Determinantes do índice geral de curso (IGC) nas universidades federais de Minas Gerais

Abstract

Introduction: The university is one of the agents of social transformation processes in the most diverse contexts. And, for them to keep functioning and occupy their social position, it is necessary that they deliver good results. In the Brazilian context, the National Institute of Educational Studies and Research Anísio Teixeira (INEP) measures the quality of higher education institutions through the General Index of Courses (IGC), which is an indicator used by the government to distribute resources. Objective: To identify the determinants of the IGC of the federal universities of Minas Gerais. Theoretical foundation: The TCU indicators are used to evaluate the performance of the IFES and help promote efficient management, since these measures can be applied to quantify the institutions' goals and objectives and assist in the decision-making of managers (Oliveira & Turrioni, 2006). With regard to the General Index of Courses (IGC), it is an indicator that expresses the quality of undergraduate, masters and doctoral courses of a Higher Education Institution - HEI distributed in all campuses and municipalities where it operates (Bittencourt, Casartelli & Rodrigues, 2009 ). Discussion of the Results: The average of the management indicators allows us to observe, regarding the CCAE, that although UFMG has the highest endowment of MEC resources within the group, it is in the median in relation to the cost per student, which can be explained by the higher number of students served. Within the group, UFSJ has the lowest average cost per student, 10718.95, and UFTM the highest average cost per student, 19405.96, resulting in a difference of almost 100% between institutions. Conclusion: It was identified that the variables full-time student per equivalent employee - AIFE, degree of involvement in post-graduation and CAPES concept, were determinant in the grade of the federal universities of Minas Gerais in the general index of courses - IGC in the analyzed period these results are consistent with the findings of Santos (2018), Dalla Nora (2014) and Lepchak, et al., (2016).