The teaching quality from the perspective of the evaluation of a graduate program in accounting by the hybrid evaluation model

Abstract

This article aims to explore the issue of teaching quality from the perspective of the evaluation of a Graduate Program - Graduate Program in Accounting at the Federal University of Santa Catarina (PPGC-UFSC) - made operational by means of the construction of a hybrid evaluation model, here explored in its structuring phase. The theoretical framework adopted in this study is concerned with the concept of evaluation of educational institutions and with the premises of the theoretical-methodological intervention instrument selected - Multi Criteria Constructivist Decision Making Methodology. The bibliographical research presents the emerging tendencies in empirical studies on educational institutions evaluation in the International and national contexts as well as the perspective of the national agency - Capes. For the construction of the model, the following procedures were used: documental research at Capes, internal documents of the PPGC-UFSC, open questionnaires and semi-structured interviews (involving program staff and coordination). Due to its nature, the model was able to integrate internal and external perceptions, thus proving to be a valid and legitimate model; to detect convergence of items stemming from Capes and PPGC, reiterating their importance; to identify the specificities of the Program; to identify and highlight categories from Capes, not previously taken into account by PPGC-UFSC.