Evaluación de estrategias docentes universitariasuna aplicación práctica del control estadístico de procesos en estudios de empresas

Resumo

The general objective of this work is to evaluate teaching strategies in applying techniques of Statistical Process Control (SPC), in order to control and improve teaching-learning processes and guarantee the fulfillment of learning objectives based on skills that are required by currently educational university environment context. For this purpose, once the theoretical framework of the SPC charts and the state of art application of these same skills in the university environment have been established, the empirical work of this thesis will focus on the evaluation, using SPC chats, of an integrated strategy of technical and pedagogic elements for the purpose of addressing learning of practical issues of a Business Organization course. It's purpose is the integration of ICTs in its development at the level of practical work areas of the course (set up in small groups) using the digital support planned guides to further improve the practical features of the course. This proposal aims at primarily promoting self-learning applied to: "How to efficiently do a specific task at hand" (learning guide). The objective is then to facilitate the student's learning and understanding of the theoretical aspects, and on the other hand to acquire further transverse and specific knowledge as part of the new learning goals put forward for Management and Business Administration Programs. Its development and implementation was realized from a techno-pedagogic approach by a shared analysis with the teaching staff, taking into account all aspects that could improve the development of the project. The gathering of the useful information to evaluate the direct approach system in the on hand practical classes was directly obtained from the small groups of students in the practical classes that have answered a questionnaire for this purpose (trough Interactive Response System). A total of 184 students have participated to the study. The results obtained through the multivariate and univariate analysis allowed us to evaluate the state of the statistical control of the learning process, the level of student satisfaction, the process capability index and potential improvement measures. The multivariate analysis through a T2 de Hotelling chart on the total of the 165 observations, confirmed the nil hypothesis that, the educational process evaluates in is not outside of statistical control. This is gathered not only from the data inside of the control interval of the chart which was used, but also from the independent study that was done with I-MR charts. The competences and abilities measured in the process by the students did not show any type of aberrant patterns to suggest any assignable cause to the process. Nevertheless, the study of the capacity that was realized shows that even if the process is not out of statistical control, it does not have enough capacity to totally meet the expected specifications that the teachers who participated in the project required. Therefore, to finalize the research, the analysis of the student's satisfaction level showed in the attribute charts (p) give adequate information to improve the process derived from the proposed teaching strategy. It is found that, as it is always the case in all enterprises, there is always room for improvement when the variability of the processes are reduced or eliminated. Some of the ways to improve the process are the re-planning and optimization of subgroups and the re-programming of practical classes. As a result of this study we can count on a practical, structural and systematic approach to evaluate educational processes based on the process itself and not on the results. This provides valuable information on management control of the quality of the learning processes and other educational services focused on proactive approach of continuous improvement, and the proposed approach is useful to detect variability causes and the capacities of the teachers to develop different skills that are asked for in the learning programs. Furthermore, the application of these technical abilities provides not only for self-evaluations but also its use for comparative purposes with other strategies from other teachers or at other university centers, etc.