Resumo:
Performance measurement systems allow managers to identify points for improvement to
ensure organizations' competitive advantage. The ENADE (National Student Performance
Exam) is one of the legal forms of evaluation of Brazilian Higher Education Institutions.
This evaluation, carried out every three years, measures the perception of graduating
students in relation to the course during the period of graduation. Often students only have
contact with the questions that assess their perception of the course when they take ENADE.
Evaluating students' perceptions of the undergraduate course in shorter intervals can enhance
improvement actions. The objective of this work is to adapt the questions of the Student
Questionnaire, which composes ENADE, in a systematic way, allowing the self-assessment
of undergraduate courses. Its object of study was the current performance evaluation system
of the Production Engineering course - UNIFEI, campus Itajubá-MG, where two cycles of
action research were carried out. The proposed systematic has the following steps: Plan the
application of the questionnaire; Tabulate data and generate the report; Analyze the report;
Propose and monitor the proposed actions; and evaluate the results. For this, the Net
Promoter Score scale and classification was used in the application of the current assessment
questionnaire, aimed at students, graduates and non-graduates. After tabulation of the
collected data, a cluster analysis was carried out in order to identify possible groupings of
questions. After a critical analysis of each proposed grouping and validation with specialists,
it was possible to reduce the questionnaire assigned to concluding students from 42 to 37
questions and the one designated for non-concluding students from 42 to 34 questions, that
is, a reduction of approximately 12% and 19%, respectively. Actions were implemented to
increase the response rate, which went from 22.16% in the first cycle to 29.61% in the
second. The results identified that most of the improvement actions are autonomous for
teachers, with few higher actions falling to higher hierarchical levels. In both cycles, despite
the second being impacted by the pandemic, the course obtained an NPS of 73% and 61.4%
respectively, being classified as a quality service in the students' perception.
