RESUMOEste artigo apresenta os resultados de uma investigação sobre os fatores determinantes da estrutura de capital das companhias abertas que atuam no mercado brasileiro. Foi utilizada uma amostra de 91 empresas cobrindo o período de 1999 a 2003. Na realização deste trabalho foi utilizada uma técnica de estimativa mais forte, conjugando Panel Data Dinâmico, que combina dados de corte transversal com séries temporais, com um instrumento de método de momento generalizado. Como proxies de estrutura de capital e alavancagem, foram usados os conceitos contábil e de mercado e seus resultados foram comparados. Em consonância com a literatura da área, foram selecionadas as seguintes variáveis: liquidez corrente, tamanho da empresa, rentabilidade, oportunidade de crescimento, risco de negócio, economia fi scal e crescimento de vendas, tangibilidade, coefi ciente de variação e risco de falência. Para os testes, foram utilizados os instrumentos econométricos de GMM e AH. Os resultados econométricos demonstraram-se robustos pelas técnicas utilizadas. Os resultados de análise obtidos foram bastante consistentes com as teorias de Pecking Order e de Trade-off. Esses resultados, também, estão em linha com os observados em estudos similares realizados em diversos países. Palavras-chave:

This research investigates the determinants of the capital structure of small and medium enterprises (SMEs) using a unique database that includes over 19,000 Brazilian firms and spans 13 years of data. The econometric analysis employs the System Generalized Method of Moments estimator (GMM-Sys) and two strong results emerge: (a) profitability is negatively related to leverage, and (b) asset growth is positively related to leverage. Both results are consistent with the pecking order theory of capital structure and suggest that SMEs tend to finance their expansion with debt only after exhausting their internal resources. Additionally, we find weaker evidence for the following: (a) size is positively related to leverage, which can be interpreted as evidence that larger firms have more access to credit markets; (b) riskier SMEs tend to be less financially leveraged, consistent with the bankruptcy cost arguments from trade-off theories; and (c) the age of the firm is negatively related to financial leverage, suggesting that older SMEs may be slightly more conservative in their financing choices. Finally, the magnitude of the coefficient of lagged leverage shows the high persistence of this variable and is compatible with the hypothesis that SMEs adjust their debt/equity ratio towards a target value, although at a low speed.

Purpose-People are increasingly responsible for making sound financial decisions to foster their financial satisfaction and well-being, which magnifies the importance of financial literacy, and this concept and measurement is still not yet crystallized in the literature, specifically capturing different behavior perceptions. Moreover, there is not a distinction based on different classifications of behavior, such as over or underconfidence, to understand the relation between literacy and decision process. To fill this gap, this paper aims to investigate whether the financial literacy conceptual model proposed applies similarly to every group independently of their previous self-confidence perception. For this purpose and quality control, OECD (2016) data were used with a final sample of 1,487 Brazilian citizens. Quantitative analysis technique using partial least squares structural equations path modeling and differences between groups using multi-group analysis was applied. In line with general studies, when analyzing the financial literacy usual model for the group as a whole, financial knowledge construct positively influences self-confidence, and both together positively affect financial behavior. However, for individuals with low financial knowledge and low self-confidence, as well as for those with too much or too little confidence, the model did not hold. Therefore, self-confidence perception influences the way financial knowledge is used for financial decisions and should be addressed in financial education and training to be more effective. Design/methodology/approach-To operationalize the variables and test the paper's hypotheses, the authors used the methodology developed in OECD (2016), based on the research instrument's Brazilian application adapted from the questionnaire developed in OECD (2015), with data initially used and made available by Garber and Koyama (2016). Based on the recommendations of Hair Jr et al. (2017a, 2017b), the authors used partial least squares modeling PLS-PM (SmartPLS 3.2.6) to estimate the structural models. Findings-Concerning structural relationships, the final model showed knowledge with a positive influence on self-confidence, self-confidence with a positive effect on behavior and knowledge with a positive influence on behavior, both directly and, through its relationship with self-confidence, indirectly. This underscores that, for the total sample, the greater people's knowledge and self-confidence, the better their behavior. The unexpected absence of attitude in the final model, even allowing for potential measurement problems, brings up an important reflection on the mediating effect that the self-control variable may exert between attitude and behavior. A person may believe that saving for the future is important (attitude) but whether they actually save (behavior) may depend on self-control, which is needed to prevent immediate gains from being prioritized in practice. Research limitations/implications-The findings reported so far concern the study's total sample....

No abstract

Com o intuito de entender como acontece o processo de ensino-aprendizagem e a interação de professores e alunos em cursos de graduação em Administração de Empresas, este estudo buscou, por meio de uma pesquisa qualitativa, de caráter descritivo, feita em uma universidade particular da cidade de São Paulo, identificar os vários aspectos da interação de professor e aluno no processo de ensino-aprendizagem: o papel da discussão na construção da aprendizagem, o planejamento da disciplina e a interação do aprendizado dentro e fora da sala de aula, a participação dos professores e alunos no ambiente virtual de aprendizado, por meio do Moodle, e a avaliação do desempenho dos alunos. Os resultados demonstraram que, mesmo seguindo o conteúdo programático e atendendo às exigências da instituição e do Projeto Político-Pedagógico, os professores, em geral, possuem um bom relacionamento com as turmas e mostraram-se flexíveis com as demandas dos alunos. Em todas as observações, pôde-se verificar que os docentes tentaram promover um ambiente dinâmico e incentivador ao aluno.