Browsing by Author "Hausmann, Romeu"
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- Is Students’ Satisfaction in Electrical Engineering Courses Influenced by Gender?Publication . Leão, Celina P.; Soares, Filomena Baptista; Guedes, Anabela; Esteves, M. Teresa Sena; Alves, Gustavo R.; Pereira, Isabel M. Brás; Hausmann, Romeu; Petry, Clovis AntónioElectrical/Electronic Engineering courses are often regarded as male courses. In this paper it is presented a study conducted in two Portuguese and two Brazilian high education institutions (six courses) where the goal was to analyze if gender affects students’ perceptions and satisfaction regarding Electrical/Electronic Engineering courses. The analysis was based on 654 questionnaires rating 44 items (among the six groups: Teacher Involvement Perception, Student Interest, Student-Teacher interaction, Course organization and functioning, Infrastructures, and Overall satisfaction). The investigation was performed by year, from the first to the third year (1st cycle) and considering the six programs. Based on students’ perceptions, some items showed differences that were significant, namely the ones regarding how teachers and students interact and how teachers challenge students.
- Nível de satisfação em cursos de engenharia: as perceções dos alunosPublication . Soares, Filomena; Leão, Celina; Guedes, Anabela; Sena-Esteves, Maria Teresa; Alves, Gustavo R.; Pereira, Isabel; Hausmann, Romeu; Petry, ClovisA satisfação e as perceções dos estudantes em relação aos seus cursos superiores são medidas importantes para as instituições de ensino superior. Neste artigo ´e apresentado um resumo do projeto de investigação em curso centrado na análise da perceção e satisfação dos estudantes dos cursos de Engenharia. O objetivo geral deste estudo é analisar e determinar o nível de satisfação dos estudantes de Engenharia Elétrica/Eletrónica com os seus cursos, condições de trabalho e ambiente académico ao longo dos três primeiros anos curriculares correspondentes ao 1o ciclo do ensino superior.
- Portuguese and Brazilian Students Perceptions Regarding the Flow of Knowledge in their Courses: Two Different Realities?Publication . Leão, Celina P.; Soares, Filomena; Guedes, Anabela; Esteves, M. Teresa Sena; Alves, Gustavo R.; Pereira, Isabel M. Brás; Hausmann, Romeu; Petry, Clovis AntónioThe present study reports findings on students’ perceptions in Electrical/Electronic Engineering courses from four higher education institutions: two Portuguese and two Brazilian. This study was based on a questionnaire previously validated that contains two main parts: student characterization and a list of forty-four items, divided in six groups (Teacher Involvement Perception, Student Interest, Student-Teacher Interaction, Course Organization and Functioning, Infrastructures and Overall Satisfaction). Students classified each item in accordance with their level of agreement (1, Strongly Disagree, to 5, Strongly Agree). The main goal of the research was to look for the evolution of a set of these items along the first three curricular years and assess similarities and differences among courses and higher education institutions considered. The set of items was chosen in a way to achieve a better understanding of how the flow of knowledge in these courses is perceived in apparently different realities. The results show that, in general, students do not understand the flow of knowledge along the first three years of study. Despite the differences observed among the four higher education institutions, those differences do not lead to different realities between the two countries.
- “Sou caloiro de engenharia!”: estudo multicaso em engenharia eléctrica/eletrónica/electrotécnicaPublication . Leão, Celina P.; Soares, Filomena; Guedes, Anabela; Esteves, M. Teresa Sena; Alves, Gustavo R.; Pereira, Isabel M. Brás; Hausmann, Romeu; Petry, Clovis AntonioO presente estudo multicaso tem como objetivo analisar o grau de satisfação e as percepções dos alunos do primeiro ano de Engenharia Eléctrica/Eletrónica/Electrotécnica de quatro instituições de ensino superior: duas de Portugal (Instituto Superior de Engenharia do Porto, ISEP, e Universidade do Minho, UM) e duas do Brasil (Instituto Federal de Santa Catarina, IFSC, e Universidade Regional de Blumenau, FURB). Com os dados recolhidos, após a aplicação de um questionário (319 respondentes), previamente validado, pretende-se procurar semelhanças e diferenças em relação à organização do curso e respectivo funcionamento, ao interesse dos alunos no curso, à percepção dos alunos quanto ao envolvimento dos professores, interação pessoal e satisfação geral. Os resultados da avaliação dos alunos são positivos e a maioria das avaliações está entre 3 e 4 (3-posição neutra e 4-concordo). Dos 43 items analisados, cinco apresentam comportamentos semelhantes nas quatro instituições de ensino superior.
- The flow of knowledge and level of satisfaction in engineering courses based on students’ perceptionsPublication . Leão, Celina P.; Soares, Filomena; Guedes, Anabela; Sena-Esteves, M. Teresa; Alves, Gustavo R.; Brás-Pereira, Isabel M.; Hausmann, Romeu; Petry, Clovis A.In this chapter, the results of a questionnaire are analyzed to assess engineering students’ satisfaction toward their courses, working conditions, and academic environment, as well as the flow of knowledge perception along the first three curricular years. With a sample of 654 students from four higher education institutions and two countries, the study focused in eleven items, concerning teachers’ involvement perception, student–teacher interaction, course organization, and functioning, and overall satisfaction. Several research hypotheses were con- sidered, and significant correlations were investigated. Results show that students, in average, are satisfied with the course and with student–teacher interaction, but perceive that teachers do not contextualize the contents in a professional perspec- tive. The flow of knowledge is neither clearly understood. Two positive significant correlations exist between: students’ overall satisfaction and their expectations; the way students assess their interaction with teachers and the way they assess teachers’ involvement. No significant differences were found between the two countries.