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Este trabalho de investigação tem por objectivo geral avaliar o impacto que processo de planeamento estratégico pode, eventualmente, ter na eficácia organizacional das instituições portuguesas de ensino superior agrário. Para perseguir tal objectivo, fez-se o enquadramento teórico do tema que revelou a inexistência de consensos relativamente aos conceitos estudados. Por essa razão, para fazer a construção teórica acerca da eficácia organizacional e do planeamento estratégico foi necessário recorrer ao uso de bases teóricas já existentes que permitissem pôr alguma ordem na confusão existente. Assim, às quatro dimensões de eficácia organizacional que podem encontrar-se no Modelo dos Valores Competitivos, nomeadamente, a dimensão burocrática, a dimensão humana, a dimensão sistémica e a dimensão racional; juntou-se uma nova dimensão que se apelidou de política. Posteriormente, o estudo da eficácia organizacional no contexto do ensino superior agrário revelou que, devido ao seu carácter multi-dimensional, a sua avaliação deveria ser feita à custa de nove critérios de eficácia que podem ser agrupados em três domínios, designadamente, o domínio académico interno, o domínio da adaptação externa e o domínio da motivação. O estudo teórico acerca da estratégia e do planeamento estratégico foi organizado tendo em conta duas dimensões, designadamente, a dimensão prescritiva e a dimensão descritiva. Mas, à semelhança do conceito de eficácia organizacional, pareceu adequado acrescentar uma nova dimensão que se designou de integrativa. O estudo do planeamento estratégico no contexto do objecto deste estudo, ou seja, do ensino superior agrário revelou a quase inexistência de trabalhos de investigação. Por essa razão, optou-se por construir um modelo teórico de planeamento estratégico que, na medida do possível, integrasse os contributos das dez escolas de formação da estratégia. A base teórica ampliada viria a permitir a construção de um inquérito a ser administrado, directamente, através do correio electrónico aos gestores de topo das universidades e dos institutos politécnicos; e, aos dirigentes das unidades orgânicas que, nas instituições estudadas, estão vocacionadas para o ensino das ciências agrárias. Apesar dos inquiridos possuírem agendas sobrecarregadas, a sua participação no estudo foi excelente, traduzindo-se numa taxa de resposta de 62,5%.
A avaliação da eficácia organizacional revela que muito, ainda, há a fazer no ensino superior agrário uma vez que os níveis de eficácia nos diferentes domínios são, globalmente, sofríveis. Apesar disso, o critério da qualidade obtém uma classificação elevada. De igual modo, os aspectos comportamentais característicos da dimensão das relações humanas e da dimensão dos objectivos racionais foram mais valorizados pelos gestores de topo das instituições de ambos subsistemas. Pelo contrário, nas unidades orgânicas, os níveis de eficácia elevados devem-se, segundo os seus dirigentes, ao critério da qualidade; ao critério racional e ao critério burocrático. Nestas instituições, o planeamento estratégico aspira à definição de alternativas estratégicas deliberadas na linha das escolas prescritivas. As estratégias emergentes não têm lugar nas organizações/unidades orgânicas, possivelmente, porque, apesar da complexidade da envolvente ser alta, a estabilidade é, igualmente, alta. No entanto, este panorama está a mudar uma vez que a estabilidade de que o sector gozava está, actualmente, a ser posta em causa devido a factores de vária ordem, nomeadamente, a diminuição real do financiamento, a diminuição da procura e a adaptação das formações ministradas no quadro da declaração de Bolonha. A adaptação das organizações estudadas ao meio ambiente externo passa, por isso, pela descentralização do poder que lhes conferirá maior flexibilidade. Por essa via, as estratégias emergentes poderão irromper a partir de acções não planeadas.
O output do modelo de regressão logística binária (logit) obtido a partir dos dados da amostra dos gestores de topo permitiu definir um modelo de planeamento estratégico para o ensino superior agrário português bastante amputado face ao modelo de planeamento estratégico proposto. De facto, das nove fases propostas apenas quatro integram o modelo final. Trata-se da definição de objectivos, da análise externa, do padrão de referência e do processo de orçamentação. Destas, apenas as três últimas têm um contributo positivo para a eficácia das organizações objecto do estudo.
The assessment of the organizational effectiveness and the characterization of the strategic planning process in the Portuguese agrarian higher education context are the objectives of this study. But, the investigation’s main objective is to explore de relationship between the dependent variable (organizational effectiveness) and the independents variables (stages of the strategic planning process). To pursue such objectives, it was conducted a theoretical framework that revealed the inexistence of consensus relatively to the studied concepts. So, the theoretical construction concerning the organizational effectiveness and of the strategic planning involved the use of theoretical basis already existent in way to put some order in the existent confusion. The Competitive Values Model dimensions of organizational effectiveness, namely, the bureaucratic dimension, the human dimension, the systemic dimension and the rational dimension didn’t explore, entirely, the concept. For that reason, the politic dimension was included in the theoretical framework. Later, in the agrarian higher education context, the organizational effectiveness multi-dimensional character revealed that the assessment was dependent on nine criteria grouped in three domains, particularly, the internal academic domain, the external adaptation domain and the motivation domain. The theoretical study concerning the strategy and the strategic planning was organized in two dimensions, namely, the prescriptive dimension and the descriptive dimension. But, likeness organizational effectiveness, it seemed appropriate to add an integrative dimension that reflects the conciliatory perspective of the Configuration School. The study of the strategic planning in the agrarian higher education context revealed the, almost, inexistence of investigation works about this theme. For that reason, it was proposed a strategic planning model that included the ten schools contributes about strategy formation. The enlarged theoretical basis allowed the construction of a survey sent by e-mail to the universities and polytechnic institute’s top managers; and, to the organic unit’s leaders that, in the studied institutions, are responsible for the agrarian sciences teaching. In spite of the overloaded agenda, the institution’s top managers and organic unit’s leaders participation in the survey was excellent. In fact, this positive behaviour contributed to the high response tax (62,5%). The results demonstrate that, in the agrarian higher education, the levels of organizational effectiveness are, globally, sufferable. In spite of that, the quality criteria obtain a high classification. Equally, the behavioural aspects that are attributes of the human relations dimension and rational objectives dimension were more valued by the institutions top managers of both subsystems. But, the organic unit’s leaders considered that the effectiveness levels were highest due to the quality criteria; rational criteria and bureaucratic criteria contributes. In the Portuguese agrarian higher education institutions, the strategic planning involves the definition of deliberate strategic alternatives in the line of the prescriptive schools. In the organizations/organic units, the emerging strategies are neglected because, in spite the high environmental complexity, the sector’s stability is, equally, high. However, this scenario is about to change since the actual stability don’t last forever. In fact, in the actuality, several factors, namely, the real financing decrease, the higher education demand decrease and the educational programs adaptation motivated by the Bologna meeting. For that, the agrarian higher education organizations must be prepared to internalize the external environmental changes. To adapt, the organizations must be flexible and to be so, the organizations must decentralize power. A larger flexibility will allow that emergent strategies can materialize as result of non planned actions. Based in he top managers' sample data, the binary logistic regression model (logit) produced a model of strategic planning for the Portuguese agrarian higher education. However this model revealed to be amputated when compared with the strategic planning model that was proposed during literature revision. In fact, of the nine proposed stages of the strategic planning process only four integrate the final model. It is the objectives definition, the external analysis, the reference pattern and the budgeting process. From these, just the last three have a positive contribute to the organization’s effectiveness.
The assessment of the organizational effectiveness and the characterization of the strategic planning process in the Portuguese agrarian higher education context are the objectives of this study. But, the investigation’s main objective is to explore de relationship between the dependent variable (organizational effectiveness) and the independents variables (stages of the strategic planning process). To pursue such objectives, it was conducted a theoretical framework that revealed the inexistence of consensus relatively to the studied concepts. So, the theoretical construction concerning the organizational effectiveness and of the strategic planning involved the use of theoretical basis already existent in way to put some order in the existent confusion. The Competitive Values Model dimensions of organizational effectiveness, namely, the bureaucratic dimension, the human dimension, the systemic dimension and the rational dimension didn’t explore, entirely, the concept. For that reason, the politic dimension was included in the theoretical framework. Later, in the agrarian higher education context, the organizational effectiveness multi-dimensional character revealed that the assessment was dependent on nine criteria grouped in three domains, particularly, the internal academic domain, the external adaptation domain and the motivation domain. The theoretical study concerning the strategy and the strategic planning was organized in two dimensions, namely, the prescriptive dimension and the descriptive dimension. But, likeness organizational effectiveness, it seemed appropriate to add an integrative dimension that reflects the conciliatory perspective of the Configuration School. The study of the strategic planning in the agrarian higher education context revealed the, almost, inexistence of investigation works about this theme. For that reason, it was proposed a strategic planning model that included the ten schools contributes about strategy formation. The enlarged theoretical basis allowed the construction of a survey sent by e-mail to the universities and polytechnic institute’s top managers; and, to the organic unit’s leaders that, in the studied institutions, are responsible for the agrarian sciences teaching. In spite of the overloaded agenda, the institution’s top managers and organic unit’s leaders participation in the survey was excellent. In fact, this positive behaviour contributed to the high response tax (62,5%). The results demonstrate that, in the agrarian higher education, the levels of organizational effectiveness are, globally, sufferable. In spite of that, the quality criteria obtain a high classification. Equally, the behavioural aspects that are attributes of the human relations dimension and rational objectives dimension were more valued by the institutions top managers of both subsystems. But, the organic unit’s leaders considered that the effectiveness levels were highest due to the quality criteria; rational criteria and bureaucratic criteria contributes. In the Portuguese agrarian higher education institutions, the strategic planning involves the definition of deliberate strategic alternatives in the line of the prescriptive schools. In the organizations/organic units, the emerging strategies are neglected because, in spite the high environmental complexity, the sector’s stability is, equally, high. However, this scenario is about to change since the actual stability don’t last forever. In fact, in the actuality, several factors, namely, the real financing decrease, the higher education demand decrease and the educational programs adaptation motivated by the Bologna meeting. For that, the agrarian higher education organizations must be prepared to internalize the external environmental changes. To adapt, the organizations must be flexible and to be so, the organizations must decentralize power. A larger flexibility will allow that emergent strategies can materialize as result of non planned actions. Based in he top managers' sample data, the binary logistic regression model (logit) produced a model of strategic planning for the Portuguese agrarian higher education. However this model revealed to be amputated when compared with the strategic planning model that was proposed during literature revision. In fact, of the nine proposed stages of the strategic planning process only four integrate the final model. It is the objectives definition, the external analysis, the reference pattern and the budgeting process. From these, just the last three have a positive contribute to the organization’s effectiveness.
Description
Keywords
Gestão pública Eficácia organizacional Planeamento estratégico Ensino Superior Ciências agrárias
Citation
Fernandes, António - Impacto do planeamento estratégico na eficácia organizacional das instituições portuguesas. Vila Real : UTAD, 2006. Tese de Doutoramento
Publisher
Universidade de Trás-os-Montes e Alto Douro