Higher education policy: A case study on quality assessment towards a model of university management

Silva, Marcelo Fernandes da; Borges, Luis Henrique; Borges, Maria Soledade Gomes; Elias, Inara Pena Barbosa

doi:10.1590/S1414-40772017000100013

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Avaliação: Revista da Avaliação da Educação Superior (Campinas)

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Articles • Avaliação (Campinas) 22 (1) • Jan-Apr 2017 • https://doi.org/10.1590/S1414-40772017000100013 copy

Higher education policy: A case study on quality assessment towards a model of university management

Política de ensino superior: um estudo de caso sobre a avaliação da qualidade para um modelo de gestão universitária

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract:

The institutional self-assessment is considered herein in the context of higher education assessment as a university management tool. The paper aims to present and discuss the impact of the results of an institutional self-assessment committee in the management of pedagogical and administrative issues of a Brazilian university in accordance with contemporary education policy. Four consecutive annual reports were reviewed to demonstrate the impacts of institutional self-evaluation and to raise questions about the academic community. Content analysis principles were used to validate the assumptions of the committee’s annual routines regarding the importance of the institutional assessment framework as the basis for the qualification of academic procedures. It was possible to observe the positive effects of the committee on the university’s practices: the effective participation of the academic community in the evaluation processes as well as validation of the information for university management. Another aspect that the evaluation allowed was the identification of areas of greater or lesser impacts on the scientific, social, pedagogical and technological aspects. The role of the committee was essential in identifying strengths and weaknesses, thus contributing towards performing actions to improve the institutional quality of the University of Uberaba under the panorama of Brazilian higher education assessment.

Key words:
Higher education; Management; Policy; Quality; Self-assessment; University

	Weaknesses	Strengths	Institutional Decisions	Committee Support
Institutional	Few masters programs	-	Investment in new programs on animal health, law and sustainable management	Yes
	Lack of doctoral programs*	-	Unchanged postgraduate policies from Pro-Rectory of Post-graduate, Research and Extension	No
	Unsupervised control of increment of distance learning courses	-	Reorientation of institutional expectations on e-learning investments and new Assessment of partnerships	Yes
	-	Social responsibilities	Increment of the services and client satisfaction surveys; increment in the media releases	Yes
	-	First-year students reception	Increase the involvement of directors, supervisors and professors in the supporting activities focusing on the welfare of first-year students	Yes
	-	Mission and values	Spread of concepts throughout the community	Yes
Pedagogical	Low performance of students in the National Exam	-	Improvement of teaching and learning activities described in the pedagogical plans; closer supervision of the regular examinations	Yes
	Absence of areas of interests to academic knowledge development	-	Implementation of key areas to embrace intellectual production in the graduate courses	Yes
	Student evasion	-	Cutback in the tuitions and fees and increment of the scholarships from internal/external sources	No
	-	Results of Committee Assessment present in the professor career plan	Professor’s Assessment is considered in the admission/dismissal ; also valuable to pedagogical assistants	Yes
	-	Results of Committee Assessment useful to directors and supervisors	Direct and indirect results of pedagogical aspects is useful in the management of graduate courses	Yes
	-	Insertion of pedagogical documents on daily basis of undergraduate courses	Review of pedagogical projects, class planning and proposal of examinations according to students’ performance	Yes
Administrative	Absence of a renewal policies for resources to learning improvement	-	Insufficient equipment for interactive learning experience	No
	Absence of Professors’ career development plan	-	Elaboration of an Institutional Plan of Career Development and Salaries	Yes
	Absent of Employees’ career development plan	-	Elaboration of an Institutional Plan of Staff Development and Salaries	Yes
	-	Modernization of web resources	Constant improvement in the hard and software to manage up growing demand	No
	-	Regularity and incentives in the payment of professors	Incentives as scholarships, waivers and corporate benefits to salary	No
	-	Variety of Programs of Students’ attendance	Maintenance of the programs with increase in the infrastructure to attend de learning distance students	Yes

	Aspects	Yes (%)	No (%)
Students’ opinion	Do you know what Institutional Self-Assessment Committee means?	80	20
	Have you ever completed Institutional Self-Assessment Committee questionnaires?	86	14
	Did you pay enough attention to each questionnaire?	74	26
	Are you confident in the secrecy of questionnaires?	47	53
	Did the absence of secrecy have influence on your responses?	47	53
	Are you aware of the results of Institutional Self-Assessment Committee ?	58	42
	Viewing of Institutional Self-Assessment Committee results: How and where?	58 Notice board 26 Web-site 16 Director or supervisor meetings	43 - Lack of divulgation 44 - Unawareness 13 - Lack of interest
	Are the Institutional Self-Assessment Committee results close to reality?	62	38

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[TFN1] * Further accomplishments in 2016 took in account the offer of one doctoral and new master programs