Marcelle Brandão

PhD student in Education at the Lusofóna University of Humanities and Technology (ULHT), Lisbon – Portugal. Master in Production Engineering with research and published work on stakeholder engagement for the development of environmental strategies (UFRN), Specialist in Strategic People Management (UFRN) with emphasis on the development of organizational culture and Bachelor in Administration (UnP). With 20 years of professional experience, she has coordinated teams in the implementation of strategic projects in public institutions and private companies from different segments. Researcher in the interdisciplinary area with focus on Education, Organizational Behavior, Innovation and Business Management. She is also a consultant with skills in group conduction for participative constructions and implementation of organizational modernization projects. She teaches undergraduate and postgraduate courses in public and private universities. Currently, she is part of the distance education nucleus at Santa Úrsula University and she is a Professor in the Undergraduate and Professional Master in Work Management for the Built Environment Quality – MPGTCAQ of the Institution.

Marcelle Brandão holds a Master's degree in Production Engineering and is currently a PhD candidate in Education with the project: “Professionalization of educational management and valorization of the academic profession: Analysis of the perception of teachers in Brazil.”. She is a member of the ReLeCo Public Policies and Governance in Education.

Advisor: Carla Galego

Co-advisor: Artur Parreira

• Interdisciplinary
• Education and Administration
• Remote education
• Technological inclusion
• ethics and sustainability

Abstract

We discuss the complexity of educational policies in relation to organisational policies in the field of higher education in Brazil. We highlight the importance of understanding how management policies and practices in higher education institutions affect teachers' perceptions and their behaviours and competences. The study aims to analyse the impact of management policies in higher education institutions and the role of state governance in the matter.

Within the framework of organisational policies in higher education institutes, we investigate what is in the order of the professionalisation of educational management, which are named management policies and practices (PPG). We observed how these policies and practices affect the day-to-day academic work in the perception of teachers, comparing public and private HEIs. 

In this sense, the objectives are to investigate management policies commonly adopted in HEIs in Brazil and to compare teachers' perceptions between public and private organisations. 

In addition, specific hypotheses were developed about the relationships between management policies and perceptions of citizenship behaviours and competences among teachers, which were analysed using conceptual and statistical models structured to test these relationships.

The methodology applied is quantitative, using descriptive statistics and structural equation modelling. The aim is to understand and analyse teachers' perceptions of the impact of management policies and practices (PPG) on teachers' competences (CPA) and citizenship behaviours (CCO).

The methodology is classified as exploratory and descriptive, being suitable for acquiring a broader understanding of the subject and describing characteristics or establishing relationships between variables and relationships. The research is applied and field-based, using quantitative analysis with qualitative interpretation of the data, based on an extensive literature review to build a theoretical basis capable of defining the study hypotheses.

The theoretical review was extensive, with a systematic search of various databases, using specific key terms and filters to ensure the relevance and quality of the sources selected.

The study used an online questionnaire as a data collection tool, addressing various aspects of teachers' perceptions of PPG and the relationship with CCO and CPA. The sample was strategically selected to represent several variables, and the analysis was carried out in such a way as to maximise the validity and reliability of the responses obtained. An important aspect highlighted is the use of a glossary developed from the theoretical review, which serves both to clarify the terms used and to ensure consistency in the interpretation of the results. The methodology allowed for a rigorous approach to investigating a complex phenomenon within higher education, providing relevant information on how management policies and practices impact teacher behaviour in the Brazilian context.

The study is currently drawing to a close and the results will be presented to the jury and then made available in due course. We hope to be able to contribute theoretical and methodological advances to interdisciplinary research involving the field of higher education.