Entendendo os melhores estudantes
um olhar que vai além da docência
DOI:
https://doi.org/10.18861/cied.2019.10.2.2906Palavras-chave:
educação superior, qualidade docente, qualidade de serviço, intenção de indicar, bons estudantes, experiênciaResumo
Demonstrou-se que a intenção dos estudantes de indicar a universidade onde estudam é influenciada positivamente pela sua percepção quanto à qualidade global que experimentam no serviço universitário. No entanto, não fica claro quais são as dimensões da qualidade que mais impactam nessa percepção, nem como essas dimensões evoluem no tempo para um mesmo estudante. Essa pesquisa, com a intenção de preencher esse vazio, utiliza medidas de qualidade docente e de serviço, integradas a medidas da experiência dos estudantes e de sua percepção da qualidade global do curso universitário. O estudo usa modelos de equações estruturais com dados secundários dos registros da pesquisa de qualidade contínua da Universidade ORT Uruguai que acompanha 232 dentre os melhores estudantes durante toda sua experiência com a universidade, perfazendo um total de 1,681 registros. Os resultados mostram que a importância relativa da qualidade docente e da qualidade do serviço na percepção da qualidade global se acrescenta no decorrer do tempo para os melhores estudantes. A qualidade docente é mais importante nas etapas iniciais, ao passo que nas etapas mais avançadas a qualidade do serviço se torna mais relevante. Além disso, a evidência sugere que a etapa da experiência do estudante não modera o efeito positivo da percepção da qualidade global na intenção de indicar. Esses resultados são muito importantes para os responsáveis pelas políticas universitárias. A intenção de indicar pode melhorar se a qualidade docente e dos serviços estiverem projetados especificamente para cada etapa da experiência do estudante.Isto é particularmente importante nas etapas finais, quando os estudantes estão prestes a terminar seus estudos. As instituições de ensino superior podem melhorar seu processo de planejamento estratégico ao incluir a segmentação dos estudantes segundo a sua experiência.
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