Abstract
Brazil has 7.83 million students at undergraduate level, management being the biggest program with enrollments reaching 17%. Recent government financing policy for low-income students has accelerated the pace of growth at the same time that it has promoted the entry of international for-profit institutions in the local market. Hence, business schools are predominantly private-supported and regulated by the government. Of the approximately 90% of total students enrolled in private institutions around one-third are backed by government financing. MBAs are an important source of revenue to business schools, but the typical Brazilian program is non-degree. On the other hand, master’s and PhD courses are mainly offered by public universities. Most of the schools are investing heavily in on-line technology for applying their content in order to keep their costs at a competitive level and to expand their market frontiers due to the geographical extension of Brazil. Finally, while the Brazilian regulation has progressed a lot in the last decades, there is still a lot to be done to improve the bottom line in terms of teaching and research, to improve the quality of the programs offered by profit institutions and for the development of educational technology to provide expansion all over the country.
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Notes
- 1.
In Brazil, the term “administration” has a more generic use than in other languages referring to both public and business affairs. In order to overcome this semantic ambiguity in this chapter, the term “management” will be used when referring to both categories (public and business administration), while the term administration will be explicitly followed by its domain (public or private).
- 2.
In Brazil’s case, the MBA qualification does not correspond, either in content or in format to North American or European MBAs . The Brazilian version follows rules that are specific to the country, requires a minimum of 360 work hours, demands that an end-of-program paper be presented and does not issue an academic degree .
- 3.
CAPES—Coordination for the Improvement of Higher Education Personnel: an MEC foundation that is responsible for the expansion and consolidation of graduate (master’s and doctorate programs). Its main activities include: evaluation of graduate degree programs; access to and publication of scientific output; investment in the instruction of high-level resources in Brazil and abroad; promotion of international scientific cooperation ; and the induction and promotion of initial and continuous instruction of professors for basic education in the on-campus and distance learning formats (CAPES website).
- 4.
INEP—The Anísio Teixeira National Institute for Educational Studies and Research: a federal autarchy linked to the MEC, whose mission is to promote studies, research and evaluations relating to the Brazilian Education System in order to help in the formulation and implementation of public policies in the field of education (INEP website).
- 5.
CNE—National Council of Education: its attributes are normative, deliberative and advisory in relation to the MEC, in performing all those functions and attributes of this federal public authority relating to education, being responsible for formulating and evaluating national education policy, ensuring the quality of teaching, monitoring compliance with education legislation and ensuring that society participates in the refinement of Brazilian education (MEC website).
- 6.
The term “Higher Education Institution ” refers to any institution that is authorized to operate in this capacity by the authorities. It includes many different configurations that range from an entire university to a single school.
- 7.
FIES—This is an MEC program that funds higher education programs for students whose gross monthly household income, per person, is less than three minimum wages (around US$800 per month). The government, which assumes any credit risk, passes these funds directly to the private HEIs .
- 8.
PROUNI—This is an MEC program that offers Brazilian students full or partial (50%) non-refundable scholarships to study at private HEIs . In order to compete for a full study scholarship, students must have a gross monthly household income, per person of no more than one and a half minimum wages equivalent. To obtain a 50% scholarship, the gross monthly household income cannot exceed three minimum wages per person. In addition, candidates must have completed their secondary education in a public school or in a private school but as part of a full scholarship program offered by that school (MEC website).
- 9.
Indeed, Kroton (2016), Brazil’s largest group, considers itself to be the largest private HEI in the world.
- 10.
The importance of educational credit, funded by the State, to this market became more evident when Anima withdrew from the acquisition of Whitney do Brasil, in mid-2015, after the change in the rules governing the use of the FIES. The deal had been officially announced just months before.
- 11.
According to Sá Motta (2014), the first master’s dissertation was defended at the Rural University of Minas Gerais in 1961, and the first master graduated from the Technological Institute in 1963.
- 12.
This is an association of HEIs that offer degree programs in management with the objective of stimulating research and disseminating knowledge.
- 13.
According to a survey published in the Executive Education Special of the magazine, Revista Você SA.
- 14.
National Council of Scientific and Technological Development (Conselho Nacional de Desenvolvimento Científico e Tecnológico—CNPq), an agency that focuses on supporting science, technology and innovation in Brazil.
- 15.
In this sense, the sector was surprised by two mega merger proposals, one, announced on June 2, 2016, when Kroton announced that it would be seeking a merger with Estácio and the second, two days later, when Ser Educacional announced that it was also seeking a merger with Estácio. The first merger would create a mega institution with some 1.6 m students, which would significantly increase the concentration of the education sector in Brazil.
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Cyrino, A.B., Wanderley, S., Oliveira, D.A. (2018). Higher Education in Management: The Case of Brazil. In: Dameron, S., Durand, T. (eds) The Future of Management Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-56104-6_4
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