Engagement docente e discente no ensino superior – itinerários para a excelência acadêmica e sustentabilidade institucional

Abstract

This Doctoral Thesis proposal sets out to investigate how teacher and student engagement in Higher Education can provide and create itineraries for academic excellence, providing support for reflection and conceptual and attitudinal change, aiming to establish a culture of engagement and collaborative practices with a view to long-term sustainability in institutions, especially in the turbulent times and great challenges that society is going through at the present time. The affective and emotional connections between teachers and students and the results of academic excellence were highlighted, with the aim of seeking to understand the motivations that lead graduates to make economic and financial contributions to the training institution, creating rotating models of institutional sustainability. The theoretical framework was based on the search for the State of Knowledge, as well as on the theories of Vincent Tinto (Integration Model and Student Persistence Motivation Model) and his main works, in which students' high expectations, permanent feedback, monitoring the students' educational path, teaching engagement, self-efficacy beliefs, the sense of belonging, the student's perception of the curriculum gain singular importance, as well as those of other authors, whose contributions marked paths for expanding knowledge and new horizons About the subject. The field research was carried in five Brazilian private and community universities of national and international relevance in teaching, research and extension, recognized by international rankings, with the participation of 19 research subjects, whose responses brought essential contributions and information to the problem and the field of research and indicating new horizons for the topic. The objectives and purposes of the research include the possibility of obtaining important elements that can inspire managers, teachers and students to modify and expand practices that contribute to the enhancement of teaching, research, knowledge, institutions and their sustainability.