MEBAUAC es original y ha permitido el establecimiento de una línea de base. No se encontraron

metodologías similares anteriores. El instrumento de la evaluación es original y se aplicó a la

evaluación del cumplimiento de los criterios de acreditación universitaria de carreras de

ingeniería con una muestra de 73 profesores y autoridades académicas de carreras de ingeniería

en Lima, capital del Perú. Utilizando la metodología propuesta, se obtuvieron los resultados de

los siguientes criterios: (a) el conocimiento de las estrategias adecuadas de los procesos de

enseñanza-aprendizaje por parte de los profesores, (b) la implementación de programas de

bienestar (biblioteca, artes, atención de la salud, recreación actividades, etc.), (c) planificación a

largo plazo, (d) elaboración de planes de estudio de acuerdo con los requisitos del mercado

laboral, (e) aplicación de estrategias adecuadas para los procesos de enseñanza-aprendizaje, (f)

1

E-mail: emigdio.alfaro@gmail.com

of the accomplishment of university accreditation criteria of engineering careers with a sample

of 73 professors and academic authorities of engineering careers in the city of Lima, capital of

Peru. Using the proposed methodology, there were results of the accomplishment of the

following criteria: (a) the knowledge of the adequate strategies of teaching-learning processes by

professors, (b) the implementation of welfare programs (library, arts, health attention,

recreational activities, etc.), (c) long term planning, (d) elaboration of adequate study planning

according to the requirements of the labor market, (e) application of adequate strategies for

teaching-learning processes, (f) tutorship, (g) university extension and social projection, (h)

spaces and equipment, and (i) relationships with interest groups. Future researches about the

evaluation of the accreditation process must take into account the focuses for university schools,

that complies with nationally recognized standards established for the practice of accreditation

in the United States” (p. 6). Damaj, Zaher, and Yousafzai (2017) also indicated: “The rapid

growth in number of higher education institutes, all over the world, necessitates exploring

frameworks for assessment and evaluation (AE) that promote quality” (p. 73). Additionally,

Wang and Cao (2019) indicated: “Economic globalization will accelerate the internationalization

of engineering education, so global and regional accreditation has gradually become an

indispensable measure to guarantee engineering talent training quality” (p. 155).

accreditation criteria on the diverse careers of the diverse universities of a city or country

accomplishment of the university accreditation criteria through its application to engineering

careers in Lima, capital of Peru.

Background of the Problem

revealed diverse complex situations about the educational issues, such as: corruption, problems

with infrastructure and equipment, low teaching quality, problems with curriculum, lack of

research activities, lack of contact with the labor market, etc. In this sense, Wang and Cao (2019)

goes through a long history of development” (p. 155). Additionally, Wang and Cao (2019)

indicated:

legislation and court practice in Russia in the first decade of the 21st century enabled educational

institutions to do some kinds of activities in corrupted way.” (p. 160). Sergeevich (2015) also

discovered the following issues:

engineering programs in Colombia and concluded that the programs of provincial universities

are generally not accredited by the lack of knowledge of the alignments and norms, which only

seek to comply with the requirement regarding the percentage of programs accredited, depending

on the creditable established by the current norms (p. 120). After an evaluation of the higher

education in India, Chahal and Dar (2015) concluded the following challenges and issues: (a) the

demand-supply gap, (b) inadequate facilities and infrastructure, (c) lower level of teaching

quality, (d) research constraints, (e) uneven growth and access to opportunity, (f) more

concentrated on theories and rather than practical knowledge, (g) lack of involvement in and

control of educational matters by professors, (h) traditional methods of teaching, (i) abroad

settlement after education, (k) quota system, and (l) quality-reflecting on. Chahal and Dar (2015)

et al. (2014) also found that “physical facilities and training delivery were not significant

reported that the gap between the number of students who successfully complete all the courses

in their curriculum, and the realization of thesis for graduation is explained in part because the

curricula of programs does not facilitate the acquisition of frames to think scientifically. The

analysts of Red de Ciencia y Desarrollo (2010) of Peru (citing a publication of Comex Peru)

indicated that less than 5% of the resources granted to state universities for investing in science

and technology is actually used for that purpose. According to the interview by journalist Zoraida

Portillo, of the Red de Ciencia y Desarrollo, to Rafael Zacnich, economist of COMEX Peru who

led the study, this situation only demonstrates the inability of universities in resource

clear evidence of governmentality notions in which the locus of power has been decentralized

and internalized in the governed by giving them autonomy and responsibilities in certain aspects

of the engineering curriculum” (p. 235), after the study with 11 in-depth interviews with

academics from the Faculty of Engineering at a university of technology. In this context, Johnson,

Johnson, and Shaney (2008) explained the importance of the inclusion of the service learning in

the curriculum, and showed the results of the International Service Learning of The University

of Alabama for engaging students in leadership and teaming roles, remarking a practice of their

demonstrating that accreditation learning outcomes are not easily taught in traditional

fall 2004, which were related to the general criteria: (a) students, (b) program educational

objectives, (c) program outcomes and assessment, (d) professional component, (e) faculty, (f)

facilities, and (g) institutional support and financial resources; and the program criteria: (a)

curriculum and (b) faculty. In respect, among the diverse observations which were found, Coe

(2006) remarked the following observations: (a) students did not take prerequisite courses, (b)

objectives were defined as what the students are expected to know or be able to do at the time of

graduation rather than as the accomplishments expected during the first several years following

graduation, (c) multidisciplinary teams involving members with different experiences and

operation of laboratory equipment were inadequate, and (h) there is no evidence that professional

practice issues were included in the curriculum as actually taught.

countries—especially in Peru (Arias, 2015); (b) the proportion of the population who finished

engineering careers: 22.4% of the total population who finished an university career, considering

the Industrial and Production Engineering, the Systems and Telecommunications Engineering,

and the Construction and Sanitary Engineering and Architecture (National Institute of Statistics

and Informatics, INEI, 2014, p. 21), (c) the more diverse requirements of this type of careers

related to the infrastructure, equipment, laboratories, etc. (Coe, 2006); and (d) due to the literature

review reveals diverse and more complex difficulties for obtaining the accomplishment of the

accreditation criteria in comparison with other types of careers, overall in respect to the criteria

Johnson et al., 2008). Considering the mentioned reasons, the accomplishment of the

2015). In respect to the generated patents of diverse careers, the specialists of National Institute

for the Defense of the Competence and the Intellectual Property in Peru (Indecopi, 2018)

indicated: “76% of university centers in Peru indicated that they do not have professionals in

engineering or specialized sciences in intellectual property” (p. 18). Additionally, the specialists

of Indecopi (2018) explained:

of university governance. Burga et al. (2005) also explained that the majority of private

invested more than US$ 900 per capita on research and development in 1999, with a GDP (gross

domestic product) per capita near to US$ 30,000, while Peru invested US$ 1.65 per capita on

research and development, with a GDP per capita of US$ 2,600; finally, the authors indicated

that this situation places Peru among the least invest of research and development in Latin

America and the Caribbean, which is about 17 to 19 times less, compared with Chile and Costa

Rica, placing Peru to the level of Nicaragua and El Salvador.

technical training centers, offices, careers, qualifications and special programs, “every day is

regulatory system that ensures the quality and safeguarding public faith in graduate programs”

that in general, graduate programs are not based on research and have too schooled programs,

coinciding with Sota (2002) who said that the graduate is not contributing significantly to the

research and the knowledge production.

since 1970, situation which is very related to the decrease of the budget and the salaries of the

university professors to the lowest levels of Latin America, and Sota (2002) indicated that the

low level of salaries of professors cause that they must dedicate to other jobs limiting their

permanent improvement of qualifications. Sota (2002) also indicated that the universities have

converted in institutions which produce professionals and grades undervalued and that their

offers are not in concordance with the current needs or the future and strategic needs of the

preparation of reached graduates of secondary education, b) entrance exams, equally inadequate

to measuring the most significant competencies, which also often are too permissive and are a

of professors, and the improvement of infrastructure and the quality of education. In respect to

the public careers of the professors, Sota (2002) explained that the criteria must be focused to

academic parameters and not to years of service or labor stability, situations which demotivate

the academic production and stimulates the conformism. Sota (2002) also remarked that some

groups of radical students with economist perspectives are present yet.

engineering ethics and consequently in most engineering ethics education” (p. 233). About the

engineering ethics education consists of ‘micro ethical’ issues focusing on individual

education, including the engineering education. Additionally, Mabres (1994) explained that the

main five problems of Peruvian universities were: (a) low academic level, (b) economic

uncertainty, (c) little research with adequate quality, (d) very little relationships for collaborating

with other universities, and (e) the lack of relationships with the entrepreneurial sector.

granted accreditations in Peru, and are the following: Accreditation Board of Engineering and

Technology (ABET) of the United States of America (USA), National Accreditation Council

(CNA) of Colombia, and International Organization for Standardization (ISO); however, the

CONEAU has a set of standards that are more difficult to meet than those indicated by

international accrediting bodies, due to the breadth of the criteria evaluated. Here are some

universities and careers that are accredited in Peru, as well as a brief summary of the factors of

the accreditations outlined above.

document “Criteria for Accrediting Engineering Technology Programs”, ABET (2010b) noted

that accreditation is aligned to the following eight general criteria: a) students, (b) the educational

objectives of the program, (c) results students, (d) continuous improvement, (e) curriculum, (f)

competencies of faculty, (g) infrastructure, and (h) institutional support. According to ABET

(2011), the steps of accreditation are the following:

Factor 1: Characteristics associated with the Mission and Institutional Project, (b) Factor 2:

Characteristics associated with students, (c) Factor 3: related features to professors, (d) Factor 4:

Technical Characteristics associated with the academic, (e) Factor 5: Characteristics associated

with the Institutional Welfare, (f) Factor 6: Characteristics associated with the organization,

administration and management, (g) Factor 7: Features associated with graduates and their

Hypotheses

general hypothesis is the following:

C. H1 was not supported due to the perception of professors without administrative labors

F. GH was not supported, due to the joint perception of professors and academic authorities

(2006), Zhang et al. (2011), Mabres (1994), Sota (2002), Burga, Zegarra, and Lerner (2005),

Góngora (2002), and Science and Development Network (2010); in which, the various problems

in the long-term planning of universities, the problems associated with little or no scientific

research, budgets, investments, infrastructure and equipment, among other aspects, were

highlighted. It should be noted that discrepancies were found with other related studies, regarding

the fulfillment of the criteria associated with the knowledge of appropriate teaching-learning

strategies by teachers and the implementation of wellness programs, to which respondents

expressed an agreement controlling. The coincidences and discrepancies with the aforementioned

studies are detailed below for each criterion evaluated by the teachers and academic authorities

out by Coe (2006), Burga, Zegarra, and Lerner (2005), Science and Development Network

while Burga, Zegarra, and Lerner (2005) indicated that political problems and the general

idiosyncrasies of the Peruvian public university did not allow it to have a long-term vision.

or no management capacity of Peruvian universities was highlighted, which were not able to

propose long-term projects, thus preventing the use of resources that had been assigned to them,

mainly referring to the universities that had an oil or mining fee. Sota (2002) also explained that

representative institutions of Civil Society, the State, and Universities.” (p. 106), that the culture

long-term strategies and affecting the optimization of resources, and that “political instability in

(2006) indicated the various problems associated with academic aspects, curricula and teaching

staff, which evidenced the absence of processes aligned to a quality management system. In this

regard, Sota (2002) described the poor quality of university higher education and that the

organization of public universities had political nuances that prevented it from developing its

processes with quality, thus invoking the recovery of academic quality.

universities of Lima Metropolitan City towards the current requirements of the labor market,

coincided with the studies of Coe (2006), Zhang et al. (2011), Mabres (1994), and Sota (2002).

Coe (2006) explained that the careers related to Civil Engineering that were evaluated with the

ABET accreditation system during 2004 did not cover a series of contents of the fundamental

graduates of some universities were preferred by the labor market, thus limiting the chances of

getting a job. In this regard, Mabres (1994) highlighted the little or no interaction with the

(2018) who indicated that governmental notions appeared giving autonomy and responsibilities

in certain aspects of the engineering curriculum (p. 235).

by teachers did not coincide with what was stated by the students in the First National Congress

of University Students or with what was stated by Burga, Zegarra, and Lerner (2006). According

to the opinions of the students, expressed in the First National Congress of University Students,

teachers did not teach classes and escaped from the university to go to other jobs, in addition to

the fact that many teachers did not have the ability to link the aspects that they taught with reality,

and Lerner (2005) indicated that the low budget and low salary of university professors caused

learning strategies applied together with the lack of development of improvement actions, as well

as the lack of feedback on the teaching-learning processes by part of the students and graduates

coincided with Coe (2006), who found that Engineering careers that had been evaluated with the

ABET accreditation system, in some cases had developed improvement actions with a non-

representative number of students, and that some students had to take physics classes from other

engineering schools in other universities, due to that they doubted the quality of the teaching that

they had received in their schools, in addition to do not have an adequate monitoring system to

measure progress of the student or the professional development of the graduates.

careers of the universities of Lima Metropolitan City coincided with Coe (2006) and Burga,

progress, while Burga, Zegarra, and Lerner (2005) indicated that the politicization of student

leaders reduced the efficiency and effectiveness of the university government and that it was

urgent to recover the quality of university education.

research in the engineering careers of the universities of Lima Metropolitan City coincided with

the exposed by Coe (2006), Mabres (1994), Sota (2002), and the Science and Development

Network (2010). Coe (2006) pointed out that in the Engineering careers evaluated with the ABET

accreditation system, the high teaching assignments, and the various committees that were

problems of the Peruvian university, there was the little quality research.

its weak articulation. In addition, the Science and Development Network (2010), citing a

publication of COMEX Peru indicated that less than 5% of the resources granted to state

universities to be invested in science and technology are effectively used for that purpose.

social projection coincided with what was stated by Burga, Zegarra, and Lerner (2005), who

indicated the low relationship of Peruvian universities with their environment and the poor social

projection. In addition, the lack of adequate environments and equipment for teaching-learning,

research, university extension, social projection, administration and welfare, in the engineering

careers of universities of Lima Metropolitan City coincided with what was stated by Coe (2006),

Sota (2002), and the opinions of university students in the First National Congress of University

proliferated with the D.L. 882, which did not have the minimum infrastructure or equipment to

successfully perform their duties.

the universities of Lima Metropolitan City, did not coincide with other studies. It should be noted

that there were no studies in which the benefits of the Peruvian university in general were

highlighted.

implementation of the processes coincided with the statements by Coe (2006), Mabres (1994),

Sota (2002), Burga, Zegarra and Lerner (2005), and Gongora (2002). Coe (2006) indicated that

the budget for engineering careers evaluated in recent years was reduced, there were few funds