Comprehensive training in the quality of the PAAI service at the USTA Tunja
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Published:
Sep 13, 2018
Keywords:
Integral education, University, Quality, Higher Education
Main Article Content
Abstract
The article presented below is an analytical-descriptive-documentary review thatdeals, firstly, with the concepts of integral formation, later, the integration of such concepts in the PEI (Institutional Education Project) and the Institutional Academic Accompaniment Program (PAAI) of the Universidad Santo Tomás Tunja Sectional, and finally, with the experiences in the measurement of the quality of higher education. It looks at this in a context in which quality and integral training have become obligations rather than advantages for educational institutions, whose work must be oriented to contributing to the formation of people apt to work with knowledge, but that in addition are capable of achieving their self-realization andof contributing to the well-being of the community in which they are immersed.
Article Details
How to Cite
Arévalo-Lizarazo, G. A., & Rosas-Castañeda, N. C. (2018). Comprehensive training in the quality of the PAAI service at the USTA Tunja. In Vestigium Ire, 11(2), 93-112. Retrieved from http://revistas.ustatunja.edu.co/index.php/ivestigium/article/view/1552
Issue
Section
Artículos Núm. 11-2
Investigium Ire of http://revistas.ustatunja.edu.co/index.php/ivestigium is licensed under a Creative Commons Attribution-NonComecial-NoDerivatives 4.0 International (CC BY-NCND 4.0)
References
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Alridge, S., & Rowley, J. (1998). Measuring customer satisfaction in higher education. Quality Assurance in Education Vol. 6, 197-204.
Angulo, B., González, L., Santamaría, C., & Sarmiento, P. (2007). Formación Integral de los estudiantes: Percepción de los profesores de la Facultad de Salud de la Universidad del Valle. Colombia Médica, 15-26.
Arcila, F. L., Ramírez, F. T., & Céspedes, P. E. (2004). Proyecto Educativo Institucional. Tunja: Universidad Santo Tomás Seccional Tunja.
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Athiyaman, A. (1997). Linking Stundent Satisfaction and Service Quality Perceptions: The Case of University Education. European Journal of Marketing, 528-540.
Berge, Z., & Huang, Y.-P. (2004). A Model for Sustainable Student Retention: A Holistic Perspective on the Student Dropout Problem with Special Attention to e-Learning. DEOSNEWS .
Bordogna, J., Fromm, E., & Ernst, E. (1993). Engineering Education: Innovation Through Integration. The Research Journal for Engineering Education, 3-8.
CNA. (2006). Consejo Nacional de Acreditación.
Coates, H. (2006). The Value of student engagement for Higher Education Quality Assurance. Quality in Higher Education Journal, 25-36.
Cronin, J., & Taylor, S. (1994). SERVPERF Versus SERVQUAL: Reconciling Performance-Based and Perceptions-Minus-Expectations Measurement of Service Quality. Journal of Marketing, 125-131.
Elliott, K., & Healy, M. (2001). Key Factors Influencing Student Satisfaction Related to Recruitment and Retention. Journal of Marketing for Higher Education vol. 10, 1-11.
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Esquivel, N. (2004). ¿POR QUÉ Y PARA QUÉ DE LA FORMACIÓN HUMANISTA EN LA EDUCACIÓN SUPERIOR? Ciencia Ergo Sum, 309-320.
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Hansen, E. (2006). Orientación profesional, manual de recursos para países de medianos y bajos recursos. Organización Internacional del Trabajo.
Hasan, H. F., Ilias, A., Rahman, R. A., & Razak, M. Z. (2008). Service Quality and Student Satisfaction: A Case Study at Private Higher Education Institutions. International Business Research, 163-175.
Hill, F. (1995). Managing service quality in higher education: the role of the student as primary consumer. Quality Assurance in Education Vol. 3, 10-21.
Houston, D. (2008). Rethinking Quality and Improvement in Higher Education. Quality Assurance in Education, 61-79.
ICETEX. (2012). Instituto Colombiano de Crédito Educativo y Estudios Técnicos en el Exterior.
Ismail, H., & Hassan, A. (2014). Holistic education in Malaysia. European Journal of Social Science, 231-236.
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LeBlanc, G., & Nguyen, N. (1997). Searching for Excellence in Business Education: an exploratory study of customer impressions of service quality . International Journal of Educational Management Vol. 11, 72-79.
Lugo, L. R. (2007). Formación integral: desarrollo intelectual, emocional, social y ético de los estudiantes. Revista Universidad de Sonora, 11-13.
Materu, P. (2007). Higher Education Quality Assurande in Sub-Saharan Africa. World Bank Publications.
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Mondragón, H. (2005). Los profesores universitarios en escena: Un estudio sobre la cultura profesional académica de los “buenos profesores”. Cali: Universidad Javeriana.
Monsalve, A., & Agudelo, N. (2010). La formación integral: una mirada pedagógica desde los docentes. Colombian Applied Linguistics Journal, 7-26.
Nicholson, K. (2011). Quality Assurance in Higher Education: A review of the Literature. Toronto: McMaster University.
Oppenheimer, A. (2011). ¡Basta de historias!: La obsesión latinoamericana con el pasado y las doce claves para el futuro. México:
Penguin Random House.
Parra-Moreno, C. (2010). La formación de los profesores universitarios: una asignatura pendiente de la universidad colombiana. Unisabana.
Pérez, S. L. (2010). EL PAPEL DE LA TUTORÍA EN LA FORMACIÓN INTEGRAL DEL UNIVERSITARIO. Tiempo de Educar, 31-56.
Rowley, J. (1996). Measuring Quality in Higher Education. Quality in Higher Education Vol. 2, 237-255.
Scheerens, J. (2011). Measuring Educational Quality by Means of Indicators. En J. Scheerens, H. Luyten, & J. van Ravens, Perspectives on Educational Quality (págs. 35-50). Springerlink.
Seymour, D. (1992). On Q: Causing Quality in Higher Education. Riverside, NJ. : Macmillan Publishing Company.
SNOVP. (2012). Sistema Nacional de Orientación Vocacional Profesional.
SPADIES. (2010). Sistema para la Prevención de la Deserción en la Educación Superior.
Srikanthan, G., & Dairymple, J. (2003). Developing alternative perspectives for quality in higher education. International Journal of Educational Management, 126-136.
Srikanthan, G., & Dalrymple, J. (2002). Developing a Holistic Model for Quality in Higher Education. Quality in Higher Education Journal, 215-224.
Tan, K., & Kek, S. (2004). Service quality in Higher Education using an enhanced SERVQUAL approach. Quality in Higher Education vol. 10, 17-24.
Thomas, L. (2010). Student Retention in Higher Education: The Role of Institutional Habitus. Journal of Education Policy, 423-442.
United Nations Children’s fund. (2000). Defining Quality in Education. New York: UNICEF.
Universidad Santo Tomás Seccional Tunja. (2014). PAAI . PAAI: Te acompañamos a la excelencia. Tunja, Boyacá, Colombia: Universidad
Santo Tomás Seccional Tunja.
Universidad Santo Tomás Seccional Tunja. (2014). Programa de Acompañamiento Académico Institucional: Fundamentos Epistemológicos
e institucionales. Tunja.
Vargas, J. C. (2010). DE LA FORMACIÓN HUMANISTA A LA FORMACIÓN INTEGRAL: REFLEXIONES SOBRE EL DESPLAZAMIENTO DEL SENTIDO Y FINES DE LA EDUCACIÓN SUPERIOR. Praxis Filosófica, 145-167.
Villar. (2004). Programa para la mejora de la docencia. Madrid: Pearson.
Widrick, S., Mergen, E., & Grant, D. (2010). Measuring the dimensions of quality in higher education. Total Quality Management vol. 13, 123-131.
Alridge, S., & Rowley, J. (1998). Measuring customer satisfaction in higher education. Quality Assurance in Education Vol. 6, 197-204.
Angulo, B., González, L., Santamaría, C., & Sarmiento, P. (2007). Formación Integral de los estudiantes: Percepción de los profesores de la Facultad de Salud de la Universidad del Valle. Colombia Médica, 15-26.
Arcila, F. L., Ramírez, F. T., & Céspedes, P. E. (2004). Proyecto Educativo Institucional. Tunja: Universidad Santo Tomás Seccional Tunja.
Astin, A., & Astin, H. (2000). Leadership Reconsidered: Engaging Higher Education in Social Change. Battle Creek, Michigan. : Kellogg Foundation.
Athiyaman, A. (1997). Linking Stundent Satisfaction and Service Quality Perceptions: The Case of University Education. European Journal of Marketing, 528-540.
Berge, Z., & Huang, Y.-P. (2004). A Model for Sustainable Student Retention: A Holistic Perspective on the Student Dropout Problem with Special Attention to e-Learning. DEOSNEWS .
Bordogna, J., Fromm, E., & Ernst, E. (1993). Engineering Education: Innovation Through Integration. The Research Journal for Engineering Education, 3-8.
CNA. (2006). Consejo Nacional de Acreditación.
Coates, H. (2006). The Value of student engagement for Higher Education Quality Assurance. Quality in Higher Education Journal, 25-36.
Cronin, J., & Taylor, S. (1994). SERVPERF Versus SERVQUAL: Reconciling Performance-Based and Perceptions-Minus-Expectations Measurement of Service Quality. Journal of Marketing, 125-131.
Elliott, K., & Healy, M. (2001). Key Factors Influencing Student Satisfaction Related to Recruitment and Retention. Journal of Marketing for Higher Education vol. 10, 1-11.
Espinoza, N., & Pérez, M. (2003). La formación integral del docente universitario como una alternativa a la educación necesaria en tiempos de cambio. FERMENTUM, 483-506.
Esquivel, N. (2004). ¿POR QUÉ Y PARA QUÉ DE LA FORMACIÓN HUMANISTA EN LA EDUCACIÓN SUPERIOR? Ciencia Ergo Sum, 309-320.
Flake, C. (1993). Holistic Education: Principles, perspectives and practices. A book of readings based on “Education 2000: A holistic Perspective”. ERIC.
Garvin, D. (1987). Competing on the Eight Dimensions of Quality. Harvard Business Review.
Gibbs, P., & Zopiatis, A. (2009). An Exploratory Use of the Stakeholder Approach to Defining and Measuring Quality: The Case of a Cypriot Higher Education Institution. Quality in Higher Education vol. 15 , 147-165.
Hansen, E. (2006). Orientación profesional, manual de recursos para países de medianos y bajos recursos. Organización Internacional del Trabajo.
Hasan, H. F., Ilias, A., Rahman, R. A., & Razak, M. Z. (2008). Service Quality and Student Satisfaction: A Case Study at Private Higher Education Institutions. International Business Research, 163-175.
Hill, F. (1995). Managing service quality in higher education: the role of the student as primary consumer. Quality Assurance in Education Vol. 3, 10-21.
Houston, D. (2008). Rethinking Quality and Improvement in Higher Education. Quality Assurance in Education, 61-79.
ICETEX. (2012). Instituto Colombiano de Crédito Educativo y Estudios Técnicos en el Exterior.
Ismail, H., & Hassan, A. (2014). Holistic education in Malaysia. European Journal of Social Science, 231-236.
Leadership Foundation for Higher . (2011). Depeloping the whole student: leading higher education initiatives that integrate mind and heart. London: Leadership Foundation for Higher .
LeBlanc, G., & Nguyen, N. (1997). Searching for Excellence in Business Education: an exploratory study of customer impressions of service quality . International Journal of Educational Management Vol. 11, 72-79.
Lugo, L. R. (2007). Formación integral: desarrollo intelectual, emocional, social y ético de los estudiantes. Revista Universidad de Sonora, 11-13.
Materu, P. (2007). Higher Education Quality Assurande in Sub-Saharan Africa. World Bank Publications.
Miller, R. (2000). Psicopolis. Obtenido de Psicopolis: http://www.psicopolis.com/Psicomunita/learncomm/miller5.htm
MINEDUCACIÓN. (27 de Noviembre de 2012). Mineducacion. Obtenido de Mineducacion: http://www.mineducacion.gov.co/1759/articles-302596_archivo_pdf_medellin_formacionintegral_nueve.pdf
Mineducación. (2012). Portafolio de estrategias para reducir la deserción. Ministerio de Educación Nacional.
Mondragón, H. (2005). Los profesores universitarios en escena: Un estudio sobre la cultura profesional académica de los “buenos profesores”. Cali: Universidad Javeriana.
Monsalve, A., & Agudelo, N. (2010). La formación integral: una mirada pedagógica desde los docentes. Colombian Applied Linguistics Journal, 7-26.
Nicholson, K. (2011). Quality Assurance in Higher Education: A review of the Literature. Toronto: McMaster University.
Oppenheimer, A. (2011). ¡Basta de historias!: La obsesión latinoamericana con el pasado y las doce claves para el futuro. México:
Penguin Random House.
Parra-Moreno, C. (2010). La formación de los profesores universitarios: una asignatura pendiente de la universidad colombiana. Unisabana.
Pérez, S. L. (2010). EL PAPEL DE LA TUTORÍA EN LA FORMACIÓN INTEGRAL DEL UNIVERSITARIO. Tiempo de Educar, 31-56.
Rowley, J. (1996). Measuring Quality in Higher Education. Quality in Higher Education Vol. 2, 237-255.
Scheerens, J. (2011). Measuring Educational Quality by Means of Indicators. En J. Scheerens, H. Luyten, & J. van Ravens, Perspectives on Educational Quality (págs. 35-50). Springerlink.
Seymour, D. (1992). On Q: Causing Quality in Higher Education. Riverside, NJ. : Macmillan Publishing Company.
SNOVP. (2012). Sistema Nacional de Orientación Vocacional Profesional.
SPADIES. (2010). Sistema para la Prevención de la Deserción en la Educación Superior.
Srikanthan, G., & Dairymple, J. (2003). Developing alternative perspectives for quality in higher education. International Journal of Educational Management, 126-136.
Srikanthan, G., & Dalrymple, J. (2002). Developing a Holistic Model for Quality in Higher Education. Quality in Higher Education Journal, 215-224.
Tan, K., & Kek, S. (2004). Service quality in Higher Education using an enhanced SERVQUAL approach. Quality in Higher Education vol. 10, 17-24.
Thomas, L. (2010). Student Retention in Higher Education: The Role of Institutional Habitus. Journal of Education Policy, 423-442.
United Nations Children’s fund. (2000). Defining Quality in Education. New York: UNICEF.
Universidad Santo Tomás Seccional Tunja. (2014). PAAI . PAAI: Te acompañamos a la excelencia. Tunja, Boyacá, Colombia: Universidad
Santo Tomás Seccional Tunja.
Universidad Santo Tomás Seccional Tunja. (2014). Programa de Acompañamiento Académico Institucional: Fundamentos Epistemológicos
e institucionales. Tunja.
Vargas, J. C. (2010). DE LA FORMACIÓN HUMANISTA A LA FORMACIÓN INTEGRAL: REFLEXIONES SOBRE EL DESPLAZAMIENTO DEL SENTIDO Y FINES DE LA EDUCACIÓN SUPERIOR. Praxis Filosófica, 145-167.
Villar. (2004). Programa para la mejora de la docencia. Madrid: Pearson.
Widrick, S., Mergen, E., & Grant, D. (2010). Measuring the dimensions of quality in higher education. Total Quality Management vol. 13, 123-131.