Articulación de acreditación de programas y el sistema de gestión de la calidad en la Institución Universitaria de Barranquilla (IUB)
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2024
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Ediciones Universidad Simón Bolívar
Facultad de Administración y Negocios
Facultad de Administración y Negocios
Resumen
En el ámbito de la educación superior, la gestión de la calidad y la acreditación de programas
académicos son procesos fundamentales para asegurar y mejorar la calidad educativa; esta
investigación se sitúa en el contexto de una institución educativa de superior que busca
articular el Sistema de Gestión de la Calidad conforme a la norma ISO 9001:2015 y el
Aseguramiento de la calidad 1con los requisitos de acreditación de programas establecidos en
el acuerdo 02 del 2020 según el CESU, un desafío común en las instituciones de educación
superior que buscan reconocimiento y excelencia. El objetivo central de esta investigación
es desarrollar un modelo conceptual que articule de manera efectiva el proceso de
Acreditación de Programas y el Sistema de Gestión de la Calidad (SGC), permitiendo a la
institución cumplir con los requisitos de acreditación y, al mismo tiempo, fortalecer su
gestión de calidad; este modelo busca ser una solución articuladora que facilite el
mejoramiento continuo y la excelencia educativa. La metodología empleada en esta
investigación incluyó un análisis documental exhaustivo de la normativa del Sistemas de
Gestión de la Calidad ISO 9001:2015 y del acuerdo 02 del 2020; además, se realizaron
entrevistas semiestructuradas con personal directivo de la institución para obtener una visión
profunda sobre la articulación entre la acreditación de programas y el Sistema de Gestión de
la Calidad; se revisaron los procesos institucionales y la documentación pertinente,
incluyendo procedimientos, formatos, registros e instructivos. Los resultados de la
investigación mostraron que existen criterios compartidos fundamentales entre el Sistema de
Gestión de Calidad ISO 9001:2015 y los requisitos de acreditación del acuerdo 02 del 2020
según el Consejo Nacional de Educación Superior-CESU. La comparación de ambos
sistemas evidenció la importancia de la cultura de autoevaluación, las auditorías internas, la
participación del sector productivo y la rendición de cuentas como estrategias para mejorar
la calidad educativa y la satisfacción de los usuarios, también se destacó la necesidad de una
gestión eficiente de recursos humanos y un enfoque centralizado para abordar desafíos como
la alta rotación de personal y el desgaste administrativo, además el análisis de la literatura
reveló una tendencia hacia la integración de la gestión de calidad en las instituciones de
educación superior, alineada con los hallazgos de esta investigación. En síntesis, los
resultados de esta investigación apuntan a la elaboración de un modelo conceptual integrador
que articule el proceso de Acreditación de Programas con el Sistema de Gestión de la
Calidad, este modelo conceptual se presenta como una solución alineada con la visión de la
literatura revisada sobre la gestión de calidad en las instituciones de educación superior. Se
espera que este modelo contribuya significativamente al mejoramiento continuo y a la
excelencia educativa en la institución; las recomendaciones incluyen la implementación de
una cultura de autoevaluación continua, la realización de auditorías internas periódicas, la
participación activa del sector productivo en los procesos educativos de educación superior
y una gestión eficiente de los recursos humanos para minimizar la rotación de personal y el
desgaste administrativo que se presenta en la Institución.
In the field of higher education, quality management and accreditation of academic programs are fundamental processes to ensure and improve educational quality; this research is situated in the context of a higher education institution that seeks to articulate the Quality Management System in accordance with the ISO 9001:2015 standard and Quality Assurance 1 with the program accreditation requirements established in agreement 02 of 2020 according to the CESU, a common challenge in higher education institutions seeking recognition and excellence. The central objective of this research is to develop a conceptual model that effectively articulates the Program Accreditation process and the Quality Management System (QMS), allowing the institution to comply with the accreditation requirements and, at the same time, strengthen its quality management; this model seeks to be an articulating solution that facilitates continuous improvement and educational excellence. The methodology used in this research included an exhaustive documentary analysis of the ISO 9001:2015 Quality Management System regulations and Agreement 02 of 2020; in addition, semi-structured interviews were conducted with the institution's management staff to obtain an in-depth view of the articulation between program accreditation and the Quality Management System; the institutional processes and relevant documentation were reviewed, including procedures, formats, records and instructions. The results of the research showed that there are fundamental shared criteria between the ISO 9001:2015 Quality Management System and the accreditation requirements of Agreement 02 of 2020 according to the National Council of Higher Education-CESU. The comparison of both systems showed the importance of the self-assessment culture, internal audits, the participation of the productive sector and accountability as strategies to improve educational quality and user satisfaction. The need for efficient human resources management and a centralized approach to address challenges such as high staff turnover and administrative burnout was also highlighted. In addition, the analysis of the literature revealed a trend towards the integration of quality management in higher education institutions, aligned with the findings of this research. In summary, the results of this research point to the development of an integrative conceptual model that articulates the Program Accreditation process with the Quality Management System. This conceptual model is presented as a solution aligned with the vision of the reviewed literature on quality management in higher education institutions. This model is expected to contribute significantly to continuous improvement and educational excellence in the institution. Recommendations include the implementation of a culture of continuous self-assessment, the performance of periodic internal audits, the active participation of the productive sector in higher education processes, and efficient management of human resources to minimize staff turnover and administrative burnout that occurs in the Institution.
In the field of higher education, quality management and accreditation of academic programs are fundamental processes to ensure and improve educational quality; this research is situated in the context of a higher education institution that seeks to articulate the Quality Management System in accordance with the ISO 9001:2015 standard and Quality Assurance 1 with the program accreditation requirements established in agreement 02 of 2020 according to the CESU, a common challenge in higher education institutions seeking recognition and excellence. The central objective of this research is to develop a conceptual model that effectively articulates the Program Accreditation process and the Quality Management System (QMS), allowing the institution to comply with the accreditation requirements and, at the same time, strengthen its quality management; this model seeks to be an articulating solution that facilitates continuous improvement and educational excellence. The methodology used in this research included an exhaustive documentary analysis of the ISO 9001:2015 Quality Management System regulations and Agreement 02 of 2020; in addition, semi-structured interviews were conducted with the institution's management staff to obtain an in-depth view of the articulation between program accreditation and the Quality Management System; the institutional processes and relevant documentation were reviewed, including procedures, formats, records and instructions. The results of the research showed that there are fundamental shared criteria between the ISO 9001:2015 Quality Management System and the accreditation requirements of Agreement 02 of 2020 according to the National Council of Higher Education-CESU. The comparison of both systems showed the importance of the self-assessment culture, internal audits, the participation of the productive sector and accountability as strategies to improve educational quality and user satisfaction. The need for efficient human resources management and a centralized approach to address challenges such as high staff turnover and administrative burnout was also highlighted. In addition, the analysis of the literature revealed a trend towards the integration of quality management in higher education institutions, aligned with the findings of this research. In summary, the results of this research point to the development of an integrative conceptual model that articulates the Program Accreditation process with the Quality Management System. This conceptual model is presented as a solution aligned with the vision of the reviewed literature on quality management in higher education institutions. This model is expected to contribute significantly to continuous improvement and educational excellence in the institution. Recommendations include the implementation of a culture of continuous self-assessment, the performance of periodic internal audits, the active participation of the productive sector in higher education processes, and efficient management of human resources to minimize staff turnover and administrative burnout that occurs in the Institution.
Descripción
Palabras clave
Acreditación de programas, Acuerdo 02 del 2020, Aseguramiento de la Calidad, Educación Superior, ISO 9001:2015, Mejoramiento continuo, Modelo conceptual, Sistema de gestión de la calidad
