Emerging Trends and Models in Self-Assessment for the Accreditation of Doctoral Programs in Education in Latin America
DOI:
https://doi.org/10.18041/2382-3240/saber.2024v19n1.11412Keywords:
Self-Assessment, Accreditation, Doctorates in Education, Educational QualityAbstract
This research, titled “Trends and Emerging Models in Self-Assessment for Accreditation of Doctoral Programs in Education in Latin America,” aimed to analyze innovative trends in self-assessment procedures applied to doctoral programs in education. Through document analysis, recent accreditation frameworks and regional self-assessment models were reviewed. The results indicated a shift towards qualitative indicators measuring social impact and innovation, and a harmonization of accreditation criteria with international standards. An increasing incorporation of technologies in self-assessment was observed, although challenges persist in equitable access to these technologies. The study concludes that self-assessment of the quality of these programs is being constructed from the perspective of university social responsibility, reflecting a shift in doctoral programs, focusing on both academic production and social contribution. The inclusion of a broader range of stakeholders in these processes provides a more holistic view of the effectiveness of academic offerings.
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Copyright (c) 2024 Alexander Javier Montes-Miranda, Andrés Alarcón-Lora, Liris Munera-Cavadia
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