Estado del arte sobre concepciones de la calidad de la educación superior

Contenido principal del artículo

Fernando Gustavo Acevedo Calamet
María Alejandra da Silva Muñoz
Ana Lucía Bastos Olivera

Resumen

Dado el carácter polisémico y multidimensional de la noción calidad y de su centralidad y relevancia creciente en la educación superior, resulta necesario sentar bases que permitan conceptualizarla en función de su contexto de aplicación, de modo de dar sustento y consistencia al diseño de políticas focalizadas. El artículo expone los principales lineamientos metodológicos y resultados de una exhaustiva revisión bibliográfica orientada a esos efectos, centrada en la identificación de las concepciones sobre calidad de la educación superior en artículos publicados entre 2016 y 2020 en revistas de alto impacto internacional. Una vez finalizada la revisión, que siguió los lineamientos axiales del método PRISMA-P, quedaron seleccionados 186 artículos del universo inicial de 53 290. Un análisis por codificación abierta deductiva permitió identificar lasconcepciones predominantes de la calidad de la educación superior y sus componentes valorados como sustantivos. Otro de los resultados destacables es la pertinencia de agrupar esas concepciones en dos categorías —“calidad en soi” y “calidad pour soi”—, muy afines con las posiciones asumidas en dos textos muy influyentes en Hispanoamérica. Del análisis de los artículos seleccionados surgió una interrogante crucial: ¿a quién le corresponde determinar la calidad de un producto o servicio en educación superior? La respuesta a esta pregunta dio lugar a la emergencia de un posicionamiento teórico-conceptual alternativo a los subyacentes en esas categorías: “calidad pourqui” (calidad para quién, calidad para quiénes).

Detalles del artículo

Sección
Artículos

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