EMPIRICAL EVIDENCE OF HIGHER EDUCATION MANAGEMENT FROM THE USE OF COGNITIVE MAPS AND SITUATED COGNITION

Abstract

In the era of knowledge, institutions of higher education in private practice need knowledge and applied that lead to the construction of new managerial models. Based on this aspect, the article lecture contextualize how cognitive maps can contribute to the development of practice learning within the context of these management institutions. The theoretical discussion lists related terms to understanding the organization from an analogy with the human brain and the assumptions that inform the construction of competitive intelligence. Similarly, promotes reflection on the structure of cognitive maps and their construction maiêutica to promote the construction of knowledge. For this, the methodological foundations are focused on the systematic review procedures described in classifying and summarizing data collected through the database Scopus and Google Scholar published between the years 2000 and 2010. Among other things, allow the results of syntheses highlight the collaboration of cognitive maps from a rhetoric focused on cognition and situated learning, towards constructive and structuring a specific knowledge to the management of higher education institutions in the private sphere.