Por que investem as empresas na formação contínua?

Abstract

A importância da formação contínua é objeto de um consenso generalizado quer junto da comunidade científica quer dos responsáveis pela sua implementação nos mais variados contextos organizacionais. Todavia, em torno deste consenso, constroem-se significações e práticas radicalmente distintas que nos propomos analisar nesta comunicação. Assim, num primeiro momento pretendemos dar conta das diferentes configurações semânticas que a importância atribuída à formação profissional assume. Para tal, analisamos o papel que lhe é atribuído no quadro da teoria do capital humano e das suas reformulações mais recentes, das teorias de GRH e da teoria crítica. Num segundo momento, as práticas levadas a cabo pelas empresas são analisadas com base nos dados dos inquéritos à execução das ações de formação profissional. Esta abordagem de natureza macro permite-nos identificar as especificidades do investimento em formação profissional por parte das empresas portuguesas com mais de 10 trabalhadores e confirmar que a dimensão e o setor de atividade continuam a ser fatores determinantes para compreender o seu investimento.

The Triple Helix model for innovation: a holistic exploration of barriers and enablers

“…They believe that one of the key barriers to academic staff taking a proactive role in making the social contribution is associated with the academic reward and evaluation system, the so called, Research Assessment Exercise (RAE). The number of publications and teaching time are still considered as the most important academic criteria directly related to the promotion and evaluation of researchers in universities in the U. K. This relates to research by Alves (1998) who observed that in some cases the academic researchers were more inclined towards the fulfilment of their research interests and scientific curiosity than towards complying with the deadlines they agreed with their industrial partners. Feller (1990) has advanced the argument that the efforts to foster `privatisation of research' may actually slow down the rate of technological innovation.…”

“…Meanwhile universities gained benefits in their cooperation with industry by adding financial resources, new technical knowledge and good practices; access to industrial information and applied knowledge that can be employed for academic research and teaching (Martin, 2000). Alves (1998) and Nieminen and Kaukonen (2001) Etzkowitz and Leydesdorff (1997) that the university -industry relationship emerges as a sophisticated instrument for the reinforcement of firms' competitive position through adoption of advanced, innovative and value-added technologies. The next section explores research which suggests the different factors that explain how in spite of wide recognition that relationships between academia and industry are mutually beneficial, the levels of interaction remain very low.…”