Impacto de los resultados de aprendizaje en la calidad educativa de las instituciones de educación superior en Colombia
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Fecha
2024
Autores
Garzón Daza, Cecilia
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Sociales y Jurídicas
Facultad de Ciencias Sociales y Jurídicas
Resumen
El advenimiento de las normatividades nacionales colombianas sobre la gestión de la calidad centrada en resultados de aprendizaje, han traído a las Instituciones de Educación Superior (IES) el reto de formular, aplicar y evaluar políticas, lineamientos y estrategias para el cumplimiento de su misionalidad en correspondencia con aquellas, algo que, aunque con apuestas acertadas, no dejan de tener obstáculos que deben ser superados, en especial cumplir con los impactos esperados. Esta investigación, aplicando el método de triangulación de revisión documental, entrevista semiestructurada y encuesta, basado en cuatro IES colombianas en diferente tipificación institucional, halló que existen esfuerzos por dicha aplicación, en la que el mayor impacto reconocido está en su aplicabilidad efectiva en la planeación estratégica, la calidad educativa y el aspecto pedagógico con una sumatoria conjunta del 56.88%. No obstante, se requiere de la medición del impacto social real, para lo que es necesario un modelo de medición especializado para ello, y así ampliar la evaluación del impacto de los resultados de aprendizaje desde el aula, hacia contextos extramuros institucionales. Además, se concluye la necesidad de una cultura educativa en el que el estudiante sea el actor que gestiona su propio proceso, a la vez que se minimizan los requerimientos de documentación administrativa y se optimizan tiempos.
The advent of Colombian national regulations on quality management focused on learning outcomes has brought to Higher Education Institutions (HEI) the challenge of formulating, applying and evaluating policies, guidelines and strategies for the fulfillment of their mission in correspondence with those, something that, although with successful bets, do not cease to have obstacles that must be overcome, especially to comply with the expected impacts. This research, applying the triangulation method of documentary review, semi-structured interview and survey, based on four Colombian HEIs in different institutional typification, found that there are efforts for such application, in which the greatest recognized impact is in its effective applicability in strategic planning, educational quality and pedagogical aspect with a joint sum of 56.88%. However, it is necessary to measure the real social impact, for which a specialized measurement model is needed, and thus expand the evaluation of the impact of learning outcomes from the classroom to extra-institutional contexts. In addition, we conclude the need for an educational culture in which the student is the actor who manages his or her own process, while minimizing administrative documentation requirements and optimizing time.
The advent of Colombian national regulations on quality management focused on learning outcomes has brought to Higher Education Institutions (HEI) the challenge of formulating, applying and evaluating policies, guidelines and strategies for the fulfillment of their mission in correspondence with those, something that, although with successful bets, do not cease to have obstacles that must be overcome, especially to comply with the expected impacts. This research, applying the triangulation method of documentary review, semi-structured interview and survey, based on four Colombian HEIs in different institutional typification, found that there are efforts for such application, in which the greatest recognized impact is in its effective applicability in strategic planning, educational quality and pedagogical aspect with a joint sum of 56.88%. However, it is necessary to measure the real social impact, for which a specialized measurement model is needed, and thus expand the evaluation of the impact of learning outcomes from the classroom to extra-institutional contexts. In addition, we conclude the need for an educational culture in which the student is the actor who manages his or her own process, while minimizing administrative documentation requirements and optimizing time.
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Palabras clave
Resultados de aprendizaje, Calidad en educación superior, Evaluación, Indicadores de calidad, Competencias académicas
