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Sinergias educativas
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eISSN: 2661-6661
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Relevance study in the accreditation
process of a university degree in the
Ecuadorian context
Estudio de pertinencia en el proceso de acreditación de
una carrera universitaria en el contexto ecuatoriano
Jorge Washington Encalada Noboa
*
Jorge Luis Rodríguez Fiallos*
Jorge Washington Encalada Huayamave*
Abstract
The analysis shows that the vast majority of countries frame their process
of evaluating the quality of higher education based on standards, i.e. with
areas, criteria and indicators adapted to local or regional contexts. It should
be noted that the criteria of relevance, organization, professors, curriculum
and students are common in many of the cases studied, while the other
criterion holds that the analysis of quality should be done by models and
through the use of variables and dimensions that tend to be more specific
at the time of evaluation, regardless of the path chosen for the evaluation
process, it is positive, from every point of view, to know in what conditions
an institution is in, even more so if the field is educational and also because
they direct us to the decision making and actions that must be taken after
being notified of the result, it is possible after the process to choose the
appropriate corrective measures that will be applied in the improvement
plan. In addition, this article considers in a practical way the author's
experience in several years as director of the career Pedagogy of
* Master. Director de la carrera Pedagogía de las Ciencias
experimentales de las Matemáticas y de la Física.
Universidad de Guayaquil. Email:
jorge.encaladan@ug.edu.ec, https://orcid.org/0000-
0002-2884-5596
* PhD. Docente y gestor de posgrado de la carrera
Pedagogía de la Historia y las Ciencias Sociales.
Universidad de Guayaquil. Email:
jorge.rodriguezf@ug.edu.ec, https://orcid.org/0000-
0002-3248-0198
* Ingeniero. Docente coordinador de planificación
estratégica del Instituto Superior Tecnológico Simón
Bolívar. Email: j_encalada@istsb.edu.ec,
https://orcid.org/0000-0001-7752-0926
Article
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Experimental Sciences of Mathematics and Physics at the University of
Guayaquil, Ecuador, and that he is immersed in evaluating each and every
one of the criteria in the process of accreditation and educational quality
assurance.
Keywords: Self-evaluation; quality; higher education; accreditation;
relevance study.
Resumen
Del análisis se vislumbra que la gran mayoría de países enmarca su proceso
de evaluación de la calidad de la educación superior basados en estándares,
es decir con ámbitos, criterios e indicadores adaptados a contextos locales
o regionales. Es de anotar, que el criterio pertinencia, organización,
profesores, currículo y estudiantes es común en muchos de los casos
estudiados, el otro criterio sostiene que el análisis de la calidad debe
hacerse por modelos y mediante el uso de variables y dimensiones que
suelen ser más específicas al momento de evaluar, sin importar el camino
elegido para el proceso de evaluación, es positivo, bajo todo punto de vista,
conocer en qué condiciones está una institución, más aún si el ámbito es
educativo y además porque nos direccionan a la toma de decisiones y
acciones que se deben dar después de ser notificados del resultado, es
posible luego del proceso elegir los correctivos adecuados que serán
aplicados en el plan de mejoras. Además, para el presente artículo se
considera de manera práctica la experiencia del autor en varios años como
director de la carrera Pedagogía de las Ciencias experimentales de las
Matemáticas y de la Física en la Universidad de Guayaquil, país Ecuador
y que el mismo está inmerso en evaluar todos y cada uno de los criterios
en el proceso de la acreditación y aseguramiento de la calidad educativa.
Palabras clave: Autoevaluación; calidad; educación superior;
acreditación; estudio de pertinencia.
Introduction
The University of Guayaquil has been accredited by the CES up to
the present date, from the consultations made to the general
accreditation manager, it reports that the careers enjoy the
Accreditation status; however, the academic vice rectorate has
instructed the staff working in the internal accreditation office to
carry out self-evaluation processes in order to be prepared for the
visits planned by the CACES, a governmental institution, which has
already conducted evaluations to three careers of our IES.
In a general context and from the reality based on the current facts
of the place of research, it appears that the permanence of managers
and directors of careers is positive because it allows to propose
projects that can be completed within the period for which they were
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appointed. Currently the regulations contemplate that directors can
remain for up to two consecutive periods of 5 years each, it can be
affirmed that the result in this question favors the accreditation
process and the authorities are aware of this because in spite of
changes of deans based on the end of term reports, which are
analyzed, they decide in most cases to ratify the director in his
functions.
The new knowledge society is strengthened by changes in education
at all levels, in addition to knowledge and research, but
fundamentally in higher education because it is the one that delivers
to the States the generations of professionals equipped with skills to
satisfy the labor world, which is becoming more and more
demanding due to the permanent changes in terms of information
and knowledge.
There are no magic formulas that can transform the system from one
day to the next: profound changes require time. For this reason, it is
necessary to seek the adherence of all the social actors involved and
to adopt the necessary measures to guarantee the continuity of the
programs over and above political conjunctures. (Seminara, 2018, p.
167)
For (Barros-Bastidas & Gebera, 2020) society's conviction that it is
the State that should generate strategies and policies aimed at
improving the quality of the State itself by providing its entities with
evaluation and accountability processes, i.e. permanent monitoring,
and it is higher education that should underpin this evaluation. That
is, if it is the institutions of the higher education system who would
be leading this process of quality control, it should first be to them
who generate the raw material for the sustainable and sustainable
development of a country and we refer strictly to the professionals
graduated in the HEIs who are acting academically, professionally
and ethically. (De zapata, 2013, p. 4).
The selected topic contains what in research is called critical mass,
since it can be replicated to a large part of the higher education
system in Ecuador, for this objective a functional strategy is
designed that will optimize and strengthen the management of the
internal commission in charge of the permanent self-evaluation and
achieve the accreditation of the career Pedagogy of Experimental
Sciences of Mathematics and Physics by the CACES. We must
remember that accreditation helps us to be recognized by society and
that it is validated in a short or medium period of time; furthermore,
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the subject is justified because the fundamental objective of an
evaluation in higher education is to raise its quality and improve the
internal processes of the Higher Education Institutions (HEI). It
should be noted that the criteria and indicators in an evaluation
process are important and cannot be separated since they act as a
whole.
Higher education must be able to respond to the difficulties faced by
society as a whole and in particular be prepared to address the
specific issues of a region, a country or a community. (Morresi and
Arnaudo, 2014, p. 3).
The concept of quality is directly linked to the political, economic
and social changes that are generated in different countries with a
concrete character, that is, located in time and space. This makes it
necessary to specify the criteria of efficiency, efficacy, effectiveness
and exigency in the educational processes carried out by universities,
which must be, in order to be consistent with their time, increasingly
committed to society. (Suárez et al. 2007, p. 10).
This research establishes as a unit of thought the development
aspects with the state of the art and the most relevant writings on the
subject; a brief synthesis of the situational diagnosis or initial state
of the object of research; the research methods applied to
measurement instruments; the results or current state of the object of
research, applying the functional strategy and validating the
proposed solution with specialist criteria; and a conclusion with its
respective recommendations.
From the state of the art of this topic, it is argued that the countries
of the Caribbean, Central and South America, as well as Europe and
the United States in their educational systems to evaluate quality
processes apply a similar methodology, i.e. they incorporate in their
models criteria, sub-criteria and standardized indicators, taking into
account their own context, a reference in this regard is Spain in the
Spanish state foundation created by the Ministry of Education and
Culture, a way to make its actions transparent is to publish in each
of its regions the results obtained in the education systems and
subsystems. Such is the impact of quality evaluation in education
that institutions such as UNESCO propose and incorporate actions
for the 2030 agenda in education, one of which proposes among its
objectives to guarantee access to education at all levels, as well as
certifying that all stages are completed; another entity is the
international institute for higher education in latin america and the
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Caribbean IESALC, which promotes research on higher education,
in all matters concerning the evaluation and accreditation of
academic programs and institutions; another of the proposals is the
development of a regional system of information, documentation
and improvement of technological capacity in higher education.
This notion of accreditation implies full confidence in the autonomy
of the accrediting body, since the acceptance of the results derives
from the independence and transparency with which the evaluators
appear before the university communities; any suspicion of an
external political or economic power and outside strict academic
criteria will compromise the legitimacy of any opinion and the
possibility of institutional transformation. (Herrera and Aguilar,
2009, p. 33).
Accreditation, on the other hand, is the recognition granted by an
accrediting body, which may or may not be governmental (although
usually it is not), authorized and recognized, which formally states
that an educational program of an educational institution has shown
sufficiency in its structure, organization, operation, inputs, teaching
processes, services, social and professional relevance and
educational results; all in accordance with the standards, criteria,
indicators and parameters agreed upon as adequate. (Silas, S/f)
When carrying out an evaluation of an educational institution,
researchers focus on theoretical conceptions of quality in operational
models that allow an empirical contrast. The relationship between
theories on quality and criteria for its evaluation is so close that there
are as many evaluation models as there are theoretical approaches.
However, most of the works on the subject use models that start from
one of these two approaches: rational/causal and
interactive/contextual. Thus, it is possible to speak of research that
addresses process-product variables from a causal approach and
research that studies this type of variables with a contextual
perspective (Camacaro & Jubilado, 2018, p. 5).
Mexico has the National Center for Higher Education Evaluation
CENEVAL, an institution that is constantly updating and designing
instruments to measure the quality of education. There are more and
more institutions in our countries concerned about raising the quality
of educational systems, this has a positive impact on HEIs because
the results show that they comply with the standards established in
the evaluation model. Among the areas considered for these
processes are organization and management, in which we can
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highlight some criteria such as continuous improvement, leadership,
organization by processes, efficiency in information and
communication, teamwork, social relevance of the institutional
mission, relevance of the strategic and annual plan. The curricular
design area includes criteria such as innovation, congruence with the
graduate profile, thematic integration, contextualized learning. In the
educational environment, the efficiency of libraries, laboratories and
technological resources stands out; the sufficiency of physical space
in classrooms, libraries and laboratories is also considered. A factor
that is not so common is ergonomics, a complement to the
educational environment is the timely delivery of supplies.
One of the areas with a high percentage of incidence in the
evaluation corresponds to teaching competencies, which considers
the following criteria: impact, sense of relevance, identification with
the institution's mission, commitment to academic and professional
development, effectiveness in communication, appreciation of the
teaching profession, commitment to the exercise of university
functions, pedagogical and managerial competencies. Pedagogical
processes is another area in which criteria such as the internal
consistency of the training plan, efficiency of the teacher training
programs, student-teacher relationship, teaching staff workload
stand out. And no less important, the area of social transcendence,
which highlights criteria such as the social relevance of university
extension programs, coverage of extension programs, coverage of
teaching programs (De zapata, 2013, p. 8).
The culture of institutional evaluation should be instituted in the first
instance with a self-evaluation that exposes in-house the
shortcomings and strengths of the HEI, and then undergo the
external scrutiny of the institution that the model or the system
provides, of course, after agreeing to the implementation of an
improvement plan with the sole purpose of achieving quality.
According to the Costa Rican SINAES (National System of Higher
Education Accreditation), evaluation in the analysis of results in
general terms, it should be remembered that there are two major
areas of analytical production in the self-evaluation process: The
characterization of the career and the evaluation of the career.
(SINAES, 2011, p. 28).
In the context of higher education, the way to evaluate quality is
definitely the selection of standards according to the reality and the
educational environment of each country, which are in accordance
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with the programs and the model to be applied by the institution
responsible, only in this way will it be possible to establish the
learning achievements reached in that HEI or if it will be necessary
to carry out feedback processes. The results of the quality of
education are the product of the analysis of all the edges that are
presented in the different areas, it is for that reason that it should be
treated as a whole and encouraging permanent communication with
those involved in pursuit of meeting the objectives at all levels
(Camacaro & Jubilado, 2018, p. 5).
Nowadays, due to the high demand of educational quality by future
professionals to Higher Education Institutions and as a fundamental
element for the accreditation of the university career, it is necessary
the training based on professional and investigative competence, as
essential elements for the integration to the labor area and the
generation of new knowledge, The professional and investigative
competence is that at the end of their academic studies the fact that
a professional possesses knowledge and skills that allow him/her to
efficiently solve professional problems does not make him/her
competent. It is necessary that he/she manifests a motivation based
on professional interests and values and has personal resources that
allow him/her to function flexibly, reflexively, with initiative,
perseverance and future perspective, all of which will result in a
competent professional. Research competencies seek the autonomy
of the person from the identification of the problem and are oriented
towards the self-realization of the subject, as a way for the realization
of a vital project, which satisfies the needs of the community
(Rodríguez, 2018, p. 10).
Based on the professional competencies acquired by a graduate of
any career, the accreditation process of the universities is causally
established and constitutes the final point of a sequence of evaluative
events and periodic follow-up of the fulfillment of the functions of
the institutions of higher education (IES), through which the
objective reality of the quality of the processes carried out in the
institution is compiled. Through this process, society is shown the
quality with which the professionals graduated from the universities
are trained. (Herrera, 2018, p. 13).
The career does not have a training and curricular strengthening plan,
this role is developed or centralized in the vice rectorate, a criterion
that is not shared by the teaching staff. As a state-dependent
university, the course does not have the capacity to make
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acquisitions for infrastructure improvements; the university itself
must enter the public procurement portal by law, which diminishes
the autonomy that the academy should have by its nature. Inter-
institutional agreements are few and networking has not been
encouraged, all of which justifies the results of the research
presented.
The participation of those involved in the accreditation process is
partial, which affects the results of the self-evaluation that have been
given so far, among the reasons the analysis of these results refers to
the lack of tenured and full-time professors, 50% of the teachers are
occasional or not tenured and most of them are part-time, the
provisions for planning do not allow assigning them management;
full-time teachers are often assigned double management, which is
another impediment for the teacher to actively participate in both.
The current regulations stipulate that the accreditation manager for
each career must be a tenured, full-time faculty member.
The Higher Education Institutions (HEI) should form a support or
accompaniment team for the academic units, especially those with
many careers, and a schedule should be drawn up to establish
meetings in which agreements are reached establishing the route to
be followed. The internal self-evaluation committees, in turn, should
incorporate an agenda that allows them to work on the criteria and
sub-criteria, establishing clear guidelines to complete what is
required in the dimensions and indicators established in the
regulations of the university under study to ensure the accreditation
of the career.
Six macro-dimensions were identified that countries seek to evaluate
in university careers: a) career management, b) academic
management (teaching-learning), c) infrastructure and services, d)
university community, e) university welfare, and f) teaching-
learning outcomes. (Acosta, 2016, p. 1271)
Based on the macro dimensions that must be established in each
career self-assessment period, it is important and decisive to follow
up on the implementation of the action plan that leads the monitoring
and follow-up phase of the implementation of the action plan. This
stage is dynamic in that it allows the introduction of any
rectifications required by the plan itself. The results of the
measurements should be compared with the values designated in the
standards, whether they are specific to the career or external as a
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dynamic and effective self-evaluation process (Borroto et al., 2004,
p. 10).
Materials and methods
The methodology of the present investigation starts from the
qualitative approach and the scientific method that is by the
observation of all the processes and unfulfilled activities of the
internal self-evaluation and accreditation of the career Pedagogy of
Experimental Sciences of Mathematics and Physics at the University
of Guayaquil in the city of Guayaquil, Republic of Ecuador. In this
study we applied measurement techniques or instruments such as
interviews, surveys, discussion groups or techniques of observation
and participant observation, allowing us to tabulate with the
exhaustive collection of information and correlating each and every
one of the answers of the instruments applied in a general way,
understanding relevant aspects for their interpretation and the
corresponding synthesis.
The empirical methods used were: Documentary analysis, the
survey: It was carried out by means of a questionnaire of questions
addressed to the directors of careers that make up the academic units
based on their own reality, interviews, participative observation and
consultations with specialists in order to obtain decisive and
conclusive evidence on the viability of the functional strategy to be
implemented.
The mathematical-statistical methods that were used: descriptive
statistics and tables of absolute and relative frequencies: gave a
better understanding of the results acquired; and the fashion: proper
of the consultation by specialist criteria.
Population and sample: It was determined according to the number
of teachers that make up the permanent self-evaluation committee
for the accreditation of careers and their directors that make up the
careers attached to the Faculty of Philosophy, Letters and
Educational Sciences. The selection of the sample and after an
analysis with the experts suggested that it be intentional because the
number of teachers working in the area of accreditation is limited.
Interviews, field observations and surveys were conducted with 7
directors of the 17 careers in the Faculty of Philosophy, Letters and
Educational Sciences of the University of Guayaquil, in order to
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support the importance of the design of a functional strategy to
optimize the self-evaluation and its corresponding accreditation of
the career Pedagogy of Experimental Sciences of Mathematics and
Physics, obtaining the following consolidated results, from the
triangulation of the sources. Among them:
1. Academic/Scientific degree of respondents: 6 Masters and 1
PhD. (86% Masters and 14% PhD)
2. Work experience as career manager: 1-5 years (3 equals 43%)
6-10 years (4 equals 57%) 11 years and older (None).
3. Currently your career is accredited by CACES Yes (1 equals
14%) No (6 equals 86%)
4. There is no organizational structure established in accordance
with its mission and vision, between the career, the faculty and
the University of Guayaquil.
5. There are no mechanisms and procedures that allow for periodic
self-evaluation of the impact of the career, its mission, vision
and objectives, as well as the analysis of the needs of the labor,
academic and social context.
6. The career does not have strategies for the education, training
and promotion of the professional career of the academic staff,
the acquisition of the necessary infrastructure, the development
of networks with national or international institutions, and
articulates its policies with the academic instances in charge of
the development, support and promotion of the existing research
groups in the institution that are related to the career under
study.
7. There is no active and planned participation among students,
teachers, directors and authorities in the results of the self-
evaluation processes, as part of the strategy in the process of
educational quality in the career for its corresponding
accreditation by CACES.
8. The course is in urgent need of organizational orientation with
specialized and full-time personnel for the management and
internal assurance of its educational quality.
Based on the diagnosis of the current situation of the self-evaluation
of the Pedagogy of Experimental Sciences of Mathematics and
Physics career with the purpose of maintaining its accreditation, the
essential criteria of the functional strategy are categorically
established in order to optimize the internal self-evaluation process,
based on the state of the art its importance for its practical fulfillment
from the criteria and indicators of the quality control agencies in
higher education in Ecuador.
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The population and the sample selected was made based on the
importance of the accreditation process, which is why the inclusion
of the highest authorities of our faculty, directors of careers and
members of the self-evaluation committees of each of the eight
redesigned careers is evident in the result. At this level only 6% have
a scientific doctoral degree, this is replicated to the teaching staff;
however, the list of those who are in the process of obtaining the
doctoral level has increased considerably in the last three years.
Results
The interpretation and analysis of the different answers of the
different subjects of study considered that the intervention and
institutional strengthening commission ignored the higher collegiate
body from which the provisions came; however, regarding the
concern about the mission of the career, it should be emphasized that
the mission and vision of the career is in accordance with the mission
and vision of the faculty and the university, and that there is a career
organization chart headed by the director. From the analysis of the
answers obtained, it can be seen that they were given due to the
intervention process that the University of Guayaquil was going
through, which was the time when the instrument was applied.
The satisfactory results of the present research are evidenced by the
implementation of the functional strategy through a guide, to
establish the internal evaluation process of the Pedagogy of
Experimental Sciences of Mathematics and Physics career, and that
allowed directing all the actions that guaranteed its faithful
fulfillment for its presentation.
The course currently complied with each and every one of the
evaluation criteria represented in the variables, dimensions and
indicators of the process based on the problem identified and the
proposal considering the initial state and the desired current state of
the object of study.
It should also be noted that the validation of this research was carried
out with the criteria of specialists in the area of the career and others,
denoting unanimous agreement on the feasibility and
implementation of the proposed functional strategy.
In the last decade, a study of the relevance of the career has been
carried out, as well as a market study to analyze the professional
preferences of the new graduates; today, relevance is formally
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included in the generic model used by CACES to evaluate education
careers. The analysis of the results allows us to assure that the
mission and vision of the career is under permanent revision for its
improvement and adaptation to the current context; the management
of curricular integration and graduate follow-up performs a partial
work and needs to interact with other departments, which is still not
possible to coordinate at the career level.
Discussion
The systematization of the different international and national
authors on the processes of internal self-evaluation of a university
career, allowed reflecting the lack of implementation of a functional
strategy that allows maintaining the accreditation of the Pedagogy of
Experimental Sciences of Mathematics and Physics career.
When characterizing the initial state of the internal self-evaluation
process to maintain the accreditation of the Pedagogy of
Experimental Sciences of Mathematics and Physics career, it was
found that there is no finished and instrumented functional strategy,
since each of the careers that make up the Faculty of Philosophy,
Letters and Education Sciences of the University of Guayaquil,
respond to their particular needs, as evidenced from the
methodological triangulation carried out.
The contributions and benefits established in this research are of
multiple aspects and necessary for the achievement of the desired
results that contribute to educational quality, among them:
1. Optimize the process of career organization and planning.
2. Facilitate the review of the objectives and goals of programmed
activities.
3. Identify the strengths, weaknesses, opportunities and threats of
what is planned.
4. Increase the involvement and commitment of the different
actors involved in the accreditation of the career.
5. Allocate financial resources to support career needs.
6. Continuously verify the relationship and compliance of the
career with the entry profile, professional graduation profile,
curriculum and work environment, among other aspects.
7. Program specific actions derived from ongoing evaluations and
their results.
These aspects mentioned above constitute a recommendation as the
main axes of the self-evaluation of the educational quality of HEIs,
based on criteria of relevance that guarantees the accreditation of a
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university career. In addition, to be used as a functional strategy
guide for other careers and faculties of universities in Ecuador.
The processes of self-evaluation or accreditation in education occur
for very short periods of time, especially due to the changes that are
provided in terms of knowledge and information and communication
technologies; in addition to the theories that are imposed in the
educational field that have to do with the application of new
methodologies and teaching strategies, among them arise the new
learning environments that bring with them the learning to learn, the
management of new platforms. All these innovations can be learned
about through scientific events such as pedagogical conferences,
seminars, congresses and specialized courses.
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