Avaliação da satisfação e de qualidade dos cursos de pós-graduação da Universidade Eduardo Mondlane na perspectiva dos estudantes: o caso da Faculdade de Engenharia

Abstract

Quality assurance in higher education is one of the central objectives of government policies and universities. In many countries and regions of the world, quality assurance systems have been developed and the quality of teaching and institutions is regularly checked and used to introduce improvements and to establish comparisons and rankings across institutions and courses. In an attempt to present the factors that influence student satisfaction, the present study was carried out, which sought to evaluate the level of satisfaction of graduate students of the Faculty of Engineering of UEM in relation to the quality of their courses. The sample size consisted of 54 students from the four postgraduatecourses of the Faculty of Engineering (Masters in Petroleum Engineering, Masters in Hydrocarbon Processing Engineering, Masters in Hydraulics and Water Resources and Masters in Food Technology). The questions of the questionnaire were essentially to evaluate the student's degree of satisfaction with a certain parameter, as well as the importance that this parameter has for the student, based on a Likert scale of 5 points. The data wassubmitted to a descriptive analysis, through the mean and standard deviation, from which it was possible to verify the student satisfaction profile. Exploratory factor analysis was applied to identify the main factors that influenced students' satisfaction. The analysis of the relationship between variables was applied throughPearson's correlation coefficient to analyze the relationship between the different components of satisfaction and e of importance among the variables. The results obtained show that the organization of the course, course operation, course management and course subjects are generally areas where satisfaction reaches quite acceptable values, indicating that in these fields, the educational process develops in satisfactory way. The factorial analysis identified the curricular structure of the course, knowledge of curriculum activities scheduling, coordinator effort to solve problems, student participation in course management, teacher scientific and pedagogical performance, quality of infrastructures, selection / identification of supervisor and conditions material and financial resources to carry out the research as the main factors that influenced student satisfaction. The resources and support services (infrastructures) are areas where the degrees of satisfaction reach troubling values, evidenced urgent measures of correction and improvement. The analysis of the relationship between satisfaction and importance components showed that almost all the variables considered important by the students had a high degree of satisfaction. Future studies in this area may contribute to the improvement of quality in the educational process, with repercussions on the performance of the professionals of the courses analyzed.(TRADUÇÃO NOSSA)