Desde la calidad académica y formación humana, un modelo interno de gestión educativa para la excelencia de la comunidad educativa y las Instituciones de Educación Superior

Abstract

The dynamics of the contemporary world make it necessary for higher education institutions to reflect on the challenges they face in order to promote and achieve higher levels of quality, recognized as excellence in this research, seeking to harmonize the perspectives of all its actors, the social and normative requirements of their environment, and the incorporation and development of their management processes. Likewise, to contribute to the transformation of its educational community, and to influence the development of nations.

The objective of the research was to understand how academic quality, human formation and educational management, contribute to the excellence of the educational community and higher education institutions. It was developed from the qualitative paradigm and was considered interpretive. The methodology was based on the strategy of multiple case studies with descriptive method for the analysis of four external models of academic quality assurance and six higher education institutions in Colombia. In addition, 97 educational actors (directors, teachers, students, graduates, parents, executives and businessmen) participated, whose contributions were integrated with support in the strategy of Social Representations, and analyzed from the hermeneutic method.

As a result of this work, it was possible to understand how the categories proposed in the research objective should be integrated in order to achieve excellence. It was concluded: (a) that it is necessary to incorporate permanent and transversal strategies on humanistic and humanistic formation directed to the entire educational community, in order to achieve suitable people; (b) that higher education institutions must assume their autonomy in the educational management strategy; (c) that academic quality is recognized by the educational community for personal attitudes and the effectiveness of the institution's processes; and (d) that excellence is considered as continuous and sustained improvement.

In addition, the research confirmed the need to develop an internal model of educational management for excellence, based on human training and academic quality, considered as factors of transversal influence. It also allowed the conceptual construction of the mentioned categories and on excellence, as an emerging category; likewise, the elaboration of social representations and the elaboration of the proposal of the mentioned model.