Literature review: influential factors on graduate professor’s performance
DOI:
https://doi.org/10.7769/gesec.v14i9.2732Palavras-chave:
Professor. Desempenho. Pós Graduação.Resumo
This paper aims to conduct a review of the literature to map the factors that influence the professor's performance of graduate programs. The methodology consists of researching studies from 2008 to 2018 in the Scopus and Web of Science databases, using the keywords: performance, professor and graduate. The contributions of this study are: creation of a framework with the concept of professor’s performance addressing several authors and the creation of 8 categories. The results show factors that influence professor’s performance according to the mapped literature, categorized into pedagogical, scientific and didactic performance, teacher training, teaching method, pedagogical updating, health, knowledge management, students' perspective and scientific production, with 32% of studies related to research productivity standing out. This research contributes to highlight the work developed by professors and the factors presented help to develop strategies to facilitate the work of the professor and promote better performance.
Downloads
Referências
Alagarsamy, V., & Ramalingam, J. (2017). Academic performances by the faculty members of Mother Teresa Women’s University and its affiliated colleges: an evaluative study.
Ali, L., Nisar, S., Ghassan, A., & Khan, S. A. (2011). IMPACT OF CLINICAL SKILL LAB ON STUDENTS’LEARNING IN PRECLINICAL YEARS. Journal of Ayub Medical College Abbottabad, 23(4), 114-117.
Alpizar Caballero, L. B., Añorga Morales, J., & Borges Oquendo, L. d. l. C. (2015). Instrument for evaluating educational performance of tutors in medical specialties. Revista Cubana de Medicina Militar, 44(3), 314-333.
Ariza, T., Quevedo-Blasco, R., Bermúdez, M. P., & Buela-Casal, G. (2013). Analysis of postgraduate programs in the EHEA and the USA. Revista de Psicodidactica, 18(1), 197-219. doi:10.1387/RevPsicodidact.5511 DOI: https://doi.org/10.1387/RevPsicodidact.5511
Bizrah, M., Iacoponi, E., Parker, E., Rymer, J., Iversen, A., & Wessely, S. (2013). A novel method of assessing quality of postgraduate psychiatry training: Experiences from a large training programme. BMC Medical Education, 13(1). doi:10.1186/1472-6920-13-85 DOI: https://doi.org/10.1186/1472-6920-13-85
Bolívar, C. R. (2008). El" Blended-Learning": evaluación de una experiencia de aprendizaje en el nivel de postgrado. Investigación y postgrado, 23(1), 11-36.
Borsoi, I. C. F. (2012). Trabalho e produtivismo: saúde e modo de vida de docentes de instituições públicas de Ensino Superior. Cadernos de Psicologia Social do Trabalho, 15(1), 81-100. DOI: https://doi.org/10.11606/issn.1981-0490.v15i1p81-100
Borsoi, I. C. F., & Pereira, F. S. P. S. (2012). Mulheres e homens em jornadas sem limites: docência, gênero e sofrimento. Temporalis, 11(21), 119-145. DOI: https://doi.org/10.22422/2238-1856.2011v11n21p119-145
Butter, M. C., Aguilera, E. M., Quintana, M. G. B., Pérez, L. J., & Valenzuela, E. S. (2017). Quality assurance for postgraduate programs: Design of a model applied on a university in Chile. International Review of Research in Open and Distance Learning, 18(1), 266-292. doi:10.19173/irrodl.v18i1.2670 DOI: https://doi.org/10.19173/irrodl.v18i1.2670
Calvosa, M. V. D., Repossi, M. G., & Castro, P. M. R. (2010). Avaliação de resultados da capacitação docente: o pós-doutorado na Universidade Federal Fluminense sob a ótica da produção científica e bibliográfica. Avaliação: Revista da Avaliação da Educação Superior, 16(1). DOI: https://doi.org/10.1590/S1414-40772011000100006
Cerda Suarez, L. M., & Hernandez, W. (2012). Leadership and performance in higher education: a comparative analysis in Portugal and Spain. European Journal of Engineering Education, 37(6), 592-599. DOI: https://doi.org/10.1080/03043797.2012.729810
Chaos Correa, T., Valdés de la Rosa, C., Estrada Rodríguez, J., & Llanes Rodríguez, A. (2015). Sistema de tareas docentes para desarrollar habilidades profesionales desde la asignatura MGI en 5to año de medicina. Revista Archivo Médico de Camagüey, 19(4), 405-418.
Christian Miranda, J., José Manuel Medina, A., Luis Eduardo Alvarado Prada, C., Jacqueline Gysling, C., Pablo Rivera, R., & Pablo López, A. (2016). Leadership in teachers beneficiary of postgraduate degrees in mathematics: An evaluation study of teacher training. Estudios Pedagogicos, 42(4), 107-126. doi:10.4067/S0718-07052016000500007 DOI: https://doi.org/10.4067/S0718-07052016000500007
Concepción Obregón, T., Matos Rodríguez, A., González González, L. E., & García Vera, N. (2014). Formación de habilidades profesionales durante el tercer año de la Carrera de Estomatología. Revista de Ciencias Médicas de Pinar del Río, 18(3), 481-491.
Da Dalt, L., Anselmi, P., Furlan, S., Carraro, S., Baraldi, E., Robusto, E., & Perilongo, G. (2017). An evaluation system for postgraduate pediatric residency programs: report of a 3-year experience. European Journal of Pediatrics, 176(9), 1279-1283. doi:10.1007/s00431-017-2967-z DOI: https://doi.org/10.1007/s00431-017-2967-z
Danesh, F., Fattahi, R., & Dayani, M. H. (2017). Stratification of Iranian LIS academics in terms of visibility, effectiveness and scientific and professional performance: research report part 1. Journal of Librarianship and Information Science, 49(2), 191-198. DOI: https://doi.org/10.1177/0961000616632866
de Castro, P. M. R., & Porto, G. S. (2008). Retorno ao Exterior Vale a Pena? A Questão dos Estágios Pós-Doutorais sob a Perspectiva da Produção em C&T: uma análise de caso na Universidade de São Paulo. Organizações & Sociedade, 15(47). DOI: https://doi.org/10.1590/S1984-92302008000400009
de Castro, P. M. R., Porto, G. S., & Júnior, S. K. (2013). Pós-doutorado, Essencial ou Opcional? Uma Radiografia Crítica no que diz Respeito às Contribuições para a Produção Científica. Avaliação: Revista da Avaliação da Educação Superior, 18(3). DOI: https://doi.org/10.1590/S1414-40772013000300013
de Fátima Joaquim, N., Boas, A. A. V., & de Pádua Carrieri, A. (2012). Entre o discurso praticado e a realidade percebida no processo de formação docente. Avaliação: Revista da Avaliação da Educação Superior, 17(2). DOI: https://doi.org/10.1590/S1414-40772012000200011
de Oliveira Nepomuceno, L. D., Costa, H. G., & Shimoda, E. (2010). Impacto do mestrado profissional no desempenho dos seus egressos: intercomparação entre as percepções de discentes, docentes, coordenadores e empresa. DOI: https://doi.org/10.1590/S0104-530X2010000400014
de Sousa, I. F., Mendonça, H., & Zanini, D. S. (2009). Burnout em docentes universitários. Revista Psicologia e Saúde, 1(1).
de Souza Alves, V. L., Bohomol, E., & Kowal Olm Cunha, I. C. (2015). Educação de pós-graduação em enfermagem à distância: avaliação sob a perspectiva dos discentes. Acta Paulista de Enfermagem, 28(2). DOI: https://doi.org/10.1590/1982-0194201500024
Díaz, P. A. M., & Alea González, M. (2015). Pedagogical upgrading impact in the professors of the Dentistry Career. Revista Habanera de Ciencias Medicas, 14(3), 297-306.
Dotan, G., Qureshi, H. M., Saraf, S. S., & Darnley-Fisch, D. A. (2018). Leadership of United States Academic Departments of Ophthalmology: Chairperson Characteristics, Accomplishments, and Personal Insights. American journal of ophthalmology, 186, 69-76. DOI: https://doi.org/10.1016/j.ajo.2017.10.024
Drule, A. M., Popa, I. E., Nistor, R., & Chiş, A. (2014). Quality of the teaching process and its factors of influence from the perspective of future business specialists. Amfiteatru Economic, 16 %6(37), 827-840 %&.
Embiruçu, M., Fontes, C., & Almeida, L. (2010). An indicator for the evaluation of the teaching performance in teaching institutions. Ensaio: Avaliação e Políticas Públicas em Educação, 18(69), 795-820. DOI: https://doi.org/10.1590/S0104-40362010000400008
Escobar, M. d. C. (2017). Formación del profesional de la salud: una mirada reflexiva. Revista Médica Electrónica, 39(4), 1004-1010.
Ferreira Borsoi, I. C., & Silva Pereira, F. (2013). Professores do ensino público superior: produtividade, produtivismo e adoecimento. Universitas Psychologica, 12(4). DOI: https://doi.org/10.11144/Javeriana.UPSY12-4.peps
Freitas, M. A. O., Demarchi, G. S. S., & Rossit, R. A. S. (2018). Interprofessional education in master’s and doctoral programs: Postgraduate students’ perception. Interface: Communication, Health, Education, 22, 1647-1659. doi:10.1590/1807-57622017.0644 DOI: https://doi.org/10.1590/1807-57622017.0644
Galindo-Cárdenas, L. A., López-Núñez, J. A., Arango-Rave, M. E., & Vallejo-Merino, I. (2015). Trends in research about postgraduate medical education. Iatreia, 28(4), 434-442. DOI: https://doi.org/10.17533/udea.iatreia.v28n4a08
Grassi, M. H., Marchi, M. I., Schuck, R. J., & Martins, S. N. (2016). Docência em mestrado profissional: registros de percepções e práticas em (re) construção. Revista Brasileira de Educação, 21(66), 681-698. DOI: https://doi.org/10.1590/S1413-24782016216635
Hargens, L. L. (2012). Academic labor markets and assistant professors’ employment outcomes. Research in Higher Education, 53(3), 311-324. DOI: https://doi.org/10.1007/s11162-011-9228-1
Herculano, R. D., & Norberto, A. M. Q. (2012). Scientific research output evaluation of professors of Sao Paulo State University, Marília/SP. Perspectivas em Ciência da Informação, 17(2), 57-70. DOI: https://doi.org/10.1590/S1413-99362012000200005
Holsgrove, G., Malik, A., & Bhugra, D. (2009). The postgraduate curriculum and assessment programme in psychiatry: The underlying principles. Advances in Psychiatric Treatment, 15(2), 114-122. doi:10.1192/apt.bp.107.005207 DOI: https://doi.org/10.1192/apt.bp.107.005207
Huete G, A., Julio G, R., Rojas D, V., Herrera R, C., Padilla P, O., Solís L, N., . . . Riquelme F, A. (2014). Development and validation of the MEDUC-RX32 questionnaire, to evaluate teachers of postgraduate radiology programs. Revista Chilena de Radiologia, 20(2), 75-80. doi:10.4067/S0717-93082014000200008 DOI: https://doi.org/10.4067/S0717-93082014000200008
Inoue-Smith, Y. (2016). College-based case studies in using PowerPoint effectively. Cogent Education, 3 %6(1), %&. DOI: https://doi.org/10.1080/2331186X.2015.1127745
Iriart, J. A. B., Deslandes, S. F., Martin, D., Camargo Jr, K. R. d., Carvalho, M. S., & Coeli, C. M. (2015). Evaluation of scientific production in different subareas of Public Health: limits of the current model and contributions to the debate. Cadernos de saude publica, 31(10), 2137-2147. DOI: https://doi.org/10.1590/0102-311X00065515
Kaarl, Diane. (2017). Legal teaching methods to diverse student cohorts: a comparison between the United Kingdom, the United States, Australia and New Zealand. Cambridge Journal of Education, 18-26. DOI: https://doi.org/10.1080/0305764X.2016.1190315
Lee, F. Y., Yang, Y. Y., Hsu, H. C., Chuang, C. L., Lee, W. S., Chang, C. C., . . . Jap, T. S. (2011). Clinical instructors' perception of a faculty development programme promoting postgraduate year-1 (PGY 1) residents' ACGME six core competencies: A 2-year study. BMJ Open, 1(2). doi:10.1136/bmjopen-2011-000200 DOI: https://doi.org/10.1136/bmjopen-2011-000200
Leite de Lucena Pires Nunes, E. B., Auler Pereira, I. C., & de Pinho, M. J. (2017). A responsabilidade social universitária e a avaliação institucional: reflexões iniciais. Avaliação: Revista da Avaliação da Educação Superior, 22(1). DOI: https://doi.org/10.1590/s1414-40772017000100009
Lim, M. d. F. E. M., & de Oliveira Lima-Filho, D. (2009). Condições de trabalho e saúde do/a professor/a universitário/a. Ciências & Cognição, 14(3), 62-82.
Long, T. R., Brown, M. J., Elliott, B. A., & Rose, S. H. (2010). Characteristics of anesthesiology residency program directors. Journal of clinical anesthesia, 22(8), 583-586. DOI: https://doi.org/10.1016/j.jclinane.2010.05.005
Luna Álvarez, H., Baute Álvarez, L. M., & Luna Álvarez, D. (2016). Promoción de salud: desafío al docente en las universidades de Ecuador. Revista Universidad Y Sociedad, 8(1), 92-96.
Marrero, M. d. l. A. V., Morales Suárez, I. d. R., & García, L. H. (2011). Characterization of professional development of teaching physicia. Revista Cubana de Educación Médica Superior, 25(4), 451-465.
Marshall, J. C., Buttars, P., Callahan, T., Dennehy, J. J., Harris, D. J., Lunt, B., . . . Shupe, R. (2009). Letter to the editors. Israel Journal of Ecology & Evolution, 55(4), 381-392. DOI: https://doi.org/10.1560/IJEE.55.4.381
Marx, R. D., Garcia, J. E., Butterfield, D. A., Kappen, J. A., & Baldwin, T. T. (2016). Isn’t it time we did something about the lack of teaching preparation in business doctoral programs? Journal of Management Education, 40(5), 489-515. DOI: https://doi.org/10.1177/1052562915616430
Moguerza, J. M., Fernández-Muñoz, J. J., Redchuk, A., Cardone-Riportella, C., & Navarro-Pardo, E. (2017). Factor structure and stability of a quality questionnaire within a postgraduate program. Anales de Psicologia, 33(2), 351-355. doi:10.6018/analesps.33.2.256711 DOI: https://doi.org/10.6018/analesps.33.2.256711
Morejón, S., de Dios, C., Martínez, O., Bárbara, D., Román, C. L., Cabrera Pérez-Sanz, E., & Borjas Borjas, F. (2014). Pedagogic upgrading requirements of professors in Hermanos Ameijeiras hospital: efficacy of the diploma's course in medical education. Revista Cubana de Educación Médica Superior, 28(3), 506-518.
Puga García, A., Madiedo Albolatrach, M., Brito Hernández, I., & Escobar Carmona, E. (2010). Modelo para desarrollar la Asistenciabilidad en el proceso de formación del profesional de enfermería. Educación Médica Superior, 24(2), 0-0.
Quintero Paredes, P. P., Lazo, R., del Carmen, B., Blanco Estévez, L. I., Monzón Tamargo, M. d. J., & Padrón González, O. (2009). Fortalecimiento de los valores a través de la asignatura Preparación para la Defensa II. Revista de Ciencias Médicas de Pinar del Río, 13(4), 85-95.
Retts, E. S., & Retts, C. R. (2011). When the Cat's Away, Will the Mice Play?: Building Confidence and Consistency Through Heartfelt Leadership. Nurse Leader, 9(4), 50-52. DOI: https://doi.org/10.1016/j.mnl.2010.11.001
Roa, A. E. P., Álvarez, L. I. M., & Páez, M. C. L. (2010). Concepciones de los profesores de postgrado de la Facultad de Medicina de la Universidad Nacional de Colombia sobre la evaluación académica. Revista de la Facultad de Medicina, 58(1), 30-43.
Rodrigues, R. A. P., Robazzi, M. L. C. C., Erdmann, A. L., Fernandes, J. D., de Barros, A. L. B. L., & Ramos, F. R. S. (2015). Doctoral theses from nursing postgraduate programs in Brazil and their association with the millennium development goals. Revista Latino-Americana de Enfermagem, 23(3), 395-403. doi:10.1590/0104-1169.0667.2565 DOI: https://doi.org/10.1590/0104-1169.0667.2565
Sanchez, O. P., & Sanchez, L. H. A. (2010). O desafio da avaliação de equipes de alta capacitação e autonomia: o caso do credenciamento de docentes na pós-graduação. Avaliação: Revista da Avaliação da Educação Superior, 16(1). DOI: https://doi.org/10.1590/S1414-40772011000100007
Santanta, O. A. (2011). Docentes de pós-graduação: grupo de risco de doenças cardiovasculares. Acta Scientiarum. Education, 33(2), 219-226. DOI: https://doi.org/10.4025/actascieduc.v33i2.13569
Síveres, L. (2010). A universidade e o compromisso social-A contribuição da extensão. Revista Dialogos, 5.
Sriwichai, P., Meksamoot, K., Chakpitak, N., Dahal, K., & Jengjalean, A. (2014). The Effectiveness of “Knowledge Management System” in Research Mentoring Using Knowledge Engineering. International Education Studies, 7(5), 25. DOI: https://doi.org/10.5539/ies.v7n5p25
Stonebraker, R. J., & Stone, G. S. (2015). Too old to teach? The effect of age on college and university professors. Research in Higher Education, 56(8), 793-812. DOI: https://doi.org/10.1007/s11162-015-9374-y
Sugimoto, C. R., Sugimoto, T. J., Tsou, A., Milojević, S., & Larivière, V. (2016). Age stratification and cohort effects in scholarly communication: a study of social sciences. Scientometrics, 109(2), 997-1016. DOI: https://doi.org/10.1007/s11192-016-2087-y
Triviño, X., Sirhan, M., Moore, P., & Montero, L. (2014). Experiencias en la implementación de un programa de formación en docencia para profesores de medicina en una universidad de Chile. Revista Peruana de Medicina Experimental y Salud Pública, 31, 417-423. DOI: https://doi.org/10.17843/rpmesp.2014.313.75
Valcárcel, B. d. l. C. G., Vidal Ledo, M., & Olite, F. M. D. (2013). Experiencia cubana sobre el Diplomado en Promoción de salud en el Campus virtual de la Salud Pública. Revista Cubana de Educación Médica Superior, 27(1), 12-24.
Vásquez-Rizo, F. E., & Gabalán-Coello, J. (2012). La evaluación docente en posgrado: variables y factores influyentes.
Viñas Pérez, G. (2015). Los métodos participativos en una enseñanza desarrolladora. Posibles soluciones a sus limitaciones. Revista Cubana de Educación Superior, 34(2), 77-87.
Zou, C., & Peterson, J. B. (2016). Quantifying the scientific output of new researchers using the zp-index. Scientometrics, 106(3), 901-916. DOI: https://doi.org/10.1007/s11192-015-1807-z
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2023 Tatiane Teixeira, Claudia Tania Picinin, Luiz Alberto Pilatti, Juliana Moletta, Luís Filippe Serpe
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
• 1. The author(s) authorize the publication of the article in the journal.
• 2. The author(s) ensure that the contribution is original and unpublished and is not being evaluated in other journal(s).
• 3. The journal is not responsible for the opinions, ideas and concepts expressed in the texts because they are the sole responsibility of the author(s).
• 4. The publishers reserve the right to make adjustments and textual adaptation to the norms of APA.
• 5. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
• 6. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access) at http://opcit.eprints.org/oacitation-biblio.html