Metodología de autoestudio cooperativo para la acreditación del programa de agronomía en una universidad
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Tribunal
Abstract
El autoestudio cooperativo fortalece la autoevaluación, optimiza el cumplimiento de estándares de calidad. El objetivo del presente artículo fue diseñar una metodología de autoestudio cooperativo para contribuir a la acreditación del programa de agronomía de una universidad en Arequipa, 2023. Se trabajó un enfoque cuantitativo descriptivo, no experimental. La muestra fue no probabilística de 260 participantes (218 estudiantes, 32 docentes, 10 administrativos). Los resultados destacan que el 98.5% de participantes respaldó el autoestudio cooperativo, mientras el 91.5% subrayó la necesidad de organización clara de roles para la acreditación. Solo el 63.1% priorizó la evaluación externa. Se concluye que existe un amplio consenso sobre la importancia del autoestudio cooperativo, se evidencia una aceptación casi unánime (98.5%) respecto a la necesidad de implementar esta metodología, lo que destaca su relevancia para fortalecer el aprendizaje colaborativo y autónomo, así como facilitar la organización y definición clara de roles en el proceso de acreditación.
Cooperative self-study strengthens self-assessment and optimizes compliance with quality standards. The objective of this article was to design a cooperative self-study methodology to contribute to the accreditation of an agronomy program at a university in Arequipa, 2023. A descriptive, non-experimental, quantitative approach was used. The sample was non-probabilistic and consisted of 260 participants (218 students, 32 faculty members, and 10 administrators). The results highlight that 98.5% of participants supported cooperative self-study, while 91.5% emphasized the need for clear role organization for accreditation. Only 63.1% prioritized external evaluation. It is concluded that there is broad consensus on the importance of cooperative self-study, with almost unanimous acceptance (98.5%) regarding the need to implement this methodology, highlighting its relevance in strengthening collaborative and autonomous learning, as well as facilitating the organization and clear definition of roles in the accreditation process.
Cooperative self-study strengthens self-assessment and optimizes compliance with quality standards. The objective of this article was to design a cooperative self-study methodology to contribute to the accreditation of an agronomy program at a university in Arequipa, 2023. A descriptive, non-experimental, quantitative approach was used. The sample was non-probabilistic and consisted of 260 participants (218 students, 32 faculty members, and 10 administrators). The results highlight that 98.5% of participants supported cooperative self-study, while 91.5% emphasized the need for clear role organization for accreditation. Only 63.1% prioritized external evaluation. It is concluded that there is broad consensus on the importance of cooperative self-study, with almost unanimous acceptance (98.5%) regarding the need to implement this methodology, highlighting its relevance in strengthening collaborative and autonomous learning, as well as facilitating the organization and clear definition of roles in the accreditation process.
Description
Vol. 5, No. 11