Avaliação da qualidade percebida de cursos gestão em nível de graduação na modalidade EAD

Abstract

The main objective of this research was a construction and validation of an attitudinal scale to evaluate the perception of quality of graduate-level management courses in Distance Learning (DL). For this four procedures were employed: 1. Literature review to exhaust the possibilities of the dimensions that the issue of research is focused; 2. Theoretical Validation or face, to check for new assertive inclusion opportunities in final scale, the consultation to four experts, two of Administration area and two in the area of Education and all with doctorate and experience in distance education; 3. semantic validation to verify that the language used in assertions was the domain of possible respondents held, which was conducted with 41 students courses in distance education mode of São Paulo state. These students had the same profile of the final respondents and 4. Validation statistics, using Structural Equation Modeling (SEM), with the generation of a construct second order (QUALITY) using SmartPLS 2.0 software, for two main reasons: the data it wasn ́t adherent to a multivariate normal distribution and we work with a complex model (65 assertive and nine constructs).After scale structuring, a type Likert scale was creating with the request for punctuation of zero through ten (similar of the educational punctuation). After trying to use electronic means to collect data without success we chose to face collection, the poles three state universities of São Paulo management courses (Business Administration, Accounting and School Administration) in times of ratings face. To this end, 800 questionnaires were applied and after a rigorous screening were obtained 678 valid questionnaires. After the first round of the model, three variables or assertions were eliminated by present low factor loadings. So, made the necessary adjustments in the general model, a scale has been validated with 62 items and nine constructs. They were also carried out the alpha coefficient calculations Cronbrach and composite reliability to verify the reliability of the data. Both tests were very adequate. Still, it analyzed the discriminant validity MEE, predictive validity and the size of the effect, in addition to calculating resampling by Student's t-tests to verify the acceptability of the results of the adjustments. Finally, all stages of statistical validation were presented in order to provide credibility to the process. As the validation indicators were very appropriate, the proposed scale could be a useful tool for evaluating courses in distance education mode and may represent a useful tool to evaluate progress in this modality.