A Instituição, a Coordenação e o Desempenho Acadêmico dos Alunos de Ciências Contábeis

Abstract

Educational evaluations enable Institutions of Higher Education IES – Instituicoes de Ensino Superior – to know both their weaknesses, their strengths and achievementsby taking into account the fact that some specialists, on the international scenario, have already identified that academic performance can be explained through variables related to course coordination. This study sought to test the effect that the attributes of course coordination have on the academic performance of accounting students in the ENADE and which is based upon students’ characteristics, family history and the IES. Thus, we estimated the parameters based on a variance component model. We analyzed 32,607 observations. The results indicated that thecoordinator’s qualifications are an explanatory variable in student achievement. Regarding resources for IES, estimates indicated that encouraging student participation in academic initiatives, and participation in events and congresses are also relevant factors. Thus, it is important for institutions to enable student participation in events as well as provide conditions for teachers to submit projects to research development agencies. These initiatives can bring, in addition to other benefits, academic initiation research grants for students. Further, it was also considered relevant that institutions should value and support coordinators’ training and qualification .