The Polysemic Character of Quality Education at the University Level: An Approach from Its Main Actors
Abstract
This study shows the results derived from an exploratory research whose purpose was to analyze the perception of various actors on the notion of quality inserted in the field of education, particularly at a university level. To do this, a quantitative study with a correlational and cross-sectional scope was carried out. After following a non-probabilistic sampling for convenience, a total of 763 categorical subjects were obtained. The results indicate that 59.8 % of those surveyed consider that the main attribute to refer to a quality education should be the teaching-learning process, in addition to that the evaluation of quality in higher education institutions should be carried out through the accreditation and certification processes carried out by the evaluating bodies. Subsequently, the correlational analyzes were obtained through a multiple correspondence analysis (MCA). The perceptions of the various categorical actors are divergent and vary according to the context in which they develop, which indicates that even after studying the main university actors, quality education is polysemic. Finally, it is suggested to direct the debate towards the construction of a transdisciplinary definition that brings together the various perspectives.
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