Percepciones sobre la calidad de la educación universitaria: Un enfoque multidimensional
Palabras clave:
Calidad educativa, percepción estudiantil, educación superior, evaluación, capacidad de respuesta
Resumen
En un contexto académico, donde las transformaciones sociales y del mercado laboral plantean desafíos únicos, la calidad de la educación superior se ha convertido en un tema crucial. El objetivo es evaluar las percepciones de la calidad de la educación superior en los estudiantes de la Universidad Estatal de Milagro, Ecuador. Se adoptó un enfoque cuantitativo no experimental con metodología descriptiva y correlacional, analizando las percepciones de 500 estudiantes mediante un cuestionario electrónico basado en la escala SERVQUAL que midió aspectos como tangibilidad, fiabilidad, capacidad de respuesta, seguridad y empatía. Se observó uniformidad en ciertas áreas de la dimensión de tangibles, pero también diferencias significativas en otras, destacando la diversidad en la percepción estudiantil. Análisis específicos como ANOVA y test t enfatizaron variaciones importantes en la claridad de las respuestas, el trato del personal y la actitud de liderazgo, resaltando la necesidad de una atención personalizada y una comunicación efectiva. Se concluye que las percepciones de calidad educativa en esta Universidad son generalmente positivas, aunque también revelan variabilidad y áreas de mejora potencial en las dimensiones analizadas. No obstante, el estudio ofrece ideas valiosas sobre percepciones de la calidad educativa, tiene limitaciones significativas al centrarse exclusivamente en las percepciones estudiantiles.
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Alique, D., y Linares, M. (2019). The importance of rapid and meaningful feedback on computer-aided graphic expression learning. Education for Chemical Engineers, 27, 54-60. https://doi.org/10.1016/j.ece.2019.03.001
Aurangzeb, W., Tahir, T., y Khan, K. (2020). Educational leadership processes as predictors of positive work attitude at higher education level. Global Social Sciences Review, V(I), 500-509. https://doi.org/10.31703/gssr.2020(V-I).51
Austin, A. E. (2002). Preparing the next generation of faculty. The Journal of Higher Education, 73(1), 94-122. https://doi.org/10.1080/00221546.2002.11777132
Biglan, A., Flay, B. R., Embry, D. D., y Sandler, I. N. (2012). The critical role of nurturing environments for promoting human well-being. American Psychologist, 67(4), 257-271. https://doi.org/10.1037/a0026796
Bridgstock, R. (2009). The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills. Higher Education Research & Development, 28(1), 31-44. https://doi.org/10.1080/07294360802444347
Brown, R. M., y Mazzarol, T. W. (2009). The importance of institutional image to student satisfaction and loyalty within higher education. Higher Education, 58(1), 81-95. https://doi.org/10.1007/s10734-008-9183-8
Calvo-Porral, C., Lévy-Mangin, J.-P., y Novo-Corti, I. (2013). Perceived quality in higher education: An empirical study. Marketing Intelligence & Planning, 31(6), 601-619. https://doi.org/10.1108/MIP-11-2012-0136
Cardoso, S., João, M., y Santos, C. S. (2013). Different academics’ characteristics, different perceptions on quality assessment? Quality Assurance in Education, 21(1), 96-117. https://doi.org/10.1108/09684881311293089
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Cho, S., y Mor Barak, M. E. (2008). Understanding of diversity and inclusion in a perceived homogeneous culture: A study of organizational commitment and job performance among Korean employees. Administration in Social Work, 32(4), 100-126. https://doi.org/10.1080/03643100802293865
Clemes, M. D., Gan, C. E. C., y Kao, T.-H. (2008). University student satisfaction: An empirical analysis. Journal of Marketing for Higher Education, 17(2), 292-325. https://doi.org/10.1080/08841240801912831
Crosling, G., Nair, M., y Vaithilingam, S. (2015). A creative learning ecosystem, quality of education and innovative capacity: A perspective from higher education. Studies in Higher Education, 40(7), 1147-1163. https://doi.org/10.1080/03075079.2014.881342
Dinh, N. B. K., Caliskan, A., y Zhu, C. (2021). Academic leadership: Perceptions of academic leaders and staff in diverse contexts. Educational Management Administration & Leadership, 49(6), 996-1016. https://doi.org/10.1177/1741143220921192
Ferguson, R. (2012). Learning analytics: Drivers, developments and challenges. International Journal of Technology Enhanced Learning (IJTEL), 4(5/6), 304. https://doi.org/10.1504/IJTEL.2012.051816
García, A., Mariz, R. M., y Mourelle, E. (2018). Más allá de la movilidad. La internacionalización en la Universidade da Coruña. Revista de Ciencias Sociales (Ve), XXIV(1), 41-56. https://produccioncientificaluz.org/index.php/rcs/article/view/24928
Gursoy, D., y Umbreit, W. T. (2005). Exploring students’ evaluations of teaching effectiveness: What factors are important? Journal of Hospitality & Tourism Research, 29(1), 91-109. https://doi.org/10.1177/1096348004268197
Hagermoser, L. M., Fallon, L. M., y Collier‐Meek, M. A. (2013). Increasing teacher treatment integrity through performance feedback provided by school personnel. Psychology in the Schools, 50(2), 134-150. https://doi.org/10.1002/pits.21664
Harvey, L., y Askling, B. (2003). Quality in Higher Education. In R. Begg (Eds.) The Dialogue between Higher Education Research and Practice (pp. 69-83). Springer Netherlands. https://doi.org/10.1007/978-0-306-48368-4_6
Haughney, K., Wakeman, S., y Hart, L. (2020). Quality of feedback in higher education: A review of literature. Education Sciences, 10(3), 60. https://doi.org/10.3390/educsci10030060
Huamán-Romaní, Y.-L., Coronel-Chugden, J.-W., Flores-Castillo, M.-M., y Gutiérrez-Gómez, E. (2023). Perspectiva de la calidad de servicio en la enseñanza e-learning en estudiantes universitarios en Perú. Revista de Ciencias Sociales (Ve), XXIX(E-7), 210-225. https://doi.org/10.31876/rcs.v29i.40459
Jain, R., Sahney, S., y Sinha, G. (2013). Developing a scale to measure students’ perception of service quality in the Indian context. The TQM Journal, 25(3), 276-294. https://doi.org/10.1108/17542731311307456
Kanji, G. K., Malek, A., y Tambi, B. A. (1999). Total quality management in UK higher education institutions. Total Quality Management, 10(1), 129-153. https://doi.org/10.1080/0954412998126
Kutsyuruba, B., Klinger, D. A., y Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well‐being: A review of the literature. Review of Education, 3(2), 103-135. https://doi.org/10.1002/rev3.3043
Lee, Y., y Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development, 59(5), 593-618. https://doi.org/10.1007/s11423-010-9177-y
Lizzio, A., Wilson, K., y Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27-52. https://doi.org/10.1080/03075070120099359
Lunenberg, M., y Korthagen, F. (2009). Experience, theory, and practical wisdom in teaching and teacher education. Teachers and Teaching, 15(2), 225-240. https://doi.org/10.1080/13540600902875316
Marginson, S. (2016). High participation systems of higher education. The Journal of Higher Education, 87(2), 243-271. https://doi.org/10.1080/00221546.2016.11777401
Mohamedbhai, G. (2014). Massification in higher education institutions in Africa: Causes, consequences and responses. International Journal of African Higher Education, 1(1), 59-83. https://doi.org/10.6017/ijahe.v1i1.5644
Neștian, Ș. A., Vodă, A. I., Tiță, S. M., Guță, A. L., y Turnea, E.-S. (2021). Does individual knowledge management in online education prepare business students for employability in online businesses? Sustainability, 13(4), 2091. https://doi.org/10.3390/su13042091
Neyra, C. A., Yangali, J. S., Huaita, D. M., y Tacilla, N. J. (2023). Aprendizajes de calidad en educación superior universitaria: Garantía de procesos de formación con impacto social. Revista de Ciencias Sociales (Ve), XXIX(4), 428-443. https://doi.org/10.31876/rcs.v29i4.41270
Ozsen, T., Uslu, B., y Aypay, A. (2022). Strategy adaptation for sustainable quality management in universities: A systematic literature review. Tertiary Education and Management, 29, 447-469. https://doi.org/10.1007/s11233-022-09098-4
Parasuraman, A., Berry, L. L., y Zeithaml, V. A. (1991). Refinement and reassessment of the SERVQUAL scale. Journal of Retailing, 67(4), 420-450.
Pozos, K. V., y Tejada, J. (2018). Competencias digitales en docentes de educación superior: Niveles de dominio y necesidades formativas. Revista Digital de Investigación en Docencia Universitaria, 12(2), 59-87. https://doi.org/10.19083/ridu.2018.712
Prowse, A., Ruiz, V., y Powell, S. (2021). Design considerations for personalised supported learning: Implications for higher education. Journal of Further and Higher Education, 45(4), 497-510. https://doi.org/10.1080/0309877X.2020.1789915
Qazi, Z., Qazi, W., Raza, S. A., y Yousufi, S. Q. (2022). The antecedents affecting university reputation and student satisfaction: A study in higher education context. Corporate Reputation Review, 25(4), 253-271. https://doi.org/10.1057/s41299-021-00126-4
Revilla-Cuesta, V., Skaf, M., Varona, J. M., y Ortega-López, V. (2021). The Outbreak of the COVID-19 Pandemic and its social impact on education: Were engineering teachers ready to teach online? International Journal of Environmental Research and Public Health, 18(4), 2127. https://doi.org/10.3390/ijerph18042127
Roberts, P., y Dunworth, K. (2012). Staff and student perceptions of support services for international students in higher education: A case study. Journal of Higher Education Policy and Management, 34(5), 517-528. https://doi.org/10.1080/1360080X.2012.716000
Rodelo, M. K., Montero, P. M., Jay-Vanegas, W., y Martelo, R. J. (2021). Metodología de investigación acción participativa: Una estrategia para el fortalecimiento de la calidad educativa. Revista de Ciencias Sociales (Ve), XXVII(3), 287-298. https://produccioncientificaluz.org/index.php/rcs/article/view/36770
Shofiyyah, N. A., Komarudin, T. S., y Hasan, M. S. (2023). Innovations in Islamic education management within the university context: Addressing challenges and exploring future prospects. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 8(2), 193-209. https://doi.org/10.31538/ndh.v8i2.3625
Sima, V., Gheorghe, I. G., Subić, J., y Nancu, D. (2020). Influences of the Industry 4.0 revolution on the human capital development and consumer behavior: A systematic review. Sustainability, 12(10), 4035. https://doi.org/10.3390/su12104035
Singh, S., y Jasial, S. S. (2021). Moderating effect of perceived trust on service quality – student satisfaction relationship: Evidence from Indian higher management education institutions. Journal of Marketing for Higher Education, 31(2), 280-304. https://doi.org/10.1080/08841241.2020.1825029
Teichler, U. (1999). Higher education policy and the world of work: Changing conditions and challenges. Higher Education Policy, 12(4), 285-312. https://doi.org/10.1016/S0952-8733(99)00019-7
Van der Heijden, B. I. J. M., Davies, E. M. M., Van der Linden, D., Bozionelos, N., y De Vos, A. (2022). The relationship between career commitment and career success among university staff: The mediating role of employability. European Management Review, 19(4), 564-580. https://doi.org/10.1111/emre.12503
Varouchas, E., Sicilia, M.-A., y Sánchez-Alonso, S. (2018). Towards an integrated learning analytics framework for quality perceptions in higher education: A 3-tier content, process, engagement model for key performance indicators. Behaviour & Information Technology, 37(10-11), 1129-1141. https://doi.org/10.1080/0144929X.2018.1495765
Vicente-Molina, M. A., Fernández-Sáinz, A., y Izagirre-Olaizola, J. (2013). Environmental knowledge and other variables affecting pro-environmental behaviour: Comparison of university students from emerging and advanced countries. Journal of Cleaner Production, 61, 130-138. https://doi.org/10.1016/j.jclepro.2013.05.015
Yang, R. (2003). Globalisation and higher education development: A critical analysis. International Review of Education, 49(3/4), 269-291. https://doi.org/10.1023/A:1025303303245
Zou, P. X. W., y Sunindijo, R. Y. (2013). Skills for managing safety risk, implementing safety task, and developing positive safety climate in construction project. Automation in Construction, 34, 92-100. https://doi.org/10.1016/j.autcon.2012.10.018
Aurangzeb, W., Tahir, T., y Khan, K. (2020). Educational leadership processes as predictors of positive work attitude at higher education level. Global Social Sciences Review, V(I), 500-509. https://doi.org/10.31703/gssr.2020(V-I).51
Austin, A. E. (2002). Preparing the next generation of faculty. The Journal of Higher Education, 73(1), 94-122. https://doi.org/10.1080/00221546.2002.11777132
Biglan, A., Flay, B. R., Embry, D. D., y Sandler, I. N. (2012). The critical role of nurturing environments for promoting human well-being. American Psychologist, 67(4), 257-271. https://doi.org/10.1037/a0026796
Bridgstock, R. (2009). The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills. Higher Education Research & Development, 28(1), 31-44. https://doi.org/10.1080/07294360802444347
Brown, R. M., y Mazzarol, T. W. (2009). The importance of institutional image to student satisfaction and loyalty within higher education. Higher Education, 58(1), 81-95. https://doi.org/10.1007/s10734-008-9183-8
Calvo-Porral, C., Lévy-Mangin, J.-P., y Novo-Corti, I. (2013). Perceived quality in higher education: An empirical study. Marketing Intelligence & Planning, 31(6), 601-619. https://doi.org/10.1108/MIP-11-2012-0136
Cardoso, S., João, M., y Santos, C. S. (2013). Different academics’ characteristics, different perceptions on quality assessment? Quality Assurance in Education, 21(1), 96-117. https://doi.org/10.1108/09684881311293089
Chireshe, R. (2011). Effective and ineffective lecturers: University students’ perspective in Zimbabwe. The Anthropologist, 13(4), 265-269. http://krepublishers.com/02-Journals/T-Anth/Anth-13-0-000-11-Web/Anth-13-4-000-11-Abst-Pdf/Anth-13-4-265-11-722-Chireshe-R/ANTH-13-4-265-11-722-Chireshe-R-Ab.pdf
Cho, S., y Mor Barak, M. E. (2008). Understanding of diversity and inclusion in a perceived homogeneous culture: A study of organizational commitment and job performance among Korean employees. Administration in Social Work, 32(4), 100-126. https://doi.org/10.1080/03643100802293865
Clemes, M. D., Gan, C. E. C., y Kao, T.-H. (2008). University student satisfaction: An empirical analysis. Journal of Marketing for Higher Education, 17(2), 292-325. https://doi.org/10.1080/08841240801912831
Crosling, G., Nair, M., y Vaithilingam, S. (2015). A creative learning ecosystem, quality of education and innovative capacity: A perspective from higher education. Studies in Higher Education, 40(7), 1147-1163. https://doi.org/10.1080/03075079.2014.881342
Dinh, N. B. K., Caliskan, A., y Zhu, C. (2021). Academic leadership: Perceptions of academic leaders and staff in diverse contexts. Educational Management Administration & Leadership, 49(6), 996-1016. https://doi.org/10.1177/1741143220921192
Ferguson, R. (2012). Learning analytics: Drivers, developments and challenges. International Journal of Technology Enhanced Learning (IJTEL), 4(5/6), 304. https://doi.org/10.1504/IJTEL.2012.051816
García, A., Mariz, R. M., y Mourelle, E. (2018). Más allá de la movilidad. La internacionalización en la Universidade da Coruña. Revista de Ciencias Sociales (Ve), XXIV(1), 41-56. https://produccioncientificaluz.org/index.php/rcs/article/view/24928
Gursoy, D., y Umbreit, W. T. (2005). Exploring students’ evaluations of teaching effectiveness: What factors are important? Journal of Hospitality & Tourism Research, 29(1), 91-109. https://doi.org/10.1177/1096348004268197
Hagermoser, L. M., Fallon, L. M., y Collier‐Meek, M. A. (2013). Increasing teacher treatment integrity through performance feedback provided by school personnel. Psychology in the Schools, 50(2), 134-150. https://doi.org/10.1002/pits.21664
Harvey, L., y Askling, B. (2003). Quality in Higher Education. In R. Begg (Eds.) The Dialogue between Higher Education Research and Practice (pp. 69-83). Springer Netherlands. https://doi.org/10.1007/978-0-306-48368-4_6
Haughney, K., Wakeman, S., y Hart, L. (2020). Quality of feedback in higher education: A review of literature. Education Sciences, 10(3), 60. https://doi.org/10.3390/educsci10030060
Huamán-Romaní, Y.-L., Coronel-Chugden, J.-W., Flores-Castillo, M.-M., y Gutiérrez-Gómez, E. (2023). Perspectiva de la calidad de servicio en la enseñanza e-learning en estudiantes universitarios en Perú. Revista de Ciencias Sociales (Ve), XXIX(E-7), 210-225. https://doi.org/10.31876/rcs.v29i.40459
Jain, R., Sahney, S., y Sinha, G. (2013). Developing a scale to measure students’ perception of service quality in the Indian context. The TQM Journal, 25(3), 276-294. https://doi.org/10.1108/17542731311307456
Kanji, G. K., Malek, A., y Tambi, B. A. (1999). Total quality management in UK higher education institutions. Total Quality Management, 10(1), 129-153. https://doi.org/10.1080/0954412998126
Kutsyuruba, B., Klinger, D. A., y Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well‐being: A review of the literature. Review of Education, 3(2), 103-135. https://doi.org/10.1002/rev3.3043
Lee, Y., y Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development, 59(5), 593-618. https://doi.org/10.1007/s11423-010-9177-y
Lizzio, A., Wilson, K., y Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27-52. https://doi.org/10.1080/03075070120099359
Lunenberg, M., y Korthagen, F. (2009). Experience, theory, and practical wisdom in teaching and teacher education. Teachers and Teaching, 15(2), 225-240. https://doi.org/10.1080/13540600902875316
Marginson, S. (2016). High participation systems of higher education. The Journal of Higher Education, 87(2), 243-271. https://doi.org/10.1080/00221546.2016.11777401
Mohamedbhai, G. (2014). Massification in higher education institutions in Africa: Causes, consequences and responses. International Journal of African Higher Education, 1(1), 59-83. https://doi.org/10.6017/ijahe.v1i1.5644
Neștian, Ș. A., Vodă, A. I., Tiță, S. M., Guță, A. L., y Turnea, E.-S. (2021). Does individual knowledge management in online education prepare business students for employability in online businesses? Sustainability, 13(4), 2091. https://doi.org/10.3390/su13042091
Neyra, C. A., Yangali, J. S., Huaita, D. M., y Tacilla, N. J. (2023). Aprendizajes de calidad en educación superior universitaria: Garantía de procesos de formación con impacto social. Revista de Ciencias Sociales (Ve), XXIX(4), 428-443. https://doi.org/10.31876/rcs.v29i4.41270
Ozsen, T., Uslu, B., y Aypay, A. (2022). Strategy adaptation for sustainable quality management in universities: A systematic literature review. Tertiary Education and Management, 29, 447-469. https://doi.org/10.1007/s11233-022-09098-4
Parasuraman, A., Berry, L. L., y Zeithaml, V. A. (1991). Refinement and reassessment of the SERVQUAL scale. Journal of Retailing, 67(4), 420-450.
Pozos, K. V., y Tejada, J. (2018). Competencias digitales en docentes de educación superior: Niveles de dominio y necesidades formativas. Revista Digital de Investigación en Docencia Universitaria, 12(2), 59-87. https://doi.org/10.19083/ridu.2018.712
Prowse, A., Ruiz, V., y Powell, S. (2021). Design considerations for personalised supported learning: Implications for higher education. Journal of Further and Higher Education, 45(4), 497-510. https://doi.org/10.1080/0309877X.2020.1789915
Qazi, Z., Qazi, W., Raza, S. A., y Yousufi, S. Q. (2022). The antecedents affecting university reputation and student satisfaction: A study in higher education context. Corporate Reputation Review, 25(4), 253-271. https://doi.org/10.1057/s41299-021-00126-4
Revilla-Cuesta, V., Skaf, M., Varona, J. M., y Ortega-López, V. (2021). The Outbreak of the COVID-19 Pandemic and its social impact on education: Were engineering teachers ready to teach online? International Journal of Environmental Research and Public Health, 18(4), 2127. https://doi.org/10.3390/ijerph18042127
Roberts, P., y Dunworth, K. (2012). Staff and student perceptions of support services for international students in higher education: A case study. Journal of Higher Education Policy and Management, 34(5), 517-528. https://doi.org/10.1080/1360080X.2012.716000
Rodelo, M. K., Montero, P. M., Jay-Vanegas, W., y Martelo, R. J. (2021). Metodología de investigación acción participativa: Una estrategia para el fortalecimiento de la calidad educativa. Revista de Ciencias Sociales (Ve), XXVII(3), 287-298. https://produccioncientificaluz.org/index.php/rcs/article/view/36770
Shofiyyah, N. A., Komarudin, T. S., y Hasan, M. S. (2023). Innovations in Islamic education management within the university context: Addressing challenges and exploring future prospects. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 8(2), 193-209. https://doi.org/10.31538/ndh.v8i2.3625
Sima, V., Gheorghe, I. G., Subić, J., y Nancu, D. (2020). Influences of the Industry 4.0 revolution on the human capital development and consumer behavior: A systematic review. Sustainability, 12(10), 4035. https://doi.org/10.3390/su12104035
Singh, S., y Jasial, S. S. (2021). Moderating effect of perceived trust on service quality – student satisfaction relationship: Evidence from Indian higher management education institutions. Journal of Marketing for Higher Education, 31(2), 280-304. https://doi.org/10.1080/08841241.2020.1825029
Teichler, U. (1999). Higher education policy and the world of work: Changing conditions and challenges. Higher Education Policy, 12(4), 285-312. https://doi.org/10.1016/S0952-8733(99)00019-7
Van der Heijden, B. I. J. M., Davies, E. M. M., Van der Linden, D., Bozionelos, N., y De Vos, A. (2022). The relationship between career commitment and career success among university staff: The mediating role of employability. European Management Review, 19(4), 564-580. https://doi.org/10.1111/emre.12503
Varouchas, E., Sicilia, M.-A., y Sánchez-Alonso, S. (2018). Towards an integrated learning analytics framework for quality perceptions in higher education: A 3-tier content, process, engagement model for key performance indicators. Behaviour & Information Technology, 37(10-11), 1129-1141. https://doi.org/10.1080/0144929X.2018.1495765
Vicente-Molina, M. A., Fernández-Sáinz, A., y Izagirre-Olaizola, J. (2013). Environmental knowledge and other variables affecting pro-environmental behaviour: Comparison of university students from emerging and advanced countries. Journal of Cleaner Production, 61, 130-138. https://doi.org/10.1016/j.jclepro.2013.05.015
Yang, R. (2003). Globalisation and higher education development: A critical analysis. International Review of Education, 49(3/4), 269-291. https://doi.org/10.1023/A:1025303303245
Zou, P. X. W., y Sunindijo, R. Y. (2013). Skills for managing safety risk, implementing safety task, and developing positive safety climate in construction project. Automation in Construction, 34, 92-100. https://doi.org/10.1016/j.autcon.2012.10.018
Publicado
2025-04-07
Cómo citar
Párraga Lino, C. G., Campuzano-Rodríguez, S. M., Pinargote-Macías, E. I., & Macías-Cedeño, A. R. (2025). Percepciones sobre la calidad de la educación universitaria: Un enfoque multidimensional. Revista De Ciencias Sociales, 31(2), 295-309. https://doi.org/10.31876/rcs.v31i2.43767
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