E-waste reverse logistics initiatives in important industrial economies like India, China and Brazil show that specific models of reverse logistics, adapted to local reality, are required in developing countries. This research objective is to discuss the main challenges and opportunities for the implementation of the reverse logistics Brazilian model for computers and cell phones. Methodological procedures included 21 in-depth interviews with multiple stakeholders including government, manufacturers, retailers, recycling companies, waste picker organizations and academics. Results show the importance of the new regulation to enhance the dialogue among the members of the electro electronic supply chain for the development of the Brazilian model of reverse logistics. However technological gaps in recycling e-waste within the country, its continental dimension, taxation challenges and conflicts between waste picker organizations and the industry are challenges for the Brazilian model success.

Accelerated growth in the Electrical and Electronic Equipment (EEE) market, planned obsolescence, and the increase in the disposal of Waste Electrical and Electronic Equipment (WEEE) demand public policies that promote post-consumer responsibility from manufacturers of these products. Europe emerges as an example of WEEE reverse logistics (RL) implementation due to high performance models, which reveal a list of common factors: clear laws, well-defined roles, and coordinated efforts of RL actors to achieve the same goal. These elements of cooperation between the actors can partly explain the success of European countries. However, little research on this theme has been dedicated to understanding the challenges faced by developing countries in the implementation of WEEE RL. This research analyses how cooperation has impacted the implementation and results of a partnership between the Brazilian Government and the Japan International Cooperation Agency (JICA) to implement a WEEE RL pilot project (PP), called 'descarte ON', to assist in the drafting and implementation of the WEEE Sector Agreement (SA). The methodological procedures focus on indepth interviews with multiple stakeholders involved in WEEE RL. Results indicate that the PP showed it is possible to affect RL by means of cooperation among the actors, when there is a proposal that presents opportunities for all actors, with minimised risks, given the appropriate structure to implement partnerships. A favourable aspect was the participation of the retailers in the project, which for many years rejected to join RL initiatives in Brazil. On the other hand, WEEE collections were well below the expected volumes, showing that cooperation has to occur among all RL members including the final consumer. It has been found that the consumer needs to be encouraged and made aware of the benefits of proper disposal, not only in the collection phase but from the discussion and implementation of the project.

The general purpose of this study is to understand (from the standpoint of Business Administration teachers in higher education) what is required to have lessons of good quality that provide students with an effective return in terms of learning. A qualitative research methodology was employed which was of an exploratory character and descriptive nature; this involved a bibliographical and documentary analysis, together with in-depth interviews, following the guidelines of a semi-structured study, with twelve teachers who came from both public and private institutions. After the study had been undertaken, it was found that what characterizes a good teacher is that he has have a good grounding in didactics and knowledge of the subject being taught. This involves practical work in the classroom with regard to the subject in question, and preferably based on his own professional experience.  The teacher should also know how to make use of new technical resources so that classes can allow the students to take part in a more active way. However, it was also clear that a good class does not only depend on the teacher but also on the willingness of the students to learn and the availability of good teaching material. As well as this, it is essential for the academic staff to be supported by the teaching institutions in both the public and private sector.

The accelerated technological advancement has rapidly changed business models and the way companies think. In less than a century, we went through three industrial revolutions, which completely changed the panorama of the competences expected from an employee. In addition, the horizontal management models practiced by startups and their formula for accelerated growth meant that the skills from the beginning of the last century were no longer a reference today. The managers’ state that the jobs and companies of the future have not yet been created, working with the perspective of uncertainty and accelerated changes. These factors explain the need to understand what will be necessary for a worker to be considered qualified in the future. With that been said, the question of this research is "What are the important skills for startups to meet their requirements in 2025?” For that, we have chosen for a qualitative and exploratory research, given the lack of a theoretical framework on the theme. The result indicates that the skills demanded by startups are related to human skills, which are made up of actions such as initiative, creativity, solving complex problems, innovation and active learning.

Tur por terem me aceito como sua orientanda, por sua paciência, generosidade e alegria, que foram tão importantes na realização e orientação deste trabalho.Ao meu amado marido, Luis Fernando, por ter me ajudado a realizar mais esse sonho e segurado a minha mão nos momentos mais difíceis. Sou muito grata por sua participação nesse processo. Sem ele a vida não seria tão especial e feliz. Aos meus filhos de coração, Enzo e Vinicius, pelo carinho e paciência, pois não foram poucos finais de semanas que tiveram que ficar em casa, enquanto eu escrevia essa tese. Aos meus pais amados, que resignados aceitaram a distância da nossa convivência para que eu alcançasse mais esse objetivo na minha jornada.Vocês são a minha razão de viver.Ao Centro Universitário FEI, a todos os distintos professores do Programa de Pós-Graduação em Administração e aos colaboradores do campus Liberdade, pela generosidade e profissionalismo em todos os momentos. Em especial ao meu coordenador Prof. Dr. William pelo apoio, às Sra. Carmen Carlos e Ana Paula, da secretária da pós-graduação e à D. Rosa por toda generosidade, sorrisos e carinho. A Patrícia Braghin, por sua orientação e ajuda na formatação desse trabalho.A minha amiga Ana Lúcia Santiago que plantou a sementinha da dupla titulação no meu coração e me ajudou a regá-la. E por último, mas não menos importante, aos amigos anjos que me socorreram nos muitos momentos de desespero, doando o seu tempo para me socorrer, me acalmar ou simplesmente para me mostrar algo bonito no país em que eu estivesse. Não tenho palavras para agradecer por esse presente precioso à Lyvia,