Comparative analysis of accreditation models for graduate programs or careers
This research aims to identify the differences and similarities between the model of the Central American Agency for Postgraduate Accreditation (ACAP) and the model of the Honduran System for Accreditation of Quality in Higher Education (SHACES). The research methodology is descriptive with a qualit...
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Costa Rica |
| Recursos: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| Idioma: | español |
| OAI Identifier: | oai:revistas.investiga.uned.ac.cr:article/5560 |
| Acesso em linha: | https://revistas.uned.ac.cr/index.php/revistacalidad/article/view/5560 |
| Access Level: | acceso abierto |
| Palavra-chave: | quality of education Higher education accreditation educational evaluation Acreditación calidad de la educación educación superior evaluación educativa |
| Resumo: | This research aims to identify the differences and similarities between the model of the Central American Agency for Postgraduate Accreditation (ACAP) and the model of the Honduran System for Accreditation of Quality in Higher Education (SHACES). The research methodology is descriptive with a qualitative approach using the comparative method. According to the results, both models are based on the same theory: Stufflebeam's Systemic Model of Context, Inputs, Processes, and Outputs (CIPP). In addition, both structure aspects relate to teaching, research, linkage, academics, administrative management, and internationalization. Among the differences, it is highlighted that accreditation with ACAP is voluntary, while with SHACES it is mandatory. |
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