PESQUISADOR DIGITAL: ANÁLISE DE COMPETÊNCIAS E REALIDADE BIBLIOMÉTRICA

Autores

DOI:

https://doi.org/10.23925/2237-4418.2019v34i3p60-77

Palavras-chave:

gestão de carreira de pesquisadores, era digital, competências de pesquisa

Resumo

O objetivo deste estudo foi contribuir para aumento da estrutura de conhecimento do campo de gestão de carreira do pesquisador das ciências sociais aplicadas atuante no contexto da pesquisa na era digital, mapeando e identificando as novas competências requeridas, as práticas vivenciadas e as ferramentas digitais utilizadas nas diversas etapas do processo de pesquisa acadêmica. Foi realizada uma revisão sistemática da literatura no campo da pesquisa na era digital, no período de 2013 a 2018. Os resultados refletem três categorias: um conjunto de novas competências hard e soft para o pesquisador digital emanadas das diversas variáveis da era digital, um conjunto de práticas colaborativas e de interação antes desconhecidas pela pesquisa tradicional, e um conjunto de ferramentas digitais que apoiam as práticas e o processo de pesquisa na era digital e finalmente estratégias para desenvolvimento e aplicação de competências, práticas e ferramentas digitais pelos pesquisadores. Pesquisador digital está apenas nascendo, há campo vasto para ser explorado no que tende a sua carreira e competências e como ele faz uso das ferramentas digitais e da colaboração para produzir conhecimento relevante. 

Biografia do Autor

Fernando Fukunaga, PUC-SP

Fernando Fukunaga is a Doctoral Student at the Graduate Program in Management of Pontifical University of São Paulo (PUC-SP). He received Masters in Management (PUC-SP-2015) and Bachelors in Business Management in 2001. He serves as Associate Editor of Journal Pensamento & Realidade with themes in the areas of management, economics, social sciences and accounting sciences. His research interests include knowledge management, innovation and organizational culture. He was chair of the academic committee of the Knowledge Management Brazil Conference 2018. Currently, he is the Vice President of the Brazilian Society of Knowledge Management and manager of the Knowledege Management Brazil Conference 2020 program committee.

Referências

Bastow, S., Dunleavy, P., & Tinkler, J. (2014). The Impact of the Social Sciences: How Academics and Their Research Make a Difference.

Barber, W., & Kin, S. (2016). Teacher-Student Perspectives of Invisible Pedagogy: New Directions in Online Problem-Based Learning Environments. Electronic Journal of E-Learning, 14(4), 235-243.

Bridgstock, R. (2016). Educating for digital futures: what the learning strategies of digital media professionals can teach higher education. Innovations in Education and Teaching International, 53(3), 306-315.

Browning, L., Thompson, K., & Dawson, D. (2017). From early career researcher to research leader: survival of the fittest? Journal of Higher Education Policy and Management, 39(4), 361-377.

Brynjolfsson, E., & McAfee. (2014). Novas Tecnologias versus empregabilidade. São Paulo, M. Books Editora.

Carillo, K. D. A. (2017). Let's stop trying to be "sexy" - preparing managers for the (big) data-driven business era. Business Process Management Journal, 23(3), 598-622.

Costa, C. (2015). Outcasts on the inside: academics reinventing themselves online. International Journal of Lifelong Education, 34(2), 194-210.

Costa, C. (2014). The habitus of digital scholars. Research in Learning Technology, 21, 1–17. doi:10.3402/rlt.v21.21274

Costa, C. (2016). Double gamers: academics between fields. British Journal of Sociology of Education, 37(7), 993-1013.

Cruz, J. A. S., & Bizelli, J. L. (2015). Teaching for higher education: information and construction of knowledge in the digital age. Cadernos Educacao Tecnologia E Sociedade, 8(1), 79-90.

Easterby-Smith, M., Thorpe, R., & Jackson, P. (2012). Management and Business Research. Sage Publishing.

Furlan, P.; Laurindo, F. (2017). Agrupamentos epistemológicos de artigos publicados sobre big data analytics. Transinformação. Unicamp online.

Easterby-Smith, M., Thorpe, R., & Jackson, P. (2012). Management research. London, UK: SAGE Publications.

Gouseti, A. (2017). Exploring doctoral students' use of digital technologies: what do they use them for and why? Educational Review, 69(5), 638-654.

Hinkley, T.(2018). A Student’s Perspective of Online Business Education: Self-Directed and Peer Learning in a Flexible Format Designed to Meet the Needs of Today’s Busy Professional. In: Khare A., Hurst D. (eds) On the Line. Springer.

Murawski, M., & Bick, M. (2017). Digital competences of the workforce - a research topic? Business Process Management Journal, 23(3), 721-734.

Nambisan, S., Lyytinen, K., Majchrzak, A., & Song, M. (2017). Digital innovation management: reinventing innovation management research in a digital world. Mis Quarterly, 41(1), 223-238.

Okada, A., Serra, A. R. C., Ribeiro, S. F., & Pinto, S. M. D. (2015). Key skills for co-learning and co-inquiry in two open platforms: a massive portal (EDUCARED) and a personal environment (weSPOT). Open Praxis, 7(1), 83-102.

Pearce, N., Weller, M., Scanlon, E., & Kinsley, S. (2011). Digital scholarship considered: How new technologies could transform academic work. Retrieved May 27, 2011, from http://dro.dur.ac.uk/8072/

Petticrew, M., & Roberts, H. (2006). Systematic Reviews in the Social Sciences: A Practical Guide. John Wiley & Sons, Inc.

Pittaway, L., Robertson, M., Munir, K., Denyer, D., & Neely, A. (2004). - 5, - 168.

Sanabria, J. C., & Aramburo-Lizarraga, J. (2017). Enhancing 21st Century Skills with AR: Using the Gradual Immersion Method to develop Collaborative Creativity. Eurasia Journal of Mathematics Science and Technology Education, 13(2), 487-501.

Timmis, S., Broadfoot, P., Sutherland, R., & Oldfield, A. (2016). Rethinking assessment in a digital age: opportunities, challenges and risks. British Educational Research Journal, 42(3), 454-476.

Voogt, J., & Knezek, G. (2013). Building a global community of policymakers, researchers and educators to move education systems into the digital age. Journal of Computer Assisted Learning, 29(5), 399-402.

Weller, M. (2011). The digital scholar: How technology is changing academic practice (1st ed.). London: Bloomsbury Publishing PLC.

Downloads

Publicado

2020-02-28