Quality management system based on ICACIT accreditation criteria and its impact on the teaching performance of the Agroindustrial Engineering program

Tatiana C.A.; Alexis G.V.J.; Guillermo L.L. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2020) · DOI: 10.18687/laccei2020.1.1.255

Resumen

Peruvian National accreditation processes are becoming relevant, due to the government benefits and access that is providing for accredited entities. This research has been carried out within the framework of the Accreditation process for the Agroindustrial Engineering program of a Peruvian university. Within this process, the University to which the program belongs makes the decision to adopt the accreditation model of the "Institute for Quality and Accreditation of Computer, Engineering and Technology Programs - ICACIT" that has international standards called "accreditation criteria ". The Quality Management System (QMS) designed by the program is based on this criterias and affects the teaching-learning processes and teaching performance. The aim of this study is to evaluate the impact of the QMS based on the ICACIT accreditation criteria in the performance of teachers of Agroindustrial Engineering program in a Peruvian university, making a diagnosis of the teaching performance called “initial measurement”, in the 2018-I period, the established procedures of the QMS were subsequently implemented during the 2018-II and 2019-I semesters, then measuring the level of compliance with the designed processes, after that, the teaching performance in the 2019 I period was measured and the impact of the QMS was evaluated by performing statistical analyzes to determine differences between periods (ANVA) and the correlation between the QMS and the teaching performance (Simple Regression and correlation analysis). The indicators measured for the calculation of teacher performance were: Counseling and class orientation, Compliance with the teaching portfolio, evaluation by the principal, class supervision, satisfaction of the subject; finding that 4 of the 5 indicators show significant differences between periods, as well as the teaching performance indicator. Finally, a moderately strong correlation was obtained between the QMS and the teaching performance, finding a correlation coefficient equal to 0.6221.

Instituciones: Universidad Nacional de Trujillo