Garbage Can Model sob a perspectiva do Sensemaking: proposição do “Can” dos docentes que atuam nas plataformas MOOCs
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Citações na Scopus
Tipo de produção
Tese
Data
2023
Autores
Correa, R. M. P.
Orientador
Iizuka, Edson Sadao
Periódico
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Título de Volume
Citação
CORREA, R. M. P. Garbage Can Model sob a perspectiva do Sensemaking: proposição do “Can” dos docentes que atuam nas plataformas MOOCs. 2023. 129 f. Tese (Doutorado em Administração de Empresas) - Centro Universitário FEI, São Paulo, 2023 Disponível em: https://doi.org/10.31414/ADM.2023.T.131683.
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Palavras-chave
Processo decisório,Metáfora
Resumo
A literatura Garbage Can Model foi escolhida nesse estudo porque, dentre os diversos modelos não lineares de processo de decisão, é uma das proposições teóricas existentes que contribui na compreensão e no sentido de acúmulo de experiências e incidentes que foram ocorridos e que dão guarida para explicar as atitudes futuras. A metáfora “lata” apresenta-se neste estudo, como recurso metafórico, para ilustrar que as soluções acumuladas ao longo do tempo e que antecedem os problemas e desafios e, em geral, relacionadas às experiências marcantes ao longo da vida, ficam acumuladas na nossa “lata”, isto é, na memória de cada pessoa. No momento de decisão, a solução é retirada da “lata” e utilizada mesmo antes de existir o problema; portanto, é um processo de decisão não linear. E, sobretudo, em situações em que a decisão geralmente acontece quando a pessoa está diante de experiências inusitadas, complexas e dinâmicas. O objetivo desse estudo é avançar na metáfora “can” ou “lata” como nova proposição para a literatura Garbage Can Model, sob a perspectiva da teoria do Sensemaking. A proposta é compreender os tipos de “latas” em volume e consistência dos docentes que decidem atuar nas plataformas MOOCs, de cursos online abertos e massivos, massive open online courses. Para isso, refletir sobre o sentido que as suas experiências significativas nos âmbitos pessoal, profissional e acadêmico contribuem para a decisão de atuar nas MOOCs. Como contribuição teórica, após cinco décadas do artigo seminal (1972), esse estudo indica que a "lata" não pode ser vista de forma homogênea para diferentes indivíduos e distintos contextos organizacionais. Portanto, não houve proposição para a compreensão da metáfora “lata”, sendo que o "can" pode ser distinto para cada pessoa. A partir dessa descoberta, a lacuna teórica foi identificada na revisão teórica e nas entrevistas com 18 pesquisadores prolíficos que investigam a teoria Garbage Can Model. Além disso, mesclou-se as bases teóricas dos campos das organizações e gestão sobre o uso das metáforas.
Esse estudo qualitativo e descritivo foi realizado utilizando a Técnica de Incidentes Críticos (TIC), juntamente com o Método Dialógico. Ambos se constituíram como recursos metodológicos indutivos e interativos de investigação. Optou-se por entrevistas semiestruturadas e foi utilizada a técnica (TIC) na perspectiva do processo de sensemaking, a fim de compreender o sentido que as experiências significativas revelaram como solução para a decisão de atuar nas MOOCs, bem como apoiar as análises retrospectivas. Escolheu-se o Método Dialógico para refletir sobre as perspectivas de importantes pesquisadores que foram além do estado da arte. Esses caminhos permitiram tornar mais clara a compreensão dos tipos de “latas” dos docentes que decidem atuar nas plataformas MOOCs. Os resultados encontrados fundamentam nova proposição teórica do uso do modelo “Garbage Can” e, assim, se avança na metáfora “can”, isto é, a “lata”, para tomada de decisão como contribuição desta tese. Então, para o docente que apresenta processo de decisão não linear e tem obtido êxito em sua atuação, no contexto organizacional das plataformas MOOCs, sua “lata”, metaforicamente, indica maior volume e consistência leve e flexível. A contribuição prática indica a importância de acumularmos experiências, pessoais, profissionais e acadêmicas, em intensidade (esforço) e frequência (continuidade), de forma a elevar as
chances de êxito em situações inusitadas, com pouca ou nenhuma referência anterior, a partir de um processo decisório não linear
The Garbage Can Model literature was chosen in this study because, among the various non-linear decision process models, it is one of the existing theoretical propositions that contributes to the understanding and sense of accumulation of experiences and incidents that have occurred and that provide shelter to explain future attitudes. The “can” metaphor is presented in this study, as a metaphorical resource, to illustrate that the solutions accumulated over time and that precede problems and challenges and, in general, related to remarkable experiences throughout life, are accumulated in our “can”, that is, in each person’s memory. At the moment of decision, the solution is removed from the “can” and used even before the problem exists; therefore, it is a non-linear decision process. And, above all, in situations where the decision generally happens when the person is faced with unusual, complex and dynamic experiences. The objective of this study is to advance the “can” or “can” metaphor as a new proposition for the Garbage Can Model literature, from the perspective of Sensemaking theory. The proposal is to understand the types of “cans” in volume and consistency of teachers who decide to work on MOOCs platforms, massive open online courses. To do this, reflect on the meaning that your significant experiences in the personal, professional and academic spheres contribute to the decision to work in MOOCs. As a theoretical contribution, after 5 decades of the seminal article (1972), this study indicates that the "can" cannot be seen in a homogeneous way for different individuals and different organizational contexts. Therefore, there was no proposition for understanding the “can” metaphor, as “can” can be different for each person. From this discovery, the theoretical gap was identified in the theoretical review and interviews with 18 prolific researchers investigating the Garbage Can Model theory. Furthermore, the theoretical bases of the fields of organizations and management on the use of metaphors were mixed. This qualitative and descriptive study was carried out using the Critical Incident Technique (TIC), together with the Dialogical Method. Both were constituted as inductive and interactive methodological research resources. Semi-structured interviews were chosen and the technique (ICT) was used from the perspective of the sensemaking process, in order to understand the meaning that significant experiences revealed as a solution to the decision to work in MOOCs, as well as supporting retrospective analyses. The Dialogical Method was chosen to reflect on the perspectives of important researchers who went beyond the state of the art. These paths allowed for a clearer understanding of the types of “can” of teachers who decide to work on MOOC platforms. The results found support a new theoretical proposition on the use of the “Garbage Can” model and, thus, the “can” metaphor, that is, the “can”, is advanced for decision-making as a contribution to this thesis. So, for the teacher who presents a non-linear decision process and has been successful in his work in the organizational context of MOOC platforms, his “can, metaphorically, indicates greater volume and light and flexible consistency. The practical contribution indicates the importance of accumulating personal, professional and academic experiences, in intensity (effort) and frequency (continuity), in order to increase the chances of success in unusual situations, with little or no previous reference, from a non-linear decision-making process
The Garbage Can Model literature was chosen in this study because, among the various non-linear decision process models, it is one of the existing theoretical propositions that contributes to the understanding and sense of accumulation of experiences and incidents that have occurred and that provide shelter to explain future attitudes. The “can” metaphor is presented in this study, as a metaphorical resource, to illustrate that the solutions accumulated over time and that precede problems and challenges and, in general, related to remarkable experiences throughout life, are accumulated in our “can”, that is, in each person’s memory. At the moment of decision, the solution is removed from the “can” and used even before the problem exists; therefore, it is a non-linear decision process. And, above all, in situations where the decision generally happens when the person is faced with unusual, complex and dynamic experiences. The objective of this study is to advance the “can” or “can” metaphor as a new proposition for the Garbage Can Model literature, from the perspective of Sensemaking theory. The proposal is to understand the types of “cans” in volume and consistency of teachers who decide to work on MOOCs platforms, massive open online courses. To do this, reflect on the meaning that your significant experiences in the personal, professional and academic spheres contribute to the decision to work in MOOCs. As a theoretical contribution, after 5 decades of the seminal article (1972), this study indicates that the "can" cannot be seen in a homogeneous way for different individuals and different organizational contexts. Therefore, there was no proposition for understanding the “can” metaphor, as “can” can be different for each person. From this discovery, the theoretical gap was identified in the theoretical review and interviews with 18 prolific researchers investigating the Garbage Can Model theory. Furthermore, the theoretical bases of the fields of organizations and management on the use of metaphors were mixed. This qualitative and descriptive study was carried out using the Critical Incident Technique (TIC), together with the Dialogical Method. Both were constituted as inductive and interactive methodological research resources. Semi-structured interviews were chosen and the technique (ICT) was used from the perspective of the sensemaking process, in order to understand the meaning that significant experiences revealed as a solution to the decision to work in MOOCs, as well as supporting retrospective analyses. The Dialogical Method was chosen to reflect on the perspectives of important researchers who went beyond the state of the art. These paths allowed for a clearer understanding of the types of “can” of teachers who decide to work on MOOC platforms. The results found support a new theoretical proposition on the use of the “Garbage Can” model and, thus, the “can” metaphor, that is, the “can”, is advanced for decision-making as a contribution to this thesis. So, for the teacher who presents a non-linear decision process and has been successful in his work in the organizational context of MOOC platforms, his “can, metaphorically, indicates greater volume and light and flexible consistency. The practical contribution indicates the importance of accumulating personal, professional and academic experiences, in intensity (effort) and frequency (continuity), in order to increase the chances of success in unusual situations, with little or no previous reference, from a non-linear decision-making process