Qualidade da gestão acadêmica e da docência em cursos de graduação: validando relações com o Conceito Preliminar de Cursos (CPC)

• Ano de defesa: 2014
• Autor(a) principal: Lavor, João Ferreira de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Ensino superior; Gestão e docência universitária; Avaliação educacional; Conceito preliminar de cursos (CPC)
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/8594

This study addressed the issue of the teachinig quality of university level. To this end, we sought to identify the association that exists between the quality of management and teaching in undergraduate courses, with the results of the Concept Preliminary of Courses (CPC). Assessing the quality of undergraduate courses was treated using the aid of the model known by the anagram CIPP -context, inputs, processes and products, which covers the phases of planning and decision structuring, implementation and decisions recycling. For each of these moments there is a specific way of assessing it: (1) – Context evaluation; (2) – Inputs evaluation (input); (3) -Process evaluation and, finally, (4) – Product evaluation. This research was conducted on a sample of 35 undergraduate courses of the Federal University of Ceará (UFC), who possesses CPC, of a universe of 112 courses, divided into Lower Group ( CPC = 2 ), Average Group (2 < CPC = 3), and Superior Group ( CPC > 3 ). It was sent an email for 16,383 students regularly enrolled in the 35 courses sampled, yielding 1,433 respondents to the questionnaire for evaluating the teaching quality, and 1,178 respondents to the evaluation of academic management quality questionnaire. The results indicated that there is a positive association between the course quality and the CPC scores. With relation to academic management, it was found that the lower to the middle group there was a positive association, however from the median to the upper group, it was identified a decrease in the quality evaluated by students, demonstrating low management quality in academic courses of excellence. In the case of teaching, it was found that pedagogical planning was highly rated, while the opposite occurred in the classroom teaching practice. As an indication to future work are listed: a) further research on the implementation of classroom teaching practice, and b) investigate the reason for the identified low quality for the management in courses of excellence.