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Abstract(s)
Nos últimos anos, a garantia da qualidade tem se destacado como um elemento crucial para a melhoria do ensino nas Instituições de Ensino Superior. A nível nacional, a Agência de Avaliação e Acreditação do Ensino Superior é responsável por esta função, promovendo a implementação de Sistemas Integrados para a Garantia da Qualidade nas instituições, objetivando-se alcançar a excelência educacional. A Escola Naval, como Unidade Orgânica autónoma do Instituto Universitário Militar, não é indiferente a esta realidade, procurando imperativamente continuar a aprimorar a sua qualidade.
Na dissertação de Ricardo (2023), foi realizado um estudo de caso com alunos e docentes da Escola Naval, tendo-se identificado lacunas na qualidade do ensino. Propôs se assim, um novo SIGQ, focado no aluno e em alinhamento com os parâmetros definidos pelo ALM CEMA na Diretiva Estratégica da Marinha e com os referenciais nacionais - A3ES e europeus - ENQA de garantia da qualidade.
Desta forma, o objetivo do presente estudo é explorar os processos de qualidade do modelo proposto e estabelecer as guidelines, a partir da criação de novos processos e da realização de entrevistas, para a certificação do SIGQ pela A3ES.
Com esta finalidade, foram analisados os modelos de qualidade de outras Instituições de Ensino Superior nacionais reconhecidas pela excelência, bem como as iniciativas e os mecanismos de monitorização propostos no estudo de Ricardo (2023). Para além disto, adotou-se uma abordagem qualitativa, com entrevistas semiestruturadas ao Comandante da Escola Naval, ao Presidente da A3ES e ao Chefe do Gabinete de Qualidade e Avaliação do IUM.
Os resultados alcançados permitiram obter um detalhamento aprofundado dos processos associados ao SIGQEN, definir requisitos, atribuir funções e responsabilidades, e estabelecer benchmarks. Isto possibilitou uma nova compreensão dos processos de qualidade, facilitando a implementação do novo SIGQ e fornecendo diretivas para a sua certificação pela A3ES.
In recent years, quality assurance has become critical for improving education in Higher Education Institutions (HEIs). Nationally, the Higher Education Evaluation and Accreditation Agency (A3ES) is responsible for this function, promoting the implementation of Integrated Quality Assurance Systems (IQAS) to achieve educational excellence. The Naval Academy (EN), as an autonomous Organic Unit of the Military University Institute (IUM), aims to continually improve its quality. In Ricardo (2023) dissertation, a case study with Naval Academy students and faculty identified gaps in teaching quality. A new IQAS was proposed, focused on students, and aligned with the ALM CEMA parameters in the Navy's Strategic Directive and quality assurance benchmarks from A3ES and the European Association for Quality Assurance in Higher Education (ENQA). This study aims to explore the quality processes of the proposed model and establish guidelines for IQAS certification by A3ES. Quality models from other nationally recognized HEIs were analyzed, along with initiatives and monitoring mechanisms from Ricardo's study. A qualitative approach was adopted, including semi-structured interviews with the Commander of the Naval Academy, the President of A3ES, and the Head of the Quality and Evaluation Office of IUM. The results provided a detailed insight into the processes associated with IQASEN, defining requirements, assigning roles and responsibilities, and establishing benchmarks. This facilitated a new understanding of quality processes, easing the implementation of the new IQAS and providing directives for its A3ES certification.
In recent years, quality assurance has become critical for improving education in Higher Education Institutions (HEIs). Nationally, the Higher Education Evaluation and Accreditation Agency (A3ES) is responsible for this function, promoting the implementation of Integrated Quality Assurance Systems (IQAS) to achieve educational excellence. The Naval Academy (EN), as an autonomous Organic Unit of the Military University Institute (IUM), aims to continually improve its quality. In Ricardo (2023) dissertation, a case study with Naval Academy students and faculty identified gaps in teaching quality. A new IQAS was proposed, focused on students, and aligned with the ALM CEMA parameters in the Navy's Strategic Directive and quality assurance benchmarks from A3ES and the European Association for Quality Assurance in Higher Education (ENQA). This study aims to explore the quality processes of the proposed model and establish guidelines for IQAS certification by A3ES. Quality models from other nationally recognized HEIs were analyzed, along with initiatives and monitoring mechanisms from Ricardo's study. A qualitative approach was adopted, including semi-structured interviews with the Commander of the Naval Academy, the President of A3ES, and the Head of the Quality and Evaluation Office of IUM. The results provided a detailed insight into the processes associated with IQASEN, defining requirements, assigning roles and responsibilities, and establishing benchmarks. This facilitated a new understanding of quality processes, easing the implementation of the new IQAS and providing directives for its A3ES certification.
Description
Keywords
Certificação Escola Naval Ensino Superior Garantia da Qualidade Processos de Qualidade