Abstract
Abstract The requirement to adapt the university education to demands of society and professional market is improving the teaching methodologies that try to develop skills and prepare the students to deal with day-to-day situations of a business environment. Therefore, this research presents the assessment method utilized in an Industrial Engineering course carried out by a Brazilian public university in partnership with a multinational company. The course had 37 participants, consisting of: 28 students divided into four groups; 1 teacher; 4 university tutors; and 4 company tutors. The main objective is to assess the consistency of grades assigned to students and their work groups using agreement, variance and correlation analyses. As conclusion, the analyses indicated a possible deficiency in the assessment method application since the values of agreement and correlation coefficients were lower than expected but also provided a positive contribution to the improvement of assessment and the course as a whole.
Highlights
In the last years, the need to adapt education to the demands of society and, in particular, of the professional market has attracted considerable attention of educators and researchers
Higher education that is global in its proposals for courses and forms of management can greatly contribute to the formation of these workers (Mückenbergera et al, 2013)
The companies invest in corporate education for unprepared workers, showing that higher education is failing in some aspects and demanding study (Vieira & Francisco, 2012)
Summary
The need to adapt education to the demands of society and, in particular, of the professional market has attracted considerable attention of educators and researchers. The challenge of education in modern society is even greater within engineering education, since it should focus primarily on the development of students’ ability to solve problems and provide innovative solutions and for this reason the application of practices that strengthen self-learning and cooperative learning is necessary, if not essential (Chua et al, 2014). An integrated economy demands workers with insight into international issues that should be developed preferably from their academic education. Higher education that is global in its proposals for courses and forms of management can greatly contribute to the formation of these workers (Mückenbergera et al, 2013). The companies invest in corporate education for unprepared workers, showing that higher education is failing in some aspects and demanding study (Vieira & Francisco, 2012)
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