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

Contenido principal del artículo

Fernando Gustavo Acevedo Calamet https://orcid.org/0000-0002-0815-7980
Fiorella Gago Benito https://orcid.org/0000-0002-9841-461X
María Alejandra da Silva Muñoz https://orcid.org/0000-0003-3381-7650
Ana Lucía Bastos Olivera https://orcid.org/0000-0002-3100-5811

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).
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