PERCEPTION OF EDUCATIONAL QUALITY IN A TECHNOLOGICAL ADMINISTRATIVE PROGRAMME: A STUDY WITH LECTURERS AND STUDENTS

Abstract

The accreditation of higher education programmes and institutions in Colombia, granted by the Ministry of National Education, is based on self-regulation processes aimed at the continuous improvement of educational quality. In this context, the present study aimed to analyse teachers’ and students’ perceptions of the quality of a technological programme in the administrative field, drawing on the evaluation of factors established by the institutional self-evaluation and accreditation policy. The research adopted a mixed-methods approach and used an institutional survey as the main instrument, with the participation of 92% of teachers and 80% of students. The results revealed high levels of satisfaction in areas such as teaching methodology, pedagogical and technological strategies, academic support, and the promotion of cultural, artistic, sports, and research activities. Progress was also noted in well-being initiatives, research training, and the provision of physical and technological resources. However, opportunities for improvement were identified in relation to the relevance and dissemination of student regulations, the visibility of institutional incentives and support, the implementation of internationalisation policies, and the strengthening of specialised facilities such as laboratories and classrooms. The findings highlight the value of participatory evaluation as a tool to reinforce a culture of continuous improvement in higher education, while underscoring the need to ensure equitable and relevant conditions that foster an inclusive, coherent learning experience aligned with academic quality standards.