Browsing by Author "Galinha, Sónia Alexandre"
Now showing 1 - 4 of 4
Results Per Page
Sort Options
- Contexto de investigação em administração educacionalPublication . Costa, Marcos Antônio Andrade da; Galinha, Sónia Alexandre; Ledo, Roger M. D.; Cardona, Maria João; Gonçalves ,Noeme César; Silva, Luciano Pereira da; Santos, Clarice Peres dos; Dâmaso, Maria Goreti; Penteado, Simone; Silva, Maria Cristina Madeira da; Thomaz, Tiago; Silveira, FláviaA presente publicação reúne um significativo conjunto de trabalhos desenvolvidos pelos alunos dos Cursos de Mestrado em Administração Educacional da Escola Superior de Educação de Santarém, evidenciando uma ampla atividade investigativa quer quanto às problemáticas do campo de estudos da Educação, quer quanto aos objetos de estudo. Heterogéneo quanto aos objetos de estudo, constatam-se, todavia, duas tendências: a importância da avaliação institucional e a sua dimensão gerencial no tocante à melhoria da qualidade dos serviços e à tomada de decisão pelos administradores educacionais. Assim, os presentes artigos seguem uma tendência que tem vindo a ganhar protagonismo na investigação há, pelo menos vinte anos, a da avaliação institucional. Este olhar investigativo acompanha as políticas públicas de educação que, globalmente, têm vindo a introduzir a avaliação como um novo modo de regulação institucional (Maroy e Dupriez (2000), processo lento que se inscreve na reconfiguração dos papéis do Estado. Constata-se, também, neste conjunto de artigos, uma convergência na adoção de uma “abordagem émica” (Afonso, 2005) que visa compreender os contextos institucionais a partir dos testemunhos dos seus protagonistas. Deste modo, as técnicas de recolha de dados utilizadas nos estudos exploram as perceções de estudantes, docentes e administradores educacionais em torno de uma pluralidade de problemáticas que abrange a avaliação institucional nas suas diversas formas – avaliação externa e interna, controlo interno, auditoria ou monitorização. Convergem, também, os estudos numa perspetiva de utilidade empírica, partindo da apresentação dos resultados para a recomendação de propostas de intervenção com vista à melhoria do serviço educativo prestado pelas instituições selecionadas como “locus empírico”. Esta publicação dá ainda conta da internacionalização da Escola Superior de Educação de Santarém enquanto instituição parceira de instituições educativas do Brasil, num processo de construção de conhecimento sobre a administração educacional com ganhos para ambos os lados do Atlântico. Neste enquadramento, é de assinalar um estudo que se debruça sobre o impacto dos trabalhos de projeto dos alunos do primeiro curso de Mestrado em Administração Educacional da Escola Superior de Educação nas suas instituições de contexto laboral, propondo a uma atitude institucional de autorreflexão e oferecendo pistas para a melhoria, numa perspetiva de eficácia dos percursos formativos.Por último, esta publicação, de forma transversal, valoriza o papel das instituições educativas no combate às desigualdades sociais, no reforço das competências individuais e coletivas, no contributo para a formação de cidadãos mais críticos, mais conhecedores e mais capazes de fazer face aos desafios do mercado de trabalho. É, em suma, o trabalho das instituições educativas que é analisado no conjunto das investigações apresentadas, onde a preocupação central é a melhoria da qualidade dos processos de ensino e de aprendizagem suportada por dimensões organizacionais como a importância da biblioteca, a avaliação e controlo de processos como ferramenta de apoio à decisão, o trabalho dos agentes educativos, sem excluir os estudantes, as suas circunstâncias e expectativas face aos processos formativos.
- Covid-19 period and competences in higher education-study on cooperation and assertivityPublication . Galinha, Sónia Alexandre; São João, RicardoWithin this pandemic associated with Covid-19, psychological health occupies a prominent place as a result of a situation of forced isolation. Impacts can lead to an increase in mental health disorders as well as a set of adaptive reactions inherent to the recovery. Cooperation is conceived as the ability to jointly operationalize knowledge, attitudes and skills with a view to achieving a common purpose; and assertiveness is conceived as a bilateral behaviour that emphasizes the importance of considering the desires, thoughts and feelings of both the sender and the recipient of the assertive message, predictive of academic success. In this line, the main objective of this study is to present the results of the application of the Global Cooperation Assessment Scale (EAGC) and the findings levels of the Global Assertiveness Assessment Scale (EAGA). The study used a non-probabilistic sample for convenience of 101 Portuguese higher education students. EAGC and EAGA are a self-registration closed-ended Likert type 5 points, closed-response scales that allows assessing the degree of competence in respondents' cooperation and assertiveness. Both scales were online in spring semester 2019/2020, with the link to the questionnaire being made available to students the computer platform ensuring the response of a single survey per respondent whose participation in the study was voluntary. The treatment of the information, as well as its statistical analysis, was supported by the R software (R Core Team, 2020), having been assured the confidentiality and anonymity of the respondents. Sociodemographic variables were also used, which seemed promising in contextualizing, interpreting, and discussing the results. The value of the sample mean obtained at EAGC=35 (± 6.5), thus revealing a high capacity for cooperation and in the EAGA=31 (± 5.53), thus revealing a high assertive competence who attend higher education.
- Levels of assertiveness and cooperation in the student population during the pandemic period:data from higher educationPublication . Galinha, Sónia Alexandre; São João, RicardoWithin this pandemic associated with Covid-19, psychological health occupies a prominent place as a result of a situation of forced isolation. Mental health, it is ever so pressing to know and preserve, particularly in the young adult. These changes affect more vulnerable population groups among them students. Students express and reflect their psychological health needs, their beliefs, competences and abilities, functionalities, weaknesses, vulnerabilities, and their risks and dangers within the framework of global public health. Assertiveness is conceived as a bilateral behaviour that emphasizes the importance of considering the desires, thoughts and feelings of both the sender and the recipient of the assertive message, predictive of academic success. Cooperation is conceived as the ability to jointly operationalize knowledge, attitudes and skills with a view to achieving a common purpose. OBJECTIVE to present the results of the application of the Global Assertiveness Assessment Scale (EAGA) and the findings levels of the Global Cooperation Assessment Scale (EAGA), applied in the pandemic period in higher education. SAMPLE The study used a non-probabilistic sample for convenience of 101 Portuguese higher education students. INSTRUMENTS Global Assertiveness Assessment Scale (EAGA) and Global Cooperation Assessment Scale (EAGC), Likert. ADMINISTRATION Online administered survey SOCIODEMOGRAFIC PROFILE Most of the participants are females (88%). The average age is 21.25 years old (± 3,86 years) with the youngest and oldest student respectively 19 and 27 years old. The majority of students (50%) live with their families, 26% with their friends, 13.5% other choose, and the lowest percentage of students lives in a residence/rented room (10.6%). Most of respondents are single (98%). The median travel time from the student's address to the university is 20 minutes (inter-quartile range: 40 minutes). Additionally, it appears that in students who travel daily distances in each route greater than 30 km, 72% do so in public transport, the rest being by their own vehicle. Approximate distance, in Km, of the route (one way) that the student takes daily from his address to the educational institution during the class period: 54% [0;5[ km. Sociodemographic variables were also used, which seemed promising in contextualizing, interpreting, and discussing the results. The value of the sample mean obtained at EAGA=31 (± 5.53), thus revealing a high assertive competence who attend higher education and EAGC=35 (± 6.5), thus revealing a high cooperation. We argue that signaling and monitoring of less favorable cases detected is pertinent. The impact of SARSCoV-2 on global public health has been profound. The monitoring of the student population using these scales is an element of greater value because, besides its easy applicability and low cost, it allows for the evaluation of health in this population group. New multicentric studies, seeking to assess the geographic role (inside and outside borders) in assessing the levels of assertiveness and cooperation of students from higher education, well-being, soft skills and their relationship with peers, studying how we can reduce the global burden of diseases and preventing consequences of the next pandemic.
- Virtual senior university as a promoter of sustainability and the democratization of education - satisfaction and continuityPublication . Galinha, Sónia Alexandre; São João, Ricardo; Jacob, LuisCurrently, Portugal is the fifth most aged country in the world, and it is expected to reach third position by 2030. Aware of this reality, civil society has organised itself in the most varied ways in an attempt to fill the non-existent answers. The seniors universities are an example of this, seeking to provide all their students with recreational activities where socialising is surely one of the most important weapons in the fight against isolation and depressive conditions with particular incidence in this younger population. The COVID-19 pandemic has worsened this not very encouraging scenario. Aware of this reality and for the pandemic period, senior universities have launched the Virtual Senior University project, as an extension of face-to-face teaching into virtual teaching. Based on a random sample of one hundred students enrolled in the Virtual Senior University (VSU) project, a quantitative, cross-sectional and correlational study was conducted using a demographic questionnaire and the QOSUSV scale in order to evaluate the participation and experience of VSU students in the activities carried out during the first period of confinement.The analysis of the results revealed that the USV offer is inclusive, transversal and covers the whole country. USV proved to be a contribution to sustainability in education, particularly in periods of confinement and emergency. Additionally the activity that deserved a greater welcome by students was all existing offers (23,93%); the most frequently mentioned difficulty was: accessing the internet and mastering the devices and then class schedules. A significant proportion of students (69%) stated that they had nothing negative to point out, which reinforces the satisfaction with VSU previously questioned (98%). The interest in continuing the VSU project in the next academic year was expressed by 83% of the students, a fact evidenced by the positive (rho=0.596) and statistically significant (p<0.01) correlation between satisfaction and the desire to continue VSU for the following academic year.