at an institutional level. Bečica and colleagues present a relevant qualitative Assessment of the Pedagogical Process at Czech Public Universities. This work increments the debate towards more quality-based measures considering that the monitoring and quantification of quality in education is a very demanding and controverse topic. Checa-Morales and colleagues presented an institutional study that focus on organizational differences Universities in Three Socioeconomic Contexts: Finland, Spain and Ecuador. Results show that shared goals with among faculty members and problem-solving communication among students were key. Organizational practices show relevant differences among the three universities. Truong and colleagues analysed governance factors that influence the scientific research output of lecturers. The results reveal that resources for scientific research have the most impact on lecturers’ scientific research output, followed by policies for lecturers, support for scientific research activities, scientific research objectives of HEIs, and finally, leadership. Pedagogical innovation is key in order to develop society. Guerra and colleagues introduce a very interesting and critical approach to the topic, conducting research that focused on the extent to which funded national research-based education projects, developed in public Portuguese higher education institutions (universities and polytechnic institutes), have considered the sustainability of research results (e.g., pedagogical innovations), after funding ends. We believe there is a need for this book to provide clear and relevant scientific research which takes into consideration pedagogical innovation, assessment processes and institutional models. The aim of this book is to provide the reader with key and updated research on the information necessary to understand students learning and teaching, innovation at assessment, the need to assess involving the students and also to understand global macro level research, national level and institutional level. Therefore, we hope to reach policy makers, educators, researchers, teachers, students and a global community of people that are interested and concerned with the research agenda, acting in student’s empowerment, knowledge and updated skills.info:eu-repo/semantics/publishedVersio

Improving the performance of student teams in project-based learning with Scrum

The purpose of this paper is to analyze the effectiveness of Scrum for project and team management in PBL teams in higher education. To attain this goal, a study was carried out to analyze students’ perceptions about Scrum as an effective method for PBL teams. Based on two different editions of PBL that used the Scrum method with different characteristics in each approach, this paper aims to identify the best practices for effective team and project management and draw recommendations for successful use of scrum in PBL approaches. The authors used an exploratory case study carried out within an engineering program at the University of Minho, Portugal. The research design was based on an explorative quantitative and qualitative approach. Implementing Scrum in PBL teams helps students to keep the project running smoothly and draws greater awareness on how to manage the project and teams in a more effective way. Findings show that task assignment, performance monitoring, visual management and regular feedback were considered the main advantages of using Scrum in PBL teams, which had a positive impact on student performance. However, for the success of Scrum, students recognize the role of the Scrum Master and Project Owner as vital to guide the teams in a sustainable way. Research on the application of Scrum in Education is scarce and mostly exploratory. This paper is among the very few empirical studies consolidating knowledge on the implementation of Scrum approaches to improve learning in higher education. More specifically, it brings a valuable contribution on how to improve specifically team performance in PBL teams with the use of agile approaches such as Scrum

Perceções do sistema de gestão de recursos humanos e o papel da confiança organizacional

Tese de doutoramento em Psicologia (área de especialização em Psicologia do Trabalho e das Organizações)A gestão de recursos humanos (GRH) é um fenómeno organizacional complexo e multi-dimensional (Keating, 2007). Define regras, estrutura procedimentos entre os colaboradores e as organizações, pode ser formalizada ou não, e possui diferentes objetivos organizacionais. A compreensão do seu impacto, quer ao nível dos colaboradores, quer ao nível das organizações, é consequentemente complexa e continua a não ser compreendida de forma inequívoca. Na tentativa de ultrapassar alguns destes obstáculos, tem sido sugerido a mudança do foco de pesquisa, passando de uma abordagem centrada no conteúdo da GRH para uma abordagem centrada nos processos e/ou dinâmicas psicossociais envolvidas na GRH (Bowen & Ostroff, 2004). A presente dissertação pretende contribuir para o desenvolvimento desta área. O modelo de análise presente ao longo de todo o trabalho privilegia o estudo do detalhe processual na operacionalização do sistema de gestão de recursos humanos (SGRH) e centra-se em processos psicossociais que sejam fundamentais na compreensão da GRH. O objetivo geral desta dissertação é a compreensão do SGRH e do seu impacto em dimensões psicológicas relevantes, neste caso, a confiança organizacional e o compromisso na sua vertente afetiva. Esta investigação desenvolveu-se em duas fases. A primeira foi uma fase qualitativa exploratória e o seu objetivo principal consistiu na compreensão dos processos de operacionalização do SGRH e fatores associados, em especial a confiança. Foram realizadas 14 entrevistas semiestruturadas a informantes chave, nomeadamente diretores da organização, diretores de recursos humanos, diretores do departamento financeiro e chefias operacionais, em 7 organizações. Os resultados da fase qualitativa realçaram a importância da função de Recursos Humanos (RH) no desenvolvimento do SGRH. Sugeriram que a função RH com influência e autonomia esforça-se por desenvolver uma relação que permita aumentar o ajustamento dos colaboradores nos processos de mudança presentes na operacionalização do SGRH. A importância específica da confiança nos processos de implementação do SGRH é diferente em organizações estruturalmente semelhantes (por exemplo, burocracias) que supostamente teriam padrões de operacionalização similares, ou os mesmos fatores associados. Os resultados desta fase inicial (estudo 1) sugeriram modificações teóricas no modelo de Bowen e Ostroff (2004), as quais foram incorporadas na fase seguinte, designadamente no estudo 2. A segunda fase foi quantitativa e baseou-se na aplicação de um questionário junto a 21 organizações do setor público e privado (industrial e serviços) e envolveu no total 1677 colaboradores. Esta fase quantitativa deu origem a dois estudos. No primeiro pretendeu-se responder aos seguintes objetivos: a) apresentar uma proposta téorica para a definição do construto “perceção do SGRH” baseado no modelo de Bowen e Ostroff (2004); b) desenvolver um instrumento; c) testar e validar empiricamente o modelo definido em a). Os resultados obtidos no estudo 2 confirmaram as propostas de modificação da concetualização teórica de Bowen e Ostroff (2004). O modelo final integra duas meta-dimensões que compõem a perceção do SGRH: a) a relação com os representantes da função RH e b) os efeitos do SGRH. É discutida teoricamente a possível cadeia atribucional da “perceção do SGRH” e a sua ligação com a regulação do comportamento dos colaboradores. No segundo estudo quantitativo, o estudo 3, foi utilizado o construto “perceção do SGRH” com as dimensões finais do modelo reformulado (resultado do estudo anterior), tendo sido o seu principal objetivo compreender a relação entre a “perceção do SGRH” e o impacto desta no compromisso organizacional afetivo, considerando o papel da confiança organizacional. Nesse âmbito, foram testados dois modelos contrastantes, um modelo moderador versus modelo mediador. Os resultados indicam que o construto “perceção do SGRH” e todas as suas subdimensões estão associadas à confiança organizacional. Duas destas sub-dimensões estão diretamente relacionadas com o compromisso organizacional afetivo. Todas são mediadas (total ou parcialmente) pela confiança organizacional na chefia. Embora o modelo moderador apresente uma interação significativa, o modelo mediador aparenta trazer mais informação à compreensão do processo e do papel da confiança no mesmo. Os resultados contribuem para a robustez do construto “perceção do SGRH” e para a compreensão do seu impacto na confiança e no compromisso. O conjunto dos resultados obtidos dá a conhecer uma nova concetualização do SGRH incidindo numa análise de processos. As relações organizacionais analisadas ao nível da interação pessoal e do detalhe parecem constituir bases necessárias ao envolvimento dos indivíduos nas organizações. Estas análises micro relacionais possivelmente podem ser generalizadas pelos indivíduos para macro perceções sobre o SGRH. Se considerarmos que o SGRH é um instrumento que demonstra o envolvimento organizacional (Whitener, Brodt, Korsgaard & Werner, 1998) parece claro que estes micro processos relacionais e psicológicos são necessários na ligação dos indivíduos às organizações e, consequentemente, na criação de uma relação de emprego que satisfaça colaboradores e organizações.The human resource management (HRM) is a complex and multi-dimensional organizational phenomenon (Keating, 2007). HRM defines rules, structures procedures between workers and organizations, can be formalized or not and has different organizational goals. Therefore, the understanding of its impact, in terms of employees or at the organizations level is complex and still not understood. In an attempt to overcome these obstacles, research has suggested changing the research focus from a content based approach of HRM to a process based approach grounded on psychological dynamics and processes evolved on HRM (Bowen & Ostroff, 2004). This thesis intends to contribute to the development of this research area. The conceptualization present throughout this work focuses on the study of procedural detail in the operationalization of human resource management system (HRMS) and on psychological processes that are relevant in HRM understanding. The main objective of this dissertation is to comprehend HRM and its impact on relevant psychological dimensions, in this case, organizational trust and commitment in its affective dimension. Research has been developed in two stages. The first was an exploratory qualitative phase and its specific objective was to understand the operationalization processes of HRMS and associated factors particularly trust. 14 semi-structured interviews with key informants, including top managers, human resource directors, finance managers and line managers in organizations 7 were performed. The results of the qualitative phase emphasize the importance of the role of the Human Resource (HR) function in the development of HRMS. They suggest that the HR function with influence and autonomy strives to develop a relationship which will enable the adjustment of employees in the operationalization of HRMS change processes. The specific relevance of trust in the HRMS implementation process differs in structurally similar organizations (e.g. bureaucracies) which allegedly would have similar patterns or the similar factors associated. The results of this study suggest modifications of the theoretical Bowen and Ostroffs´ (2004) model which were incorporated into the following phase, especially on study 2. The second phase was quantitative and was based on the application of a questionnaire in 21 organizations from public and private sector, evolving 1677 workers. This phase originated two studies. In the first we had the following objectives: a) to present a theoretical proposal for the definition of the construct “HRMS perception” based on the Bowen and Ostroffs´ (2004) model, b) develop an instrument c) empirically test and validate the model defined in a). Results from study 2 confirm the modification of Bowen and Ostroffs´ (2004) theoretical conceptualization. The final model integrates two meta - dimensions that shape HRMS perception: a) the relationship with the representatives of human resources and b) the effects of HRMS . The possible attributional chain of "HRMS perception" and its connection with the behavior regulation of workers is theoretically discussed. In the second quantitative study, study 3, we used the construct “HRMS perception" with the final dimensions of the reformulated model (result of the previous study). The central objective of this study was to understand the relationship between the construct “HRMS perception" and its impact on affective organizational commitment, considering the role of organizational trust. We tested two contrasting models, a moderator model versus mediator model. Study 3 indicates that the construct “HRMS perception" and all its sub-dimensions are related to organizational trust. Two of these sub-dimensions are directly related to affective organizational commitment. All are mediated (fully or partially) by trust in leadership. The moderator model presents a significant interaction, however the mediator model seems to bring more information to the understanding of the process. The results contribute to the robustness of the construct “HRMS perception” and the understanding of its impact on trust and commitment. The results of these integrated studies bring about a new conceptualization of HRMS focusing on processes based approach. The organizational relationships analyzed at the level of personal interaction seem to constitute the necessary basis for the involvement of individuals in organizations. These micro relational analyses possibly are generalized by individuals into macro perceptions about HRMS. If we consider that HRMS is an instrument that demonstrates organizational involvement (Whitener, Brodt, Korsgaard & Werner, 1998) it seems clear that these relational and psychological micro processes are necessary in linking individuals to organizations and consequently in the creation of an employment relationship that satisfies workers and organizations

Sustainable HRM as a pathway to sustainability—HRMS relevance on affective commitment through organizational trust

Human resource management system (HRMS) is an organizational instrument that sends organizational messages to employees. If we consider that HRMS can be an indicator of organization’s involvement towards employees’ it is relevant to understand its impact in employees’ organizational commitment and study indicators that can help unravel the black box between HRMS and positive results, associating an emerging approach, sustainable HRMS that relates HRMS with sustainability, having as common features the association with positive results for employees. Recent literature has tested organizational trust (OT) as a relevant indicator in the understanding of this process. There have been studies that have debated and tested OT in managers as a mediator or moderator of HRMS on affective commitment (AOC) and support for both have been found. In this study, we attempt to contribute to the development of the field, by considering the terminological, conceptual and statistical distinction between moderator and mediator, testing two alternative models that may elucidate the relationship between these variables. 1328 valid responses with employees and managers from 21 Portuguese organizations were collected. A factor analysis, a cluster analysis, moderation tests using hierarchical linear regression, pos hoc tests and mediation tests with sequential regressions were performed. HRMS dimensions are mediated (partially or totally) by OT in manager towards AOC. HRMS dimensions (HR relationship with employees, comprehensibility, utility, visibility and distributive justice) influences OT in manager, which, in turn, influences AOC. Regarding moderation, the interaction between distributive justice and OT, pos-hoc tests showed that when distributive justice increases and levels of OT in manager is high, OAC increases rapidly. It seems that the importance of the distributive justice of HRMS only becomes relevant on OAC, if OT in manager is present. This empirical test of the HRMS model also suggests its reframing in two meta-dimensions: A. the agents of HR system, the HR relationship with employees based on their competence, consistent behavior, ability to solve problems and listening to people; and B. the effects of the system itself, possibly Visibility is the most relevant attribute. We suggest that these interactions between HR agents and employees are relevant and may lead to generalizations about the HRMS.This research was funded by FCT, grant number SFRH/BD/60939/2009

Chemical composition and antioxidant activity of portuguese diospyrus kaki fruit by geographical origins

Lately, several studies have demonstrated the health benefits associated with natural compounds consumption. Fruit phenolics, lycopene and ascorbic acid, have strong antioxidant, anti-inflammatory, antimugenic and anticarcinogenic activities. In the present study parameters related to fruit quality and climacteric conditions, such as color, moisture, pH, water activity, total phenolic compounds, ascorbic acid and lycopene content were analyzed. Diospyros kaki cv. chocolate fruits were extracted with different solvents, such as methanol, ethanol and water. Total polyphenolics of each extract determined by Folin-Ciocalteu method were found to be higher in methanolic extract (106.2 mg/100g sample) and lower in ethanol (21.9 mg/100g sample) considering Diospyros fruits with peel. The antioxidant activity (AA) was evaluated by an in vitro model system trough 1,1-diphenyl-2-picrylhydrazyl radical scavenging capacity (DPPH•) assay. Significant variations were found in the levels of these parameters according to different geographic regions. It was possible to describe correlationsbetween the antioxidant compounds (polyphenolics, ascorbic acid and lycopene) and the antioxidant activity. Aqueous solvent was more effective on the extraction of antioxidant compounds from Portuguese Diospyros fruits with 52% radical scavenging activity. Results support the importance of Diospyros kaki cv. chocolate fruits,Portuguese cultivar, as a functional food with high antioxidant potential that may have beneficial effects against oxidative human damage.info:eu-repo/semantics/publishedVersio

Graduate employability and competence development in higher education - a systematic literature review using PRISMA

This paper aims to develop a systematic review on graduate employability and competence development, intending to present an international perspective on the matter. It analyses the role of higher education institutions in promoting the development of competences for employability. The Preferred Reporting Items for Systematic Reviews (PRISMA) statement was used as a formal systematic review guideline for data collection. Data was obtained from research studies over the period 2009–2019. The analysis included a total of 69 papers from Web of Science (WoS) and Scopus databases. Results show that Europe leads the number of publications on these topics during the past decade. One of the main issues associated with competence development and graduate employability found in the review is related to the (mis)match between university graduates’ competences and employers’ needs. Findings indicate that higher education institutions are concerned with using strategies to enhance the development of competences for graduate employability. Graduate employability and competence development around the world depend on a strong sense of innovation and collaboration practices implemented in higher education

Introducing health gains in location-allocation models: A stochastic model for planning the delivery of long-term care

Although the maximization of health is a key objective in health care systems, location-allocation literature has not yet considered this dimension. This study proposes a multi-objective stochastic mathematical programming approach to support the planning of a multi-service network of long-term care (LTC), both in terms of services location and capacity planning. This approach is based on a mixed integer linear programming model with two objectives – the maximization of expected health gains and the minimization of expected costs – with satisficing levels in several dimensions of equity – namely, equity of access, equity of utilization, socioeconomic equity and geographical equity – being imposed as constraints. The augmented ε-constraint method is used to explore the trade-off between these conflicting objectives, with uncertainty in the demand and delivery of care being accounted for. The model is applied to analyze the (re)organization of the LTC network currently operating in the Great Lisbon region in Portugal for the 2014-2016 period. Results show that extending the network of LTC is a cost-effective investment

Conflito trabalho-família, perceção de suporte organizacional e compromisso organizacional entre motoristas de mercadorias portugueses

This study evaluated the relationship between the perception of work-family conflict (WFC) and organisational commitment amongst a sample of Portuguese male freight drivers, as well as the role that the perception of organisational support (POS) can play in this relationship. A questionnaire survey was administered to 139 drivers who worked in a freight transport company (82 long-distance and 57 short-distance drivers). The results point out high levels of WFC, independent of the driver type. The WFC correlated negatively with the children's age, the number of hours worked weekly, continuance and affective commitment. However, in this sample, the WFC did not prove to be a predictor of affective and continuance organisational commitment, as these were only explained by the POS. In addition to including other freight transport companies in order to increase the sample size, in the future it is suggested to integrate the perspective of the drivers' spouses/partners in order to deepen the understanding of WFC in this occupational group. Despite its limitations, this study joins the few existing studies in the Portuguese context on WFC in professional drivers.O presente estudo avaliou a relação entre a perceção do conflito trabalho-família (CTF) e do compromisso organizacional numa amostra de motoristas portugueses do sexo masculino, bem como o papel que a perceção de suporte organizacional pode desempenhar nessa relação. Os dados foram recolhidos através de um questionário aplicado a 139 motoristas que trabalhavam numa empresa de transporte de mercadorias (82 motoristas de longa distância e 57 de curta distância). Os resultados indicam altos níveis de perceção CTF, independentemente do tipo de motorista. Além disso, o CTF correlacionou-se negativamente com a idade das crianças, o número de horas trabalhadas semanalmente e o compromisso organizacional (afetivo e calculativo). No entanto, nesta amostra, o CTF não se revelou um preditor do compromisso organizacional afetivo e do compromisso calculativo, tendo estes sido apenas explicados pela perceção de suporte organizacional. Além da inclusão de outras transportadoras de mercadorias de modo a aumentar o tamanho da amostra, no futuro, sugere se a integração da perspetiva das(os) cônjuges/parceiras(os) dos motoristas de modo a aprofundar a compreensão do CTF neste grupo ocupacional. Não obstante as suas limitações, este estudo junta-se aos poucos estudos existentes em contexto português sobre o conflito trabalho-família em motoristas profissionais

A influência do work engagement e da confiança, na transferência de conhecimento tácito: uma proposta de modelo

This study aimed to explore the influence of work engagement and trust in tacit knowledge transfer. A model that suggests a relationship between these variables is proposed. A study of mixed methodology was carried out in a public transport company in Madeira Island, Portugal. A questionnaire to a sample of 202 workers was applied and 7 semi-structured interviews were conducted. The results confirm the facilitating role of work engagement in tacit knowledge transfer and that trust has a relevant mediating role in this relationship. Organizations that want to increase the sharing of tacit knowledge must promote an environment of trust and take care of the engagement of their workers.Este estudio tuvo como objetivo explorar la influencia del work engagement y la confianza en la transferencia de conocimiento tácito. Se propone un modelo que sugiere una relación entre estas variables. Se realizó un estudio de metodología mixta en una empresa de transporte público en la isla de Madeira, Portugal. Se aplicó un cuestionario a una muestra de 202 trabajadores y se realizaron 7 entrevistas semiestructuradas. Los resultados confirman el papel facilitador del work engagement en la transferencia de conocimiento tácito y que la confianza tiene un papel mediador relevante en esta relación. Las organizaciones que quieran incrementar el intercambio de conocimiento tácito deben fomentar un ambiente de confianza y cuidar el compromiso de sus trabajadores.Este estudo teve como objetivo explorar a influência do work engagement e da confiança, na transferência de conhecimento tácito. É proposto um modelo que sugere uma relação entre estas variáveis. Para isto, realizou-se um estudo de metodologia mista, numa empresa de transportes públicos na Ilha da Madeira, Portugal. Aplicou-se um questionário numa amostra de 202 trabalhadores e realizaram-se sete entrevistas semiestruturadas. Os resultados confirmam o papel facilitador do work engagement na transferência de conhecimento tácito, e que a confiança tem um papel mediador relevante nesta relação. As organizações que queiram aumentar a partilha de conhecimento tácito, devem promover um ambiente de confiança e cuidar do engagement dos seus trabalhadores

O professor que ensina matemática como foco de estudo em mestrados profissionais brasileiros

Neste artigo analisam-se 96 dissertações, cujo foco é o professor que ensina matemática, produzidas nos mestrados profissionais da área de ensino da capes, entre 2001 e 2012. Procura-se compreender como o pesquisador, que é um professor, percebe os participantes de seu estudo e se relaciona com eles. O corpus da pesquisa foi analisado a partir das seguintes categorias: perfil do professor pesquisador e dos participantes; motivação e foco das pesquisas; e relação pesquisador-participantes. Os resultados evidenciam que, em muitos estudos, o professor (ou futuro professor), participante da pesquisa, é percebido pelo pesquisador como um aprendiz, mais que como um parceiro ou colaborador. Isso sugere um distanciamento entre ambos que não condiz com o fato de pelo menos metade dos estudos mencionar que sua motivação advém das próprias trajetórias profissionais. Além disso, poucas pesquisas analisam a própria prática do pesquisador ou refletem acerca de sua aprendizagem profissional ao realizar sua pesquisa