A contribuição dos critérios de excelência na gestão de cursos de graduação: um estudo de caso

• Ano de defesa: 2015
• Autor(a) principal: Silva, Rafael Paris da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Administração Pública; UFSM; Programa de Pós-Graduação em Gestão de Organizações Públicas; Centro de Ciências Sociais e Humanas
• Palavras-chave em Português: Gestão de cursos; Gestão acadêmica; Gestão do ensino superior; Management undergraduate; Academic management; Management of higher education; CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO PUBLICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/21742

Over the past decades, the Brazilian education has been gaining attention and recognition as a strategic activity for permanent and sustainable development of the country. In turn, higher education stands out in this scenario, especially the teaching activity, responsible for the training of professionals responsible for achieving this expectation. In this context, higher education institutions have unique organizational characteristics, and the teac her is responsible for the management of teaching and consequently their quality. Currently, the Brazilian higher education is evaluated by a system that covers many aspects of this activity, while on the course, prescribe minimum conditions for its operat ion. But at quality is a consequence of the way to manage, and it is known that there are recognized management models in the business context, could be applied in academia. This study verified as self assessment of the National Quality Foundation (FNQ), b ased on the criteria Commitment to Excellence, contributes to improving the management of an undergraduate degree. For that, we sought theoretical basis to better understand the academic environment, understand how decision making happens, what is the role of the teacher as an academic manager and how important it is and has been enhanced to manage these institutions. The study is limited by the very nature of the method chosen, the single case study, which provides little basis for scientific generalizatio n. However, the main result of the study was achieved and indicated that the self assessment tool for FNQ, effectively contributes to the management of undergraduate and could form an interesting course management system, if associated with the assessment tool of SINAES courses . In addition, it was possible to identify and describe relevant aspects of the course and characterize it as a teaching organization. Also, the self assessment questionnaire, generated a diagnosis of management, identifying manageme nt practices and opportunities for adoption and the development of new practices. Finally, it was possible to design an Improvement Plan Course Management.