<p> </p> <p>This dissertation researched the scope of mathematics achievement disparities in the United States and how these disparities can be minimized through a self-efficacy lens. To answer pertinent research questions with data from the National Assessment of Educational Progress (NAEP) 2019 mathematics assessment in Grades 4, 8, and 12, gap analyses, two-level cross-sectional multilevel modeling, and two-level structural equation modeling were conducted. The discoveries demonstrated that the excellence gaps in U.S. in mathematics achievement by race/ethnicity, gender, NSLP, ELL, and IEP persisted and widened from Grade 4 to Grade 8 yet decreased at Grade 12. Self-efficacy was a noteworthy predictor of students’ mathematics achievement, displaying large effect sizes across grades. The disparities in mathematics achievement by student subgroups lessened when students' self-efficacy was equal. Moreover, self-efficacy mediated the relationships between mastery-approach goals, performance-approach goals, interest, persistence in learning and achievement. Additional results demonstrated that the status of being racially/ethnically underrepresented students partially moderated the connections between motivational variables and mathematics achievement. School locale and the percentage of underrepresented students significantly impacted students’ achievement. This dissertation underscores the importance of self-efficacy in closing mathematics achievement gaps and improving students’ mathematics achievement. </p>

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Patient education is an important component of quality cancer care. However, there remains much debate about its effects, merits and limitations. The primary objective of this thesis was to identify outcomes of importance for patient education interventions in breast cancer. Through the process of this inquiry, a systematic review of all patient education assessment instruments, a literature review of patient education studies in chronic diseases and cancer, and ultimately a qualitative study using interpretive description was conducted. The systematic review of assessment instruments revealed a lack of psychometrically sound instruments developed to assess quality and efficacy of patient education materials. There was also a lack of consensus as to what aspects of materials should be appraised to constitute good quality. The review of patient education intervention studies in both chronic diseases and cancer identified a general lack of consensus on the intended effects of educational interventions. Multiple outcomes were used without consistency and in differing combinations in the literature making it difficult to compare relative efficacy of interventions. To discover what key stakeholders in the process of patient education in breast cancer (patients, physicians and nurses) would identify as outcomes of importance, a generic qualitative study using interpretive description was conducted. Five common themes to all groups with respect to outcomes of importance were discovered: improving knowledge, improving coping ability, providing an orientation to the cancer system, enabling shared decision making and impacting behaviour during cancer treatment. Despite the surprising variability and inconsistency of outcomes discovered in the patient education literature, this qualitative study demonstrated that patients, physicians and nurses generally agree on what constitute important outcomes and serves as a first step in the process of developing validated outcomes for patient education interventions in cancer. / Thesis / Master of Science (MSc) / This thesis explores what are considered important outcomes of patient education in breast cancer. Firstly, a systematic review of all instruments created to judge patient education materials was completed and showed a lack of valid instruments for use in judging quality or outcomes in patient education. Secondly, a review of patient education studies in chronic conditions and cancer revealed a paucity of consistent or recommended outcomes for patient education. Lastly, the major focus of this thesis was a qualitative study that used focus groups to discover what breast cancer patients, physicians and nurses identify as important outcomes of patient education interventions at the Juravinski Cancer Centre. It identified that patients, physicians and nurse have five common beliefs about important outcomes of education interventions: improving knowledge, improving coping ability, providing an orientation to the cancer system, enabling shared decision making and helping to direct behaviour during cancer treatment.

Mathematics has been singled out as a challenging discipline to teach fully online (FO). Yet both the demand for and development of FO mathematics courses is increasing with little known about the quality of these courses and many calling for research. Whereas most research has investigated the nature of these courses by examining instructional outputs such as student grades this research seeks the same insight but by examining instructional inputs. Specifically, it seeks to investigate the nature of current assessment practice in FO mathematics courses. To conduct this investigation, deep learning (Marton & S??lj??, 1976a, 1976b) is used as the principle theoretical framework. From the growing body of literature associated with deep learning, two studies are selected to investigate current FO mathematics instructors assessment practices. An additional framework based on empirical findings related to the use of different kinds of feedback is also used. In total, six study measures are used to conduct a mixed methods study in two parts. The target demographic and course context are tertiary instructors from Western nations that teach introductory level mathematics (particularly statistics and calculus). The first study explores current FO mathematics assessment practices using an online survey (n=70) where the majority of participants originate from US higher education institutions. In the second study six of the US survey participants are interviewed about how their assessment practices and approaches used in their FO mathematics courses differ from those used in their face-to-face (F2F) mathematics courses. This study represents the first known attempt to investigate the nature of tertiary FO mathematics instructors assessment practices using appropriate theoretical frameworks. In particular, it investigates mathematics instructors experiences of the affordances and constraints of the FO course context when adapting their F2F practice to this new environment. Findings suggest the FO course context is a challenging environment for instructors to orient their teaching and assessment practice in a way that helps develop students understanding of mathematics. Analysis of interview responses suggests the problem lies with the nature of interactivity provided in the FO course context.

An experimental data management system has been designed, developed, and implemented in this dissertation. The system satisfies the requirements specifications of the Department of Curriculum and Instruction in the School of Education. The university in this study has installed some learning management systems and assessment systems, such as Banner®, Canvas®, TracDat®, and Taskstream® (university’s name is omitted for anonymity purposes). These systems individually do not perform the necessary data analysis and data management to generate appropriate reports. The system developed in this study can generate more metrics and quantitative measures for reporting purposes within a shorter time. These metrics provide credible evidence for accreditation. Leadership is concerned with improving the effectiveness, efficiency, accountability, and performance of educational programs. The continuity, sustainability, and financial support of programs depend on demonstrating the evidence that they are effective and efficient, that they meet their objectives, and that they contribute to the mission and the vision of the educational institution. Leadership has to employ all means at its disposal in order to collect such evidence. The data management system provides comprehensive data analysis that can be utilized as evidence by the leadership to accomplish its goals. The pilot system developed in this research is web-based and platform independent. It leverages the power of Java® at the front-endand combines the reliability and stability of Oracle® as the back-end database. It has been tested on-site by some members of the departmental faculty and one administrator from the Dean’s Office in the School of Education. This research is a mixed methods study with quasi-experimental treatment. It is a single case experimental study. There is no control group. The sample chosen is a convenient sample. The results of this study indicate that the system is highly usable for assessment work. The data analysis results generated by the system are also actionable. These results assist by identifying gaps in student performance and in curriculum and instruction practices. In the future, the system developed in this dissertation can be extended to other departments in the School of Education. Some implications are provided in the concluding chapter of this dissertation.

<p>Although ABET has outlined educational outcomes to help prepare students with the necessary competencies to succeed in professional engineering practice, it is unclear how confident students are in their professional engineering skills. <i>Competency</i> refers to the<i>“generic, integrated and internalized capability to deliver sustainable effective performance in a certain professional domain, job, role, organizational context, and task situation.” </i>Understanding their competency provides students with a bridge to connect their academic experiences with their ability to perform their workplace duties. To help students assess their competency, I developed the Self-efficacy Inventory for Professional Engineering Competency (SEIPEC), an inventory that aims to measure engineering students’ self-efficacy for professional engineering competencies. Unlike other inventories in engineering that measure the academic experience or other self-efficacy inventories that do not focus on the engineering population, this career assessment is designed for college-level engineering students to evaluate their subjective readiness for successful performance in the workplace. </p> <p>SEIPEC is a tool for students to self-assess their professional competencies, aiming to empower students to become reflective about their learning and increase awareness of workplace competencies. SEIPEC was developed based on the American Association of Engineering Societies’ Engineering Competency Model (ECM). The ECM identifies factors that contribute to self-efficacy for professional engineering competency. ECM was developed using the Delphi method and encompasses a comprehensive list of competency statements that were approved by industry leaders and engineering educators to encapsulate the competencies needed for a professional engineer.</p> <p>The data include 434 complete responses from bachelor’s and master’s students at a Midwest research-intensive university. The sample represents 13 engineering disciplines, such as electrical and computer engineering and mechanical engineering, and includes 282 male and 146 female students, 48 first-generation students, and 63 international students. After the exploratory factor analysis and the confirmatory factor analysis, a four-factor model with 20 competency statements was validated as the measurement for self-efficacy for professional engineering competency. The four factors that contribute to the self-efficacy of professional engineering competency include (a) sustainability and societal impact, (b) health and safety, (c) application of tools and technologies, and (d) engineering economics. </p> <p>The SEIPEC tool has the potential to empower engineering students to reflect upon and connect their academic experience with professional competencies. SEIPEC would provide students with a method to self-evaluate their skills in addition to other assessment methods such as course grades and traditional engineering exams. <a>The results of self-assessment for professional engineering competencies could increase students’ awareness of professional competencies, thus helping students to become more intentional in connecting learning with their professional preparation. </a>Career advisors and counselors can also use this tool to guide career advising conversations revolving around students’ choice to pursue and prepare for engineering as a career path. </p>

A reorganização dos serviços de saúde necessita incluir, de modo prioritário, o desenvolvimento das pessoas e o acompanhamento destas para fortalecimento dos processos de trabalho. Nas duas últimas décadas, pesquisas sobre avaliação de treinamento vêm ganhando consistência significativa, apontando em seus resultados variáveis que influenciam diretamente na transferência e no impacto do treinamento, tanto para o indivíduo como à organização. Nas pesquisas sobre avaliação de treinamento na área da saúde, observam-se poucos avanços em âmbito nacional. Em muitas organizações de saúde, as estratégias de avaliação de treinamento estão focadas nos níveis de reação e aprendizagem e poucas exploram o impacto da relação entre as variáveis individuais, do ambiente e da organização. O presente estudo avaliou um dos treinamentos estratégicos em uma organização hospitalar no Município de São Paulo: O treinamento alvo do processo avaliativo foi Capacitação em Prevenção e Tratamento de Úlcera por Pressão-UP. Os objetivos da pesquisa foram: avaliar e relacionar variáveis dos níveis de reação, aprendizagem, impacto em amplitude, auto e heteroavaliação do impacto em profundidade e analisar a relação de suporte à transferência com impacto. O delineamento da pesquisa foi do tipo exploratório correlacional. Os sujeitos foram 75 enfermeiros alocados nas unidades de maior incidência de UP, estes foram avaliados pela liderança imediata quanto ao alcance dos objetivos do treinamento. Os resultados mostraram que os treinandos apresentaram um alto índice de reação positiva em todas as dimensões, em que em uma escala de 0 a 10, a média observada foi de 8,7. O instrumento de avaliação da reação mostrou adequação à composição dos cinco domínios (p= 0, 220) e boa consistência interna (Alpha de Cronbach>0,56). Na avaliação da aprendizagem, houve diferença estatisticamente significante entre os momentos pré e pós-treinamento (p<0,001), embora com médias consideradas baixas em ambos os momentos, no pré com 4,2 e no pós com 5,5. Constatou-se impacto positivo do treinamento, em uma escala de 0 a 10, o impacto médio do treinamento foi 7,5. A heteroavaliação do impacto em profundidade foi realizada pelos gestores e mostrou um resultado positivo, porém, menor que o da autoavaliação, com média 6,4. A estrutura do instrumento adaptado para avaliação do impacto em profundidade apresentou boa consistência interna (Alpha de Cronbach> 0,70). Constatou-se associação positiva entre reação e impacto (p<0,001), relação fraca entre reação e aprendizagem e ausência de relação entre aprendizagem e impacto. Evidenciou-se forte relação entre suporte à transferência e impacto, sendo fatores situacionais de apoio, fortes preditores de impacto. Os resultados da pesquisa permitiram problematizar o processo e apontar trilhas no sentido de reconduzir a prática de ações instrucionais formais, retroalimentando o sistema de Treinamento, Desenvolvimento e Educação no cenário do estudo e em situações semelhantes que ocorrem nas organizações prestadoras de serviços de saúde. O diagnóstico foi útil e importante, contudo, deve gerar ações de intervenção na estrutura e no processo visando seu aperfeiçoamento / The reorganization of health services needs to include, as a priority, development and monitoring of personnel in order to strengthen the work process. In the last two decades, researches on training assessment have gained significant importance, showing in their results variables directly influencing on the transfer and on the impact of training for the individual performance and for the organization. Little progress was nationally observed regarding training evaluation in the health area. In many healthcare organizations, strategies to assess training have its focus on the levels of reaction and learning and few explore the impact of the relationship among individual, environmental and organizational variables. The present study evaluated one of the strategic trainings in a hospital organization in the city of São Paulo: the aim of the assessment process was Training in Prevention and Treatment of Pressure Ulcer-PU. The objectives of this research were to evaluate and correlate variables of reaction, learning, and impact on amplitude, self and hetero-evaluation on deep impact and to analyze the supportive relationship related to transfer with impact. This is an exploratory, correlational study. The subjects were 75 nurses allocated in the units with higher incidence of PU who were evaluated by the immediate direction regarding the scope of the training objectives. The results showed that the trainees had a high rate of positive reaction in all the applied dimensions, with a mean of 8.7 in a scale from 0 to 10. The reaction assessment tool showed to be satisfactory regarding the composition of the five domains (p = 0.220) and showed adequate internal consistency (Cronbach\'s alpha> 0.56). Regarding learning assessment, a statistically significant difference between the pre and post-training (p <0.001) was observed, although with low means in both instances, pre with 4.2 and post with 5.5. A positive impact related to training was observed with a mean of 7.5 in a scale from 0 to 10. The hetero-evaluation of deep impact was assessed by managers and showed a positive result, though lower than the result of the self-evaluation, mean of 6.4. The structure of the adapted tool to assess deep impact showed good internal consistency (Cronbach\'s alpha> 0.70). It was observed a positive association between reaction and impact (p <0.001), weak relationship between learning and reaction and lack of relationship between learning and impact. A strong relationship was evidenced between support for transfer and impact, being the supportive situational factors considered strong predictors of impact. The survey results allowed us to discuss the process and show directions to re-conduct practice of formal instructional activities, providing feedback of TD & E system in the environment of the study and in similar situations occurring in organizations which provide health services. The diagnosis was useful and important; however, it must generate intervention actions in the structure and process aiming improvement of the same

Quando um conjunto de dados possui uma estrutura hierárquica, uma possível abordagem são os modelos de regressão multiníveis, que se justifica pelo fato de haver uma porção significativa da variabilidade dos dados que pode ser explicada por níveis macro. Neste trabalho, desenvolvemos a seleção de modelos de regressão multinível aplicados a dados educacionais. Esta análise divide-se em duas partes: seleção de variáveis e seleção de modelos. Esta última subdivide-se em dois casos: modelagem clássica e modelagem bayesiana. Buscamos através de critérios como o Lasso, AIC, BIC, WAIC entre outros, encontrar quais são os fatores que influenciam no desempenho em matemática dos alunos do nono ano do ensino fundamental do estado de São Paulo. Também investigamos o funcionamento de cada um dos critérios de seleção de variáveis e de modelos. Foi possível concluir que, sob a abordagem frequentista, o critério de seleção de modelos BIC é o mais eficiente, já na abordagem bayesiana, o critérioWAIC apresentou melhores resultados. Utilizando o critério de seleção de variáveis Lasso para abordagem clássica, houve uma diminuição de 34% dos preditores do modelo. Por fim, identificamos que o desempenho em matemática dos estudantes do nono ano do ensino fundamental do estado de São Paulo é influenciado pelas seguintes covariáveis: grau de instrução da mãe, frequência de leitura de livros, tempo gasto com recreação em dia de aula, o fato de gostar de matemática, o desempenho em matemática global da escola, desempenho em língua portuguesa do aluno, dependência administrativa da escola, sexo, grau de instrução do pai, reprovações e distorção idade-série. / When a dataset contains a hierarchical data structure, a possible approach is the multilevel regression modelling, which is justified by the significative amout of the data variability that can be explained by macro level processes. In this work, a selection of multilevel regression models for educational data is developed. This analysis is divided into two parts: variable selection and model selection. The latter is subdivided into two categories: classical and Bayesian modeling. Traditional criteria for model selection such as Lasso, AIC, BIC, and WAIC, among others are used in this study as an attempt to identify the factors influencing ninth grade students performance in Mathematics of elementary education in the State of São Paulo. Likewise, an investigation was conducted to evaluate the performance of each variable selection criteria and model selection methods applied to fitted models that will be mentioned throughout this work. It was possible to conclude that, under the frequentist approach, BIC is the most efficient, whereas under the bayesian approach, WAIC presented better results. Using Lasso under the frequentist approach, a decrease of 34% on the number of predictors was observed. Finally, we identified that the performance in Mathematics of students in the ninth year of elementary school in the state of São Paulo is most influenced by the following covariates: mothers educational level, frequency of book reading, time spent with recreation in classroom, the fact of liking Math, school global performance in Mathematics, performance in Portuguese, school administrative dependence, gender, fathers educational degree, failures and age-grade distortion.

A reorganização dos serviços de saúde necessita incluir, de modo prioritário, o desenvolvimento das pessoas e o acompanhamento destas para fortalecimento dos processos de trabalho. Nas duas últimas décadas, pesquisas sobre avaliação de treinamento vêm ganhando consistência significativa, apontando em seus resultados variáveis que influenciam diretamente na transferência e no impacto do treinamento, tanto para o indivíduo como à organização. Nas pesquisas sobre avaliação de treinamento na área da saúde, observam-se poucos avanços em âmbito nacional. Em muitas organizações de saúde, as estratégias de avaliação de treinamento estão focadas nos níveis de reação e aprendizagem e poucas exploram o impacto da relação entre as variáveis individuais, do ambiente e da organização. O presente estudo avaliou um dos treinamentos estratégicos em uma organização hospitalar no Município de São Paulo: O treinamento alvo do processo avaliativo foi Capacitação em Prevenção e Tratamento de Úlcera por Pressão-UP. Os objetivos da pesquisa foram: avaliar e relacionar variáveis dos níveis de reação, aprendizagem, impacto em amplitude, auto e heteroavaliação do impacto em profundidade e analisar a relação de suporte à transferência com impacto. O delineamento da pesquisa foi do tipo exploratório correlacional. Os sujeitos foram 75 enfermeiros alocados nas unidades de maior incidência de UP, estes foram avaliados pela liderança imediata quanto ao alcance dos objetivos do treinamento. Os resultados mostraram que os treinandos apresentaram um alto índice de reação positiva em todas as dimensões, em que em uma escala de 0 a 10, a média observada foi de 8,7. O instrumento de avaliação da reação mostrou adequação à composição dos cinco domínios (p= 0, 220) e boa consistência interna (Alpha de Cronbach>0,56). Na avaliação da aprendizagem, houve diferença estatisticamente significante entre os momentos pré e pós-treinamento (p<0,001), embora com médias consideradas baixas em ambos os momentos, no pré com 4,2 e no pós com 5,5. Constatou-se impacto positivo do treinamento, em uma escala de 0 a 10, o impacto médio do treinamento foi 7,5. A heteroavaliação do impacto em profundidade foi realizada pelos gestores e mostrou um resultado positivo, porém, menor que o da autoavaliação, com média 6,4. A estrutura do instrumento adaptado para avaliação do impacto em profundidade apresentou boa consistência interna (Alpha de Cronbach> 0,70). Constatou-se associação positiva entre reação e impacto (p<0,001), relação fraca entre reação e aprendizagem e ausência de relação entre aprendizagem e impacto. Evidenciou-se forte relação entre suporte à transferência e impacto, sendo fatores situacionais de apoio, fortes preditores de impacto. Os resultados da pesquisa permitiram problematizar o processo e apontar trilhas no sentido de reconduzir a prática de ações instrucionais formais, retroalimentando o sistema de Treinamento, Desenvolvimento e Educação no cenário do estudo e em situações semelhantes que ocorrem nas organizações prestadoras de serviços de saúde. O diagnóstico foi útil e importante, contudo, deve gerar ações de intervenção na estrutura e no processo visando seu aperfeiçoamento / The reorganization of health services needs to include, as a priority, development and monitoring of personnel in order to strengthen the work process. In the last two decades, researches on training assessment have gained significant importance, showing in their results variables directly influencing on the transfer and on the impact of training for the individual performance and for the organization. Little progress was nationally observed regarding training evaluation in the health area. In many healthcare organizations, strategies to assess training have its focus on the levels of reaction and learning and few explore the impact of the relationship among individual, environmental and organizational variables. The present study evaluated one of the strategic trainings in a hospital organization in the city of São Paulo: the aim of the assessment process was Training in Prevention and Treatment of Pressure Ulcer-PU. The objectives of this research were to evaluate and correlate variables of reaction, learning, and impact on amplitude, self and hetero-evaluation on deep impact and to analyze the supportive relationship related to transfer with impact. This is an exploratory, correlational study. The subjects were 75 nurses allocated in the units with higher incidence of PU who were evaluated by the immediate direction regarding the scope of the training objectives. The results showed that the trainees had a high rate of positive reaction in all the applied dimensions, with a mean of 8.7 in a scale from 0 to 10. The reaction assessment tool showed to be satisfactory regarding the composition of the five domains (p = 0.220) and showed adequate internal consistency (Cronbach\'s alpha> 0.56). Regarding learning assessment, a statistically significant difference between the pre and post-training (p <0.001) was observed, although with low means in both instances, pre with 4.2 and post with 5.5. A positive impact related to training was observed with a mean of 7.5 in a scale from 0 to 10. The hetero-evaluation of deep impact was assessed by managers and showed a positive result, though lower than the result of the self-evaluation, mean of 6.4. The structure of the adapted tool to assess deep impact showed good internal consistency (Cronbach\'s alpha> 0.70). It was observed a positive association between reaction and impact (p <0.001), weak relationship between learning and reaction and lack of relationship between learning and impact. A strong relationship was evidenced between support for transfer and impact, being the supportive situational factors considered strong predictors of impact. The survey results allowed us to discuss the process and show directions to re-conduct practice of formal instructional activities, providing feedback of TD & E system in the environment of the study and in similar situations occurring in organizations which provide health services. The diagnosis was useful and important; however, it must generate intervention actions in the structure and process aiming improvement of the same

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2016-05-10T18:09:29Z No. of bitstreams: 1 Paulo Roberto Teixeira Junior.pdf: 2232470 bytes, checksum: 3e87999e1f8946dc0030d5687bd498e3 (MD5) / Made available in DSpace on 2016-05-10T18:09:29Z (GMT). No. of bitstreams: 1 Paulo Roberto Teixeira Junior.pdf: 2232470 bytes, checksum: 3e87999e1f8946dc0030d5687bd498e3 (MD5) Previous issue date: 2015-12-15 / Since the 90s Brazil has been implementing educational evaluation policies on a large scale. In higher education, we had the Institutional Assessment Program of Brazilian Universities (PAIUB) in 1993, the National Examination of Courses (ENC) in 1995 and the National System of Higher Education Assessment (SINAES), in force since 2004. Before that, there were specific initiatives diagnostic of higher education with the specific purpose of understanding the landscape of universities in the country: Atcon Plan, Meira Mattos Commission, July 1968 Commission, University Reform Assessment Program (PARU), National Commission for Revision of Teaching Superior (CNRES) and Group Executive for Restructuring of Higher Education (GERES). The SINAES is an assessment policy aimed to map the higher education in three dimensions: institutional assessment, course assessment and students assessment. This study is in the second dimension - course assessment - and the question is: Does SINAES has taken effect upon the management teaching? This is a bibliographic research that mapped masters and doctoral?s texts, published in 2004 - 2014 in order to investigate whether some research addressed the effects of SINAES the course upon teaching management. Among the 101 master and doctorate?s texts and 32 paper, only one deals with this topic: "Sinaes: quality indicators courses in higher education and social reproduction". Author: Leandro Berchielli. University: Catholic University of Sao Paulo (PUC-SP). Date: 2012. Berchielli argues the SINAES caused no improvement in management courses for him searched. Starting from the principle that all public policy takes effect, we argue the SINAES have rather taken effect, but not those recommended by the institution's policy, namely to promote the improvement of the courses. According to Berchielli, SINAES just contribute to legitimate and reproduce the separation of social groups, it is also true that this result, despite its anti-democratic feature, is an effect too. The management teaching, despite being which has the largest number of students in Brazil, needs to more studies and researches, mainly in its intersection with the assessment policies. The small number of studies in this field, in some way, can demonstrate us the State?s intentions about this course. / Desde os anos 90 o Brasil vem implementando pol?ticas de avalia??o educacional em larga escala. Na Educa??o Superior, tivemos o Programa de Avalia??o Institucional das Universidades Brasileiras (PAIUB) em 1993, o Exame Nacional de Cursos (ENC) em 1995 e o Sistema Nacional de Avalia??o da Educa??o Superior (SINAES), em vig?ncia desde 2004. Antes disso, houve iniciativas pontuais de diagn?stico da educa??o superior com a finalidade espec?fica de compreender o cen?rio das universidades no pa?s: Plano Atcon, Comiss?o Meira Mattos, Comiss?o de Julho de 1968, Programa de Avalia??o da Reforma Universit?ria (PARU), Comiss?o Nacional para Reformula??o do Ensino Superior (CNRES) e Grupo Executivo para Reformula??o do Ensino Superior (GERES). O SINAES ? uma pol?tica de avalia??o orientada para mapear as institui??es de ensino superior (IES) em tr?s dimens?es: avalia??o da institui??o, avalia??o do curso e avalia??o do estudante. Este estudo se situa na segunda dimens?o ? avalia??o de curso ? e pretende responder ? quest?o: o SINAES t?m produzido efeitos no curso de Administra??o? Trata-se de uma pesquisa bibliogr?fica que mapeou trabalhos de mestrado, doutorado e artigos publicados nos anos de 2004 a 2014 a fim de investigar se alguma pesquisa tratou dos efeitos do SINAES o curso de Administra??o. Dentre as 101 obras de mestrado e doutorado e 32 artigos, somente 1 disserta??o trata deste tema. Tal disserta??o ? ?Sinaes: indicadores de qualidade de cursos no ensino superior e reprodu??o social? ? de Leandro Berchielli, defendida na PUC de S?o Paulo em 2012, argumenta que o SINAES n?o provocou melhoria nos cursos de Administra??o por ele pesquisados. Partindo-se do princ?pio de que toda pol?tica p?blica produz efeitos, argumentamos que o SINAES t?m sim produzido efeitos, por?m n?o aqueles preconizados pela institui??o da pol?tica, qual seja, promover a melhoria dos cursos. Se ? certo que o SINAES, como argumenta Berchielli, est? mais a servi?o de legitimar e reproduzir nas IES a separa??o dos grupos sociais, ? certo tamb?m que este resultado, em que pese sua fei??o antidemocr?tica, tamb?m ? um efeito, ainda que indesejado por n?s. O curso de Administra??o, apesar de ser o que det?m a maior quantidade de estudantes do pa?s, carece de mais pesquisas na sua intersec??o com as pol?ticas de avalia??o. O pequeno n?mero de estudos neste campo, de alguma forma, tamb?m pode nos sinalizar tend?ncias do que o poder p?blico quer, e o que n?o quer, para esta ?rea.