Percepción estudiantil sobre los procesos de evaluación y acreditación en las carreras acreditadas de la Universidad de Cuenca

Abstract

The present study originates from the need to respond to the lack of knowledge regarding the perception of university students about the changes generated by the accreditation and evaluation processes. In this sense, the objective was to: Describe the perceptions of the students of the University of Cuenca about the processes of evaluation and accreditation of accredited careers. A methodology was developed with a relationaltype quantitative approach, while the descriptive transectional and correlational transectional design was used. We worked with a population of 381 students who take the last two cycles of three accredited careers at the University of Cuenca: Nursing, Jurisprudence and Dentistry, to whom the “Student Questionnaire was applied to assess the impact of the insurance processes of the quality of higher education” (Inter-University Center for Andean Development, 2011) and the“ Student perception questionnaire about the process of accreditation of careers ”(De la Garza, Hernández, Velarde y Marmolejo, 2015; Basantes, Coronel y Vinueza, 2016). The majority responded that they were informed that the university (93.4%) and the degree program (95.5%) are accredited, however, less than half of the students (48%) know about the accreditation process for the degree program and only the fourth part (26.8%) know of the University's accreditation processes. On a scale of 0 to 4, students rate that they do not 'agree or disagree' (˂ 2.5 points on the scale) in their perception of teachers, plans and programs, dependency, students, and resources. The fact of knowing whether or not the degree is accredited and the university does not correlate with the perception of the students, but there is a low significant correlation between the knowledge of the processes, dependency, students and resources.