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A satisfação dos alunos do ensino superior: o caso do ISEGI-NOVA
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Resumo(s)
O presente estudo tem como objetivo quantificar a satisfação e lealdade dos alunos de
licenciatura, pós-graduação, mestrado e doutoramento do ISEGI NOVA e compreender
que fatores são considerados de maior relevância para a satisfação dos alunos, bem
como perceber as relações existentes entre as variáveis estudadas. Foi utilizado o
modelo de equações estruturais proposto por Alves e Raposo (2007), sendo analisadas
as variáveis imagem, expectativas, qualidade apercebida, valor apercebido, satisfação
do aluno, lealdade e envolvimento do aluno. O instrumento de recolha de dados
utilizado foi um questionário online aplicado a 267 alunos. Foram testadas e
comprovadas as sete hipóteses estabelecidas originalmente, verificando-se impactos
estatisticamente significativos entre todas as variáveis latentes relacionadas, sendo o
impacto da variável expectativas na variável satisfação do aluno, o único negativo. Este
resultado não é inédito e, apesar de não ter sido feita investigação adicional, foi
assumido que a explicação de Martensen, Grønholdt, Eskildsen e Kristensen (2000), de
que os alunos têm expectativas muito elevadas, mas pouco focadas, se aplica neste caso.
A qualidade apercebida surge como a variável com maior impacto total sobre a
satisfação do aluno, sendo recomendado atuar sobre os indicadores que lhe estão
associados. Além da qualidade global, os indicadores com maior peso na formação da
qualidade apercebida são qualidade das capacidades e conhecimento dos professores,
qualidade dos conteúdos do curso que frequenta e relacionamento dos docentes com os
alunos.
The present study aims to quantify the satisfaction and loyalty of undergraduate, postgraduate, masters and PhD students from ISEGI NOVA and understand which factors are considered as the most relevant to the students’ satisfaction as well as understand the relationship between the variables studied. It was used the structural equation model proposed by Alves and Raposo (2007), and the variables analyzed were image, expectations, perceived quality, perceived value, student satisfaction, loyalty and student involvement. The data collection instrument was an online questionnaire applied to 267 students. All the seven hypotheses defined have been tested and proven, verifying statistically significant impacts for all related latent variables. The only negative effect was the impact of the variable expectations on variable student satisfaction. This result is not unique and, despite it has not been done further investigation, it was assumed that the explanation of Martensen, Grønholdt, Eskildsen and Kristensen (2000), that students have very high expectations, but with low focus, is applied here. The perceived quality arises as the variable with the greatest impact on overall student satisfaction, being wisely recommended to act on the indicators that are associated with it. Besides the overall quality, the indicators with the highest weight in the formation of perceived quality are quality of skills and knowledge of teachers, quality of course content and teachers' relationship with students.
The present study aims to quantify the satisfaction and loyalty of undergraduate, postgraduate, masters and PhD students from ISEGI NOVA and understand which factors are considered as the most relevant to the students’ satisfaction as well as understand the relationship between the variables studied. It was used the structural equation model proposed by Alves and Raposo (2007), and the variables analyzed were image, expectations, perceived quality, perceived value, student satisfaction, loyalty and student involvement. The data collection instrument was an online questionnaire applied to 267 students. All the seven hypotheses defined have been tested and proven, verifying statistically significant impacts for all related latent variables. The only negative effect was the impact of the variable expectations on variable student satisfaction. This result is not unique and, despite it has not been done further investigation, it was assumed that the explanation of Martensen, Grønholdt, Eskildsen and Kristensen (2000), that students have very high expectations, but with low focus, is applied here. The perceived quality arises as the variable with the greatest impact on overall student satisfaction, being wisely recommended to act on the indicators that are associated with it. Besides the overall quality, the indicators with the highest weight in the formation of perceived quality are quality of skills and knowledge of teachers, quality of course content and teachers' relationship with students.
Descrição
Dissertação apresentada como requisito parcial para obtenção do grau de Mestre em Estatística e Gestão de Informação, especialização em Estudos de Mercado e Gestão do Relacionamento com o Cliente
Palavras-chave
Equações estruturais SEM Satisfação Ensino Superior ISEGI NOVA PLS