Efecto en la optimización del proceso de acreditación universitaria: evidencia empírica en una universidad pública peruana
Impact of the perceived implementation of the cause-and-effect diagram on the optimization of the university accreditation process: empirical evidence in a Peruvian public universityContenido principal del artículo
La acreditación universitaria es crucial para asegurar la calidad en la educación superior. Este estudio analizó la influencia de la implementación percibida del Diagrama Causa-Efecto (IP-DCE) en la optimización de cinco dimensiones clave del Proceso de Acreditación (PAC) en programas de la Universidad Nacional Santiago Antúnez de Mayolo (UNASAM), Perú. Mediante un diseño cuantitativo, no experimental y transversal, se administró un cuestionario a 84 miembros de Comités de Calidad. Los Análisis Factoriales Confirmatorios validaron las escalas IP-DCE y Evaluación del PAC (E-PAC). Los resultados de regresiones lineales múltiples jerárquicas revelaron que una mayor IP-DCE predice significativamente una mejor percepción del Plan de Estudios (ΔR² = 0.271, p < .001), Cuerpo Académico, Infraestructura y Equipamiento, Investigación, y Gestión del Proceso de Acreditación, tras controlar variables contextuales. La "Gestión del Proceso" y el "Plan de Estudios" fueron las dimensiones más influenciadas. Se concluye que el DCE es una herramienta valiosa para la mejora continua y la optimización de los procesos de acreditación en instituciones de educación superior, aportando evidencia empírica de su efectividad en el contexto de universidades públicas peruanas. Se discuten implicaciones teóricas y prácticas.
University accreditation is crucial for quality assurance in higher education. This study analyzed the influence of the perceived implementation of the Cause-and-Effect Diagram (IP-CED) on the optimization of five key dimensions of the Accreditation Process (AP) in programs at the Universidad Nacional Santiago Antúnez de Mayolo (UNASAM), Peru. Using a quantitative, non-experimental, cross-sectional design, a questionnaire was administered to 84 members of Quality Committees. Confirmatory Factor Analyses validated the IP-CED and AP Evaluation (AP-E) scales. Results from hierarchical multiple linear regressions revealed that a higher IP-CED significantly predicts a better perception of the Curriculum (ΔR² = 0.271, p < .001), Faculty, Infrastructure and Equipment, Research, and Management of the Accreditation Process, after controlling for contextual variables. "Process Management" and "Curriculum" were the most influenced dimensions. It is concluded that the CED0020is a valuable tool for continuous improvement and the optimization of accreditation processes in higher education institutions, providing empirical evidence of its effectiveness in the context of Peruvian public universities. Theoretical and practical implications are discussed.
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