Management indicators: their impact on Latin-American universities’ accreditation

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Quality in Higher Education Pub Date : 2021-03-24 DOI:10.1080/13538322.2021.1890318

Gabriela Gerón-Piñón, Pedro Solana-González, Sara Trigueros-Preciado, Daniel Pérez-González

引用次数: 5

Abstract

ABSTRACT Several accreditation agencies in Latin America introduce their standards and guidance for documentation but they do not explicitly elaborate on the key performance indicators on which higher education institutions can rely for evaluating their activities. The purpose of this research is to analyse the management indicators that higher education institutions in the region have implemented to identify those that have more impact in obtaining an institutional accreditation. A quantitative survey of 114 institutional leaders from 97 universities in 11 countries identified the management indicators. Findings in this research may serve as guidelines for leaders and practitioners to decide which indicators to implement and help institutions in the region to succeed in national and international institutional accreditation processes.

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管理指标:它们对拉美大学认证的影响

拉丁美洲的一些认证机构介绍了他们的标准和文件指南，但他们没有明确阐述高等教育机构可以依赖的关键绩效指标来评估其活动。本研究的目的是分析该地区高等教育机构实施的管理指标，以确定那些对获得机构认证有更大影响的指标。一项对来自11个国家97所大学的114名机构领导人的定量调查确定了管理指标。本研究的发现可以作为领导者和从业者决定实施哪些指标的指导方针，并帮助该地区的机构在国家和国际机构认证过程中取得成功。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.