Política de autoavaliação e perspectivas para aprendizagem e inovação organizacional no stricto sensu em administração do nordeste brasileiro

Abstract

In recent years, the stricto sensu Brazilian Graduate Assessment System has been undergoing changes in line with the policies present in the National Graduate Program (PNPG, 2011-2020) that indicate the continuous improvement of the assessment process, despite of its inconsistencies, distortions and criticisms. As of 2018, CAPES inserted Self-Assessment as an item to be considered within the scope of the new Assessment Form, comprising as fundamental the qualitative focus and the formative and learning character of this practice. This change has significant implications for the management and institutional policies of Graduate Programs (PPG), as well as for other organizational processes, such as learning and innovation. In this route, the general objective of this research is to investigate how the Self-Assessment Policy is being implemented and what are the perspectives for Organizational Learning and Innovation in the stricto sensu Postgraduate Programs in Administration of Public Higher Education Institutions (HEI) in the Northeast of Brazil. Methodologically, a qualitative, interpretive and descriptive multi-case study was carried out, involving four PPGs, whose evidence was produced from interviews with a semi-structured script and document analysis. Data were treated using the Content Analysis technique. As a result of the research, it was noticed that the focus of Self-Assessment in the postgraduate scenario came from the observance of consolidated experiences within the scope of the assessment of Brazilian higher education, conducted by the National System of Higher Education Assessment (SINAES), and of experiences international. It was concluded that Self-Assessment can be translated into an Organizational Learning process, where the analysis of the knowledge produced can lead to changes and innovations in PPGs. At this point, there are elements that confirm the perspective of Organizational Learning, based on facilitating aspects arranged in four dimensions: 1) Experimentation – the Culture of Self-Assessment and the use of software; 2) Interaction with the external environment – the influence of regulation, the relationship with graduates and with the Dean of Graduate Studies; 3) Dialogue – collegiate meetings, the involvement and engagement of faculty and students, interactions and sharing of activities among faculty, and the availability and sharing of information; and 4) Participatory decision-making – the collegiate meetings and commissions created for specific purposes. Furthermore, the evidence pointed to an assertive perception regarding the perspectives for Organizational Innovation in PPGs, highlighting elements such as: changes in the training process, approximation of other sectors of civil society, changes in the Program management model, use of social media, consolidation of interaction practices with the external environment and establishment of open innovation mechanisms. As contributions, the study can help discussions about Self- Assessment in the postgraduate setting, as well as contribute with important insights about the understanding of learning and innovation in PPGs beyond the isomorphic aspects.