Self-assessment as a governance practice in graduate studies: student perceptions and comparative models
DOI:
https://doi.org/10.5212/PraxEduc.v.19.24888.035Abstract
Self-assessment in graduate studies plays a strategic role in improving academic and professional programs, enabling the identification of challenges and the proposal of corrective actions. This study analyzes the self-assessment process in Graduate Education from the students’ perspective, comparing these perceptions with self-assessment models applied in other national and international institutions. Questionnaires with both closed and open-ended questions were used, and the data were analyzed using descriptive statistics and content analysis. The results reveal positive evaluations regarding courses and academic support, but highlight challenges related to the curriculum structure, workload, and physical and technological infrastructure. The comparative analysis suggests the incorporation of more participatory and qualitative practices. The study concludes that it is essential to strengthen academic governance by focusing on student protagonism and on self-assessment as a continuous tool for innovation and institutional development.
Keywords: University governance. Self-assessment models. Impact of self-assessment.
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