Revista Electrónica Calidad en la Educación Superior

Presentación ACAP

Álvaro - Antonio Escobar - Soriano — 2024-11-29

La oportunidad de reflexionar sobre la calidad de las carreras de posgrado de América Central y de las Antillas es una acción que no solo deben realizar las autoridades universitarias, las autoridades de organismos de integración regional, los organismos de acreditación, sino también los profesores, los estudiantes y los pueblos de los países de esta gran Región que tiene más en común que diferencias.

Comparative analysis of accreditation models for graduate programs or careers

Leslie Aguilar - Aguilar — 2024-11-29

This research aims to identify the differences and similarities between the model of the Central American Agency for Postgraduate Accreditation (ACAP) and the model of the Honduran System for Accreditation of Quality in Higher Education (SHACES). The research methodology is descriptive with a qualitative approach using the comparative method. According to the results, both models are based on the same theory: Stufflebeam's Systemic Model of Context, Inputs, Processes, and Outputs (CIPP). In addition, both structure aspects relate to teaching, research, linkage, academics, administrative management, and internationalization. Among the differences, it is highlighted that accreditation with ACAP is voluntary, while with SHACES it is mandatory.

Maturity models of internal quality assurance systems of higher education institutions

Natalia Correa - Hincapié — 2024-11-29

Internal Quality Assurance Systems in Higher Education Institutions are essential to comply with external accreditation standards and to satisfy stakeholders, so it is necessary to have mature systems that guarantee the fulfillment of these objectives. In this context, a descriptive and documentary research was carried out with the objective of deepening in the existing models to evaluate the maturity levels of management in organizations, which can be applied in Higher Education Institutions, as a background to build a model adjusted to the characteristics of educational institutions in Colombia, which could offer a guide to continuously improve their quality, structure and operation.

Español

Marco - Antonio Alvarado - Barboza — 2024-11-29

This study describes the strengths and weaknesses in the reaccreditation process of SINAES in the Master's program in Education Administration (MAE) belonging to the postgraduate program in Educational Sciences at the University of Costa Rica (PPCEDU). To achieve this purpose, a non-experimental qualitative case study is conducted, and techniques such as documentary review and interviews with individuals directly involved in the program's reaccreditation process are used. The main findings highlight that the program has very relevant strengths to achieve reaccreditation, such as program continuity, a solid structure, teaching quality, the resources available at the University of Costa Rica in general, and sustainability to carry out the process. However, there are aspects that hinder accreditation and depend on adequate management and organization among the program, the Postgraduate Studies System (SEP), and the base unit of the School of Educational Administration (EAE).

"Ensuring educational quality: Key strategies for accreditation agency of Higher Distance Education in Panama"

Liz Miller-Gil — 2024-11-29

Evaluation consists of determining the value of an object or service with methodologies and critical judgment to identify areas for improvement. In Latin America and the Caribbean, evaluation in distance education lacks specific regulations and presents challenges in quality and accreditation. It is proposed to analyze the evaluation processes in higher distance education in the region to implement good practices that promote academic training in Panama. The study is based on a documentary review and qualitative analysis of previous perceptions and experiences. It is concluded that it is necessary to strengthen the specific regulatory frameworks for distance education and adjust criteria and standards to adequately evaluate the quality of the programs and learning results in this modality.

The Challenges of Quality Assurance Agencies

Iván-Enrique Ramos-Calderón — 2024-11-29

This article explores the challenges faced by quality assurance agencies (QAA) in Ibero-American higher education following the COVID-19 pandemic. It analyzes how these agencies have responded to significant changes in teaching modalities, the integration of new technologies, and evolving student demands. The article highlights the need for adaptability in the face of new educational models and alternative credential evaluations, proposing strategies to strengthen QAA through flexible approaches, international cooperation, and the use of technology. It emphasizes their essential role in ensuring educational quality and relevance in a dynamic context.

Post-pandemic Formative Learnings from COVID-19 Applied to Graduate Programs: Adopting the Blended Learning Model in the Master's Degree in Tropical Apiculture

Paola Hernández-Ching — 2024-11-29

The Master's in Tropical Apiculture (MAT) at the Tropical Beekeeping Research Center (CINAT) of the National University (UNA) focuses on specialized training in apiculture in the Mesoamerican region. Initially offered in a face-to-face format, the program uses practical field and laboratory methods and collaborated with producers and government sectors. Always seeking quality, it was accredited by the Central American Accreditation Agency for Postgraduate Studies (ACAP). The COVID-19 pandemic drives the transition to a blended learning model to facilitate access to students and reduce costs, combining in-person and virtual teaching. This modality leverages technology to personalize learning, promote autonomy, and develop digital skills in a collaborative environment.

This article presents a qualitative study that analyzes the formative learnings post-pandemic applied to the MAT. Through a case study that includes interviews and document review, it explores the methodological and technological adaptations implemented during and after the pandemic, focusing on the transition to blended learning models and their impact on the educational quality of the program.

Presentación

Danny De La O - Miranda — 2024-11-29

La Revista Electrónica Calidad en la Educación Superior (CAES) se complace en presentar la publicación correspondiente a la Trigésima Edición, Decimoquinto volumen, número dos del mes de noviembre del 2023. En esta edición se incluyen ocho artículos en la edición ordinaria y seis artículos en la edición especial. Ambas ediciones cuentan con 14 artículos con autores procedentes de universidades de siete países tales como: México, Honduras, Colombia, Cuba, Panamá, Ecuador y Costa Rica, los cuales abordan diferentes temáticas relacionadas con la calidad en las Instituciones de Educación Superior.

En el marco de colaboración entre el Instituto de Gestión de la Calidad Académica (IGESCA) de la Universidad Estatal a Distancia (UNED), con la Agencia Centroamericana de Acreditación de Posgrados (ACAP), los cuales convocan a los miembros, colaboradores, colegas afines a la agencia, investigadores en general, académicos, estudiantes y expertos para el envío de artículos inéditos a la Revista Electrónica Calidad en la Educación Superior denominada “Procesos de gestión de calidad y excelencia académica en las Instituciones de Educación Superior: Posgrados en Centroamérica” a publicarse el 30 de noviembre del 2024.

Esta Edición Especial tiene como objetivo principal el difundir conocimientos sobre la gestión de la calidad y excelencia académica y la pertinencia de los programas de postgrado en las Instituciones de Educación Superior centroamericana

En la Trigésima Edición ordinaria se abordan ocho artículos, donde se busca brindar a los lectores conocimientos y experiencias sobre el seguimiento a la trayectoria académica en cuanto a la deserción, rezago y culminación de la cohorte matriculada en el 2011 en una universidad pública de Colombia, luego la percepción del estudiantado de la carrera Educación Preescolar de la UNED en Costa Rica, sobre el proceso de divulgación para la implementación del rediseño del plan de estudios y periodo de transición durante los años del 2022 al 2023, también, en la Universidad de Costa Rica se aborda la construcción de libertad de cátedra desde el ejercicio docente en la puesta en práctica del currículo universitario en Geografía, posteriormente, se realiza en la UNED de Costa Rica un análisis del perfil docente desde las dimensiones emergentes en la educación a distancia, posteriormente un recuento de las lecciones aprendidas del proceso de autoevaluación de la licenciatura en Ingeniería Topográfica de la Universidad de Costa Rica, luego se realiza un análisis bibliométrico para determinar las competencias investigativas y digitales en estudiantes de posgrado, posteriormente, se aborda una propuesta basada en la Agenda 2030 de las Naciones Unidas para el Desarrollo Sostenible y el reporte 2023 del Estado de la Nación, como parte de los temas para discusión en cursos de comunicación oral del programa de Bachillerato en Inglés de una universidad pública costarricense y por último en la edición ordinaria se realiza un estudio de percepción estudiantil de un servicio complementario en una Institución de educación superior pública en Ecuador.

Follow-up of the academic trajectory of the cohort enrolled in a public university in Colombia, 2011: dropout, lag and graduation

Doris - Amparo Parada - Rico — 2024-11-29

Historical cohort study that describes the academic trajectory associated with dropout, lag and graduation in undergraduate programs at a public university in Colombia. A sample of 3120 people enrolled in 2011 in study plans of ten academic periods was analyzed, who were followed up to four semesters after the duration of the program. Students with up to four disengagement episodes were found, 61.6% of whom disengaged at least once. Attrition, graduation and lagged students were 52.7%, 38.4% and 8.9%, respectively. This type of descriptive analysis can be used to determine operational criteria for monitoring student dropout.

Perception of the students in the Early Childhood Education program regarding the dissemination process for the implementation of the redesigned curriculum and transition period during the years 2022-2023.

Rosa - María Hidalgo - Chinchilla — 2024-11-29

This article shows the results of the qualitative analysis of the implementation of the redesign of the study plan and transition period of the Preschool Education Career from the participating students of the different university campuses in the country, in the years 2022-2023. The intention was to communicate the modifications to the curriculum approved in 2020. According to the Self-Assessment Report, 2021, in the Educational Process dimension of the Teaching Development component, the student population showed disagreement with the communication processes of the Career. Among the conclusions, the importance of personalized advice provided by the degree program to students to address students' individual doubts, in addition to establishing clear and precise communication processes, stands out.

Curricular Territory: Building Academic Freedom through Teaching Practice in the Implementation of the University Geography Curriculum

Daniela Retana - Quirós — 2024-11-29

Academic freedom is a term whose practical implementation represents a challenge and, therefore, its reflection must be critical and iterative. Under this premise, this document aims to build a discussion around the conceptualization and meanings of academic freedom through a documentary review of the concept and the collection of both institutional and faculty discourses. In this study, a short interview is conducted with faculty members of the Escuela de Geografía and the legal advisor to the Vicerrectoría de Docencia at the University of Costa Rica, understanding that this institution is the framework in which academic freedom is exercised as a fundamental principle. The analysis of the findings allows us to present a self-assessment tool aimed at practicing professors who wish to evaluate their degree of awareness of academic freedom through their knowledge and pedagogical decisions. With this tool, they will be able to identify those notions that allow them to develop a critical, reflective, and conscious stance on the relationship between teaching practice, academic freedom, and its limits.

Teacher profile from the emerging dimensions in distance education, UNED of Costa Rica

Brenda - I Mendoza - Chacón — 2024-11-29

The study consolidates the development of a profile of university teaching staff, considering the emerging dimensions of distance education models, stemming from significant changes brought about by the pandemic.

The research methodology is systemic, employing a mixed descriptive approach with both quantitative and qualitative characteristics. The fieldwork identifies a population comprising chair coordinators, to gather quantitative information using survey techniques. Following data collection, categories are identified that will inform the design of qualitative data collection, employing directed interview techniques with four chair coordinators selected based on specific criteria.

The study considers research lines related to teaching profiles that align with educational scenarios, which have currently evolved in parallel with technological changes.

Learned lessons from the self-assessment process of the bachelor’s degree in Survey Engineering at the University of Costa Rica

Elena Chaves - Chaves — 2024-11-29

Public higher education institutions have social, academic, and financial challenges that test their work. Additionally, the growing number of academic programs has increased the demand for verified quality among the population. In this context, international rankings, and national or international accreditations become crucial for certifying the education of competent professionals capable of facing the challenges of the modern labor market. As a result, the Escuela de Ingeniería Topográfica (EIT) initiated a self-assessment process in 2011 to identify the strengths, opportunities, weaknesses, and threats of the program, providing the necessary inputs for its improvement.

This article summarizes the main findings, achievements, and difficulties experienced throughout the different self-assessment processes of the Topographical Engineering program, using the methodology proposed by Jara (2018) for systematizing experiences. In conclusion, the EIT has learned valuable lessons from these processes, highlighting the importance of self-assessment and continuous improvement, which has strengthened the academic program and adapted the educational offer to current demands.

Research and digital skills in postgraduate students: a bibliometric analysis

Karla - Yanitzia Artavia - Díaz — 2024-11-29

This paper aims to investigate, from a theoretical point of view, the possible relationship between research and digital competences necessary or required in graduate students to develop efficiently during their educational training, since this academic degree has a high research component and there are more and more technological tools that can be used to carry out the tasks required in the research process. It focuses on qualitative research and the data collection is based on a documentary analysis; the bibliographic manager Mendeley was used for the analysis process and the VOSviewer software version 1.6.7 was implemented for the inquiry of the structure and subject matter. The bibliographic review yielded 51 documents published in indexed journals, from which a series of keywords related to the study are considered, as well as several clusters that establish important relationships between them, from which it can be determined that research competencies are related to digital competencies since many of the activities proposed in the design of research are supported by the use of Information and Communication Technologies (ICT). It is concluded that by considering research as a set of actions carried out to acquire new knowledge and skills that allow the implementation of tools that range from the use of databases to the use of specialized statistical programs and reliable digital media to disseminate results, which require that the student body master’s through digital skills.

Temas para discusión en cursos de comunicación oral: Una propuesta basada en la Agenda 2030 de las Naciones Unidas para el Desarrollo Sostenible y el reporte 2023 del Estado de la Nación

Henry Angulo - Jiménez — 2024-11-29

En este artículo se documenta el proceso seguido para generar una propuesta de temas para discusión en los cursos orales del programa de Bachillerato en Inglés de una universidad pública costarricense. Concretamente, el manuscrito describe cómo (a) se identificaron inductivamente temas de relevancia nacional e internacional en la Agenda 2030 de las Naciones Unidas para el Desarrollo Sostenible, (b) se especificaron más detalladamente estos temas a través del análisis inductivo y deductivo de segmentos y secciones del reporte del Estado de la Nación 2023 y (c) se distribuyeron los temas resultantes entre los seis cursos orales, procurando minimizar la disrupción a los programas de curso existentes y maximizar la superposición con cursos localizados dentro de un mismo bloque en el programa de estudio del Bachillerato en Inglés de la Universidad del Valle Central (UCV). El proceso resultó en la identificación de 52 temas de relevancia nacional e internacional (e.g., cambio climático y acciones para combatirlo), la adición de seis temas del Reporte del Estado de la Nación 2023 (e.g., amenazas a la libertad de expresión), el agrupamiento de estos temas en seis macro-temas (e.g., grupos vulnerables: problemas y empoderamiento) y la distribución de estos seis macro-temas entre los seis cursos orales del Bachillerato en Inglés de la UCV.

Student satisfaction with a complementary service: a perception study in a Public Higher Education Institution in Ecuador

Luis - Guillermo Vega - Romero — 2024-11-29

This study addresses the perceived value of the student service generated by the Student Welfare Unit (SWU) at a public higher education institution (HEI) in Ecuador. Interviews were conducted with the SWU to establish the service process of eight programs offered. The type of study is mixed-approach, with a non-experimental design of cross-section and correlational scope. The satisfaction level was evaluated through 710 student surveys, and the experienced issues were defined and categorized from both perspectives based on the HEI's value chain. It is concluded that, despite students may or may not experience issues within the service, they may or may not be satisfied. Essentially, the perception of quality of the complementary student service provided by the SWU is not necessarily related to student satisfaction.