Transparência no Instituto Federal do Rio Grande do Sul: uma análise sob a óptica dos diferentes Stakeholders

• Ano de defesa: 2019
• Autor(a) principal: Pegoraro, Daniela
• 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: Transparência pública; Percepção; Instituição de ensino superior; Instituto Federal do Rio Grande do Sul; Public transparency; Perception; Higher education institution; Federal Institute of Rio Grande do Sul; CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO PUBLICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/17424

The purpose of this study was to analyze the perception of transparency in the Federal Institute of Education of Rio Grande do Sul (IFRS) according to different stakeholders. This is a descriptive research, with a quantitative approach. In order to do so, 1.070 questionnaires were applied, analyzed through descriptive statistics, exploratory factorial analysis, tests for difference of means and regression analysis. The main results show that among the stakeholders 40.6% participate in activities related to IFRS, 65.9% do not participate in voluntary work and 70.6% are neither affiliated nor sympathetic to any polítical party, and most of them are not aware of the Law on Access to Public Information. However, 40.7% consider the transparency of the IFRS to be very relevant. Regarding the level of interest of the stakeholders in relation to the information provided by the IFRS, 40.1% seek information regarding the opening hours for the public in the IFRS units and departments. Regarding the perception of the information communicated by IFRS, 40.5% considered it to be reliable, 27.0% accessible and only 1.2% imprecise and incomplete. Most 82% consider the transparency of IFRS actions important in communicating with society. On a scale of zero to ten, respondents attributed, on average, note 7.22 for transparency in IFRS. Among those who used e-sic or e-ouv to make a complaint or request, 67.6% received the response within the established deadline. The majority considered that the information was easy to understand (average 3.88) and a large part of the sample attributed note 10, showing satisfaction with the response received considering organization and utility. The overall score for satisfaction with the response was 7.43. As for the impact of transparency, the majority generally associate the transparency of IFRS with positive results such as trust and responsibility. Moreover, in relation to the response received, which indicates that the levels of transparency of the IFRS have a high degree of satisfaction, so transparency follows through the institutionalization of practices, reaching a high degree of maturity. However, social satisfaction has intermediate levels. Furthermore, it was found that female, married or stable union stakeholders are more satisfied with the impact and levels of transparency. The results also show that students' satisfaction is lower than teachers´ and TAES´, even though teachers´ satisfaction is higher than TAES´. Stakeholders from Exact and Earth Sciences are more satisfied than those from the other areas in relation to the impacts of transparency. In this way, it is possible to identify that the stakeholders that have medium or technical qualification present a lower satisfaction than those with graduation, specialization or doctorate titles. In addition, there was a positive influence of the impact of transparency level and social participation on the perception of transparency. In summary, the different stakeholders have indicated a satisfactory perception with the transparency of the IFRS. However some actions can still be planned and implemented aiming at broadening and improving some transparency actions of the institution in order to reach levels of excellence compared to other federal education institutions.