As in previous years, in 2016/2017, the internal evaluation of Teaching Quality maintained as a methodological basis the application of a survey to the students, at the end of the academic year, regarding the curricular units’ performance. Students were asked to give their point of view on questions related to:
• contents and objectives of the curricular units;
• teaching and assessment methods pursued;
• available resources and the way they can improve the learning process;
• student’s perception in terms of overall satisfaction regarding each curricular unit.
The following brief summary provides an overview of the main survey results. Further detailed information can be found in NOVA’s Annual Global Report – academic year 2016/2017.
In 2016/2017, the total number curricular units surveyed was 2798 (Fig. 1). From the point of view of the response rate, it is evident, in the three levels of studies, the effort involved in increasing the active participation of the students in the perception of Teaching Quality. Over the last four years, there has been a progressive increase in enrollment by 1st cycle students in the questionnaire response, with the exception for the last academic year in which the response rate decreases. Regarding the response rate of 2nd cycle students, there is a decrease in the last 2 academic years. Only IM showed an increase in the response rate over the last academic year (Fig. 2).
The analysis of curricular units was, on the one hand, those that presented problematic situations (an evaluation of 2,9 or less on a scale of 1 to 6) and, on the other hand, those that showed positive results quite significant in terms of the overall satisfaction perceived by the students (positive score ≥ 5 in said scale of 1 to 6).
The percentage of curricular units that showed problematic situations in 2016/2017, by level of studies (Fig.3), is about 6% (127 out of 2093 qualified - UC above the representative threshold), and the information about student progress in the context of evaluation methodologies is kept as the most frequent problem.
In relation to the overall satisfaction, significant positive results appeared in some curricular units. In fig. 4, it can be seen that the overall satisfaction is higher in the second cycles.
From the overall point of view of NOVA (Fig. 5), the percentage of curricular units with problematic situations compared to the total number of active curricular units at the University is also not very significant, in the order of 4%. By contrast, highly satisfactory curricular units are already a positive part of the NOVA context, whit 19% from the total of active CU.