http://bibliotecatede.uninove.br/handle/tede/27 Wed, 02 Sep 2026 02:22:02 GMT 2026-09-02T02:22:02Z http://bibliotecatede.uninove.br/handle/tede/4007 Título: Gestão de projetos no processo de curricularização da extensão em cursos de graduação em administração Autor: Bastos, Marcellus Henrique Rodrigues Primeiro orientador: Scafuto, Isabel Cristina Abstract: Brazilian university extension programs are undergoing a historical transition from a purely welfare-oriented model to a dialogical perspective, requiring the construction of a two-way street between academia and society. In this scenario, the curricularization of extension programs, driven by CNE/CES Resolution No. 7/2018, has become a critical strategic and operational challenge for Brazilian Higher Education Institutions (HEIs). In attempting to integrate extension programs into Course Pedagogical Projects (CPPs), especially in undergraduate Business Administration programs, many HEIs suffer from a lack of structured methodologies. Pressed by institutional isomorphism, these institutions tend to respond reactively. Coercive isomorphism (marked by legal requirements), mimetic isomorphism (characterized by copying external models without proper contextualization), and normative isomorphism (induced by networks of experts) frequently result in mere bureaucratic compliance with the norm. Without generating pedagogical innovation or concrete social transformation, the policy risks being limited to a simple readjustment of workload. Given this scenario, this thesis aimed to propose a maturity model for the curricularization of extension activities based on project management, designed to support higher education institutions (HEIs) in institutional diagnosis and the structured evolution of this process. Project management is thus positioned as a mediator of the curricularization process. It acts as the central element to mediate the limitations imposed by institutional pressures, converting legal obligation into an opportunity for active strategic adaptation. To achieve this objective, the research was conducted in three integrated studies from a pragmatic perspective. Study 1 consisted of a Systematic Literature Review (SLR) structured in the Scopus database, identifying that the academic literature focuses on administrative modernization and pedagogical innovation, but presents severe empirical gaps in the effective integration of project management with extension activities. Study 2 was characterized by a qualitative empirical multiple case study in the Rio de Janeiro-São Paulo-Minas Gerais axis, involving 45 in-depth interviews with professors, coordinators, managers, and a national expert. The data were processed via deductive content analysis using MAXQDA® software, organized into seven structuring thematic blocks. The research results revealed a latent dichotomy in institutional responses: while public HEIs, limited by structural constraints, lack of socio-emotional support, and strong academic cultural resistance, tended towards bureaucratic conformity, private HEIs used the regulations as an opportunity for strategic adaptation geared towards the market. It was empirically demonstrated that the adoption of project management practices acts directly as a mediator in the process. It is the decisive element in differentiating mere regulatory compliance from effective pedagogical innovation, mitigating operational bottlenecks and breaking the pattern of endogenous planning that traditionally excludes students and society from the project formulation phase. Study 3 consisted of the logical development and rigorous validation by 16 experts of the Technical-Technological Product (PTT). As a managerial and applied contribution, this thesis presents the Project Management-Based Curricularization Maturity Model (MCE-GP). This artifact provides a complete governance solution structured in four integrated layers: five evaluation dimensions, a diagnostic instrument with 25 indicators traceable to empirical challenges, five progressive levels of maturity, and a roadmap for institutional evolution. In this way, the study transforms improvisation into professional management, ensuring managerial efficiency, academic quality, and real social impact, as well as aligning business administration training with the Sustainable Development Goals (SDGs 4, 9, and 17). Instituição: Universidade Nove de Julho Tipo do documento: Tese Tue, 02 Jun 2026 00:00:00 GMT http://bibliotecatede.uninove.br/handle/tede/4007 2026-06-02T00:00:00Z http://bibliotecatede.uninove.br/handle/tede/4006 Título: Os efeitos da inteligência cultural no sucesso de projetos: mediação do internal stickiness em ambientes multiculturais Autor: Maquiaveli, Fernando do Carmo Primeiro orientador: Scafuto, Isabel Cristina Abstract: Knowledge transfer is a key determinant of global project success but is often hindered by Internal Stickiness (IS), barriers that obstruct the diffusion of practices and compromise performance. The literature suggests that Cultural Intelligence (CQ) may reduce these negative effects, yet the integration of these constructs remains underexplored in empirical project management studies. This research investigated the direct effects of CQ on Project Success (PS) and the indirect effects mediated by IS in multicultural contexts. It adopted the scale developed by Bücker et al. (2015), composed of the dimensions Internalized Cultural Knowledge (ICK) and Effective Cultural Flexibility (ECF), the IS scale validated in Brazil by Araújo et al. (2022), and the PS scale by Shenhar and Dvir (2007), in its three-dimensional version (Project Efficiency, Customer Impact, Team Impact). Data were collected through a survey of 247 Brazilian project managers and analyzed via Partial Least Squares Structural Equation Modeling (PLS-SEM). Of the thirteen hypotheses tested, six were confirmed: Internal Stickiness showed a significant negative association with all three Project Success dimensions (H1a, H1b, H1c); Internalized Cultural Knowledge was negatively associated with stickiness (H2a) and showed a direct association with Team Impact (H3a₃); and the mediation of IS in the ICK-PS relationship was confirmed (H4a), ranging from full mediation in the more technical dimensions (Efficiency and Customer) to complementary partial mediation in the Team dimension. The effects of Effective Cultural Flexibility did not reach statistical significance in any tested path, suggesting that this behavioral component requires dense and continuous cultural exposure to manifest. Theoretically, the study contributed by identifying the cognitive component of CQ as the active mechanism in the CQ-PS relationship and by consolidating Internal Stickiness as the sociocognitive channel of that relationship. Practically, it proposes guidelines for cultural intelligence development programs, strategies to mitigate knowledge transfer barriers, and a governance-support framework for PMOs, aimed at reducing rework, accelerating organizational learning, and increasing stakeholder value. Instituição: Universidade Nove de Julho Tipo do documento: Dissertação Tue, 02 Jun 2026 00:00:00 GMT http://bibliotecatede.uninove.br/handle/tede/4006 2026-06-02T00:00:00Z http://bibliotecatede.uninove.br/handle/tede/4003 Título: Um método baseado em gestão de projetos para ajudar as startups a crescerem sustentáveis Autor: Albarello, Cristiane Bottesini Primeiro orientador: Pedron, Cristiane Drebes Abstract: Startups are recognized as drivers of socioeconomic innovation. However, they have a high record of early mortality, often associated with management failures, which requires managerial solutions that are responsive to the uncertainty conditions of their initial stages. This thesis aimed to propose a method based on the project management approach to support startups in achieving sustainable growth. The research was conducted under the Design Science paradigm, through the Design Science Research (DSR) method, with a methodology structured into six phases and organized into three multiple studies. Study 1 addressed phase 1 of DSR, which concerns problem identification and study motivation, based on the objective of analyzing the concept of startup from a project perspective. Methodologically, it consisted of exploratory qualitative research that combined a literature review and interviews with 28 specialists. The result represents the ontological foundation for the evolutionary studies by delimiting the phenomenon through the definition of a startup as a “temporary organization treated as an innovation project”, which was validated through a survey with 72 Startup Weekend participants. Study 2 is related to phases 1 and 2 of DSR and deepens the characterization of the problem, objectives, and criteria for the development of an artifact. Based on the objective of listing a set of knowledge areas and their respective failure factors in startups, Study 2 was conducted as exploratory qualitative research, combining a Systematic Literature Review of 30 documents from scientific databases and interviews with 28 specialists. The identified failure factors were grouped into knowledge areas grounded in project management. The findings revealed failures related to 19 knowledge areas considered essential for startups treated as projects throughout their maturity stages. Study 3 addressed phases 2, 3, 4, and 5 of DSR, as it consolidated the solution objectives, defined the development criteria, designed the artifact, and demonstrated and evaluated it. The research design of Study 3 was organized into three stages. In stage 1, interviews were conducted with 28 specialists, together with a Systematic Literature Review of 34 documents from scientific databases, which enabled the identification of project management-based managerial solutions. In stage 2, the criteria for developing an artifact characterized as a method were defined, based on DSR recommendations and the specialists’ suggestions, thus addressing phase 2 of DSR. In stage 3, an exploratory demonstration was carried out at prototyping levels, contributing to the development of the artifact and addressing phase 3 of DSR. The prototyping evolved through three levels: initially in Excel and Miro, subsequently in a digital platform, and finally in an artificial intelligence conversational agent. Exploratory demonstrations were conducted with specialists, who contributed to visual, functional, and operational improvements at each stage. Still within stage 3 of Study 3, the artifact was demonstrated, evaluated, and validated in four focus groups with 13 specialists, addressing phases 4 and 5 of DSR. As its main contribution, this thesis delivers a Technical-Technological Product materialized through a validated artifact, namely the method entitled Project Management Guide for Startups, instantiated in a digital platform and operationalized through an artificial intelligence conversational agent. This thesis is aligned with the research line Innovation in Project Management of the Graduate Program in Administration, Project Management (PPGP) at Uninove, as it develops and validates an innovative project management method for startups, integrating Design Science Research, digital transformation, and artificial intelligence approaches applied to the solution of organizational problems in innovation environments. Instituição: Universidade Nove de Julho Tipo do documento: Tese Thu, 05 Mar 2026 00:00:00 GMT http://bibliotecatede.uninove.br/handle/tede/4003 2026-03-05T00:00:00Z http://bibliotecatede.uninove.br/handle/tede/3981 Título: Potencializando a inovação e as capacidades dinâmicas por meio das lições aprendidas na gestão de projetos Autor: Silva, Alberto Alves da Primeiro orientador: Scafuto, Isabel Cristina Abstract: With increasingly accelerated market dynamics, organizations need to adopt appropriate response strategies. The way they manage projects, internal resources, and the organization's adaptability can be sustainable sources for maintaining competitive advantages. Therefore, to maintain the level of innovation, companies need to use their resources efficiently. This thesis aims to investigate how innovation and dynamic capabilities can be enhanced through the systematic application of lessons learned in projects. To this end, this thesis is composed of 2 studies and 1 technical-technological product (TTP). Study 1 aimed to discuss how recent studies relate the themes of organizational learning, innovation, dynamic capabilities, and project management through a Systematic Literature Review (SLR), in which 77 scientific articles were analyzed, which were grouped into four thematic clusters: (1) Dynamic Capabilities and Organizational Learning in Project Management; (2) Innovation, Knowledge Management, and Organizational Performance; (3) Dynamic Capabilities and Organizational Renewal; and (4) Leadership and Knowledge Management in Projects. The cluster analysis revealed that the integration between dynamic capabilities and organizational learning is fundamental for the adaptation and innovation of organizations. Effective knowledge management acts as a facilitator for innovation and improvement of organizational performance. Furthermore, knowledge-oriented and collaborative leadership practices are presented as drivers of adaptability and competitive advantage. It is concluded that the integration of these concepts offers a theoretical framework for understanding how organizations can adapt and thrive in contexts of constant change, highlighting the importance of investing in practices that promote continuous learning, knowledge integration, and organizational flexibility. As an additional contribution, the study proposes a framework that indicates directions for future research. Study 2 aimed to identify, through a qualitative approach, how lessons learned in projects are used to promote innovation and dynamic capabilities. Forty-eight interviews were conducted with project professionals from companies that develop different types of software (custom and standard) and employ different methodologies (agile, traditional, or hybrid). The main findings of this study highlight the complex relationship between project-based learning and the strengthening of innovation and dynamic capabilities. Lessons learned contribute to sensing and seizing, allowing for the detection of failures and incremental development. However, the reconfiguration stage presents a critical challenge, limited by the absence of sustained structural changes and rigid patterns. Unlike the purely technological trend, it was observed that innovation is mediated by the human factor. The prevalence of incremental innovations reflects localized learning. Structural innovations were observed in contexts where lessons learned are translated into actionable routines and competency reconfiguration. The proposition of four organizational archetypes (mature, operational, startups, and fragmented) allowed us to diagnose that maturity in learning is related to the ability to operationalize the complete cycle of dynamic capabilities. These conclusions established the empirical basis for the development of the Technical-Technological Product, justifying the conception of a software artifact that captures and integrates lessons learned in management processes and offers simplicity to users. This software qualifies as a Technical-Technological Product and aligns with the Strategy and Projects research line of the PPGP-UNINOVE program, specifically within the project-based learning axis. Instituição: Universidade Nove de Julho Tipo do documento: Tese Thu, 05 Mar 2026 00:00:00 GMT http://bibliotecatede.uninove.br/handle/tede/3981 2026-03-05T00:00:00Z