Desafíos en la integración de los procesos sustantivos en universidades con programas acreditados: una perspectiva desde los pares evaluadores

Fátima Rocío Rodríguez Fromherz; Alejandro Lezcano Mencia; Máxima Avalos Morán

doi:10.58763/rc2025411

Autores/as

Fátima Rocío Rodríguez Fromherz Instituto Nacional de Educación Superior. Asunción, Paraguay https://orcid.org/0000-0003-4028-3335
Alejandro Lezcano Mencia Universidad de la Integración de las Américas. Asunción, Paraguay https://orcid.org/0009-0006-1744-0418
Máxima Avalos Morán Universidad Nihon Gakko. Fernando de la Mora, Paraguay https://orcid.org/0000-0001-7791-7990

DOI:

https://doi.org/10.58763/rc2025411

Palabras clave:

Enseñanza, investigación, extensión, desafíos, pares evaluadores, educación de calidad

Resumen

La educación superior debe asumir su rol en el cumplimento de los tres ejes misionales: enseñanza, investigación y extensión. Sin embargo, es sabido que se enfrenta a múltiples desafíos que no le permiten el logro efectivo de su misión. El objetivo del estudio fue analizar los desafíos de la integración de la enseñanza, investigación y extensión en universidades con programas acreditados, desde la visión de los pares evaluadores de la Agencia Nacional de Evaluación y Acreditación de la Educación Superior (ANEAES), año 2024. Para el logro del propósito del estudio se empleó una investigación cualitativa con alcance exploratorio descriptivo. La técnica empleada fue la entrevista semiestructurada, aplicada a 24 pares evaluadores que conforman el Registro Nacional de Pares evaluadores. Los hallazgos muestran la existencia de múltiples desafíos para el logro de la misión de las instituciones de educación superior; sin embargo, se delinean propuestas que podrían ayudar al logro de esta. Se concluye que las instituciones de la educación superior deben asumir su rol y trabajar de manera coordinada con los actores educativos para el logro de la integración de la enseñanza, investigación y extensión, lo que redundará en la calidad del proceso formativo.

Métricas

Cargando métricas ...

Citas

Abelha, M., Fernandes, S., Mesquita, D., Seabra, F., & Ferreira-Oliveira, A. T. (2020). Graduate Employability and Competence Development in Higher Education—A Systematic Literature Review Using PRISMA. Sustainability, 12(15), 5900. https://doi.org/10.3390/su12155900

Acevedo-De-los-Ríos, A., & Rondinel-Oviedo, D. R. (2022). Impact, added value and relevance of an accreditation process on quality assurance in architectural higher education. Quality in Higher Education, 28(2), 186–204. https://doi.org/10.1080/13538322.2021.1977482

Ahmad, N., & Qahmash, A. (2020). Implementing Fuzzy AHP and FUCOM to evaluate critical success factors for sustained academic quality assurance and ABET accreditation. PLOS ONE, 15(9), e0239140. https://doi.org/10.1371/journal.pone.0239140

ANEAES. (2023). Modelo Nacional de Evaluación y Acreditación de la Educación Superior. Mecanismo de Evaluación y Acreditación de Carreras de Grado. Agencia Nacional de Evaluación y Acreditación de la Educación Superior. https://www.aneaes.gov.py/modelo-nacional/

Bendixen, C., & Jacobsen, J. C. (2020). Accreditation of higher education in Denmark and European Union: From system to substance? Quality in Higher Education, 26(1), 66–79. https://doi.org/10.1080/13538322.2020.1729310

Berchin, I. I., De Aguiar Dutra, A. R., & Guerra, J. B. S. O. D. A. (2021). How do higher education institutions promote sustainable development? A literature review. Sustainable Development, 29(6), 1204–1222. https://doi.org/10.1002/sd.2219

Choa, G., Arfeen, Z., Chan, S. C. C., & Rashid, M. A. (2022). Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnography. Medical Teacher, 44(1), 63–70. https://doi.org/10.1080/0142159X.2021.1965976

Cruz Rivera, S., Stephens, R., Mercieca-Bebber, R., Retzer, A., Rutherford, C., Price, G., Slade, A., Aiyegbusi, O. L., Edge, P., Roberts, L., Gosden, L., Verdi, R., Wilson, R., & Calvert, M. (2021). ‘Give Us The Tools!’: Development of knowledge transfer tools to support the involvement of patient partners in the development of clinical trial protocols with patient-reported outcomes (PROs), in accordance with SPIRIT-PRO Extension. BMJ Open, 11(6), e046450. https://doi.org/10.1136/bmjopen-2020-046450

De Araujo Ruiz, S. M., Dai Pra Martens, C., & Rezende Da Costa, P. (2020). Entrepreneurial university: An exploratory model for higher education. Journal of Management Development, 39(5), 705–722. https://doi.org/10.1108/JMD-08-2019-0363

De Souza-Daw, T., & Ross, R. (2023). Fraud in higher education: A system for detection and prevention. Journal of Engineering, Design and Technology, 21(3), 637–654. https://doi.org/10.1108/JEDT-12-2020-0504

Dwaikat, N. Y. (2021). A comprehensive model for assessing the quality in higher education institutions. The TQM Journal, 33(4), 841–855. https://doi.org/10.1108/TQM-06-2020-0133

Elhami, A., & Khoshnevisan, B. (2022). Conducting an Interview in Qualitative Research: The Modus Operandi. Mextesol Journal, 46(1), 1–7. https://doi.org/10.61871/mj.v46n1-3

Fernandes, J. O., & Singh, B. (2022). Accreditation and ranking of higher education institutions (HEIs): Review, observations and recommendations for the Indian higher education system. The TQM Journal, 34(5), 1013–1038. https://doi.org/10.1108/TQM-04-2021-0115

Frank, J. R., Taber, S., Van Zanten, M., Scheele, F., Blouin, D., & on behalf of the International Health Professions Accreditation Outcomes Consortium. (2020). The role of accreditation in 21st century health professions education: Report of an International Consensus Group. BMC Medical Education, 20(S1), 305. https://doi.org/10.1186/s12909-020-02121-5

García-Rico, L., Martínez-Muñoz, L. F., Santos-Pastor, M. L., & Chiva- Bartoll, O. (2021). Service-learning in physical education teacher education: A pedagogical model towards sustainable development goals. International Journal of Sustainability in Higher Education, 22(4), 747–765. https://doi.org/10.1108/IJSHE-09-2020-0325

Hussein, M., Pavlova, M., Ghalwash, M., & Groot, W. (2021). The impact of hospital accreditation on the quality of healthcare: A systematic literature review. BMC Health Services Research, 21(1), 1057. https://doi.org/10.1186/s12913-021-07097-6

Jones, E., Leask, B., Brandenburg, U., & De Wit, H. (2021). Global Social Responsibility and the Internationalisation of Higher Education for Society. Journal of Studies in International Education, 25(4), 330–347. https://doi.org/10.1177/10283153211031679

Ley No 4995/DE EDUCACION SUPERIOR (2013). https://www.bacn.gov.py/leyes-paraguayas/4401/ley-n-4995-de-educacion-superior

Mejías-Acosta, A., D’Armas Regnault, M., Vargas-Cano, E., Cárdenas-Cobo, J., & Vidal-Silva, C. (2024). Assessment of digital competencies in higher education students: Development and validation of a measurement scale. Frontiers in Education, 9, 1497376. https://doi.org/10.3389/feduc.2024.1497376

Moriña, A. (2021). When people matter: The ethics of qualitative research in the health and social sciences. Health & Social Care in the Community, 29(5), 1559–1565. https://doi.org/10.1111/hsc.13221

Pratolo, S., Sofyani, H., & Anwar, M. (2020). Performance-based budgeting implementation in higher education institutions: Determinants and impact on quality. Cogent Business & Management, 7(1), 1786315. https://doi.org/10.1080/23311975.2020.1786315

Romanowski, M. H. (2022). The idolatry of accreditation in higher education: Enhancing our understanding. Quality in Higher Education, 28(2), 153–167. https://doi.org/10.1080/13538322.2021.1948460

Sánchez-Guardiola Paredes, C., Aguaded Ramírez, E. M., & Rodríguez-Sabiote, C. (2021). Content Validation of a Semi-Structured Interview to Analyze the Management of Suffering. International Journal of Environmental Research and Public Health, 18(21), 11393. https://doi.org/10.3390/ijerph182111393

Strijker, D., Bosworth, G., & Bouter, G. (2020). Research methods in rural studies: Qualitative, quantitative and mixed methods. Journal of Rural Studies, 78, 262–270. https://doi.org/10.1016/j.jrurstud.2020.06.007

Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, 101976. https://doi.org/10.1016/j.cedpsych.2021.101976

Trepanier, S., Yoder-Wise, P., & Finis, N. (2020). From Policy to Execution: Nurse Leader, 18(2), 172–177. https://doi.org/10.1016/j.mnl.2019.06.001

Ülker, N. (2023). Maintaining quality of higher education during difficult times: Accreditation compliance in foreign language education. Cogent Education, 10(1), 2167320. https://doi.org/10.1080/2331186X.2023.2167320

Yeh, E., Sharma, R., Jaiswal-Oliver, M., & Wan, G. (2021). Culturally Responsive Social Emotional Learning for International Students: Professional Development for Higher Education. Journal of International Students, 12(1). https://doi.org/10.32674/jis.v12i1.2976