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- Contributions of the Pandemic to the Redefinition of Quality Management Systems in Higher Education: The Case of the Polytechnic Institute of SetúbalPublication . Lourenço, Rodrigo Teixeira; Gonçalves, Helena; Lemos, Angela Maria Gomes Teles de Matos Cremon deThe COVID-19 pandemic required quick responses from the organizations, making it necessary for them to reinvent and rethink themselves. This reality was also evident in the higher education context, where the institutions had the need to assure the continuity of their activities remotely, without compro mising the quality of the provided services (the educational and the support ones). This was a major challenge for the institutions’ quality management systems (QMS), unusually designed to respond to rapid changes, especially in what concerns to an effective response to the students’ needs. In the case of the Polytechnic Institute of Setúbal, the institutional response resulted from an action plan based on two major principles—the use of the existing quality’s structure/instruments and its integrated reflec tion—in order to find improvement inputs to the system’s performance. The results evinced a globally positive response but also the need to adjust the QMS to better serve the academic community’s needs, particularly those of student
- Contributions of the pandemic to the redefinition of quality management systems in Higher Education: the case of the Polytechnic Institute of SetúbaPublication . Lourenço, Rodrigo Teixeira; Gonçalves, Helena; Lemos, Angela Maria Gomes Teles de Matos Cremon deThe COVID-19 pandemic required quick responses from the organizations, making it necessary for them to reinvent and rethink themselves. This reality was also evident in the higher education context, where the institutions had the need to assure the continuity of their activities remotely, without compro mising the quality of the provided services (the educational and the support ones). This was a major challenge for the institutions’ quality management systems (QMS), unusually designed to respond to rapid changes, especially in what concerns to an effective response to the students’ needs. In the case of the Polytechnic Institute of Setúbal, the institutional response resulted from an action plan based on two major principles—the use of the existing quality’s structure/instruments and its integrated reflec tion—in order to find improvement inputs to the system’s performance. The results evinced a globally positive response but also the need to adjust the QMS to better serve the academic community’s needs, particularly those of students.
- Importance of Entrepreneurship in the Organizational Performance of Higher Education InstitutionsPublication . Lourenço, Rodrigo Teixeira; Valente, Fernando ManuelThe traditional mission of higher education institutions (HEIs) are training, research, and the transfer of knowledge to society. Nowadays, the third mission has been gaining importance, considering the increasing relevance given to the creation of value by HEIs for society. Entrepreneurial activity is one of the components with more impacts that value creation, but it is still seen as an activity parallel to the main missions of HEIs, where training still takes on special importance. At the same time, the general ized movement of analysis of the organizational performance of HEIs, associated to its strategy but es sentially associated with national agencies for accreditations and the rankings, have been direct impacts on its external image and the capacity to obtain students and financing. For the entrepreneurial activity to move from an activity parallel to a prominent activity within HEIs, it must firstly have a strategic framework, but also have measurement mechanisms, based on indicators, that allow to understand the evolution of performance in this area.
- The implementation of a student-centered pedagogical approach based in information and communication technologyPublication . Lourenço, Rodrigo Teixeira; Ferreira, Elsa; Fernandes, ConceiçãoThe process of teaching/learning is an ever changing reality, requiring a permanent adaptation of teaching methods with a view to continuous improvement and increased levels of student motivation. Moreover, the use of information technologies and communication in this same process is now an essential factor, not only as a mechanism for accessing content, but also as a tool for planning, learning, collaboration, assessment, among other variables. The combination of these two realities has forced teachers to a new approach to the pedagogical issues in higher education, with a greater concern with methodology and mechanisms to enable a constant improvement. The article demonstrates the importance that information technologies have in the definition and implementation of a pedagogical approach really focused on students, with their involvement in active teaching and learning. The pedagogical approach that is presented is based on three fundamental principles: (1) the student is the central element of teaching/learning process; (2) active learning should be permanent; and (3) self-study as a key mechanism of preparedness. This approach is divided into six components: (1) Planning, (2) Information, (3) Teaching, (4) Assessment, (5) Feedback and (6) Monitoring. The advance planning of activities is assumed as a key component, because students can plan their efforts throughout the academic year if, from the beginning and in an easier way, they have access to all information for the operation of Curriculum Units. The assessment has to be distributed continuous assessment, which includes different instruments at different times, to allow the assessment tool to adapt to the type of skill to be acquired, and to minimize dependence on the success of students from only one assessment instrument. The gap between the time of conducting the assessment and dissemination of results, which should be minimal, is seen as a major critical factor, not only by the student perception that the proposed approach works, but primarily as a mechanism of motivating students themselves. Finally, monitoring the whole process is an indispensable component, as it seeks to not only meet the expectations of students at first, but also their levels of satisfaction with the functioning of a unit at the end of the Curriculum in order to understand the differential satisfaction that the methodological approach can bring. This pedagogical approach is linked by Information Technology and Communication, without which it would be impossible to implement, given (1) the constant need of sharing information between teachers and students; (2) the problems of the failure and dropout rates particularly in the Engineering area, where it has been applied, and (3) the new profile of students with an increased appetite and dependence of information technologies and communication. The Moodle platform has been a privileged tool to support the activities of all teaching and learning. The results obtained have been very positive, not only as regards the success achieved by students, but also by the results of student satisfaction, giving good indications of the advantages that this approach, particularly in the motivation of students.