Gestión de procesos de revisión interna para la acreditación de programas académicos en universidades
DOI:
https://doi.org/10.22633/rpge.v26i00.17732Palabras clave:
Evaluación interna, Programas academicos, Educación más altaResumen
El estudio tiene como objetivo identificar la realidad de la gestión de procesos internos de revisión para la acreditación de programas académicos en universidades saudíes. Se utilizó un enfoque de método mixto en la recopilación de datos primarios a través del cuestionario y la entrevista. El cuestionario arrojó 298 respuestas válidas de personal académico seleccionado al azar de seis universidades saudíes. Además, se entrevistó a seis decanos de universidades. Los datos del cuestionario se analizaron utilizando el Paquete Estadístico para las Ciencias Sociales, mientras que los resultados de las entrevistas se codificaron y sintetizaron por temas. Los resultados generales del estudio El proceso de evaluación interna relacionado con la acreditación de los programas académicos en las universidades se basa principalmente en el plan académico universitario general creado a nivel central. La implementación sigue la planificación durante la cual también participaron varias oficinas universitarias a nivel de facultad y departamento. La última fase de la acreditación del programa es la evaluación recurrente del sistema para garantizar que las ofertas del programa estén sincronizadas con las mejores prácticas globales adaptadas a las necesidades de la economía de Arabia Saudita.
Descargas
Citas
ALBAQAMI, S. Implementing Quality Assurance in Saudi Arabia: A Comparison between the MESO and the MICRO Levels at PSU. Higher Education Studies, v. 5, n. 3, p. 66–81, 2015.
ALGUNMEEYN, A. et al. Exploring staff perspectives of the barriers to the implementation of accreditation in Jordanian hospitals: Case study. International Journal of Healthcare Management, v. 14, n. 4, p. 1422–1428, 2021.
ALMALKI, A. M. Blended Learning in Higher Education. In: International Handbook of E-Learning, Volume 2, p. 121–132, 2020.
ALSHATWI, A. A. et al. Tomato powder is more protective than lycopene supplement against lipid peroxidation in rats. Nutrition Research, v. 30, v. 1, p. 66–73, 2020.
ALSISY, G. A. Perspectives of Academic Staff and Graduate Students on the Effects of Globalisation on Cultural Identity in Saudi Arabia: A case Study Persectives of Academic. Journal of Faculty of Education Assiut University, v. 36, n. 4, p. 1–36, 2020.
AVENA, N. M.; POTENZA, M. N.; GOLD, M. S. Why are we consuming so much sugar despite knowing too much can harm us? JAMA Internal Medicine. American Medical Association, 2015.
BEN SALHA, G. et al. Deterpenation of Origanum majorana L. essential oil by reduced pressure steam distillation. Industrial Crops and Products, v. 109, p. 116–122, 2017.
BOUKRARA, A. Using Goals Modeling in Educational Engineering: Application to Course Learning Outcomes Assessment (CLOs) at Aljouf University. Journal of education and human development, v. 8, n. 4, p. 2334-2978, 2019.
CRESWELL, A. et al. Generative Adversarial Networks: An Overview. IEEE Signal Processing Magazine. Institute of Electrical and Electronics Engineers Inc, 2018.
CROSS, M.; NAIDOO, D. Peer review and the dilemmas of quality control in programme accreditation in South African higher education: Challenges and possibilities. Higher Education Policy, 2011.
DEMIREL, E. Accreditation of Distance Learning. Universal Journal of Educational Research, v. 4, n. 10, p. 2457-2464, 2016.
ELKHATEEB, R. et al. Impact of domestic violence against pregnant women in Minia governorate, Egypt: a cross sectional study. BMC Pregnancy and Childbirth, v. 21, n. 1, p. 1-7, 2021.
HUSSEIN, D.; SAADI, E. L.; FORAWI, S. A. The contribution of the UAE school inspection framework as a quality assurance tool for school transformation and performance improvement. The British University in Dubai (BUiD), 2017.
IBRAHIM, H. A.-H. Quality Assurance and Accreditation in Education. Open Journal of Education, v. 2, n. 2, p. 106, 2014.
KLASSEN, A. C. et al. I. Best practices in mixed methods for quality of life research. Quality of Life Research. Springer, 2012.
LEIBER, T.; MOUTAFIDOU, N.; WELKER, B. Impact evaluation of programme review at University of Stuttgart (Germany). European Journal of Higher Education, v. 8, n. (3), p. 337-350, 2018.
MARQUES, M.; POWELL, J. J. W. Ratings, rankings, research evaluation: how do Schools of Education behave strategically within stratified UK higher education? Higher Education, 2020.
MATTAR, M. Y. Combating Academic Corruption and Enhancing Academic Integrity through International Accreditation Standards: The Model of Qatar University. Journal of Academic Ethics, p. 1-28, 2021.
MEISSNER, H. et al. Best Practices for Mixed Methods Research in the Health Sciences. Methods, v. 29, p. 1-39, 2011.
PUN, B. T. et al. Caring for Critically Ill Patients with the ABCDEF Bundle: Results of the ICU Liberation Collaborative in Over 15,000 Adults. Critical Care Medicine, v. 47, n. 1, p. 3-14, 2019.
SAUDI ARABIA’S VISION 2030. ProQuest. n.d., 2020.
ULKER, N.; BAKIOGLU, A. An international research on the influence of accreditation on academic quality. Studies in Higher Education, v. 44, n. 9, p. 1507-1518, 2019.
WATTANASAP, S.; RESEARCH, T. S.-J. I. U. Accreditation: Through the Lens of Assessors. Researchgate.Net, 2019.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 Revista on line de Política e Gestão Educacional
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Manuscritos aceitos e publicados são de propriedade da Revista on line de Política e Gestão Educacional. É vedada a submissão integral ou parcial do manuscrito a qualquer outro periódico. A responsabilidade do conteúdo dos artigos é exclusiva dos autores. É vedada a tradução para outro idioma sem a autorização escrita do Editor ouvida a Comissão Editorial Científica.