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Article
Publication date: 29 November 2022

Ana Lúcia Lima Gadelha, Luis Borges Gouveia and Anabela Mesquita Sarmento

This article aims to identify management practices that evidence how internal control have been considered essential, from the edition of the State Constitutional Amendment no. 75…

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Abstract

Purpose

This article aims to identify management practices that evidence how internal control have been considered essential, from the edition of the State Constitutional Amendment no. 75 of 2012, within the public administration of the executive branch of the State of Ceará, during the period 2012–2021.

Design/methodology/approach

The study relates the identified management practices to COSO (The Committee of Sponsoring Organizations) methodology “Internal Environment” component categories. The research is classified as basic, exploratory and bibliographic, on the theme of internal control in scientific articles published between 2015 and 2021, and documental, carried out through official documents, including the 27 Brazilian constitutions.

Findings

Existence of management practices that corroborate the essentiality of internal control in Ceará.

Research limitations/implications

The study is limited to evidencing the control practices implemented in Ceará, not evaluating them as to their quality.

Practical implications

Contributions on control on constitutional-legal bases for other Brazilian Federation States.

Social implications

Possibility of introducing the research theme into various branches of scientific knowledge, such as political science and contributing to public organizations to implement policies with the proper application of resources for the benefit of society.

Originality/value

The originality of the research is in demonstrating the essentiality of internal control in the State of Ceará, from the edition of management acts performed by the executive branch, based on Constitutional Amendment 75 of 2012, which did not become a dead letter of the law, enabling other states of the federation to do the same.

Details

Revista de Gestão, vol. 30 no. 1
Type: Research Article
ISSN: 1809-2276

Keywords

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Book part
Publication date: 1 November 2012

Luís Simões and Luís Borges Gouveia

This chapter describes a research study in which data about the uses of Facebook by higher education students were gathered simultaneously with measurements of a set of…

Abstract

This chapter describes a research study in which data about the uses of Facebook by higher education students were gathered simultaneously with measurements of a set of psychological dimensions (personal and collective self-esteem, self-concept, general self-efficacy, satisfaction with social support and with academic life, and several aspects of academic experiences: interpersonal, career, institutional, personal and course satisfaction). The final result of the study is a path model inspired on the structural model proposed by Mazman and Usluel (2010) in which the psychological variables that have a significant influence on the academic use of Facebook were incorporated. A positive total effect of identity collective self-esteem in the educational use of Facebook was found and a negative total effect was found for public collective self-esteem in the educational usage of Facebook (EUF). Institutional adaptation proved to have a significant positive total effect on students’ willingness to use Facebook for educational purposes. Satisfaction with life was not a direct predictor of the educational use of Facebook. However, it was a direct predictor of the use of Facebook for work-related purposes, which was the strongest predictor of educational use of Facebook. Therefore, although the effect of satisfaction with life in the educational use of Facebook was only indirect, it was nevertheless positive and statistically significant.

Details

Increasing Student Engagement and Retention Using Social Technologies
Type: Book
ISBN: 978-1-78190-239-4

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Book part
Publication date: 1 November 2012

Patrick Blessinger is the founder and Executive Director of the International Higher Education Teaching and Learning Association and a Research Fellow at the School of Education…

Abstract

Patrick Blessinger is the founder and Executive Director of the International Higher Education Teaching and Learning Association and a Research Fellow at the School of Education at St. John's University in Queens, New York, USA. He has taught over 150 college and university courses and he has served as a program chair at colleges and universities in the US and EU. He consults with HE institutions in the areas of technology innovation and internationalization and he serves as an academic and accreditation advisor for HE institutions. He is the co-founder and co-director of the Institute for Meaning-Centered Education. He is the founder and editor of the International HETL Review and co-editor of the Journal of Applied Research in Higher Education. He is co-editor of several volumes within the Cutting-edge Technologies in Higher Education book series (Emerald) and co-editor of the book, Meaning-Centered Education: International Perspectives and Explorations in Higher Education (Routledge: 2013). He attended Auburn University, Georgia Tech, and the University of Georgia. He is a peer-recognized expert and thought leader in the field of teaching and learning and he has received several academic awards including a Fulbright Scholarship from the US Department of State and a Governor's Teaching Fellowship from the State of Georgia, USA.

Details

Increasing Student Engagement and Retention Using Social Technologies
Type: Book
ISBN: 978-1-78190-239-4

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Book part
Publication date: 1 November 2012

Laura A. Wankel and Patrick Blessinger

This book centers on several key areas of social engagement and social learning in higher education today, including social networking platforms and e-portfolios. In addition to…

Abstract

This book centers on several key areas of social engagement and social learning in higher education today, including social networking platforms and e-portfolios. In addition to these Web 2.0 technologies, rapid improvements in related communication technologies (e.g., broadband services, wireless, mobile phones, and tablets) have also provided the necessary infrastructure components by which educators implement innovative teaching and learning practices on a larger scale, in a more reliable manner, and in a more targeted fashion. These technologies are also transforming our views of what it means to learn in an increasingly globalized, interconnected, and pluralistic world. The authors have presented several perspectives on how to use social networking tools to better engage learners in more meaningful and authentic learning activities. Social networking sites like Facebook are not a panacea for effective learning, but they do provide instructors and students with a convenient platform for enhancing the teaching and learning process. Instructors also play an important part in modeling proper online behavior through their presence on the platform and their interaction with their students. However, these tools are only one piece of the learning puzzle. The ultimate goal is to enable students to become lifelong learners and to instill in them a high value for learning that matures over their lifetime. As such, these tools can be used to better engage students more deeply in authentic and personally meaningful learning experiences.

Contextualizing grammar in second language (L2) classrooms implies making grammar constructs relevant to the learners’ world; affording learners the opportunities to better comprehend and apply these concepts in their own milieus. This instructional design (ID) has been devised to contextualize grammar and to explore learner engagement of pre-service English teachers through Computer-Aided Learning (CAL) and Task-based Learning (TBL) in a technology-driven learning environment. CAL encompasses technology-aided discussions, multi-media presentations, online tests and exercises, and social media deployment. TBL, on the other hand, contextualizes grammar using technology and social network in planning, executing, and presenting four assigned tasks: picture essay, brochure design, dialogue composition, and comic strips illustration. Facebook is the e-portfolio of the class, archiving all group and individual output. The CAL-TBL tandem is propelled by group initiatives and class collaboration evident in group discussions and planning, microteaching, task presentations, peer reviews, and self-evaluations. These initiatives engage learners; empowering students to collaboratively take active part and responsibility for their own learning. The three-hour-class meets every week in a computer laboratory. The post-semester feedback and online poll course design review as well as the University Course Evaluation comments have shown that the ID, from the learners’ perspective, is effective in contextualizing grammar and in engaging learners.

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