Actores de la política de calidad en la educación superior costarricense
Fecha
2019
Tipo
artículo original
Autores
Gallardo Allen, Eugenia
Título de la revista
ISSN de la revista
Título del volumen
Editor
Resumen
En el presente artículo se analiza, desde la corriente neoinstitucionalista, el
proceso de formulación y adopción de la acreditación de carreras, como un componente de
la política de calidad en educación superior costarricense. Para ello, se utilizan los
elementos planteados por el modelo de Scharpf (1997). También, se identifican las
universidades estatales como actores, promotores y directivos; las universidades privadas,
como actores aliados; y algunos organismos internacionales y el gobierno, como actores
claves en el proceso de formulación y adopción del Sistema Nacional de Acreditación de la
Educación Superior (Sinaes), en Costa Rica. Se evidencia la creencia y la percepción de los
actores universitarios estatales de que la calidad de la educación superior se ve afectada por
la masificación y proliferación de universidades privadas. Además, se observa la influencia
de las ideas de organismos internacionales, que proponen como alternativa de solución la
creación de sistemas nacionales de acreditación y la utilización de herramientas de
evaluación para velar por la calidad educativa. Para este estudio, adicionalmente, se utiliza
el análisis del discurso, en documentos oficiales de Conare, de la Universidad de Costa
Rica y en artículos del periódico La Nación.
This paper analyzes the process of formulation and adoption of accreditation as a component of the higher education quality policy in Costa Rica. This is done from a neoinstitutionalist approach, using the Scharpf (1997) model. Public universities are identified as promoters and directive actors, while private universities are regarded as allied actors. Some international organizations and the government are also key actors in the formulation and adoption process. The adoption of the public interest nature of the National System of Accreditation of Higher Education (Sinaes) is carried out via Law N°8256 of the Republic. The belief and perception of the actors fundamentally lies in considering that the quality of higher education is affected by the massification and proliferation of private universities, as well as the ideas of international organizations that propose as an alternative solution the creation of national education systems accreditation and use evaluation tools to ensure quality. To carry out the analysis, it used discourse analysis, in official documents from Conare and the University of Costa Rica are used, as well as articles from the newspaper La Nación.
This paper analyzes the process of formulation and adoption of accreditation as a component of the higher education quality policy in Costa Rica. This is done from a neoinstitutionalist approach, using the Scharpf (1997) model. Public universities are identified as promoters and directive actors, while private universities are regarded as allied actors. Some international organizations and the government are also key actors in the formulation and adoption process. The adoption of the public interest nature of the National System of Accreditation of Higher Education (Sinaes) is carried out via Law N°8256 of the Republic. The belief and perception of the actors fundamentally lies in considering that the quality of higher education is affected by the massification and proliferation of private universities, as well as the ideas of international organizations that propose as an alternative solution the creation of national education systems accreditation and use evaluation tools to ensure quality. To carry out the analysis, it used discourse analysis, in official documents from Conare and the University of Costa Rica are used, as well as articles from the newspaper La Nación.
Descripción
Palabras clave
Política educativa, Neoinstitucionalismo, Calidad, Modelo Scharpf, Análisis del discurso, Educational policy, Neo-institutionalism, Quality, Scharpf model, Discourses analysis