Ir para o conteúdo

Institutional Capacity for ENEM, Sisu and ProUni Access Pathways

Institutional capacity constitutes the foundational determinant of equitable access, operational efficiency, and pedagogical quality across centralized tertiary admission pathways. This dissertation examines the administrative, governance, and infrastructural mechanisms governing the National High School Exam (ENEM), the Unified Selection System (Sisu), and the University for All Program (ProUni). Through comparative policy and organizational analysis, the study demonstrates how institutional resource constraints and governance asymmetries mediate the democratic potential of Brazilian higher education expansion.

Objetivo do trabalho

Examine how institutional capacity across administrative, technological, and governance dimensions mediates the implementation and equity outcomes of Brazilian tertiary access pathways.

Metodologia

Comparative qualitative documentary analysis of national regulatory statutes, institutional policy frameworks, and secondary policy evaluation datasets.

Originalidade científica

Bridges public policy implementation and organizational governance by establishing an institutional capacity framework for centralized and subsidized admissions systems.

Prévia do Documento

Esta é uma breve prévia. A versão completa inclui texto expandido para todas as seções, uma conclusão e uma bibliografia formatada.

PhD Dissertation

Degree:
Institutional Capacity for ENEM, Sisu and ProUni Access Pathways

Author:

Group

First M. Last

Advisor:

Dr. First Last

City, 2026

Contents

Introduction
1.2 Governance Architecture and Policy Synchronization in Admissions Systems
1.3 Equity, Affirmative Action, and Social Stratification Models
1.4 Analytical Dimensions for Evaluating University Operational Preparedness
Chapter 2. Methodological Design for Comparative Policy Analysis
2.1 Comparative Policy Design and Documentary Corpus Selection
2.2 Analytical Criteria for Institutional Resource and Governance Evaluation
2.3 Triangulation of Regulatory Frameworks and Secondary Policy Datasets
2.4 Methodological Limitations and Qualitative Validity Protocols
Chapter 3. The National High School Exam (ENEM) as an Evaluative Infrastructure
3.1 Evolution of ENEM from Diagnostic Assessment to National Gateway
3.2 Logistical, Technological, and Psychometric Scalability Demands
3.3 Standardized Evaluation and Institutional Alignment Across Secondary and Higher Education
3.4 Operational Bottlenecks in National Examination Administration
Chapter 4. The Unified Selection System (Sisu) and Federal University Absorption
4.1 Algorithmic Allocation Mechanisms and Centralized Enrollment Dynamics
4.3 Administrative Processing, Verification Committees, and Student Retention Pressures
4.4 Regional Imbalances and Geographic Mobility in Public Higher Education
Chapter 5. The University for All Program (ProUni) and Private Sector Subsidization
5.1 Regulatory Frameworks and Tax Incentive Structures in Private Higher Education
5.2 Institutional Compliance, Academic Oversight, and Quality Assurance Mechanisms
5.3 Sociodemographic Inclusiveness and Academic Progression of Scholarship Recipients
5.4 Systemic Contradictions Between Access Expansion and Educational Quality
Chapter 6. Integrated Governance Models and Strategic Policy Implications
6.1 Cross-Pathway Synthesis of Operational and Governance Bottlenecks
6.2 Institutional Leadership, Digital Infrastructure, and Resource Optimization
6.3 Strategic Imperatives for Sustainable Democratization and Student Retention
Chapter 6. Theoretical Framework
Conclusion
Bibliography

Introduction

The expansion and democratization of access to higher education represent central pillars in contemporary educational policy, reflecting broader sociodemographic transformations and state commitments to equity. In the Brazilian context, national admission mechanisms have undergone structural reorganization through the institutionalization of the National High School Exam (ENEM), the Unified Selection System (Sisu), and the University for All Program (ProUni) as interconnected conduits for tertiary access [2], [7]. These centralized and subsidizing pathways have fundamentally altered the landscape of post-secondary enrollment by mitigating traditional institutional barriers, standardizing entry metrics, and promoting diversity across public and private higher education institutions [7], [8].

Despite this systemic expansion, significant tensions persist regarding the organizational, administrative, and infrastructural capacities of higher education institutions to absorb and sustain diversified student cohorts. Institutional capacity extends beyond enrollment volume, encompassing strategic leadership, resource allocation, technological readiness, and procedural robustness required to manage complex admissions frameworks [3], [4]. The operational divergence between public universities managing affirmative action mandates through Sisu and private entities operating under ProUni tax exemptions reveals acute disparities in administrative governance, monitoring capabilities, and student retention infrastructures [2], [8].

This dissertation investigates how institutional capacity conditions the implementation, efficiency, and equity outcomes of ENEM, Sisu, and ProUni access pathways. Utilizing a multi-dimensional conceptual framework that integrates governance theory, policy synchronization, and institutional quality analysis, this research conducts a rigorous comparative examination of statutory mandates, regulatory evaluations, and secondary organizational evidence [1], [3]. By evaluating institutional capacity across strategic, human, and technological dimensions, the study elucidates how systemic bottlenecks undermine policy democratization goals.

The scientific relevance of this inquiry resides in bridging public policy implementation studies with organizational governance scholarship in Latin American higher education. The findings provide critical analytical insights into the administrative conditions necessary for sustaining academic quality, equitable progression, and governance integrity within massified tertiary education systems [1], [8].

2.2 Analytical Criteria for Institutional Resource and Governance Evaluation

This methodological framework operationalizes a comparative qualitative design to evaluate institutional capacity across centralized Brazilian tertiary admissions pathways. To capture the operational complexities mediating policy delivery, the analytical matrix incorporates documentary analysis and qualitative inquiry centered on fundamental organizational dimensions. Methodologically, institutional capacity cannot be restricted to numerical expansion; rather, it requires evaluating structural components such as strategic leadership, organizational structure, human resources, financial management, infrastructure, and inter-organizational relations that determine higher education transformation and performance (IMPROVING THE QUALITY OF HIGHER EDUCATION..., 2023). In assessing centralized selection and subsidized private placements, the study applies documentary research protocols to scrutinize legislative frameworks, administrative guidelines, and official discourse across public and private domains. By examining systemic contradictions between democratization discourses and academic quality provision, the research design uncovers how external and internal institutional dynamics influence policy execution, public subsidization models, and resource allocation (POLÍTICAS PÚBLICAS EDUCACIONAIS..., 2021). Methodological rigor is sustained through the systematic cross-examination of regulatory enactments governing the Unified Selection System (Sisu) alongside private-sector subsidization under the University for All Program (ProUni). Furthermore, institutional capacity synchronization mechanisms are evaluated to determine how administrative structures adapt to external quality standards, governance transformations, and national equity mandates within modern public policy frameworks (BUILDING THE INSTITUTIONAL CAPACITY..., 2026). This comparative qualitative approach enables a rigorous appraisal of organizational bottlenecks mediating admissions equity across diverse institutional environments.

References

  1. BUILDING THE INSTITUTIONAL CAPACITY OF MECHANISMS FOR SYNCHRONIZING UKRAINE’S HIGHER EDUCATION QUALITY PUBLIC POLICY WITH EUROPEAN STANDARDS
    V. Kruhlov
    Link DOI
  2. Access to Higher Education in Brazil with Reference to Prouni
    Abrahao Andre De Araujo
    Link DOI
  3. IMPROVING THE QUALITY OF HIGHER EDUCATION: THE ROLE OF STRENGTHENING INSTITUTIONAL CAPACITY IN HIGHER EDUCATION TRANSFORMATION
    Sri Yulianty Mozin, Rukiah Nggilu
    Link DOI
  4. Institutional Autonomy and Capacity of Higher Education Governance in South Asia: A Comparative Perspective
    Jung Cheol Shin, Xin Li, Inhye Nam et al.
  5. Women in Higher Education Administration: Prospects and Institutional Policy Response in the 1980s
    Sheila Kishler Bennett
  6. The Impact of Global Forces in Higher Education on the Development of Institutional Research
    Jan Botha
  7. Diversity in higher education in Brazil
    Clarissa Eckert Baeta Neves
  8. Políticas públicas educacionais voltadas para o acesso ao ensino superior no Brasil: uma análise do programa universidade para todos – PROUNI / Public educational policies on access to higher education in Brazil: an analysis of the university for all program - PROUNI
    João Paulo Cavalcante Lima

Bibliografia

Fontes VerificadasNormas de FormataçãoAlta OriginalidadeModelos Pro
Launch Offer -25%

Dissertação

ABNT NBR 14724:2011 (Trabalhos acadêmicos)

R$ 210R$ 270
  • 120+ páginas
  • Alta originalidade
  • Exportar para Word
  • Formatação correta
  • Visualização pública
    A visualização de outro autor não pode ser privada. Seu trabalho será privado e totalmente único.
  • Bibliografia (80+, ABNT NBR 14724:2011)
    +R$ 0
  • Adicionar fontes alternativas (Notícias, .gov, .edu)

Dissertação

ABNT NBR 14724:2011 (Trabalhos acadêmicos)

Institutional Capacity for ENEM, Sisu and ProUni Access Pathways | Dissertação | Aicademy