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The purpose of this paper is to investigate the contribution of a project management approach to develop a tool to support the management of Brazilian stricto sensu graduate programs (SS-GP). The Adaptive approach was chosen by applying the Project Management Life Cycle (PMLC) method.

The study corresponds to the concept of applied research. The qualitative approach was used. The research strategy was the action research, where participants cooperate to understand their environment, identify problems and seek a solution, simultaneously producing and using the knowledge produced.

The results showed one possible way to apply a contingency project management approach to develop the tool. In addition, indicated that its application facilitated the project work, especially when finding a solution for the project’s development and when dealing with the changes inherent to the uncertainties about the problem.

The lack of more updated information and the limitation of time and resources led to the reduction of the environment scope and of the number of functionalities developed.

To contribute to the generation of knowledge and expertise to support the management of SS-GP in activities such as providing information to the CAPES evaluation system, academic production analysis, collaborative researcher network analysis and post-graduation program monitoring and evaluation.

To fill a gap pointed out by several studies, that it is not possible to automatically generate input lists to be processed by ScriptSucupira tool, based on filtered criteria, comprising the entire universe of the Brazilian SS-PG. The creators of ScriptSucupira also declared to ignore the existence of an artifact similar to that.

This paper aims to evaluate the impact of Federal University of Bahia’s Business Administration graduate programs on graduates’ competency, career and income development.

It is a descriptive study, for which a survey was applied and the data were analyzed using quantitative techniques (descriptive analysis, factorial analysis, t-test, Mann–Whitney test and regression analysis). Data collection was conducted through an electronic questionnaire sent to the graduates in the period between 1998 and 2012.

The results show that in general, the research participants perceive competency, career and income development after the course. At the same time, a comparison between the graduates of academic and professional axes (courses) was carried out, and in general, there is a certain similarity between perceptions.

This research contributes to the theoretical field on evaluation of graduates, both from a methodological point of view, because of conducted statistical analysis that is complementary to other methods used, and from a practical point of view, as it offers redesign and improvement elements to the program’s curricula and teaching-learning methodologies so that it can maximize competency development, career and income of graduates.

COVID-19 played a crucial role in the development and enlargement of learning via electronic media. Still, the recent fourth industrial revolution [Industry 4.0 (I4.0)] paved the road toward Education 4.0. In this regard, several research challenges arise, involving the preparation of gamification strategies in online learning environments. In this sense, this paper aims to investigate the relationship between technologies of I4.0 and gamification practices in online learning around the world. Specifically, to categorize the studies of the scientific literature in the area into knowledge domains and the mention of I4.0 technologies and to verify the relationship of these technologies with the different educational levels.

The preferred reporting items for systematic reviews and meta-analysis protocol was used as a research method with 130 papers included for full content analysis and obtained from the Web of Science.

The leading I4.0 technologies mentioned in the analyzed papers were simulation, Internet of Things and augmented/virtual reality, in this order. Although there are more mentioned technologies, the domain of knowledge to be applied and the educational level interfere in choosing these pillars. With this, the main findings of this relationship were exposed in a singular, modern, active, realist, technological framework to demonstrate how I4.0 relates to the practice of gamification in online educational environments.

To the best of the authors’ knowledge, this is the first study that brings together the relationship of gamification applied in e-learning with I4.0 technologies.

This paper investigates if and how entrepreneurs' social capital influences their individual entrepreneurial orientation attributes (innovativeness, proactiveness, and risk-taking).

The research method adopted is an exploratory multiple case study. The case chosen is that of an emerging and under-examined entrepreneur, the religious entrepreneur. The study investigates 20 pastors responsible for small enterprise-churches in Brazil.

Social capital influences individual entrepreneurial orientation, being characterized by a relative paradox. The networks must be dense enough to stimulate entrepreneurs' individual entrepreneurial orientation but not be so dense as to harm innovativeness, proactivity and risk-taking. Further, data show that individual entrepreneurial orientation influences social capital.

One limitation relates to the semi-structured interviews' restricted use. A second limitation is associated with the recognition of churches only as productive enterprises.

This article suggests the significance of incorporating both themes in entrepreneurial education and training programs. It also stresses the appropriateness of religious entrepreneurship as an empirical research field for business scholars.

The contributions are fivefold. First, the authors build exploratory theoretical propositions on the influence of social capital on individual entrepreneurial orientation. Second, they highlight the significance of dense networks for individual entrepreneurial orientation, expanding the literature that supports the relevance of cohesive networks solely to the construct's organizational dimension. Third, the authors suggest that a relative paradox may characterize individual entrepreneurial orientation. Fourth, the authors suggest the existence of recursion between both constructs. Finally, this study is one of the first to examine social capital and individual entrepreneurial orientation, considering innovativeness, proactivity, and risk-taking, which represents a neglected field in benchmarking studies.

For the longest period of its history, the university was the guardian and transmitter – not the producer – of knowledge. This relatively recent change of transmitting canonical knowledge and generating new knowledge is normally associated with Wilhelm von Humboldt. Other highly influential university models were provided by France and Great Britain. The association of certain types of universities with particular countries is a strong indicator of the intricate link between nation-state and education. Hence, the history of tertiary education and its elite institutions, the research universities, must be considered in relation with a sea change in educational history – the gradual emergence of national education systems. Only under the conditions of the by now standard form of organizing modern societies as nation-states did education become a central institution (Meyer, Boli, Thomas, & Ramirez, 1997) collapsing individual perfectibility and national progress. The nationally redefined university was integrated into the education system as its keystone while also being considered the motor of societal development. From a social history perspective, the latter aspect in particular indicates the pragmatic (training professionals, imparting military and technical knowledge, etc.) and symbolic expectations, “myths” of the nation-state that have been so aptly described and analyzed in numerous macro-sociological neo-institutionalist studies (Meyer, Ramirez, & Soysal, 1992; Meyer et al., 1997; Ramirez & Boli, 1987). In a macro-phenomenological perspective, the term “myth” is used to denote a fundamental change in the self-description of European society which since the late eighteenth and early nineteenth centuries no longer views itself as consisting of separate collectivities divided from each other by social origin – as was the case under feudal conditions – with each collectivity providing itself the necessary education for its members or being provided for by others in the case of neediness. Instead, as a result of a number of material and immaterial changes, society now defines the individual as its key unit, with the nation being consequently the aggregate of individuals and not of collectivities and the state redefined as the guardian of the nation. This conception might be taken as a kind of overlapping area which includes different approaches, such as Michel Foucault's concept of the disciplinary society (Foucault, 1977), Balibar and Wallerstein's (1991) deliberations on the relation between race, class, and nation, and Benedict Anderson's (1991) description of nations as imagined communities. All these studies could be taken as sharing the notion of “constructedness” (cf. Berger & Luckmann, 1972) of modern society with the neo-institutionalist perspective. The concept of a “world polity” which encompasses the “myths” society is based on, the overall notion of a cognitive culture, which takes Max Weber's concept of rationality as a point of departure, is identified as the basis of isomorphic change in the organizational structure of modern education systems (cf. Baker & Wiseman, 2006). However, the strong emphasis on international, world system embeddedness of nation-states and their education systems is not to be taken as a unidirectional dependence on external forces. While modern nation-states originate from and remain tied to international dynamics and developments, they are conceived as unique entities. For most of their history, modern nation-states have been preoccupied with making themselves distinct from each other. Thus, while international competition has always been present, looking abroad traditionally meant reworking, adapting, and reshaping what was imported, or borrowed (Halpin & Troyna, 1995; Steiner-Khamsi, 2004). This is true for education as well as for other areas of society.

China has invested massively in higher education, reaching a mass system, envisaging, as a next step, reaching a universal system. Brazil is still an elite system but needs to create adequate public policies to migrate to a mass system. The purpose of this article is to analyze the paradigms for a mass educational system, with regard to the quality of education offered, and the prospects for achieving a universal system, with Brazil and China as a reference.

The author applied an exploratory and qualitative method, through categorical content analysis. The data were collected through nine interviews with government managers, 15 unstructured (open) questionnaires to specialists in higher education and four student leadership.

The results indicate that the change from an elite system to a mass system impacts quality, as there is an inevitable change in experience. However, this modification does not testify against the mass system, as it is necessary for a nation to pass through it and structure itself adequately in order to reach the universal system, a path desired by both countries.

The study presented the reflections observed by the migration from the elite system to the mass system from the main stakeholders of the system in China and the prospects for Brazil to become a mass system. Additionally, it presented the perspectives for both countries to achieve the desired universal system.

World Tourism Organization (WTO) recognizes image as the main aspect to be considered by a destination in its promotion and marketing process. Cities try to build valued and recognized images, established from an identity defined based on their own values. One of the strategies adopted for this construction is to hold events, through which it is possible to promote tourism, move the economy, improve the infrastructure, change the image and influence intentions to visit the destination. From the point of view of supply and demand, theorists have proposed two categories of destination image: the projected image and the perceived image. In this context, the objective of the research was to propose a model for measuring the Projected and Perceived Image through the Organizational Identity of the Volvo Ocean Race Brazil.

With a quali-quantitative approach, the study universe is composed of in-depth interviews with the main members of the organizing committee, documentary and netnographic analysis of the event's social networks. For the analysis and interpretation of qualitative data, the collective subject discourse was used. Documentary and netnographic analysis were by means of deductive content analysis and correspondence analysis.

The results supported the three secondary hypotheses of the research, leading to confirm the central hypothesis that the constructed organizational identity, projected by the image, is perceived by visitors to the event studied.

It is understood as fundamental the expansion of studies regarding projected and perceived image, identity and the possibility of its application in tourist events, as social representations, as support also for the definition of management and marketing strategies.

The aim of this article is to carry out a critical analysis of the view that core countries’ knowledge holds sway over that of the periphery and to offer a reassessment of Lahiri’s Anglo-Eurocentric point of view and the implications this has for scientific discussion in the field of management. To do this the authors made use of both Lahiri’s (2011) comments as a representative of mainstream thought and the existing literature on this issue.

In this research, the authors used the methodology proposed by Lahiri (2011), but with some adjustments that they thought were necessary. They also analysed scientific production on management in the most important Brazilian journals to put the field of organizational studies in Brazil in context and to situate the reader as regarding their criticism of the North-centric viewpoint. This is because the authors consider organizational studies as a synonym for management studies.

The results presented in Lahiri’s (2011) article “Brazil-focused publications in leading business journals” are invalid because the sample on which the article is based is limited to 14 academic journals, of which 7 are American, 6 are British and 1 is German. It can be questioned whether this particular selection of journals accurately represents the corpus of publications that deal with Brazil, given that Lahiri does not include any articles published in Brazil and thus reinforces his North-centric standpoint. Moreover, the article emphasizes authors with ties to English institutions and concludes that the most relevant academic contributions on Brazil have been produced at non-Brazilian institutions. Moreover, the authors also discovered a contradiction in the sample that is important for the thesis presented in this article because, in fact, the scholars selected for the sample emphasized in that work have ties to both a foreign and a Brazilian institution.

The originality of this article lies in the fact that it proposes to discuss the production and consumption of knowledge in the area of administration in such a way as to reassess North-centric hegemony in this field.

Accreditation is a growing phenomenon and has begun to permeate scientific studies, most of which are quantitative, since they focus on the process of accreditation and its positive or negative effects. Only a few studies have analyzed this phenomenon from the perspective of institutional theory. As there is no consensus regarding the performance of accreditation agencies, the purpose of this paper is to identify their institutional role in the global orientation of the organizational practices, values and decisions of business schools (BS).

A systematic literature review enabled us to identify scientific publications since 2002 that have used institutional theory when discussing BS accreditation agencies. An in-depth reading of these articles led us to identify the most frequent, similar and contrasting perspectives. Seven aspects were analyzed in each article: theme, research assumption, theoretical basis, method, research context, result and suggestions for future studies.

The findings suggest a certain duality in the role of these agencies. If, on the one hand, they are responsible for providing a quality seal, on the other hand, they promote legitimacy in the field by institutionalizing international rules.

By investigating the performance of these agencies as global institutional bodies, the authors extrapolated the traditional discussion on the dynamic of interaction between local actors who both influence the field and are influenced by it, a recurring theme in institutional theory.