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Educational synergies

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eISSN: 2661-6661

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Received: July 19, 2021

Approved: November 03, 2021

The Quality of Private Higher Education

in Mexico: The Case of Culiacán, Sinaloa

La calidad de la educación superior privada en México: El

caso de Culiacán, Sinaloa

Alfredo Ibarra-Sánchez

Luis Alan Acuña-Gamboa*

Abstract

Evaluating the quality of education contributes to the detection, as well as

to the improvement or solution of failures in the educational system of

schools. Likewise, teacher training is one of the main axes of educational

quality. Objective: To evaluate educational quality through the degree of

satisfaction of students and teachers. Methodology: An instrument based

on a Likert scale was applied to 304 students and 198 teachers of the 18

largest private universities located in the city of Culiacán, Sinaloa. The

research was carried out from the observational analytical method,

including a cross-sectional and quantitative study of descriptive scope.

Results: The results show that in the classrooms there is a heterogeneity of

students with very particular interests and needs, while on the side of the

educational institutions the interests do not always agree with these needs

and interests, and even less with the formative education of the teachers.

Conclusions: the crucial role of teachers and educational institutions in

meeting the goals set for undergraduate students is recognized; at the same

time, a permanent evaluation of educational quality and teacher training is

required.

Keywords: Higher education, educational quality assessment, teacher

training, educational indicators.

* Master's Degree in Education, Universidad

Internacional Iberoamericana, Chiapas, Mexico

alfredo.ibarra@doctorado.unini.edu.mx

https://orcid.org/0000-0003-1195-1808

D. in Education, Universidad Autónoma de Chiapas,

Chiapas , Mexico, acugam2319@gmail.com

https://orcid.org/0000-0002-8609-4786

Article

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Resumen

Evaluar la calidad educativa contribuye en la detección, así como en la

mejora o solución de fallas en el sistema educativo de los centros escolares.

Así mismo, la formación del profesorado es uno de los ejes principales de

la calidad educativa. Objetivo: Evaluar la calidad educativa mediante el

grado de satisfacción de los estudiantes y docentes. Metodología: Se aplicó

un instrumento con base en escala Likert a 304 alumnos y 198 docentes de

las 18 universidades privadas más grandes que se sitúan en la ciudad de

Culiacán, Sinaloa. La investigación se realizó desde el método analítico

observacional, incluyendo un estudio transversal y cuantitativo de alcance

descriptivo. Resultados: Los resultados demuestran que en las aulas de

clases participa una heterogeneidad de estudiantes con intereses y

necesidades muy particulares, mientras que del lado de las instituciones

educativas los intereses no siempre concuerdan con estas necesidades e

intereses, menos con la educación formativa de los docentes.

Conclusiones: se reconoce el papel crucial que tiene el docente y los

centros educativos para dar respuestas a las metas planteadas en los

estudiantes de licenciatura, a su vez, se precisa de una evaluación

permanente de la calidad educativa y la formación del profesorado.

Palabras clave: Educación superior, evaluación de la calidad educativa,

formación del profesorado, indicadores educativos.

Introduction

Achieving higher levels of quality is one of the highest aspirations

of any educational institution, and although the quality of education

is a concept that is not defined by itself, it needs to be made explicit

in its components or dimensions. Educational quality is one of the

most important attributes of the educational institutions and

establishments where the teaching-learning processes are carried

out, and even more, of the system as a whole that contains such

processes. In Mexico, as in most Latin American countries,

education policies are supported by diagnoses and guiding ideas that

define the direction of their implementation and have been oriented

in recent years to consider local opportunities with greater strength.

As in other parts of the country, in the city of Culiacán, Sinaloa, the

enrollment and coverage of private higher education is growing and

a wide range of educational offerings has been consolidated, the

academic life of the institutions is deepening its professionalization,

while the quality of education is asserted as an aspiration and a

widely shared value. The impact on teachers' professional

performance and on the teaching-learning process is beginning to be

systematically analyzed and actions are planned to bring decision-

making closer to school practice. In this paper we address this issue

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and due to the magnitude of the phenomenon and the number of

variables that are likely to influence it, we were particularly

interested in exploring educational quality taking into account four

dimensions: 1) from managerial leadership, 2) from the evaluation

of practice, 3) from academic mobility and 4) from social relevance.

Educational quality as an object of study

The concept of quality is a very difficult term to define, however,

Schmelkes (1996) elucidates that when we refer to quality, we must

consider four main elements that must be observed in an educational

process and, above all, in the results it produces. These four elements

of quality imply relevance, effectiveness, equity and efficiency.

Applying this definition, a quality school must offer relevant

learning for the current and future life of its users and for the needs

of the society in which they develop, ensuring coverage and

permanence of students in the institution. Educational quality is

positioned as the main objective in the different regions of the world

Acuña & Pons (2018) and on schools falls the responsibility to fulfill

this task by providing the conditions to achieve the objective that is,

quality education. Quality as excellence in the Latin American

context is equivalent to possessing outstanding students, outstanding

academics, and first level assurances as a response to the

requirements of the environment where social relevance must prevail

and dependent on the purposes declared under favorable

international requirements and standards to achieve professional

academic student and faculty exchange, in the field of global

competition. (Barros-Bastidas & Gebera, 2020), (Aguila, 2005;

Lago de Vergara, Gamoba & Montes, 2014).

At the university level, higher education is a system with a high

degree of complexity due to the diversity of intentions, missions,

visions, educational models, forms of organization, conditions and

participation of the actors involved (González, Galindo, Galindo &

Gold, 2004; González, 2018; Rodríguez, 2009). It is required then, a

perfectly articulated system in which there are fewer and fewer

errors and therefore, schools enter the management system. In order

to achieve maximum efficiency the system must be established with

a series of controls where this conception underlies the so-called

efficiency postures in education where quality management systems

are wielded within Latin American Higher Education Institutions

(HEIs) as an alternative of academic work, whose objectives are to

systematize administrative methods and procedures, promote the

culture of service and train staff, in search of student satisfaction, all

under rigid schemes of technical rationality (Castillo-Cedeño,

Flores-Davis, Miranda-Cervantes, & León, 2016; Peralta, 2005;

Villarruel, 2010).

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For Surdez, Sandoval & Lamoyi (2018), the progress of a country

depends largely on the educational quality provided by universities,

in accordance with this, having systems that incorporate

measurements to evaluate the satisfaction and perception of users

becomes a factor of great importance to obtain the improvement of

the educational system in Mexico. In this sense, Vazquez, (2013)

tells us very clearly that educational quality has real complexity, that

is why it is important to decide on its dimensions and indicators,

delimiting the elements to be evaluated that will allow us to diagnose

the quality of education. For this purpose, there is the intention and

guidelines of several interest groups, such as the National

Association of Universities and Higher Education Institutions

(ANUIES), the Interinstitutional Committees for the Evaluation of

Higher Education (CIEES) and the Council for the Accreditation of

Higher Education (COPAES), the National Council of Science and

Technology (CONACYT), the Council of the National System of

Technological Education (COSNET), the National Center for the

Evaluation of Higher Education and the Federation of Mexican

Private Higher Education Institutions (FIMPES) Rodriguez, López

& Arras (2009).

If something is subjected to evaluation it is done under some criteria,

Egido (2005) points out to us, under the approach of identifying the

factors associated with educational quality, quality management in

higher education promotes positive changes within the university

and that these converge in the basic associated criteria: management

and leadership, development of academic processes, performance of

work teams, behavior of individual actors and in the results. (Alfaro,

2010; Álvarez, Chaparro & Reyes, 2015; Álvarez & Topete, 1997;

Muñoz, Vásquez & Reyes Jedlicki, 2010).

Educational leadership

When we think of leadership, we immediately associate this concept

with people who show extraordinary qualities as human beings. In

Mexico, private IESP (IESP) are under the scrutiny of different

evaluating agencies that join efforts to raise the levels of educational

quality that involve a great amount of human, economic and

financial resources that could be in vain if there are no leading

administrators that comply with the policies to achieve the

demanded levels of educational quality. When referring to the IESP,

the leader is found in the figure of the academic head, department

head, principal and rector. According to Bass (1997), through their

actions, leaders move their followers to transcend their own interests

for the good of the group, the organization or the country. In this

sense, López & Sánchez (2009) point out that among the functions

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of educational leadership are the administration of the curriculum

and the generation of a healthy climate.

Thus, appropriate leadership for HEI administration is one that

includes supportive practices in academic, executive and social

interactions that provide the opportunity to grow as leaders by

connecting with others, Jones, Lefoe, Harvey & Ryland (2012).

Traits of a person with educational leadership include being

harmonious of efficient management of people and resources,

having a positive vision for change with a focus on personal

development merging distinct groups leading to student and teacher

development, having consistency, being assertive and competent

with sound knowledge in administrative performance, (Bedrow,

2010; González, 2018; Ramsden, 1998), that is inclusive (Fernández

& Fernández, 2013), innovative (Aparicio et al, 2020; Berdrow

2010) and furthermore, sustainable (Sierra, 2017), for purposes of

education in our times.

Pedagogical practice

While it is true that the principal is responsible for the administration

of the school, according to Schmelkes (1996), it is the teacher who

is responsible for conducting the teaching process within the

classroom, and therefore constitutes a determining element in the

quality of educational results. Teachers have a titanic task in the

creation of environments conducive to learning, residing to a great

extent in talent and self-efficacy. The classroom environment is

determined by teachers' beliefs regarding their instructional efficacy

(Bandura, 1999), with planning processes setting the tone for this

environment (Zabalza, 1990). In this sense, following the factors

that affect educational quality, the quality of the teacher is

imminently the most important factor in a quality school (Sylvia,

1996). Today, teachers are expected to design strategies that allow

students to learn to pose and solve problems, to think critically and

to be creative (Crispín, 1998).

Pedagogical practice is an intentional practice that implies the

actions carried out by the teacher to facilitate the student's education.

Self-reflection on the teacher's daily work allows him/her to identify

situations that he/she may face during his/her practice, such as

groups with particular characteristics, students with specific

concerns that force him/her to change what was previously prepared

for the class, as well as the administrative implications of working

in a certain institution (Bazdresch, 2000; Schön, 1994). A good

teacher must have in coexistence three factors, first, his or her

preparation in content mastery competence, second, teaching

motivation, who must like to teach to motivate others and third,

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communicative ability, understood as the ability to perform the

necessary actions to ensure that the contents to be taught reach the

student in the best way (Guzmán, 2005). Thus, through pedagogical

practice, teachers will encourage students to be self-critical and to

question their environment with intellectual independence (Fresán,

2000). Allowing us to visualize the teaching narrative as a process

that allows us to know the thoughts, feelings and intentions of

people, coupled with the intellectual and practical nourishment of

the profession (Acuña, & Mérida, 2015, p. 23).

Academic mobility

General education helps us to reestablish the individual-species-

society relationship, without this leading to reduce or subordinate

one term to another (Morin, 1993) actively promoting the

connections between the various areas of knowledge and

establishing in the same way in this context, an environment for the

development of tolerance, empathy, solidarity and affectivity (Vélez,

2012), solidarity and affectivity (Vélez, 2012) and in this same

scenario, the development of opportunities to generate research and

teaching networks is favored, implying involvement in the functions

that are inherent to teaching management, with the main purpose of

influencing the teaching process and thus improving academic

quality (Knight, 2010). Quality assurance in higher education is the

guarantee of trust among educational institutions (Salabur, 2011),

trust that is largely determined by those who form the teaching staff

in universities. This culture of quality could not be understood in

HEIs without accountability and funding conditioned to good results

(Michavila & Zamorano, 2008; Olvera, 2010), conceiving quality

systems as drivers of innovation and improvement in teaching

processes. In the training of human resources and contributing to

teacher training, mobility is linked to professional development and,

where appropriate, recognized in a professional career. Teacher

mobility, referring to the rotation of teachers between schools within

a school cycle is seen as a good indicator of better working

conditions and provides both teachers and participating institutions

with a broader vision for the generation of knowledge (Bernal del

Castillo, 2014; Castejón, 2013; Madarro, 2011), which is why the

creation of alliances of academic communities outside the

institutions of relevance, networking, participation in congresses and

communities abroad (Stromquist, 2009) has been added to the

teaching activities to ensure that they have and provide the quality in

academia required by the institutions of competence.

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Social relevance

Higher education has to respond to the needs demanded by society

and by having this commitment it is directly linked to knowledge

both in the clarification of our understanding and its acquisition

through teaching. Today's society is in a process of constant change

that affects and interacts with the customs, patterns and ways of life

of social groups (ANUIES, 2000) and the strategic value of

knowledge and information, as well as the greater participation of

the intellectual dimension of work (UNESCO, 1995). The mastery

of knowledge has become a relevant factor in development in such a

way that the transition of society towards a knowledge-based stage

offers new horizons to higher education institutions, both in their

role as trainers of professionals and in their contribution to the

generation, application and transfer of knowledge, considered as

fundamental processes in the economic development of a country

(World Bank, 1995). In this way, it can be stated that higher

education must produce and reproduce knowledge, whether in its

careers, in its contents, in its research and in any space that is allowed

(Gómez, 2014) and it is in this sense that it is necessary to open the

university to an objective society. For a higher education institution,

relevance means to inscribe its objectives within a project of society

emphasizing that relevance is involved to the context of knowledge

production, that is, to take into account the environment of HEIs and

thus bring closer those who produce knowledge with those who

appropriate it, since the latter are not only students, but other sectors

of society and elements of the educational system to which they

belong von Feigenblatt (2020); (Castro-Gómez, 2007; García &

Organista, 2006). The way of providing solution and attention to

diverse needs of the changing society is a way of conceiving the

social relevance of HEIs, which also implies social responsibility by

participating in detecting and analyzing the needs, demands and

priority problems of the social context of which they are part

(Estévez, Coronado & Martínez, 2012).

This research is an important contribution to educational quality that

allows the generation of future instruments and methodologies that

add up to the satisfaction of quality on the part of individuals. For

the purpose of this work, it is considered that the quality of education

in private higher education universities in the capital of the state of

Sinaloa is determined by various factors that converge among

themselves, among these factors are educational leadership, the

performance of pedagogical practice, academic mobility and social

relevance, to achieve the strengthening of educational quality.

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Materials and methods

This research presents the diagnosis of the educational quality with

which private higher education institutions in the city of Culiacán,

Sinaloa currently develop their study plans and programs. Based on

four analytical variables (managerial leadership, evaluation of

pedagogical practice, academic mobility and social relevance), data

were collected from 198 teachers and 304 students that allowed us

to position ourselves on the subject.

From this perspective, the present research was developed from a

quantitative approach, since it allowed differentially statistical

comparisons of the information obtained from the sample, which

provided very particular descriptive insights into the reality of the

quality of private education in Culiacán, Sinaloa.

Likewise, this approach allowed us to develop a concrete research

aimed at correlating the variables and allowed us to know the metric

behavior contributing to increase the quality of education,

particularly in the IES of this city.

Two evaluation questionnaires were applied to measure the quality

of private higher education in Culiacán, Sinaloa: "Teachers'

Questionnaire" and "Students' Questionnaire", through which the

opinion of those who answered the questionnaire was systematically

collected. The instrument is composed of 38 items that are answered

by means of a Likert-type scale that classifies the levels of always,

almost always, sometimes and never, which the teacher or student

considers representative of the topic. The level of always is related

to good educational quality, the level of sometimes to regular

quality, and the levels of sometimes and never to poor quality. This

instrument groups the items according to the categories that as a

whole define the concept of educational quality: 1) from the

perspective of management leadership, 2) from the perspective of

practice evaluation, 3) from the perspective of academic mobility

and 4) from the perspective of social relevance.

Respondents were either teaching (in the case of teachers) or

studying (in the case of students) for degrees in: International Trade

and Customs, Advertising, Design and Communication,

Psychology, Dance, Gastronomy, Marketing, Accounting,

Psychopedagogy, Chemical Engineering, Family Sciences,

Psychology in Therapy, Biotechnology Engineering, Interior

Design, Foreign Trade and Customs, Tourism Business

Administration, Marketing and Advertising. The calculation of the

representative and statistically significant sample size was

determined using Decision Analyst STATS

2.0 software in the

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Sample Size Determination section. The calculation of the sample

with a normal distribution and a permissible error level of 5% and a

confidence level of 95%, established that the sample was 198

teachers and 304 students.

The teachers and students who completed the questionnaire

responses in this study are assigned to the private higher education

sector at the undergraduate level in the city of Culiacán.

To validate these data collection instruments, they were applied as a

pilot test to 30 teachers and 40 students randomly in 4 different

universities and using the statistical program SPSS (Statistical

Product and Service Solution) a reliability analysis was performed,

yielding a Cronbach's coefficient of 0.96 for the teachers'

questionnaire and 0.93 for the students' questionnaire.

Criteria content: Educational leadership, evaluation of practice,

academic mobility and social relevance to assess educational quality

in schools.

Table 1. Criteria

Teachers

Students

Managerial leadership

Management promotes the

mission, vision and values of

the institution.

The principal promotes respect

among students.

Management encourages the

professional development of

staff.

The director's work is a model

example.

In a situation of conflicting

interests between the principal

and the teachers, the principal

is able to bring both parties to

a satisfactory agreement.

In a situation of conflicting

interests between the director and

the teachers, is there any

uneasiness among the teaching

staff?

The management promotes a

climate of participation,

cordiality and respect.

Communication between

managers, teachers and students

is efficient and adequate.

The director puts forward

forward-looking pedagogical

and institutional proposals.

The principal intervenes in the

solution of problems that arise

among students.

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Management supports and

promotes the quality policy.

The principal is impartial in

resolving problems that arise

among students.

The director delegates

responsibilities.

The director congratulates or

encourages when things are done

well.

The director guides the work of

his staff by example.

Management promotes the

mission, vision and values of the

institution.

Management recognizes the

successes achieved by the

teaching staff.

Motivation and incentive actions

stimulate students to contribute

to the development of the

institution.

The principal distributes work

fairly among the teaching staff.

The principal encourages

students' educational successes to

be known.

The management establishes

agreements with the

educational community and

external organizations.

The management organizes and

participates in conferences,

seminars and competitions.

Evaluation of pedagogical practice

Teachers are evaluated on the

mastery of information and

communication technologies.

The teamwork of the teachers in

the institution is appreciated.

The director periodically

monitors the pedagogical

practice in order to propose

improvement strategies.

They receive information and

guidance on their academic

performance from teachers.

Teachers meet periodically to

discuss the progress and

difficulties of the students'

learning process.

They consider that there is good

communication among teachers.

The pedagogical practice

promotes communication

My teachers attend classes

regularly and are punctual.

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among students and equal

learning opportunities.

The process of curricular

diversification is carried out

taking into account the

problems established in the

institutional educational

program.

My teachers tell me from the

beginning of the school year the

rules to be respected and the way

to work in the subject.

The teacher informs students

of the results and criteria used

to assess learning.

The students receive entertaining

activities from the teachers

during the class.

The pedagogical practice is

carried out in accordance with

the class planning.

They agree on the use of different

educational materials for

teaching.

Areas with opportunities for

process improvement are

identified based on the results

of evaluation and follow-up.

Students feel part of the class as

they are actively participating, a

participation encouraged by the

teacher.

The teacher stimulates

learning with innovation and

creativity through teamwork.

What I learn in my institution is

useful to solve problems that I

face in my daily life.

Teachers motivate students to

develop activities that involve

field trips and other spaces

different from the classroom.

In my classes I incorporate

information and communication

technologies to improve the

learning process.

The performance of the

teaching staff is evaluated.

My teachers encourage us to

research and read different

sources of information.

Academic mobility

The needs for updating and

training of the teaching staff

are identified.

Students are encouraged to

participate in cultural programs.

Staff development is promoted

through participation in

Students are supported by the

management to be absent a

certain number of hours/class for

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projects or programs and the

exchange of experiences.

reasons of attendance to

academic congresses.

Staff performance is evaluated

individually and collectively.

Public recognition is given to

student achievement.

Staff achievements are

reported through a recognition

scheme.

The institution identifies the

needs for personnel updating.

Teachers are encouraged to

attend refresher courses and

workshops supported by the

institution.

Students receive financial

support to attend sports

competitions.

Teachers are financially

supported to give lectures at

conferences and seminars.

The principal encourages

students to participate in civic

ceremonies organized by the

institution.

The number of days that

teachers are allowed to be

absent from their groups for

reasons of academic

improvement in subjects

related to the subjects they

teach.

Students are encouraged by

management and teachers to

participate in academic

competitions.

Staff participation in decision

making is permanently

promoted.

Communication is effective in

upward, downward and lateral

directions.

Social relevance

The institution projects itself to

the community through social

assistance, aid and volunteer

work for charitable

institutions.

The institution has carried out

joint activities with other

institutions such as churches,

municipal centers and others.

As a teacher I have

participated in the community

through some of the activities

such as workshops, projects,

talks, etc.

The relationships that the

institution has benefit the

educational work.

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The educational institution

participates in awareness-

raising activities to solve

problems in its environment

such as: delinquency, gangs,

drugs, etc.

As a student I have participated

in the community through some

of the activities such as sports,

talks, etc.

The institution's directors have

agreements with local

government authorities to

improve the institution.

The institution conducts outreach

programs for the protection of the

community's environment.

The educational community

participates in activities to

reduce inconveniences and/or

risks in road traffic.

The institution has received

recognition for its outstanding

participation in the community.

The institution conducts

outreach programs for the

protection of the environment

in its community.

The institution has received

complaints from neighbors about

the inappropriate behavior of its

administrative and teaching staff.

The educational community

participates in the care of

parks, gardens, streets, squares

and urban furniture in their

environment.

There has been evidence of

inappropriate behavior by

students in the streets

surrounding the school, causing

nuisance to the community.

The institution has received

recognition for its outstanding

participation in the

community.

The educational institution

participates in awareness-raising

activities to solve problems in its

environment such as: traffic

accidents, drug use, etc.

The data from the closed questions in the questionnaires were

analyzed by calculating descriptive statistics such as means and their

respective standard deviations, classified in intervals according to

the teacher's or student's level of agreement with each of the

statements (4-Always/good quality, 3-Almost always/regular

quality, 2-sometimes and 1-never/bad quality). To discriminate

between the groups in which differences were established, the one-

way ANOVA test followed by Tukey's test was used using the

statistical program Prism Graph Pad Version 6.0. Comparisons were

made between the categories good, fair or poor, in two ways: the first

within the columns that discriminated the intragroup differences

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with respect to the appraisals of educational quality and the second,

between the columns that differentiated in an intergroup way with

respect to the comparisons of teachers' and students' appraisals.

Significant differences between means (p<0.05) were considered

statistically significant.

Results

Understanding educational quality as a process that produces results,

an important part of its study is the analysis of the elements involved

in this process. On the other hand, the quality of educational

elements depends to a large extent on how they are allocated and

how their functioning is monitored. Therefore, they are components

of quality that can be modified through educational decision-making

processes.

The objective of this study is to understand the quality of the

educational offer and how it affects the results of the following

elements: educational leadership, pedagogical practice performance,

academic mobility and social relevance.

The HEIs in the city of Culiacán have good educational leadership.

The percentages of private higher education institutions classified in

the three levels of quality (good, regular, bad) with respect to the

statements of students and teachers. In the variable, 88.88% in black

bars of the HEIs evaluated by the students are shown as good, since

the principal promotes by example the work he/she performs and is

impartial when intervening in the solution of problems that arise

among the students. According to the teachers, 83.33% of the HEIs

in white bars show leadership by promoting the mission, vision and

values of the institution, as well as the ethical principles that support

the culture of continuous improvement of the institution. There is the

presence of IES of regular quality manifested only by teachers in

4.22% due to the fact that the management does not delegate

responsibilities, while IES of poor quality were evidenced between

11.11% and 12.45% by the two groups evaluated, this is due to the

fact that students are not sure that the communication between

management and teaching staff is efficient and teachers point out that

the management does not distribute the work with equity among the

teaching staff.

Offering of educational leadership. Percentage of private higher

education institutions in the city of Culiacán that offer managerial

leadership in the classification of good, fair or poor based on student

and teacher responses. Statistically significant differences were

found in the intra and intergroup comparison, (p<0.0001).

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After the analysis conducted, it is possible to affirm that most of the

universities have educational leaders. A small portion of the

universities have personnel who lead with little leadership are

located in the lower middle class conurbation, where principals

rarely visit the universities, so the universities are different among

the regions in terms of the number of students and the condition of

their infrastructure. Another important difference lies in the

possibilities that principals have to dedicate their time and energy

exclusively to the management of their schools. This is the norm

only in the urban middle class. Universities are more vital and active

in urban and developed areas.

Thus, the present study shows the existence of very diverse

conditions in relation to the quality of educational leadership. The

differences correspond to the degree of development-urbanization of

the regions where the universities operate, conditions of

infrastructure and attendance of the principal, in addition to the

distribution of work with equity among the teaching staff and

efficient communication between management and teaching staff.

HEIs in the city of Culiacán promote a polarized performance in

pedagogical practice. The percentages of private higher education

institutions in the city of Culiacán, polarizing the pedagogical

practice in two of the three levels of quality (good, bad) with respect

to the affirmations of students and teachers. In this evaluated

variable, 60.52% of the IES evaluated by the students are shown in

black bars, since they feel part of the class as they are actively

participating and participation is always promoted by the teacher.

66.24% of the IES in white bars according to teachers agree that the

class is carried out according to the initial planning and teachers

promote communication among students and equal learning

opportunities. The remaining percentage of IES, 39.48% and 33.76%

by students and teachers respectively, classified them in the poor

quality level based on the performance of pedagogical practice

because, according to students, information and communication

technologies are not incorporated to improve learning processes and

also they are not motivated to research and read different sources of

information and by teachers, they affirm that teachers do not meet

periodically to discuss the progress and difficulties of the students'

learning process.

Polarization of pedagogical practice performance. Percentage of

private higher education institutions in the city of Culiacán that offer

development of pedagogical practice in the classification of good

and bad based on student and teacher responses. There are

statistically significant differences in the intra and intergroup

comparison (p<0.0001).

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In examining indicators related to teachers' pedagogical practice, we

found that there is a generalized teaching culture that explains a

broad consensus on how to teach. However, the actual behavior of

teachers in the classroom varies significantly among regions; the

urban middle class area stands out in this regard. The results indicate

that the quality of higher education is distributed in a polarized

manner, such that we are faced with two entirely different

educational realities: that of the urban and the underdeveloped.

The differences that lead to the polarization of the pedagogical

practice in the universities analyzed in the metropolitan area

correspond to the low incorporation of information and

communication technologies to improve learning processes, the low

motivation for research, minimal requirements in the consultation of

different sources of information and the almost null frequency of

teachers' meetings to discuss the progress and difficulties of the

students' learning process.

HEIs in the city of Culiacán promote academic mobility. The

classification (good, regular) of private higher education institutions

in the city of Culiacán in which the percentages of 84.32% by

students (in black bars) affirm that the institution identifies and

attends to the updating needs of personnel and motivates them to

participate in cultural programs and 86.22% reported by teachers (in

white bars) that the development of personnel is promoted through

participation in projects or programs and the exchange of

experiences and the achievements of personnel are reported through

a recognition scheme. In the classification of regular by the response

percentages of 15.68% and 13.78% by students and teachers,

respectively, is due to the fact that they regularly receive economic

support to attend sports competitions and teachers have permits in

number of days to be absent from the groups for reasons of academic

improvement in subjects according to the subjects they teach.

Academic mobility in good classification. Percentage of private

higher education institutions in the city of Culiacán that favor

academic mobility in the good and regular classification based on

student and teacher responses. There are statistically significant

differences in the intra and intergroup comparison, (p<0.0001).

While it is true that recent studies have discovered the strength of

intra-school variables in determining the results of the influence of

principal and teacher practice, this does not mean that the

characteristics for academic mobility to occur, such as

socioeconomic, cultural and educational characteristics of the

family, are not important in explaining the results of institutional

quality. The information provided by students and teachers clearly

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shows the differences where students from different zones are also

different in terms of the contact they have with academic mobility.

The teachers have different expectations of mobility since the modal

responses are: to have the necessary permissions in number of

working days to be absent from the groups they are in charge of for

reasons of academic updating in subjects according to the subjects

they are assigned or according to their professional profile. The

characteristics of the geographical area of the universities are not

important in this evaluation.

The HEIs in the city of Culiacán offer insufficient social relevance.

The classification (good, regular, bad) of the private higher

education institutions in the city of Culiacán in which we can observe

how the percentages obtained by the assertions of the students and

teachers position them in the level of good reaching 44.44% and the

teachers giving them 38.88% in this classification.88% in this

classification, due to the fact that the students affirm that the

institution has received recognition for its outstanding participation

in the community and the teachers agree that the educational

institution participates in awareness-raising activities to solve

problems in their environment such as: delinquency, gangs, drugs,

etc. A 33.33% of the students and 33.35% of the teachers classify the

institutions as regular because the students point out that the

institution carries out very few joint activities with other institutions

such as churches, municipal centers or others and as teachers they

participate infrequently in the community through some activities

such as workshops, projects, talks, etc. In addition, the classification

of poor quality is unfortunately present with 22.23% and 27.77% by

students and teachers, respectively, and this is because, according to

the students, the institution does not carry out diffusion programs for

the protection of the community's environment and the teachers

affirm that the educational community does not participate in

activities to reduce nuisances and/or risks in road traffic nor does it

participate in the care of parks, gardens, streets, squares and urban

furniture in its surroundings.

Insufficient social relevance. Percentage of private higher education

institutions in the city of Culiacán that offer insufficient social

relevance in the classification of good, fair and poor based on student

and teacher responses. There are statistically significant differences

in the intra-group comparison (p>0.05).

Relations between the educational institutions and the community

are cordial and no conflicts or problems are reported. The promotion

of social and ethical responsibility is fundamental for the

establishment of a better collective coexistence. We are not surprised

to have found that the quality of social relevance is so different in

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the institutions analyzed. This study measures the differences found,

some of which are alarming. Students and teachers who classify

them as good are because the institutions promote professional ethics

and awareness of social responsibility and consider them necessary

elements for a better insertion in the labor market. In the case of

regular universities, they state that local community problems are

frequently discussed at these universities. Finally, on the campuses

where students and teachers rate the universities unfavorably, it is

because of the lack of social responsibility that they guarantee.

In order to test a hypothetical model of causal relationship with

respect to the achievement of educational quality, a multivariate

analysis was carried out. This model considers the following

variables: university characteristics -physical, geographic and

demographic-. It is followed by the variables: teaching professional

profile -academic degree, research, teaching performance, training-.

For this purpose, all variables included are dichotomous or

continuous. The indicators included in the regression runs were

selected after analyzing the strength of the correlations between

them. Regressions were run for each category: educational

leadership, pedagogical practice, academic mobility and social

relevance. The dependent variable is the quality test score for the 18

universities evaluated.

Results of the multiple regression analysis by category. Dependent

variable: educational quality.

Table 2. Categories

Category

Variable

Educational

leadership

Pedagogical

practice

Academic

mobility

Social

relevance

Geographical

location

0.3852

-0.2101

0.2583

-0.4051*

Site

conditions

-0.2755

-0.3686*

0.1542

0.3925

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Internet

service

0.8212+

0.3012

-0.2475+

-0.1946

Document

printing

service

-0.3147

0.3982

0.1261

-0.6391*

Library

-0.3982+

-0.2404

-0.1764

0.1256

Cafeteria

0.1992

0.5613*

0.3041

0.2976

Academic

degree of

teachers

0.1759+

0.3318

0.4227*

0.4626+

Conducting

research

0.1388

0.1936+

-0.4534*

-0.1871

Teacher

performance

evaluation

-0.1381

-0.1732+

0.2675

0.3123

Teacher

training

0.3413*

0.3834+

0.2171

0.4852*

Age of

teachers

0.1085

0.2125

0.3925

0.2488

Eigenvalor

3.7601

2.7843

4.9912

2.4985

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%Variance

0.1193

0.3147

0.2551

0.4363

Significance

0.00001

*Betas significance level, p >0.05

+Betas significance level, p >0.01

As a result of this analysis, all four regressions are significant. The

percentage of variance explained by the variables entered in these

regressions varies from 43.6% in social relevance to 11.9% in

educational leadership. From the results obtained we can say that:

1. When the context in which events occur remains constant,

demographic conditions lack the importance assigned to them in the

model. However, neither the services that universities have and offer

to students, such as internet, cafeteria and library, contribute

significantly to the variance in the quality of educational leadership

and academic mobility.

2. How respondents from educational institutions evaluate

educational leadership contributes significantly to educational

quality outcomes. Members of the underdeveloped zone are better

critics of how the school conducts itself in the aspect of social and

ethical responsibility.

3. The variable in the dataset that corresponds to teacher

characteristics with significant betas is age. This data does not

contribute to the variance of the quality scores of the institutions

whether they provide or not. Age contributes very significantly to

the variance of quality scores only in the case of universities in the

conurbation areas of the city and, as expected, older teachers score

lower in the academic mobility category. Therefore, the fact that it

is not significant in the urban area is due to the fact that in this region,

being older is an advantage for obtaining better results.

4. Of all the data considered in the model, the one that offers

significant contributions to the explanation of the variance of

educational quality is the one referring to teacher characteristics:

4.1. The academic degree of teachers contributes significantly to the

performance of pedagogical practice, regardless of the geographic

location of the university in which they are located.

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4.2. The conduct of research by teachers contributes significantly to

the variance of educational quality results in the two regions in the

expected direction. Teachers who conduct research in addition to

teaching have better results. Teachers whose schooling is above

average feel more adapted to the requirements of the institutions

where they work.

5. Teacher performance evaluation does not contribute significantly

to the variance in educational quality outcomes with the exception

of social relevance. Teachers who receive teacher training are those

who obtain better results.

Discussion

When talking about evaluating the quality of education, different

images are conceptualized, depending on the reference to evaluation.

The results of the multivariate analysis correlating the four

categories evaluated showed that private higher education

institutions in the city of Culiacán, Sinaloa offer regular educational

quality while retaining some considerations.

In these four items evaluated under our research we found that the

results are of different degrees of quality, ranging from poor, regular

and good and according to the evaluated item confronting with the

results of Cueto (2018) where he reports that the quality offered by

the educational institutions in all items is of a regular level in the

evaluated dimensions and we agree in the item of educational

leadership and academic mobility with good quality in both with

what is reported by Saraiva (2008) who points out that an institution

that provides a good quality education is one that stimulates the

development of analytical, decision, research, intellectual, human

autonomy and critical spirit capabilities, which motivates the

student. In the case of the degree of satisfaction of the categories of

leadership and academic mobility, the distribution of the quality

evaluations is good, above 80% (Fig. 1 and 3), while the category of

teaching practice performance corresponds to an almost

homogeneous distribution between good and bad quality where,

according to our multivariate analysis, it is positioned as regular

quality.

Our results do not correspond with those found by Mas (2014) where

he points out that the quality of education reported by the evaluated

schools is in a bad level with some factors in regular level but no

factor evaluated in the good level, where we did have some results

in categories the level of good quality, since in the evaluation of

managerial leadership they gave us satisfaction values in the good

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quality level allowing us to see satisfaction in a similar to that

reported by Cuevas, Diaz and Hidalgo (2008) where the values

achieved in their study (Satisfaction above 80%).

The fact that the perception of quality transits from good to regular

and then to bad, tells us that there is a distribution of opinions in that,

if the perception is not good quality, then subsequently it will be

regular and thus, if it is not regular quality, it will be of bad quality

and it is in the category of evaluation of social relevance where we

observe this behavior that allows us to see that although the

evaluations of the other three parameters evaluated, -either good or

regular or bad- and we could observe that the opinions were of two

types. In this case, in the social relevance we noticed that this

assertion was downgraded and included us to a really important

participation the classification of regular quality institutions in

addition to those of good and bad quality providing us in the same

magnitude the quality results without having significant statistical

differences between these three levels of evaluation. This event has

a different meaning when the distribution of opinions in that, if the

perception of quality is good and the following distribution of

opinions is bad, it tells us that the perception is all or nothing.

The results of the research in the category of evaluation of

pedagogical practice showed that the schools offer good and poor

quality in similar quantities, in contrast to what was reported by

Corona (2014), who establishes that this item in the evaluated

schools is in a developmental phase, not even exceeding 35 percent

of positive feedback.

The geographic distribution has a partial influence on these results

given that the educational institutions evaluated as having poor

quality are located in the conurban area of the city, while the

educational institutions of good quality are located in the urban area.

This finding is consistent with the results of García and Quiroz

(2011) and Cantú (2012) where they report a significant association

between the quality of education and socioeconomic level since in

their report high socioeconomic levels tend to be associated with

better results and that HEIs determined by their location are

segregated by socioeconomic level. However, some of the

institutions with regular quality in our research are also located in

the urban area, so it stands out that, if distribution were to set the

standard for quality, the latter would be among those with good

quality.

There is no doubt that, in order to contribute to the quality of

education, the training of the faculty hired in these institutions will

make a significant difference. If the training of the teachers who

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collaborate in the institutions includes, for example, a commitment

to research, the students of that institution will have comprehensive

support through counseling and tutoring on topics where there is a

need to be addressed outside the classroom and thus deepen the

learning of the students, of the teachers themselves and for the

benefit of society itself. The academic degree is really important,

since teachers who have a doctoral degree in science have a very

clear perspective of the reality of education and contribute much

more to teaching, they carry out the relevance of learning in their

students.

Contrary to what Pérez (2002) found, where he reports that only

62.5% of the teachers who graduated in front of a group held a

bachelor's degree, we found that 100 percent of the teachers who are

in front of a group in this research have at least a bachelor's degree

to work as a teacher. Teaching performance, of course, plays an

important role in the quality of education since, year after year, it

shapes the trajectory and academic transcendence of teachers and

specializes them in the work they perform.

In agreement with Acuña and Pons (2018) where they refer that the

absolute weight of the quality of education does not fall exclusively

on the teacher, however, teachers are a key piece in establishing,

then, the quality of education in the institutions in which they are

since the evaluated institutions in which the quality of education is

perceived as good have teachers in which the professional demands

are much more rigorous than in the other institutions, Therefore, it is

no coincidence that the students and teachers of the institutions

evaluated as good have the same answers regarding the perception

of good quality in three of the four items evaluated, and the same for

the educational institutions classified as of regular quality, where

they obtained the same results.

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