Strategic Changes in a Graduate Program in Administration between 1975 and 2010
DOI:
https://doi.org/10.22478/ufpb.2238-104X.2025v15n2.76731Keywords:
Strategic Change, Institutional Context, Leadership, Strategy Formation, Graduate EducationAbstract
Purpose: To analyze why strategic changes occurred in the Graduate Program in Administration (PPGA/UFPB) between 1975 and 2010. Methodology: The research, which employed a qualitative, descriptive, and longitudinal approach, utilized a case study strategy. Data were gathered through semi-structured interviews with nine of the eleven Program coordinators over its 35-year history, complemented by documentary research involving collegiate meeting minutes and CAPES reports. The analysis was conducted in four stages, allowing for an understanding of the historical process underlying the strategic changes. Main results: The evidence revealed six distinct phases: Phase 1 – Emergence, Phase 2 – Limitation, Phase 3 – Expansion, Phase 4 – Decline, Phase 5 – Restructuring, and Phase 6 – Improvement. Strategic changes were predominantly reactive to the external environment. Regarding the strategy formation process, the adaptive mode was found to be prevalent in most phases, with the exception of Phase 3, where the entrepreneurial characteristic was prominent. Concerning the role of leadership, a significant portion of the actions and performance results over time were perceived to be reflections of the Coordinators' academic profile, capacity for entrepreneurship and articulation, and worldview. Academic contributions: The research broadens the understanding of strategic change in public institutions, highlighting the predominance of the adaptive mode and the role of leadership in the formation and conduction of organizational strategies. Practical contributions: The results offer subsidies for graduate program managers to understand the influence of leadership and the institutional context on strategic adaptation and academic performance improvement.
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