STRATEGIC ORIENTATION AS ACADEMIC PERFORMANCE SOURCE: ANALYSIS OF A IFES

Abstract

The quest for efficiency in decision-making encourages scientists from the field of strategy in the development of research in different segments of business. In this context, the Federal Institutions of Undergraduate, especially the course of coordination emerge as a source of concern and motivation for research because of the need for decision-agile decisions at the same time that efforts are linked to a bureaucratic process and sometimes time consuming. The aim of this research is to investigate the association between the strategic direction of the course coordinators with the academic performance of courses in federal higher education institution. The method used in the research was quantitative research, via survey, where data was collected from 46 course coordinators and analyzed via statistics Shapiro-Wilk and Kruskal-Wallis. From the results it was revealed that the analyst orientation predominates in terms of performance (ENADE TEST, PROFESSOR, GRADUATE). On the other prism it found that the behavior supporter highlighted in function of the course of the concept of performance. Regarding the course of pedagogical project was not possible to identify which behavior is predominant in terms of performance. In this way, the analyst guidance, receives greater emphasis on academic performance.