Sistemática para avaliação de cursos de graduação: perspectiva dos discentes

Abstract

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.