INNOVATION IN EVALUATION COMMITTEES: ETHNOMETHODOLOGICAL PERSPECTIVES IN A UNIVERSITY CONTEXT

Abstract

This study aims to comprehend the integration, interpretation, and valuation of innovation within the Internal Evaluation Committees (IEC) of a Community University. Employing an ethnometodological, qualitative, exploratory, and descriptive methodology, the research examines the interactions and institutional culture that shape innovation. Techniques include semi-structured interviews and the analysis of key documents, such as the Institutional Development Plan and the IEC Self-Evaluation Project. The findings suggest that innovation in the IEC is a collaborative process, highlighting a collective construction of meanings. Content analysis uncovers how innovation intertwines with the cultural and operational dynamics of the IEC, crucial for understanding how universities can nurture innovation in institutional evaluation. The study underscores the significance of contextualizing innovations within IECs and, despite its limitations, such as the specificity of the studied context, provides valuable insights for other higher education institutions, contributing to the advancement of institutional evaluation and educational management.