Evaluation of research results and impacts is a topic of growing interest to public and private organizations worldwide. Indeed, it can be said that evaluation initiatives are a top priority for many research and development institutions if they are to assure social legitimation.The following general principles are important to an understanding of the evaluation universe:
Resumo: O texto tem por objetivo apresentar resultados parciais da avaliação do Programa de FormaçãoInterdisciplinar Superior (ProFIS) relacionados à proposta de formação geral interdisciplinar, a qual representa uma inovação na cultura do ensino superior brasileiro. A educação geral prevista pelo Programa preocupa-se em preparar os estudantes com maior conhecimento, senso crítico e maturidade a partir da ampliação de seu conhecimento e cultura, bem como prepará-los como cidadãos para as atividades que venham a desenvolver futuramente. Além da inovação curricular, o curso tem por objetivo estabelecer uma política de ação afirmativa diferenciada, na Universidade Estadual de Campinas-Unicamp, por meio da inclusão social de alunos da rede pública. Apresentamos brevemente a formação geral como ênfase curricular adotada por universidades em várias partes do mundo. Em seguida, apresentamos a proposta do ProFIS, seu estágio atual de desenvolvimento e analisamos os resultados parciais do processo de avaliação contínua que estamos desenvolvendo. O processo de avaliação é desenvolvido com professores, alunos e coordenador do curso.Palavras-Chave: Educação geral. Educação superior. Avaliação. Inovação curricular. Cultura universitária. Innovation and evaluation in the brazilian higher education culture: general interdisciplinary education Abstract: The text aims to present the partial results of evaluation form the Interdisciplinary Program ofHigher Education (ProFIS) related to the interdisciplinary general education proposed, which represents an innovation in higher education culture of Brazil. The general education provided by the program is concerned in preparing students with greater knowledge, critical thinking by expanding their knowledge and culture, as well as preparing them as citizens for activities that they will develop in the future. Besides curricular innovation, the course aims to establish a policy of affirmative action through the inclusion of public school students. Briefly it presents the general education curriculum emphasis as adopted by universities in various parts of the world. Then, it presents the proposal of ProFIS, and its current stage of development and it is we analyzed the partial results of the ongoing evaluation process that it is been developed. The evaluation process is developed with teachers, students and the course coordinator.
Resumo Este artigo analisa o programa brasileiro de mobilidade estudantil e acadêmica Ciência sem Fronteiras, utilizando o ciclo de políticas públicas como instrumento metodológico. O estudo baseia-se na literatura, em documentos disponíveis sobre o programa e em um estudo de caso realizado em uma universidade brasileira. O programa mostrou fragilidades de forma sistêmica, ou seja, em todas as fases de seu ciclo, com problemas desde a identificação do problema e a formação da sua agenda, mas tangenciando também sua formulação, implementação e avaliação. Viu-se que a política foi criada e implementada de forma abrupta e que seu desenho não foi adequado para o cumprimento de seus objetivos, além de custar mais do que o planejado e não vir acompanhado de uma avaliação que contemplasse seu ciclo completo.
The article discusses the challenges of teaching Intellectual Property (IP) in the University of Campinas (Unicamp, Brazil), with reference to the data obtained from a large survey and analysis of the disciplines offered in the undergraduate, graduate and university extension courses, and interviews with professors responsible for these courses and disciplines. The results indicate that although Unicamp has a prominent role in promoting innovation, occupying the second position in the ranking of the largest depositors of patent applications in Brazil, the teaching of the subject in the institution still relies on individual initiatives of the professors themselves, being exclusively dependent on the interest and skills of these individuals rather than a more general orientation of the university. The discussion closes with some observations as to how education and training in IP could be improved, in an attempt to convert them into instruments conducive to the promotion of innovation within nations.Keywords: intellectual property rights; 21st university century; national innovation system; knowledge society. However, the establishment of a culture of intellectual property, either at country level, or at the level of educational institutions depends on the level of awareness of the importance of valuing creative ideas, the importance of respecting property rights of third parties, of the possibility of the economic exploitation of research results, as well as the teaching of IP.Research conducted by Dalmarco et al (2011) points out that although some Brazilian universities are protecting the results of their research through patenting, questions remain which need to be clarified and that relate to higher closer relations with industry, especially in refers to the activities of technology transfer. This is because the authors believe that the offices of technology transfer (OTT) of universities still lack a managerial level able to make the most of all the benefits of the inventive activities performed. Accordingly, Rojas (2007) argues for the need of institutions to make efforts to establish coherent policies related to the implementation of the management of research results, particularly with regard to the actions of technology transfer. The author believes that it is necessary to establish guidelines for seizing the value of what is generated internally.It is clear, therefore, that all issues previously raised are necessarily the culture of IP, including the training of human resources for the confrontation of the issue, both within the university (IP policy management of the institution), as outside (preparation of human resources for the market, for example).Therefore, this article presents the current situation regarding the teaching of intellectual property in one of the most important universities in Brazil, the University of Campinas (Unicamp). This is a research university, given its profile of a university with more graduate than undergraduate courses and students, a fact that suggests a strong...
ResumoEste artigo explora o processo de integração ao ensino superior, seus domínios e impactos no desempenho acadêmico de 168 estudantes do Programa de Formação Interdisciplinar Superior (ProFIS), turmas de 2012 e 2013, da Universidade Estadual de Campinas (Unicamp). Os dados foram obtidos por meio da utilização de uma escala sobre a vida acadêmica com 34 itens distribuídos nas dimensões: ambiente universitário, compromisso com o curso, habilidade do estudante, envolvimento em atividades não obrigatórias e condições para o estudo. Os resultados de integração foram discutidos em relação ao momento do curso (final do primeiro e do segundo ano), situação acadêmica (conclusão ou ativo no curso) e desempenho acadêmico (coeficiente de rendimento). Dado o papel da integração à vida universitária para o sucesso do estudante, o artigo ressalta o desafio posto à gestão institucional em sua promoção.Palavras-chave: desempenho acadêmico; educação universitária; coeficiente de rendimento. AbstractThis article explores the process of engagement and belonging in academic life, its domains and impacts on academic performance of 168 students of Interdisciplinary Higher Education Program (PROFIS) from the University of Campinas (Unicamp) -2012 and 2013 classes. The data were obtained by the use of a scale of academic life, with 34 items, distributed in the dimensions: university environment, commitment to the course, student skills, involvement in non-mandatory activities and conditions for the study. The results about engagement and belonging in academic life were discussed in relation to the time of the course (end of the first and second year), academic status (active or graduated) and academic performance (coefficient of performance). Given the role of engagement into university life to student success, the article highlights the challenge faced by the institutions for manage the program.Keywords: academic performance; higher education; coefficient of performance. ResumenEste artículo estudia el proceso de integración a la enseñanza superior, sus campos e impactos en el desempeño académico de 168 estudiantes del Programa de Formação Interdisciplinar Superior (ProFIS), clases de 2012 a 2013, de la Universidade Estadual de Campinas (UNICAMP). Los datos fueron obtenidos através de la utilización de una escala sobre la vida académica con 34 ítems distribuidos en las dimensiones: entorno universitário, compromiso con el curso, habilidad del estudiante, participación en actividades no obligatorias y condiciones para el estudio. Los resultados de integración fueron discutidos en relación al momento del curso (final del primero y del segundo año), situación académica (conclusión o activo en el curso) y desempeño académico (coeficiente de rendimento). Teniendo en cuenta el papel de la integración a la vida universitária para el éxito del estudiante, el artículo destaca el desafio puesto a la gestión institucional en su promoción.
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