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This paper aims to contextualize the process of public hospital providing services, based on the measurement of the performance of Federal University Hospitals (HUFs) of Brazil, using the technique of multivariate statistics of principal component analysis.

This research presented a descriptive and quantitative character, as well as exploratory purpose and followed the inductive logic, being empirically structured in two stages, that is, the application of principal component analysis (PCA) in four healthcare performance dimensions; subsequently, the full reapplication of principal component analysis in the most highly correlated variables, in module, with the first three main components (PC1, PC2 and PC3).

From the principal component analysis, considering mainly the component I, with twice the explanatory power of the second (PC2) and third components (PC3), it was possible to evidence the efficient or inefficient behavior of the HUFs evaluated, through the production of medical residency, by specialty area. Finally, it was observed the formation of two groups composed of seven and eight hospitals, that is, Groups II and IV, which shows that these groups reflect similarities, with respect to the scores and importance of the variables for both hospitals’ groups.

Among the main limitations, it was observed incomplete data for some HUFs, which made it impossible to search for information to explain and better contextualize certain aspects. More specifically, a limited number of hospitals with complete information was dealt with for 60% of SIMEC/REHUF performance indicators.

The use of PCA multivariate technique was of great contribution to the contextualization of the performance and productivity of homogeneous and autonomous units, represented by the hospitals. It was possible to generate a high quantity of information, to contribute with assumptions to complement the decision-making processes in these organizations.

Development of public policies, with emphasis on hospitals linked to teaching centers represented by university hospitals. The projection of improvements in the reach of the efficiency of the services of assistance to the public health, from the qualified formation of professionals, both to academy, as to clinical practice.

The originality of this paper for the scenarios, Brazilian public health sector and academic area involved the application of a consolidated performance analysis technique, that is, PCA, obtaining a rich work in relation to the extensive exploitation of techniques to support decision-making processes. In addition, the sequence and the way in which the content, formed by object of study and techniques, has been organized, generating a particular scenario for the measurement of performance in hospital organizations.

In today’s highly competitive global business environment, there is a growing demand for professionals who possess well-developed soft skills. Such abilities include flexibility, effective communication and other skills. Soft skills are personal attributes and qualities that are more closely related to the emotional side of human beings. Individuals must cultivate and hone soft skills during their undergraduate studies. These skills, also known as interpersonal or non-technical skills, are essential to complement hard skills and pave the way for a thriving career trajectory. Soft skills are developed over the course of one’s career and are indispensable in establishing a strong, professional presence in the corporate or academic realm. The field of engineering is no exception in this regard, and the business approach during the engineering course is of significant relevance. By acquiring soft skills, engineering graduates will become competitive and adaptable professionals capable of handling the current and future challenges of the job market. The purpose of this study is to investigate the soft skills that students perceive as being better developed during their business classrooms in the engineering course and identify areas for improvement in the business education process.

The research method consisted in four different phases from variables identification to statistical analyses. Then, as part of this approach a structured questionnaire was administered at the end of the engineering course, where students rated their perception of the degree of development of each of the soft skills covered in the course on a scale of zero to ten. The collected data were analysed using multivariate analysis techniques, including factorial analysis.

The results of the study demonstrate that the set of skills acquired by individuals in business classrooms pursuing a degree in industrial engineering is in high demand by potential employers. Such skills are deemed essential for the successful operation of businesses in modern-day industries. The findings of this research validate the significant role that industrial engineering students play in fulfilling the requirements of the job market and pave the way to meaningful insights on how to approach this topic during the business education process in engineering courses.

The findings bring about significant insights for national educational councils and ministries, universities and educational stakeholders in the process of updating, rethinking and implementing new curricula criteria in higher education, particularly in the Latin American context.

This paper enriches the literature by assessing the development of soft skills of engineering students in the Latin American context. The research reinforces the importance of developing soft skills aligned with those required for the context of current and future labour markets.

The purpose of this study is to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students.

The research method used was a qualitative approach. The research design was a descriptive single embedded case study to interview pre-service teachers who were in their second semester in a teacher-credentialing program at a university on the west coast and pre-service teachers who were in their final semester in the same teacher-credentialing program. Pre-service teachers discussed their disappointment in the program for their lack of training in how to work with culturally diverse students.

The findings from the study will add to the body of knowledge specific to teacher-credentialing programs, curriculum developers and universal design for learning on K-12 education.

As schools become more diverse, an important role of teacher-credentialing courses is to train future teachers with the knowledge to assist culturally diverse students. If teachers were multicultural teachers, they would be better prepared to instruct culturally diverse students and could acknowledge sociocultural resources and information that students bring to the classroom.

The study is essential because training teachers to instruct culturally diverse students is critical as student demographics become more diverse.