Análisis comparativo de los proyectos educativos institucionales de instituciones de educación superior en Colombia
Date
Subject
análisis comparativo cualitativo (QCA)
proyecto educativo institucional
educación superior
calidad educativa
caracterización
Qualitative Comparative Analysis (QCA)
Institutional educational project
higher education
educational quality
characterization
proyecto educativo institucional
educación superior
calidad educativa
caracterización
Qualitative Comparative Analysis (QCA)
Institutional educational project
higher education
educational quality
characterization
Language:
Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
Los proyectos educativos institucionales corresponden, no solo a un lineamiento normativo exigido por los entes de control y supervisión en educación en Colombia, sino también representa el documento más importante de las instituciones, porque define los componentes de identidad, pedagógicos y horizonte institucional. El propósito del estudio consistió identificar aspectos comunes y diferenciales entre los PEI de las IES, definiendo su posible ruta de construcción. Se basó en un Análisis Comparativo Cualitativo como método de estudio de casos, utilizando como instrumentos: la revisión documental y la matriz de análisis de los datos; con una muestra de veintidós instituciones de educación superior acreditadas en alta calidad por parte del Ministerio de Educación. Se encuentran elementos comunes en los PEI, como son identidad institucional, componente pedagógico, horizonte institucional, así como diferenciadores frente a las estrategias de apropiación y rutas metodológicas para la construcción.
The institutional educational projects correspond not only to a normative guideline required by the control and supervision entities in education in Colombia, but also represent the most important document of the institutions, because it defines the identity, pedagogical and institutional horizon components, the purpose of the study sought to identify common and differential aspects among the IEPs of the HEIs, defining their possible construction route. The Qualitative Comparative Analysis was used as a case study method, using as instruments: the documentary review and the data analysis matrix; with a sample of twenty-two higher education institutions accredited in high quality by the Ministry of Education. Common elements are found in the IEPs, such as institutional identity, pedagogical component, institutional horizon, as well as differentiators regarding appropriation strategies and methodological routes for their construction.
The institutional educational projects correspond not only to a normative guideline required by the control and supervision entities in education in Colombia, but also represent the most important document of the institutions, because it defines the identity, pedagogical and institutional horizon components, the purpose of the study sought to identify common and differential aspects among the IEPs of the HEIs, defining their possible construction route. The Qualitative Comparative Analysis was used as a case study method, using as instruments: the documentary review and the data analysis matrix; with a sample of twenty-two higher education institutions accredited in high quality by the Ministry of Education. Common elements are found in the IEPs, such as institutional identity, pedagogical component, institutional horizon, as well as differentiators regarding appropriation strategies and methodological routes for their construction.
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Type
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
Source
Science and Education; Vol. 8 No. 2 (2024): Science and Education; 43-57
Ciencia y Educación; Vol. 8 Núm. 2 (2024): Ciencia y Educación; 43-57
2613-8808
2613-8794
10.22206/cyed.2024.v8i2
Ciencia y Educación; Vol. 8 Núm. 2 (2024): Ciencia y Educación; 43-57
2613-8808
2613-8794
10.22206/cyed.2024.v8i2