Abstract
The processes for evaluating the quality of higher education in Ecuador dates back to a decade ago, taking the evaluation covered in Constituent Mandate No.14 as a milestone. As a result of this process, universities were classified into five categories according to their level of performance. The Technical University of Cotopaxi was placed in category C, that is, in the third of five possible ones. In order to improve its qualification, the University requested the external evaluation in 2015, but the results achieved kept it in the same category. This measure led to a series of circumstances that forced the Higher Education Council to resolve its intervention, which lasted until November 2017. During this process, the University made several adjustments to both the substantive functions and administrative processes. At the end of this intervention, an institutional self-evaluation was carried out that served to show a significant improvement with respect to the 2015 re-categorization. However, progress focused on quantitative factors, leaving aside aspects such as participatory management, self-criticism, and the collective construction of a culture of continuous improvement. To fill this gap, a self-assessment of careers was implemented with a methodology designed to involve all university actors. The objective of this work is to systematize the results obtained in this process and compare them with the historical data to determine the level of incidence in the change of paradigm on the continuous improvement and assurance of the quality.
Presenters
Juan José Vizcaíno-FigueroaProfesor, Facultad de Ciencias Administrativas, Universidad Técnica de Cotopaxi, Cotopaxi, Ecuador Marco Veloz
Director de Evaluación y Aseguramiento de la Calidad, Universidad Técnica de Cotopaxi
Details
Presentation Type
Theme
KEYWORDS
SELF-EVALUATION, CONTINUOUS IMPROVEMENT, HIGHER EDUCATION, ORGANIZATIONAL CHANGE, UNIVERSITY MANAGEMENT
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