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COMPARISON OF TWO MANAGEMENT OF TECHNOLOGY EDUCATIONAL METHODS APPLIED FOR MIDDLE MANAGERS OF THE OIL INDUSTRY

机译:两种技术教育方法管理的比较申请石油工业中管理者

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Management of Technology (MOT) has been recently incorporated in Latin America to some MBA programs to which middle managers of oil firms attend as means of business competences development. In such context MOT content covers traditional topics such as Technology Planning, Technology Strategy, Technology Transfer, Change management and Technology Portfolio Management among others. As educational technology evolves, MOT local face-to-face programs are being challenged by international programs applying long distance education techniques. This paper compares the performance of MOT students of each of the two educational methods, using Research in Action Method of analysis, considered appropriate because the researcher conducts the research field. This method is a cyclical process of diagnosis, action planning, action performing (activities), assessment and learning definition or objectives assessment, in which a systematic revision is required to identify the change impact (double loop learning). Being recognized mat the method operates in the research-practice borderline, is considered as the only method mat combines research design and knowledge creation where researchers, where researchers, managers and operations responsible work together in quest of technological change. Under this framework, changing the face-to-face program to on line means represents a technological change, therefore a comparative analysis was made to identify the MOT learning performance in terms of competences, of a group of Middle technical managers working in the oil industry that are enrolled in a MBA program delivered in several countries of Latin America. Results suggests differences in competence development because while the students in the face-to-face program developed competences to structure a Technology Plan, students in the on line program developed analytical competences to identify technology requirements to support efficiencies and to enable the competitiveness of the firm.
机译:技术管理(MOT)最近已在拉丁美洲纳入一些MBA课程,粮食公司中层管理人员作为业务竞争力发展的手段。在这种上下文中,MOT内容涵盖了技术规划,技术战略,技术转让,变革管理和技术组合管理等传统主题。随着教育技术的发展,MOT本地面对面计划受到长途教育技术的国际计划的挑战。本文比较了每种教育方法中的每种教育方法的MOT学生的性能,采用分析方法的研究,被认为是适当的,因为研究人员进行了研究领域。该方法是诊断,行动规划,行动执行(活动),评估和学习定义或目标评估的周期性过程,其中需要系统修订来识别变更影响(双循环学习)。被认可的垫子该方法在研究实践边界线上运行,被认为是唯一的方法席位,将研究设计和知识创作结合在哪里研究人员,在研究人员,管理人员和运营负责追求技术变革的情况下工作。在此框架下,将面对面方案更改为在线方式代表技术变革,因此对在石油工业中工作的一群中间技术经理的竞争力方面取得了比较分析。这是在拉丁美洲的几个国家提供的MBA计划中。结果表明竞争力发展的差异,因为在面对面方案中的学生开发了构建技术计划的能力,在线方案中的学生开发了分析能力,以确定支持效率的技术要求,并实现公司的竞争力。 。

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