APLICAÇÃO DO MODELO DE AVALIAÇÃO INTEGRADO AO PLANEJAMENTO ANUAL NA FACULDADE DA SERRA GAÚCHA (FSG): UM ESTUDO DE CASO
The purpose of this paper is to verify how Rodrigues (2003) evaluation model integrated to annual strategic planning works within a private higher education institution. Thus, it will be possible to observe the performance of the model‟s key evaluation and planning elements, that is, (i) integration...
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| Autor principal: | |
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| Formato: | article |
| Lenguaje: | ES PT |
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Universidade Federal de Santa Catarina
2011
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| Acceso en línea: | https://doaj.org/article/3c6aca9486534add8522c824342923a6 |
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| Sumario: | The purpose of this paper is to verify how Rodrigues (2003) evaluation model integrated to annual strategic planning works within a private higher education institution. Thus, it will be possible to observe the performance of the model‟s key evaluation and planning elements, that is, (i) integration between evaluation and planning elements, (ii) use of planning-oriented indicators, (iii) scheduling of annual planning and evaluation activities; (iv) establishment of the integrated cycle of planning and evaluation; and (iv) integration of human resources in planning and evaluation processes. Data collection was performed in two steps: (1) case study conducted in the Faculdade da Serra Gaúcha/Caxias do Sul-RS in the period between 2004 and 2006; and (2) semi-structured interviews with the Assessment Committee, involving teacher, student and faculty representatives. Results support model validity for this HEI segment, with minor operational adjustments. It was verified that the model‟s element (v) was the most relevant one regarding the conduction of the analyzed processes. In particular, there was observed difficulties related the factual comprehension about the concept of “institutional evaluation” and the importance of creating awareness in the sectors regarding the provision of information requested by the Committee on time. Thus, other elements of the proposed model were harmed by the lack of an institutional culture that perceives the evaluation-assessment as a continuous, constantly improving cycle. |
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