Efectos de la Acreditación en la Calidad del Programa Educativo: Perspectiva de Estudiantes y Docentes Universitarios del Área de Educación.
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| Title: | Efectos de la Acreditación en la Calidad del Programa Educativo: Perspectiva de Estudiantes y Docentes Universitarios del Área de Educación. |
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| Alternate Title: | Effects of accreditation on the quality of the education program: Perspective of university students and teachers in the area of education. Efeitos da acreditação na qualidade do programa educacional: perspectiva de estudantes universitários e professores da área de educação. |
| Authors: | Henríquez Ritchie, Patricio Sebastián1 phenriquez@uabc.edu.mx, Del Cid García, Carlos Javier1 carlos.cid@uabc.edu.mx, Contreras Espinoza, Iván de Jesús1 ivancontreras@uabc.edu.mx |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 4/7/2026, Vol. 34 Issue 33/34, p1-18. 18p. |
| Subject Terms: | *Educational accreditation, *Educational quality, *Academic achievement, *College students, *Educational programs, *Higher education, *Teaching methods, *Teachers |
| Geographic Terms: | Mexico |
| Abstract (English): | The results of an exploratory-descriptive study, with a prospective and cross-sectional design, are reported. The objective was to analyze the opinion of university students and teachers about the effect of the accreditation process on the quality of their educational program. A voluntary and intentional sample of 72 students and 30 teachers from the education department of a public university in northwest Mexico was used. The results show that both students and teachers agree on the knowledge they have about the accreditation process and the effect it has on the quality of educational programs. Likewise, they show positive levels of satisfaction regarding the operation of the educational program, considering access to academic information systems and the offer of postgraduate programs to continue their studies. Although students affirm that accreditation has a positive effect on the academic performance of their teachers, teachers do not observe a greater effect of this process on their knowledge and improvement of teaching strategies or learning assessment. It is concluded that although the literature highlights the importance of the formative function of the accreditation processes of educational programs, broader and more representative studies are required, from different areas of knowledge and with greater diversity of research methods, to analyze the effect that accreditation processes have on the quality of educational programs in higher education. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Se reportan los resultados de un estudio de tipo exploratorio-descriptivo, con un diseño prospectivo y transversal. El objetivo fue analizar la opinión de estudiantes y docentes universitarios acerca de los efectos del proceso de acreditación en la calidad de su programa educativo. Se utilizó una muestra voluntaria e intencional de 72 alumnos y 30 docentes del área de Educación de una universidad pública del noroeste de México. Los resultados muestran que tanto estudiantes como docentes coinciden en los conocimientos que tienen acerca de los procesos de acreditación y el efecto que tienen en la calidad de los programas educativos. Asimismo, muestran niveles de satisfacción positivos respecto al funcionamiento del programa educativo, considerando el acceso a los sistemas de información académica y la oferta de programas de posgrado para continuar los estudios. Mientras los estudiantes aseveran que la acreditación incide positivamente en el desempeño académico de sus docentes, el profesorado no observa un efecto mayor de este proceso en su conocimiento y mejoramiento de las estrategias de enseñanza ni de evaluación del aprendizaje. Se concluye que, si bien la literatura destaca la importancia de la función formativa de los procesos de acreditación de programas educativos, se requieren estudios más amplios, representativos, de distintas áreas de conocimiento y con mayor diversidad de métodos de investigación, para analizar el efecto que tienen los procesos de acreditación en la calidad de los programas de estudio en educación superior. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | São relatados os resultados de um estudo exploratório-descritivo, com desenho prospectivo e transversal. O objetivo foi analisar a opinião de estudantes universitários e professores sobre os efeitos do processo de acreditação na qualidade do seu programa educacional. Foi utilizada uma amostra voluntária e intencional de 72 estudantes e 30 professores da área de Educação de uma universidade pública do noroeste do México. Os resultados mostram que tanto os alunos como os professores concordam quanto ao conhecimento que possuem sobre os processos de acreditação e o efeito que estes têm na qualidade dos programas educativos. Da mesma forma, apresentam níveis positivos de satisfação com o funcionamento do programa educacional, considerando o acesso aos sistemas de informação acadêmica e a oferta de programas de pós-graduação para continuidade dos estudos. Embora os alunos afirmem que a acreditação tem um impacto positivo no desempenho académico dos seus professores, os professores não observam um maior efeito deste processo no seu conhecimento e melhoria das estratégias de ensino ou avaliação da aprendizagem. Conclui-se que, embora a literatura destaque a importância da função formativa dos processos de acreditação de programas educacionais, são necessários estudos mais amplos, mais representativos, de diferentes áreas do conhecimento e com maior diversidade de métodos de pesquisa, para analisar o efeito que a acreditação processos têm na qualidade dos programas de estudo no ensino superior. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The results of an exploratory-descriptive study, with a prospective and cross-sectional design, are reported. The objective was to analyze the opinion of university students and teachers about the effect of the accreditation process on the quality of their educational program. A voluntary and intentional sample of 72 students and 30 teachers from the education department of a public university in northwest Mexico was used. The results show that both students and teachers agree on the knowledge they have about the accreditation process and the effect it has on the quality of educational programs. Likewise, they show positive levels of satisfaction regarding the operation of the educational program, considering access to academic information systems and the offer of postgraduate programs to continue their studies. Although students affirm that accreditation has a positive effect on the academic performance of their teachers, teachers do not observe a greater effect of this process on their knowledge and improvement of teaching strategies or learning assessment. It is concluded that although the literature highlights the importance of the formative function of the accreditation processes of educational programs, broader and more representative studies are required, from different areas of knowledge and with greater diversity of research methods, to analyze the effect that accreditation processes have on the quality of educational programs in higher education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.34.8684 |
