Graduate course at a distance in university-industry cooperation: thesis analysis

Abstract

This paper analyses the academic and business logic reproduced in the thesis advisors’ discourse and in the thesis of distance education masters’ students employed by companies. Two master courses in Production Engineering (ranked 5 in a scale of 1 to 7 at CAPES) offered at a distance by a Federal University to two large-scale industrial companies were investigated in the period of 1998-2001. The research is descriptive and exploratory. Content analysis was used as the technique for studying: a) the interview records carried out with five thesis advisors, and b) the summaries of thirty six thesis, with the goal of identifying the adherence to the academy’s and the company’s expectations. Results indicate that the thesis used applied research methodology. Data was collected and validated at the students’ organizational context. Advisors considered prior definition of research projects and the access to the companies’ information facilitating elements to the thesis development. Difficulties highlighted by advisors included: a) the lack of knowledge on part of the students about the academy’s logic and rules; b) the obstacles found by the students in reconcile research and working hours; and c) the students’ resistance to adopt the procedures recommended by the academy. Results also indicate that the planning of masters courses at a distance in university-industry cooperation should consider: a) the prior definition of course success indicators; b) the measurement of research application indexes at the company; c) the impact of the course on the student’s long term performance in the company.