Federal Institutions Of Higher Education Research Articles

Exploring the effects of COVID-19-related traumatic events on the mental health of university students in Brazil: A cross-sectional investigation

University students are vulnerable to mental health issues during their academic lives. During the COVID-19 pandemic, university students faced mental distress due to lockdowns and the transition to e-learning. However, it is not known whether these students were also affected specifically by COVID-19-related traumatic events. This study examined the impact of COVID-19-related traumatic events on 2277 university students from two federal institutions of higher education in Brazil. The university students completed an online questionnaire covering demographics, lifestyle habits, health characteristics, COVID-19-related traumatic events, and depression, anxiety, and stress symptoms. The results showed that an increased intensity of COVID-19-related traumatic events was positively associated with stress, anxiety, and depressive symptoms, and each specific type of event was associated with these symptoms. In addition, we found a negative association between these symptoms and male sex and age and a positive association with having or having had a history of cardiovascular, respiratory, neurological, or mental disorders or another disease diagnosed by a physician. In conclusion, this study emphasizes the heightened risk of mental health issues in university students in the face of COVID-19-related traumatic events. Women, young people and people who have or have had a history of disease were the most vulnerable to mental health issues during the COVID-19 pandemic.

Criteria for sustainably implementing Project Management Offices (PMOS) in Federal Institutions of Higher Education (FIHES)

Many areas have emerged that specifically seek to plan and manage projects in educational institutions to create and achieve their established strategic planning objectives. This study sought to identify criteria for sustainably implementing Project Management Offices (PMOs) in Federal Institutions of Higher Education (FIHE). Actions were established related to: (a) identifying Brazilian FIHEs that have implemented PMOs; (b) surveying the macro steps used at these institutions for implementing PMOs, and the software and methodologies they used to do this; c) listing the main PMO attributions implemented at the FIHEs, and finally (d) assessing what these institutions think are the best PMO practices to sustainably replicate and implement PMOs at other institutions. We identified FIHEs that had implemented PMOs, along with the best practices and lessons learned that impacted sustainable growth for future PMOs using a survey. We also presented the main steps used by some institutions to structure the implementation and consolidate PMOs within institutional environments. The results contribute to reducing the knowledge gap on implementing PMOs in FIHEs and can direct further research in this area.

Driving transformation in higher education: Exploring the process and impact of educational innovations for sustainability through interdisciplinary studies

AbstractIn recent years, there has been a growing focus on innovation research, particularly in the manufacturing and information technology sectors in the US and Europe. However, the disruptions caused by the recent pandemic called for more innovations, especially in the education industry. Innovation is viewed as an outcome of a set of various drivers. This study explored faculty perspectives on the drivers of innovation that can transform the curriculum into an interdisciplinary model to promote sustainability in education. Additionally, it examined the relationship between these drivers and the outcome of innovation, particularly at the process level. An explanatory sequential mixed‐method approach was employed to collect quantitative and qualitative data from a purposeful sample of 60 faculty members at one federal higher education institution in the United Arab Emirates. Findings indicated that while there is a correlation between the drivers and process of innovation and sustainability in education, other factors played a more significant role in facilitating this transformation. Empowering faculty members and involving them in the process of transformation, connecting them with the institutional vision and mission for innovation, fostering a clear understanding of the value of the transformation, providing faculty with continuous professional learning and development opportunities to promote the use of innovative pedagogical methods, are among the key factors.

Challenges and perspectives in the implementation of the Fire Protection System in Federal institutions of higher education in Brazil

Challenges and perspectives in the implementation of the Fire Protection System in Federal institutions of higher education in Brazil

Adhesion of federal institutions of higher education to a3p

The Environmental Agenda in Public Administration (A3P) is a program of the Ministry of the Environment to promote sustainable practices. Considering the importance of Federal Higher Education Institutions (IFES) in the training of professionals and in the construction of citizenship, it is necessary to verify their socio-environmental commitments. Objective: to identify IFES 'adhesions to A3P and their representativeness by state. Develop an index to quantify the sustainable influence of these institutions. Method: A survey of Brazilian IFES was carried out, classifying them, according to adhesion to A3P (total, partial or absent). And, based on the number of IFES and population by state, an index was created to define their socio-environmental impact. Results: The results were presented through thematic maps, using conditional renderization. The state of Rio Grande do Norte stood out with 67% of adhesion, followed by Acre, Amazonas, Santa Catarina, Sergipe, Tocantins (50%), Pernambuco (40%) and Goiás (33%). In Southeast region, no IFES obtained total adhesion. Regarding sustainable reach (index), the state of Tocantins presented better results, accompanied by Rio Grande do Norte, Santa Catarina and Acre. One of the main factors that influenced the value of sustainable reach was campus / population ratio, realizing that the Gross Domestic Product (GDP) behaves in an inversely proportional manner. Conclusion: IFES sustainability index can support the planning of public policies, since, when considering demographic, socioeconomic (GDP) parameters and reference to A3P, it allowed to outline the reality of each federative unit. Originality: This study shows the profile of the socio-environmental impact of IFES in Brazil.

Languages without Borders

Language without Borders was initiated by the Brazilian Federal Government and      has undergone a series of modifications until its discontinuation as a government-sponsored program, when it was taken up by the academic community as a free enterprise. Currently, it is linked to Andifes (National Association of Directors of Federal Institutions of Higher Education). One of the main actions of Language without Borders is to offer the academic community tuition-free language courses. This article presents an interpretive content analysis of one of Language without Borders´s popular features: the catalog with information about the courses offered by the program. We engage with decolonial critiques in the process of exploring Language without Borders legislative pieces, focusing particularly on the English courses in the catalog. Our analysis looks into the uphold of English after the program became an Andifes enterprise to reflect on how the language is approached, given its discursive construction as the language of science in internationalization. Throughout the analysis, we visualize complexities and contradictions in a process permeated both by the reinforcement and delinking from modernity/coloniality.

Information management in electronic trading processes in a Federal Institution of Higher Education

Introdução: O pregão eletrônico é uma modalidade de licitação para aquisição de bens e contratação e serviços comuns sendo obrigatório sua utilização pelos órgãos públicos, incluindo as Universidades Federais. O pregão eletrônico é composto por informações de valor estratégico para aprendizagem organizacional e a melhor tomada de decisão. Esta pesquisa teve como objetivo analisar como se caracteriza a gestão da informação nos pregões eletrônicos em uma Instituição Federal de Ensino Superior. Métodos: O estudo foi realizado na Universidade Federal de Alagoas, maior instituição de ensino público do Estado de Alagoas. Tratou-se de pesquisa descritiva com abordagem qualitativa, foram entrevistados treze servidores públicos que atuam nos pregões eletrônicos como instrumento de coleta de dados. Foi realizada análise de conteúdo como método de investigação de dados. Resultados: Foram identificadas as principais necessidades de informações dos servidores nos pregões eletrônicos como sendo: descrição do material ou serviços, cotação de preços e finalidade da aquisição. As fontes pessoais foram as mais utilizadas pelos servidores na resolução de dúvidas no processo. Não houve um acesso fácil a informações de outros setores e os produtos e os serviços de informação estavam desatualizados e pouco detalhados para alguns usuários. Conclusão: A pesquisa é relevante pois analisou a gestão da informação na instituição, podendo trazer melhorias no uso da informação, na elaboração de produtos e serviços de informação a partir de necessidades informacionais dos solicitantes de compras.

Optimizing network infrastructure for streamlined information technology execution in a Federal Higher Education Institution

This research aimed to analyze the structure of both formal and informal networks involved in Information Technology (IT) activities at the Federal University of Alagoas (UFAL). A survey was conducted to find the actors and assess the structural, relational, and centrality indicators within the formal and informal networks linked to IT activities at the university. The research employed document analysis, direct observation, and interviews with network members to set up the relationships among the actors in these networks and draw the main conclusions. The results revealed a significant disparity between the actors and indicators of the formal and informal networks. The informal network showed a larger number of actors and sectors involved, while the network density was low. This suggests the presence of untapped potential for exploring information, resources, and alternatives in the execution of IT activities. Additionally, it is recommended that future studies compare the networks and indicators based on their determinants to evaluate their impact on execution.

Seeing Race Like a State: Higher Education Affirmative Action Verification Commissions in Brazil

ABSTRACTA growing body of literature has focused on how different states continuously “make race” by legitimizing certain racial categories while invisibilizing others. Much less has been written on the actual processes of transforming race into a bureaucratic category when implementing antiracist public policies. This article focuses on the recent use of verification commissions to validate the racial self-identification of potential beneficiaries of racial quotas at federal higher education institutions in Brazil. We argue that through their choices, particularly through their definition of what race is, of who can see race, and of how to see race, these commissions are transforming not only understandings about affirmative action’s aims but also understandings of race. The study focuses on three potential consequences of commission practices for Brazilian racial boundaries: the disciplining of racial identifications, the decontextualization of race, and the individualization of racial injustice.

A TOPSIS-Based Decision Model to Establish Priorities for Sequencing the Design of Construction Projects in the Public Sector

The availability of resources regarding budget and personnel for infrastructure development in the public sector is increasingly scarce, prioritizing personnel payments and basic expenses. Therefore, there is a need to prioritize the design of maintenance, refurbishment, and construction projects. Also, it is necessary to validate their impact and necessity before allocating public resources. The main contribution of this paper is a framework proposed to handle these issues frequently found in the public sector with a multicriteria approach, considering strategic and service aspects. To illustrate the proposed model, we considered the context of a federal institution of higher education that offers an infrastructure for about forty thousand students. This public institution is affected by issues of conjuncture and opportunities arising from political moments that hinder consistent programming for better allocation of these resources. Similarly to other institutions in the public sector, the chosen one has to cope with several demands for construction projects. However, limited resources and personnel to carry out those project designs are subject to the uncertainty of not having the financial resources to implement these construction projects. Or even worse, when unforeseen, funds to carry out specific projects arise without a feasible time to design those construction projects that the public institution did not prioritize. Thus, another contribution of the decision model proposed in this paper is to enable the department responsible for projects to establish the ranking for the project design, considering the multiple criteria that reflect the institution’s needs. Among the advantages perceived from this real application, there is a priority ranking resulting from a mathematical model based on the TOPSIS method, which is easy to understand. Furthermore, the proposed approach gives the transparency and reproducibility required in such a public and democratic environment, enabling transparency on the criteria considered in the allocation process for all personnel involved considering the actors that manage the resources and those which demand the project design services.

Predictors of Digital Competence of Public University Employees and the Impact on Innovative Work Behavior

Digital competence plays an important role in higher education. The literature highlights the adoption and use of digital competence for the development of educational services in Higher Education Institutions (HEIs), but it is still necessary to understand its influence on the innovative behavior of the public official. This study aims to investigate the influence of digital competence, based on the predictors’ infrastructure, integration, and digital management, on innovative work behaviors. The research was applied to 540 public employees of a Federal Institution of Higher Education (IFES) in northern Brazil. The response rate for this study was 33.5%. The Structural Equation Modeling approach by Partial Least Squares (PLS-SEM) was used. Empirical findings confirm that public employees with a high level of perception of digital competence more often develop challenging work to generate new innovative behaviors at work. This research was limited to investigating the influence of digital competence on innovative work behaviors of public employees of a Brazilian IFES. Future studies may address other contextual factors in this relationship. One of the practical implications is the need for managers in the education sector to support the construction of guidelines for educational and technological innovation to expand innovative behavior at work.

Motivational aspects in the national curriculum guidelines: focus on the initial training of chemistry teachers

This investigation had as objective verifying the representativeness of motivational aspects in teaching guideline documents, especially in Chemistry. To do it, we adopted the sociocognitive perspective of motivation as the foundation of the analysis. In this paradigm, we considered, more specifically, the Self-determination Theory, which presupposes the autonomous quality of motivation results from the balanced interaction between the subject’s internal demands and the context in which is inserted, resulting in the well-being, interest in learning and improve in academic performance. In face of this, we analyzed the Diretrizes Curriculares Nacionais (DCNs) of Teacher Training and of Chemistry Teachers, and also Projetos Pedagógicos de Cursos (PPCs) of Chemistry Graduation of two Federal institutions of Higher Education in Manaus. With this objective, we departed from a protocol of Document Analysis, systematizing the data from the Discursive Textual Analysis. The results demonstrated good representativeness of the motivational aspects analyzed in the DCN/2019, and a lack of socioemotional politics in the DCN of Chemistry teacher training and PPCs. About the latter, there is a pressing need of them being updated and effectively dialoguing with the current needs in Basic Education, presenting guiding principles which involve the motivation and formative needs harnessed to the socioemotional practices. Lastly, we highlighted the relevance of the study, to generate reflections and subside understanding about the motivation in the formation of Chemistry teachers, collaborating to the debate about subjects turned to the psychological well-being during the teacher training and actuation.

A process management benchmarking model for higher education institutions

Purpose: This research presents a multicriteria benchmarking participatory model able to classify Federal Higher Education Institutions (FHEIs) into three levels of process management maturity. Design/methodology/approach: The research was conducted into three stages: (i) assessment model development using the Delphi technique, (ii) data collection through a self-assessment process, and (iii) classification of the FHEIs using PROMSORT. Findings: The results showed that, regardless of the adoption of an optimistic or pessimistic perspective, most FHEIs (51.6% in the optimistic perspective and 54.8% in the pessimistic one) were classified as regular. It is also noteworthy that approximately 80% of the research participating FHEIs maintained their classifications in the sensitivity analysis. Among the six alternatives that presented classification variations, only three varied significantly, confirming the results obtained stability. Research limitations/implications: The use of a participatory approach promotes a consistent benchmark in terms of indicators and metrics to measure performances. Practical implications: PROMSORT provided flexibility to the model, since it is possible to modify the parameters and thresholds in order to adjust the model strictness. Originality/value: The development of a model through which the Federal Higher Education Institutions (FHEIs) can be continually evaluate their process management maturity level.

Governança eletrônica nas instituições de ensino superior públicas de Alagoas

This article aimed to analyze electronic governance in public Higher Education Institutions (HEIs) in Alagoas, particularly regarding the level of publicizing the information available on their websites. The electronic portals of the Federal University of Alagoas (Ufal) were analyzed; the Federal Institute of Alagoas (Ifal); from the University of the State of Alagoas (Uneal) and from the University of Health Sciences (Uncisal) regarding the electronic governance of their information made available to the public, using the methodology of Biderman and Puttomatti (2011), in which scores are established and a ranking among HEIs. The research results showed that federal HEIs have a higher level of electronic governance: Ufal has 95.80%, followed by Ifal, which has 86.70%, while state HEIs have a lower score in the analyzed index, which demonstrates the need to improve the detailing and availability of information on their websites, so that civil society can monitor the use of resources more effectively.

Impacts of the Quota Law on a Federal Higher Education Institution: research on student dropout

Resumo Apresentam-se resultados de pesquisa empregando-se série histórica de dados institucionais acerca da evasão discente em cursos de graduação, para comparar-se o período anterior (2008 a 2012) com o posterior (2013 a 2017) à implementação da Lei de Cotas, de modo a obter-se indícios dos impactos desta ação afirmativa no interior da Universidade Federal do Ceará (UFC). Os resultados revelaram (a) decréscimo sistemático das taxas de evasão a partir de 2013; (b) inexistência de diferença significativa entre as médias das taxas de evasão dos períodos anterior e posterior à Lei de Cotas; (c) diferença significativa entre as taxas de evasão de alunos cotistas e não cotistas em todas as áreas de conhecimento, com aqueles apresentando maior percentual. Concluiu-se que se faz urgente a implementação e/ou o aprimoramento de políticas acadêmicas voltadas ao combate da evasão dos alunos cotistas, e ações preventivas de assistência estudantil, dentre as quais o acompanhamento psicológico e pedagógico, para que, desse modo, a Lei de Cotas surta o efeito social esperado e a referida universidade siga cumprindo sua missão de formar profissionais da mais alta qualificação.

Social work field education in the United Arab Emirates: Emerging standards, opportunities, and challenges

This article describes the current status of social work field education in the United Arab Emirates. Using a case study approach, the authors explore field education differences and commonalities between two federal higher education institutions. Although nascent, United Arab Emirate professional organizations have been established or are in the process of being established. The authors call for further development of field guidelines and standards of practice, weighing the potential costs and benefits of such standards. Practical recommendations for field education in countries where social work is an emerging discipline are also provided.

O mito da meritocracia: academicismo e falhas metodológicas nos concursos públicos brasileiros

Abstract Is there meritocracy when 58% of administrative assistants and 87% of physicians employed in Brazilian federal higher education institutions (HEI) were selected through public exams based solely on theoretical multiple-choice tests? Is there meritocracy in selection processes that do not assess the candidates’ experience or apply discursive or practical exams? This article addresses a historically constructed assumption assimilated as a kind of myth in Brazil: the idea that the current model for filling government positions is meritocratic. The extreme objectivity of these public exams reduces the Brazilian tradition of nepotism but presents serious flaws. One is academicism, which overvalues educational titles and theoretical knowledge at the expense of essential skills for many government positions. Calls for civil service entrance exams to fill administrative and medical positions in federal HEI throughout Brazil were verified using the descriptive statistics method (via frequency analysis), tabulating the evaluation types used in each selection, and generating tables and graphs. The results suggest adopting assessments more broadly connected with the competencies the positions require and prioritizing skills and practical behaviors instead of theoretical knowledge of little or no applicability. The study points out alternatives for a nation with more than 200 million inhabitants, the vast majority of which do not realize the incalculable damage of real academicism and illusory meritocracy.

Effects of the neoliberal agenda on academic results at federal universities

With the emergence of debates about the weight of federal public universities' budgets in public accounts, the development of scientific research that present data on such issues to society becomes relevant. In this context, this work sought to identify the effects on the academic performance of Federal Institutions of Higher Education (FIHE) caused by the application of the neoliberal agenda in the budget formation of these institutions. For this purpose, the adopted methodology grouped the universities based on their similarities, using the cluster analysis method, and verified the existence of a correlation between the budget and performance variables. The results found point to a scenario of disruption in FIHE budgets, represented by attacks on the financing model of these institutions under arguments of inefficient performance based on incomplete or biased analyses. In addition, the emergence of the application of neoliberal measures generates signs of a change in the profile of actions carried out within universities, moving from a vanguard place in the generation of scientific knowledge to a kind of service provider in which market demands are met through financial support.

EMOTIONAL INTELLIGENCE, ACHIEVEMENT GOALS, AND ACADEMIC PERFORMANCE: A STUDY WITH UNDERGRADUATE STUDENTS OF ACCOUNTING SCIENCES

This study analyzed the relationship between Emotional Intelligence (EI), adherence to the Achievement Goals Theory (AGT), and academic performance of undergraduate’s students of Accounting Sciences from a Federal Higher Education Institution in Rio Grande do Sul. It was carried out through a survey by an electronic questionnaire, sent to the emails and social media of Accounting Science students enrolled in March of 2020, resulting in a sample with 99 completed surveys. The results demonstrate a significant relationship between EI and adherence to the AGT. However, in this study, in general, it was not possible to observe a significant statistical influence (p ≥ 0.05) that the level of EI and adherence to the AGT influence the average academic performance. The findings contribute to the previous literature on emotional intelligence, as well theoretical and practical contributions to teaching and the accounting profession. Regarding the practical contributions to teaching and the accounting profession, the assistance to teachers, coordinators and educational institutions is highlighted to observe that the environment outside the classroom influences the levels of emotional intelligence, objectives, and academic performance of the students, in addition to helping teachers understand which interaction method can be used in the teaching-learning process, according to the students' emotional intelligence level. Based on the systematic analysis of the literature, we believe this is the first work that aims to assess the relationship between academic performance, level of EI, and adherence to AGT in undergraduate Accounting Sciences students in Brazil, which gives the study an unprecedented character.

Faculty perceptions of the implementation of the United Arab Emirate's qualifications framework (QF Emirates) in federal higher education institutions

PurposeThe purpose of this study is to examine faculty perceptions of the aim/structure of the United Arab Emirate's Qualifications Framework (QF Emirates) and its impact on academic practices in order to support policymakers on how to better implement the framework.Design/methodology/approachThe study applied a mixed-methods approach to obtain quantitative and qualitative feedback from faculty members from two of the largest higher education institutions in the United Arab Emirates (UAE), namely the UAE University (UAEU) and the Higher Colleges of Technology (HCT). A questionnaire was used to capture broad insight from a sample of 788 faculty members from both institutions. In addition, semistructured interviews were conducted with 20 faculty members to offer more in-depth analysis of how to improve QF Emirates strategies in light of the current challenges and future aspirations.FindingsThe study revealed that faculty members have an overall “average” to “high” perceptions of the general aim/structure of the QF Emirates and its impact on teaching, learning and assessment. Moreover, the study revealed that faculty from the HCT have a significantly higher perception of the QF Emirates implementation compared to faculty from the UAEU. The study concluded with proposing a number of solutions to support in improving the QF Emirates implementation, including raising awareness across stakeholders, identifying and communicating faculty roles in the process, and developing polices, guidelines and systems to support consistent integration of QF Emirates into academic practices.Originality/valueThe outcomes of this study would add to the existing body of knowledge pertaining to the role of stakeholders (e.g. faculty members) in the implementation of the national qualifications framework. It addition, it can drive future professional development activities and add to the discourse around the conceptual framework of NQFs. Outcomes of the study could also provide additional information on the use of the QF Emirates as a supporting instrument. Last but not least, this work could provide insight to policymakers in regard to institutional support that would promote effective adoption of the QF Emirates.