Analysis of the Institutional Program for Scientific Initiation
(PIIC) of the Federal University of Espírito Santo (Ufes)
Name: ALAN DINIZ SALAZAR
Publication date: 05/10/2022
Advisor:
Name |
Role |
|---|---|
| ANDREAS NASCIMENTO | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| ANDREAS NASCIMENTO | Advisor * |
| OSMAR VICENTE CHEVEZ POZO | Internal Examiner * |
Summary: The Institutional Scientific Initiation Program (Piic) at Ufes is a consolidated program and includes the participation of the entire university community. However, despite its structuring and launching of annual notices, the Ufes Piic does not have any established process for evaluating its results, and it is not possible to determine whether the program`s objectives are achieved. Thus, the main purpose of this research was to verify the behavior of the graduates of the program, comparing them with students who did not undertake scientific initiation at Ufes. As noted in related works, undergraduate students who participate in scientific initiation programs have an academic performance that is different from students who have not completed scientific initiation, either at undergraduate or graduate levels. For its elaboration, this research had an exploratory character, due to the closer approach of the researcher with the theme. Data were collected from the University`s academic systems and database, in addition to the Lattes curriculum. The total population of the study
consisted of graduates of the 2009/2010, 2013/2014 and 2017/2018 notices of Piic and the sample of non-graduates, students enrolled in undergraduate courses at Ufes in the periods 2009/1, 2013/1 and 2017 /1. 5,680 Lattes CVs were checked. Data were tabulated and evaluated using content analysis. The results showed that Piic graduates access postgraduate courses more and publish more articles. In general, 20.6% of graduates began a specialization, 40.4% began a master`s degree and 15.2% a doctorate, while 12.1% of non-graduates began a specialization, 13.7% began a master`s degree and 4 .5% a doctorate. Graduates published 5,235 articles, 46.1% with JCR impact factor, while non-graduates published 1,306 articles, with 46% with JCR factor. The results show that scientific initiation presents itself as a differential in the academic career of students
