A ''realidade'' e as esperanças dos estudantes da Escola Superior Politécnica do Namibe, Angola
Miniatura indisponível
Ficheiros
Data
2016
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
O Ensino Superior está em mutação em Angola. As expetativas e perceções dos
universitários influenciam a motivação, adaptação e (in)sucesso académico. Esta pesquisa
bibliográfica, documental e empírica, pioneira em Angola, respondeu à questão «Quais são as
expetativas e as perceções académicas dos estudantes da Escola Superior Politécnica do
Namibe (na fase de entrada e saída da licenciatura e de reingresso, segundo o ano, sexo, curso
e regime)?». A pesquisa definiu os seguintes objetivos gerais: conhecer as expetativas
académicas dos alunos em diversas situações e momentos do seu percurso, como referido,
sobre o valor atribuído à conclusão da licenciatura, sobre a Instituição, e sobre o (in)sucesso e
abandono. A população foi constituída por estudantes do 1.º e 4.º ano em 2015 (N=519). Os
dados foram recolhidos através de grupos focais, questionários e entrevistas semiestruturadas.
Ao contrário do que revelam estudos doutros países, os resultados obtidos revelam
expetativas medianas no início da formação e elevadas no seu final (tais diferenças podem ser
devido às características de Angola). Mostram também que as mulheres e os homens
apresentam diferentes expetativas e perceções da «realidade» académica; e, também, a
necessidade de alterações institucionais como a criação de serviços de apoio psico-sócioeducativo
para maior sucesso académico.
Higher education in Angola is being transformed. The perceptions and expectations of undergraduate students influence their academic motivation, adaptation and (in)success. This bibliographical, document and empirical research, pioneer in Angola, aims to give an answer to: «What are the academic perceptions and expectations of Escola Superior Politécnica do Namibe’s students (during their course admission, graduation, and re-entry, according to year, gender, course and schedule)?» The research defined the following general objectives: identify the academic perceptions of students throughout various situations and moments in their academic path, in correlation with the value attributed to the end of the degree, with the Institution and with the factors of (un)succeeding, and dropping out. The population consists of students in the first and fourth years (N=519) in 2015. The data was collected through focal groups, surveys and semistructured interviews. Despite what studies in other countries have revealed, these results revealed average expectations at the beginning of the course and high expectations by the end of it (such divergences may be due to Angola’s characteristics). The results also show that women and men display different expectations and perceptions of the academic “reality”, and also the need for institutional changes, such as establishing educational, psychological and social support services, in favour of academic success.
Higher education in Angola is being transformed. The perceptions and expectations of undergraduate students influence their academic motivation, adaptation and (in)success. This bibliographical, document and empirical research, pioneer in Angola, aims to give an answer to: «What are the academic perceptions and expectations of Escola Superior Politécnica do Namibe’s students (during their course admission, graduation, and re-entry, according to year, gender, course and schedule)?» The research defined the following general objectives: identify the academic perceptions of students throughout various situations and moments in their academic path, in correlation with the value attributed to the end of the degree, with the Institution and with the factors of (un)succeeding, and dropping out. The population consists of students in the first and fourth years (N=519) in 2015. The data was collected through focal groups, surveys and semistructured interviews. Despite what studies in other countries have revealed, these results revealed average expectations at the beginning of the course and high expectations by the end of it (such divergences may be due to Angola’s characteristics). The results also show that women and men display different expectations and perceptions of the academic “reality”, and also the need for institutional changes, such as establishing educational, psychological and social support services, in favour of academic success.
Descrição
Orientação: Ana Benavente; Co-orientação: Isaura Pedro
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, ENSINO SUPERIOR, ESTUDANTES UNIVERSITÁRIOS, PERCEÇÃO, ANGOLA, EDUCATION, HIGHER EDUCATION, COLLEGE STUDENTS, PERCEPTION, ANGOLA