دانلود رایگان مقاله لاتین کیفیت دوره دیپلم قبل از فارغ التحصیلی از سایت الزویر
عنوان فارسی مقاله:
ارزیابی کیفیت در دوره های دیپلم قبل از فارغ التحصیلی از دیدگاه دانشجویان: یک مطالعه اکتشافی در برزیل
عنوان انگلیسی مقاله:
Quality evaluation in post-graduate diploma courses from the students' perspective: An exploratory study in Brazil
ارزیابی کیفیت در دوره های دیپلم قبل از فارغ التحصیلی از دیدگاه دانشجویان: یک مطالعه اکتشافی در برزیل
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بخشی از مقاله انگلیسی:
3. Methodology
A basic assumption for this study is that the degree of the attributes of quality that are considered important differs from one respondent to the other. Therefore, an exploratory study was conducted that sought factorial suitability of the attributes of quality in post-graduate diploma studies at a Higher Education Institution (HEI), followed by its confirmatory validation. Based on this theoretical work tool, five factors were expected to be identified (tangibles, reliability, responsiveness, assurance and empathy), all related to the five dimensions of quality suggested by Parasuraman et al. (1985 and 1988). This is an applied study with an exploratory and descriptive objective, using a survey, with an intentional scope, quantitative analysis and cross-section temporality, involving 358 post-graduate students, 61 of whom participated in the pre-test and 297 in the main test. The students completed a survey questionnaire, adapted from the questionnaire used by the SelfEvaluation Commission (CPA)1 , of the Federal University of Rio Grande (UFRG), in the year 2012, which was readapted following the pre-test analysis. It is shown in full in Table 3, where some descriptive aspects of the attributes in question are analyzed. The students who completed the questionnaire were regular students enrolled in post-graduate courses offered by a university in the northeast of Brazil, in the fields of management and business, communication and art, hospitality, health, engineering and natural sciences, education and law. There are 430 post-graduate students at the university. The study involved a sample of 358 respondents, in two stages. An early version of the instrument, completed by 61 students, served as a pre-test to verify its adequacy for the respondents. A week after the pre-test, following adjustments, the final version of the questionnaire was applied. On this occasion, the researchers were authorized by the management of the university to visit all the classroom of all the post-graduate courses in a single morning. Only the students who had been involved in the pre-test did not complete the questionnaire, in addition to those who were not present and those who did not wish to participate. In the end, 297 questionnaires were complete. The questionnaire used in the survey assessed the perception of the respondents concerning the importance of each metric with the use of a 7-point Likert scale, ranging from 1 “no importance” to 7, “totally important”. This was followed by an exclusion process of questionnaires for reasons such as absence of answers, questionnaires where the respondents marked the same column for all the items and outliers. A total of 255 questionnaires (n ¼ 255 students) were validated for the analysis. Of the respondents, 38.82% were men (99 cases) and 61.18% were women (156 cases). With the aim of identifying the factor structure of the questionnaire, in order to synthesize and assemble items correlated together, Exploratory Factor Analysis (EFA) was performed on the data using the Statistical Package for Social Science IBM SPSS Statistics (v. 19, SPSS. An IBM Company, Chicago, IL). To check the latent structure of the model, seeking quality indicators of adjustment, Confirmatory Factor Analysis (CFA) was used, with the IBM SPSS AMOS (v. 22, SPSS An IBM Company, Chicago, IL) (Maroco, 2010; Kline, 2010; F ^ avero et al., 2009; Hair, Black, Babin, Anderson, & Tatham, 2009; Brown, 2015; Bentler, 2006; Byrne, 2001). A minimum number of 5 observations per indicator is required for each stage of exploratory and confirmatory analysis to proceed (Hair et al., 2009). Considering that the research instrument contains 32 indicators, this stage would require at least 160 observations, i.e., 320 valid questionnaires. However, despite these limitations, it should be highlighted that an effort was made to include the entire population of students in the sample and that all the post-graduate groups at the university participated in the study, characterizing the aspect of a census of the population in question. Therefore, it was decided to proceed with the EFA and CFA without partitioning the population under observation.
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کلمات کلیدی:
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