University of Ciego de Ávila Máximo Gómez Báez

ISSN: 2309-8333

RNPS: 2411

|13(1) |2025|

This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)

Estrategia y Gestión Universitaria EGU

Scientific and technological

research article

How to cite:

Maurera-Castillo, M.,

Granda-Herrera, G., González-Intriago, M.,

Agurto-Flores, M., & Carrillo-Puga, S.

(2025). Quality of Higher Education: a

societal perspective with evaluation and

protagonistic accreditation.

Estrategia y

Gestión Universitaria

, 13(1), e8714.

https://doi.org/10.5281/zenodo.15192505

Received: 11/12/2024

Accepted: 31/03/2025

Published: 14/04/2025

Corresponding author:

marmau369@gmail.com

Conflict of interest:

the authors declare

that they have no conflict of interest,

which may have influenced the results

obtained or the proposed interpretations

Quality of Higher Education: a societal

perspective with evaluation and

protagonistic accreditation

Calidad de la Educación Superior: una perspectiva

societaria con evaluación y acreditación

protagónica

Qualidade da Educação Superior: uma perspectiva

societária com avaliação e acreditação

protagônica

Abstract

Introduction: this study focuses on the Simón Rodríguez

National Experimental University (UNESR) Barcelona Campus,

where an analysis of the quality of higher education is

conducted from a societal perspective. Objective: to examine

how the lack of commitment to institutional vision,

competencies, and leadership in educational management

affects the formation of high-performance groups. Method: a

quantitative approach based on observation and Likert surveys

was utilized. Numerical data were generated following a

logical positivist quantitative paradigm, with a non-

experimental design and an analytical descriptive approach.

Results: it was demonstrated that the majority of teachers

lack the training and functionality of high-performance teams.

This indicates that the formation of such teams is almost never

or never permitted according to 74% of respondents, while

only a small percentage indicated that it occurs sometimes or

always. Conclusion: it is concluded that the lack of harmony

and collaboration among the teacher community directly

affects institutional effectiveness, highlighting difficulties in

task delegation, institutional planning, and teamwork.

Keywords: educational quality, societal involvement,

evaluation, accreditation, performance

Resumen

Introducción: el presente estudio se enfoca en la Universidad

Nacional Experimental Simón Rodríguez (UNESR) Núcleo

Barcelona, donde se lleva a cabo un análisis de la calidad de

la educación superior desde una perspectiva societaria.

Objetivo: examinar cómo la falta de compromisos con visión

institucional, competencias y liderazgo en la gestión educativa

afecta la formación de grupos de alto desempeño.

Margarita Maurera-Castillo

Universidad Nacional Experimental “Simón

Rodríguez”

https://orcid.org/0009-0000-2694-4542

marmau369@gmail.com

Venezuela

Gerson Granda-Herrera

FORMAR Internacional

https://orcid.org/0009-0003-7404-7303

gergrandaherrera@gmail.com

Ecuador

Marita González-Intriago

Universidad Laica Eloy Alfaro de Manabí

https://orcid.org/0009-0007-9691-4518

maritagonzalezintriago@hotmail.com

Ecuador

Mónica Agurto-Flores

Unidad Educativa Particular Bilingüe

Principito & Marcel Laniado de Wind

https://orcid.org/0009-0000-2689-8494

monicagurtoflores@hotmail.com

Ecuador

Sonia Carrillo-Puga

Universidad Técnica de Machala

https://orcid.org/0000-0001-5026-8468

scarrillo@utmachala.edu.ec

Ecuador

Estrategia y Gestión Universitaria

ISSN

: 2309-8333

RNPS:

2411

13(1) | January-June |2025|

Método:

enfoque cuantitativo, con base en la observación y encuestas Likert. A

su vez, se generaron datos numéricos siguiendo un paradigma positivista lógico

cuantitativo, con diseño no experimental y un enfoque analítico descriptivo.

Resultados:

se demostró que la mayoría de docentes no cuenta con la formación

y funcionamiento de equipos de alto rendimiento. Esto muestra que la

conformación de dichos equipos es casi, nunca, o nunca permitida por un 74% de

los encuestados, mientras que solo un pequeño porcentaje indicó que ocurría a

veces o siempre.

Conclusión:

se concluye que la escasa armonía y colaboración

entre la comunidad de docentes afecta directamente la eficacia institucional, lo

que evidencia dificultades en la delegación de funciones, la planificación

institucional y el trabajo en equipo.

Palabras clave:

calidad educativa, societariedad, evaluación, acreditación,

desempeño

Resumo

Introdução: este estudo centra-se na Universidad Nacional Experimental Simón

Rodríguez (UNESR) Núcleo Barcelona, onde se realiza uma análise da qualidade do

ensino superior a partir de uma perspetiva social. Objetivo: examinar como a falta

de comprometimento com a visão institucional, competências e liderança na

gestão educacional afeta a formação de grupos de alto desempenho. Método:

abordagem quantitativa, baseada em observação e questionários do tipo Likert.

Por sua vez, os dados numéricos foram gerados seguindo um paradigma lógico

positivista quantitativo, com delineamento não experimental e abordagem

analítica descritiva. Resultados: evidenciou-se que a maioria dos professores não

possui formação e atuação de equipes de alto desempenho. Isso mostra que a

formação dessas equipes raramente, nunca ou nunca é permitida por 74% dos

entrevistados, enquanto apenas uma pequena porcentagem indicou que isso

ocorre às vezes ou sempre. Conclusão: conclui-se que a falta de sintonia e

colaboração entre a comunidade docente afeta diretamente a eficácia

institucional, o que evidencia dificuldades na delegação de funções, no

planejamento institucional e no trabalho em equipe.

Palavras-chave:

qualidade educacional, societalidade, avaliação, acreditação,

desempenho

e8714

Introduction

The quality of higher education is a central issue in the educational field,

particularly in the context of the Simón Rodríguez National Experimental University,

Barcelona Campus, Venezuela. This study focuses on analyzing educational quality

from a societal perspective, with an emphasis on evaluation and accreditation as

fundamental characteristics for achieving the proposed model of “living well” within

the university institution (Cardeño Portela et al., 2023; Jiménez-Pitre et al., 2023;

Gómez Miranda, 2023; Moscoso et al., 2024). According to the authors, this research

is relevant because it is based on the need to prioritize and strengthen high-

performance educational teams, which, unfortunately, demonstrate poor

cooperative interaction in both participatory and collaborative teaching

management (Reyes et al., 2023).

Thus, the central problem to be addressed in this research is the lack of

commitment to an institutional vision, competencies, and leadership in educational

management. This directly affects the formation of high-performance teams at the

Simón Rodríguez National Experimental University (UNESR) Barcelona Campus.

Currently, according to the data collected, educational institutions in

Venezuela are legally required to account for their activities to the State and society

by providing all types of data and information that allow for the evaluation and

verification of the extent to which established quality standards have been met.

Therefore, this rigorous accountability process involves strict external evaluations,

which are permanent and mandatory, and are essential for ensuring educational

quality in universities. Additionally, accreditation and validation as evaluative

processes not only certify the quality of universities but also motivate them to pursue

academic excellence (Eder et al., 2023).

For this reason, it is vital to form high-performance teams at the Simón

Rodríguez National Experimental University, equipped with the capability and

attitude to lead evaluation and accreditation processes that enhance educational

quality (Ramos et al., 2024). These teams must be aligned with the institution’s

mission and vision, practicing values and maintaining a work ethic that promotes

efficiency, effectiveness, and excellence in higher education.

According to Portocarrero et al. (2020), “accreditation is the act by which

the State adopts and publicly recognizes the institution’s quality of its academic

programs, organization, functioning, and compliance with its social role” (p. 38).

Therefore, the relationship between strategic professional management and the

management of teaching talent at the Simón Rodríguez National Experimental

University (UNESR) Barcelona Campus is analyzed. When it comes to the quality of

training and development, the scope of human resources presents a clear challenge

for the university. The efficiency of this process for social, scientific, technical, and

pragmatic development in research depends on political, economic, and social

changes (Aguilera et al., 2024, p. 4).

The Covid-19 pandemic revealed numerous instances of the deficient

relationship between teachers and students. Unprofessional attitudes were

evidenced during virtual classes, showcasing educators with misogynistic, feminist,

and unsympathetic stances. This reality prompted universities to hold urgent

e8714

meetings with their faculty members and design a behavior protocol for students

(Bas et al., 2021, p. 7).

In order to improve the Quality of Higher Education from a Societal

Perspective that promotes Protagonistic Evaluation and Accreditation, the concept

of Academic Trajectory Interruption (ITA) has emerged. This approach seeks to go

beyond traditional models that explain “dropout and abandonment” as inherent

problems of students. Instead, it aims to construct a more comprehensive vision that

considers both the individual characteristics of students and the institutional,

contextual, and collaborative factors of university teachers that influence the

educational process (Anso et al., 2023).

According to Li and Zhang (2024), the impact of big data technology

development in recent years has been significant, allowing for efficient monitoring

and improvement of the quality of higher education. There is no doubt that there is

an accelerated expansion of university aspirants and the capacity to enroll and

obtain a profession that contributes to the development of their community.

Considering that higher education systems worldwide have developed a variety of

offerings that reflect the diversity of programs they provide (Hernández et al.,

2023).

Recent educational transformations highlight the importance of developing

competencies in students, enabling them to apply their knowledge in real situations.

This approach requires a holistic vision that guides policies aligned with the needs

of young university students and demands that university teachers meet academic

and scientific standards adapted to current challenges, while being aware of the

emotional dimension in learning (Smulders-Chaparro & Cáceres-Rolín, 2024). High-

performance teams provide relevant information due to their professional function

and potential impact on organizational performance, offering elements to consider

for making them profitable, satisfactory, and sustainable.

For Franco et al. (2022), throughout history, university institutions have

faced a series of challenges that have forced them to reinvent themselves.

Particularly today, with the rapid advancement of technologies and all types of

sciences. This motivates increased inter-institutional relationships and prompts

some universities to design agreements that allow them to stay at the forefront of

training future professionals.

The type of research conducted was descriptive correlational with a non-

experimental transactional correlational design, under the field modality. It

concludes by stating that a pleasant work environment should be fostered,

benefiting cooperative methods, teamwork, and the implementation of values,

habits, and customs that enhance the quality of organizational service.

Finally, Schwartzman et al. (2023) analyze in their research that this study

characterizes a comprehensive teacher training plan on the remote or digitalization

of teaching (p. 2), with the possibility of implementing high-performance teams to

strengthen interpersonal relationships among teachers at the Doctor Ramón Alfonzo

Blanco Education Center located in Guatire, Zamora Municipality, Miranda State.

It should be noted that the attempt to transform higher education,

e8714

accelerated by the Covid-19 pandemic, prompted administrative, structural, and

financial changes that affected educational quality and demanded a renewed

perspective on evaluation and accreditation. It is important to mention that mobility

constraints and the abrupt transition to virtual teaching, both synchronous and

asynchronous, triggered layoffs and economic adjustments in universities, as well as

increasing government control to promote organizational reforms and more

cooperative leadership models. These changes highlight the need for a societal vision

in the quality of higher education, where evaluation and accreditation play a priority

role, ensuring that institutions maintain standards of excellence adapted to current

demands (Ross et al., 2024).

This research takes a socio-critical perspective, considering educators and

other university staff as central actors in educational management processes. It

seeks for these actors to adopt a leading and emancipatory role, actively

participating in the transformation of the institution towards a higher education

model that not only meets quality standards but also contributes to the well-being

of the entire university community (Mogollón et al., 2023).

The theoretical framework of this research is based on the conceptions of

Theodor Adorno and Jürgen Habermas, who advocate for a critical emancipatory

social construction in education. Methodologically, the research follows a logical

positivist quantitative paradigm, with a non-experimental design and an analytical

descriptive approach (Rodríguez & Pérez, 2024). The studied population consists of

the teachers of the institution, and data were collected using a validated Likert-type

questionnaire with high reliability determined by Cronbach’s alpha.

The main objective of this research is to identify and analyze the deficiencies

present in the educational management of the university, in order to develop an

evaluation and accreditation process that promotes academic excellence and

contributes to the creation of a high-quality educational environment. The research

is supported by previous studies and theoretical frameworks highlighting the

importance of evaluation and accreditation in higher education, as noted by the

Office of University Sector Planning (OPSU) in Venezuela, which establishes the need

to implement evaluation and accreditation systems in all universities in the country

(Blanco, 2020).

Methods and materials

The research was based on a methodological approach that combined

detailed analysis and field data collection, always maintaining a close connection to

the investigated problem. For this reason, it allowed for the creation of novel

knowledge that met standards of reliability, objectivity, and validity. Thus, the study

adopted an analytical field approach, in which the parameters of a phenomenon

were reviewed in an orderly and separate manner. Additionally, it relied on

literature review to interpret the information and analyze the data (Uvidia-Fassler

et al., 2024).

The research was developed in several key phases. The first was a diagnostic

review, during which relevant books, journals, and field studies were consulted and

e8714

classified. This phase allowed for the preparation of the theoretical framework and

the establishment of analysis criteria. Subsequently, in the planning phase, the

problem was focused with an analytical/descriptive/statistical design, selecting the

relevant population and sample. Finally, data collection was carried out through

surveys and observations, using a Likert-type questionnaire. To calculate the sample

size, the Statistical Method in Education by Nijad Hamdan (2011) was employed,

which states that the formula is used when studies are descriptive and involve

quantitative variables.

=











(

1

)

+ 





Where:

N= Total population (100)

Z²μ: 1.96 squared (if the confidence level is 95%)

P: expected proportion (in this case, 5%=0,05)

Q: 1-p (in this case, 1- 0,05=0,95)

d²= accuracy (set at 5%)

=

100 1,96



0,05 0,95

0,03



(

100 1

)

+ 1,96



0,05 0,95

= 66

Once the calculations were completed, the research was conducted with a

sample of 66 professors from various programs at the UNESR Barcelona Campus, who

constituted the studied population. A closed-question questionnaire was employed,

designed to measure the relevant variables, which were defined conceptually and

operationally. The instrument was validated by three experts, two with a master’s

degree in the educational field and one with experience in advising thesis work,

through expert judgment.

The following table illustrates that this study focuses on describing and

identifying the management of high-performance university teams within a

framework of societal and benevolent culture, aimed at institutional efficiency and

quality. Thus, through cooperative professional management, the aim is to achieve

the highest standards of productivity and ethical and moral collaboration in

university activities.

Addressing the processes of evaluation and accreditation, systematic

mechanisms are designed to monitor and certify the educational quality of

universities and their programs, initiating a guiding and controlling management that

values institutional performance. This aims to demonstrate the analyses of the

theoretical, axiological, epistemological, and ontological assumptions that underpin

this management, facilitating collaborative interaction in the planning,

e8714

organization, and execution of tasks directed at achieving a common mission that

enhances professional quality of life in the university environment.

Table 1

Conceptual Definition

SPECIFIC OBJECTIVES

VARIABLE

CONCEPTUAL

DEFINITION

OPERATIONAL

DEFINITION

Describe the quality of

management of high-

performance teams

focused on the

emancipatory societal

culture developed in

the university

environment.

University

Societal

Professional

Management

This refers to a

management approach

where its members,

through societal

engagement, achieve

efficiency, productivity,

and quality to meet the

institution’s objectives

(Pérez et al., 2018).

A necessary domain to

achieve actions under

pressing criteria for

ethical and moral

institutional

cooperation.

Explain the processes

that develop in the

university environment

for evaluation and

accreditation, with

societal valuation in

the pursuit of quality in

university education.

Professional

Performance

Evaluation

and

Accreditatio

An orienting, controlling,

and managing action

aimed at supervising,

administering, organizing,

and evaluating the

fulfillment of their

functions (López-Noriega

et al., 2016).

According to the

National Council of

Universities (2024), it is

a systematic means

that evaluates

universities and

programs in their

creation, functioning,

and development of

achievements or

results, and

accreditation is the

evaluative process

through which the

merits of an institution

are recognized and

certified.

Characterize the

axiological,

epistemological, and

ontological theoretical

assumptions oriented

towards university

evaluation and

accreditation in

professional quality of

life.

High-

Performance

Teams

A group of individuals with

complementary skills, a

plan, methods, and

common goals to execute

actions, along with mutual

responsibilities or a

significant objective or

mission (Aguilera et al.,

2024).

Organizational

activities carried out by

the team of educators

through processes of

planning, organization,

execution, control,

monitoring, and

evaluation.

Source: Authors’ own elaboration.

In relation to deepening the operationalization of the variables, it is crucial

to emphasize that this process seeks to organize concepts precisely for measurement

and analysis in the university context. This aims to demonstrate that each variable

e8714

is broken down into specific extensions that reflect the key aspects of societal

professional management, work in evaluation and accreditation, and high-

performance teams. This allows for a systematic evaluation of cooperative actions,

professional support, and coherence in interactive leadership, providing indicators

that measure the impact of each on strengthening educational quality and achieving

the university’s objectives.

The analyzed variables were defined and measured quantitatively, with an

emphasis on identifying less evident associations among the analyzed events. The

research was conducted at the Barcelona Campus of the Simón Rodríguez National

Experimental University (UNESR). To understand what professors thought about the

quality of education at their university, a survey was conducted with questions such

as “How much do you agree with this?” Sixteen questions were prepared to gather

their opinions and determine educators’ perceptions regarding the quality of higher

education at their institution.

Thanks to the expert review, the questions were clear and the survey was

reliable, as confirmed by a statistical calculation known as Cronbach’s Alpha. The

result was very good, with a coefficient of 0.94, indicating that the responses

obtained could be trusted. Additionally, for data processing, descriptive statistics

were utilized with the support of the SPSS program, which allowed for effective

organization, presentation, and analysis of the data. For the reliability analysis, the

software Statistics Package Data Editor Version 20, developed by SPSS Inc., was used

– a computational tool designed for social science research. When performing the

reliability process with the support of this program, the result was 0.94, indicating

high reliability.

Cronbach’s Alpha: Item Variance Formula.

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

1

󰇩

1 

















󰇪

Where:

K = 16

ΣSi2 = 5,4

ΣSt2 = 45,5

α = ?

=

16 1



1 

5,4

45,5



= 1, 06666667

[

0,88131868

]

= 0,94007326

Data Processing and Analysis Technique

e8714

The technique used for data processing and analysis was descriptive

statistics, which involves the generation, organization, presentation, and

interpretation of data obtained through the Likert surveys applied to the university

teachers. Hoch and Heinz (2024) state, “Descriptive statistics do not aim to draw

conclusions or inferences about a studied population based on the sample extracted

from it” (p. 214).

The data were collected based on the objectives of the study and through

the application of the survey to the sample strata, organized into frequency tables

and pie charts. Two quantitative criteria were established for the analysis. This

included the researcher’s critical opinion and an analysis referring to all verbal

information generally collected from the research process, which was then classified

and analyzed (Rodríguez-Rodríguez, 2024). The analysis through the processing

technique allowed for the qualification of the data, with coding and tabulation of

the information, supported by the SPSS Data Editor version 20 for social sciences,

enabling the interpretation of the results obtained to reach conclusions and

recommendations.

Research Procedure

In light of the object and purposes outlined in the research, it was necessary

to implement an appropriate procedure to provide and ensure valid, reliable, and

coherent results. For this reason, the study was conducted according to the following

phases:

1. Diagnostic review phase: This phase involved a thorough consultation and

classification of books, specialized journals, results from field studies, and other

sources of information on the subject under study. This phase presented the

conceptual framework centered on the event to be analyzed and the analysis

criteria, allowing for the preparation of the theoretical framework to compare

concepts and theories with analytical criteria derived from the evidence and

characteristics of the problem being studied, along with its analytical objectives and

justification as a descriptive phase.

2. Planning phase: Here, the approach to the problem was established,

seeking answers through a verification model that allowed for contrasting facts with

theories. In this case, field research of an analytical/descriptive/statistical nature

was used. To meet the objectives of the research, the population and sample were

selected. Additionally, a projective phase of analytical design for the

operationalization of the respective variables was established, based on which a

Likert-type questionnaire was developed and applied to the sample strata to collect

the required information.

3. Execution analysis phase: During this phase, the collected data were

processed and organized into frequency distribution tables.

4. Evaluative or confirmatory phase: For the corresponding analysis,

descriptive techniques were employed, allowing for projections to the studied

population based on the sample strata. After analyzing and interpreting the results,

conclusions were drawn with new kinetic reorganizations of the analyzed event,

supported by criticism, as well as recommendations aimed at advancing the

explanatory study and presenting the document with substantiated critiques of the

e8714

research. Finally, the consulted references were presented in alphabetical order.

Results and discussion

Regarding the main findings, the study revealed a series of significant

deficiencies in the applicability of high-performance teams within university

professional management, particularly from the perspective of evaluation and

accreditation for continuous improvement. The results indicated that, in most cases,

the values showed that the training and functioning of high-performance teams were

practically nonexistent in the institution studied. Specifically, it was observed that

the formation of such teams was almost never or never permitted by 74% of

respondents, while only a small percentage indicated that this occurred sometimes

or always.

Additionally, there was a noticeable lack of educational, cooperative, and

collaborative interaction, with 77% of respondents indicating that this was almost

never or never achieved. This finding was also reflected in the evaluation and review

of curricular competencies, where a majority stated that these activities were rarely

conducted.

Table 2

SPSS Reliability Data

ITEM

PARTICIPANT

Variance

0,3

0,2

0,7

0,3

0,7

0,3

e8714

Total

45,5

Source: Authors’ own elaboration.

It is noteworthy that, among the primary and relevant interpretations, the

results suggest that there is a lack of organization within the university, which means

that the training and operation of high-performance teams are not adequately

promoted, essential for educational quality (Santiago & Lombert, 2023, p. 3). The

absence of proactive leadership and the limited interaction among academic staff

indicate a significant disconnection between theory and practice in terms of

educational management.

Consequently, there is no leader to guide who possesses a true commitment

and sense of belonging, inspiring trust among teaching teams. It is as if there is a

vast gap between what is supposed to happen and what actually occurs in the

classrooms. This is a critical problem that negatively affects the harmony and

efficiency of collaborative work. The data revealed that the implementation of

cooperative educational practices and the formation of high-performance teams are

not only insufficient but, in many cases, completely absent (Hoch & Heinz, 2024, p.

210).

The lack of unity and collaboration among professors has a direct impact on

the quality of education offered. Furthermore, it prevents the university from

evolving and adapting to new challenges. The professors are loudly indicating that

something is wrong. The absence of clear leadership and opportunities for

professional growth is demotivating and frustrating them. This is concerning, as an

educational institution should always be seeking improvement (Giraldez & de

Oliveira Figueiredo, 2024, p. 4).

The results are clear: the university is struggling significantly to ensure that

teachers work together as a solid team and to guarantee that education is of the

highest quality. It is essential for the university to create an environment where

teachers feel part of something important and work together towards success

(Mamani-Cori et al., 2023, p. 2).

It is evident that there is an alarming discrepancy between the theoretical

principles posited by various authors and the institutional reality, suggesting the

need for a profound change in organizational culture. The university urgently

requires a team that works together to achieve great academic successes. It is time

to change how this institution operates and update its system of human relationships

and cooperation (Guerra & Braga, 2022, p. 165).

Design for the applicability of high-performance teams to achieve

educational quality based on evaluation and accreditation and a societal

perspective for living well with quality.

Based on Herrera et al. (2023), the design approach presented in this section

aims to open the door for future research to develop a more detailed proposal on

the applicability of high-performance teams, grounded in societal engagement. In

this stage, the following is proposed:

• Provide information to high-performance teams and academic staff

e8714

regarding accreditation and evaluation of the institution to achieve

educational quality.

• Include the UNESR staff as partners of the institution.

Figure 1

Proposal for the applicability of performance teams

Source: Authors’ own elaboration.

Creation of the Evaluation and Accreditation Teams for University Quality at

the UNESR Barcelona Campus

Figure 2

Creation of the Evaluation and Accreditation Teams

Source: Authors’ own elaboration.

High-performance university team. Functions:

Meeting with academic

staff to establish

working groups and

appoint the leaders of

each team. Inform the

academic staff about

the areas to be

addressed.

The program leaders

will proceed to plan

shared actions,

objectives, tasks, and

plans to follow based

on the programs

offered by the

institution.

The first meeting

should focus on

refreshing the values

and mission/vision of

the UNESUR. Then,

they will be instructed

on the components of

the program.

e8714

Table 3

Components of the Evaluation and Accreditation System Program (SEA)

Categories

Characterist

ics

Relevance

Efficiency

Effectiveness

Efficacy

Definition

Congruence

between

context

expectations

and the

institutional and

programmatic

offer (social or

external).

Correspondence

between the

project's goals

and objectives

and the

resources and

procedures used

to achieve them

(internal)

Optimizatio

n of

resources

based on

achievemen

ts; doing the

right things

correctly.

Establishes the

degree to

which goals

and objectives

are achieved.

Establishes the

degree to

which

purposes are

achi

eved and

their

repercussion.

Purpose

Justifies the

project and

allows for the

validation of its

operationalizati

on.

Ensures the

quality of

the project

in its

operation.

Confirms the

hypotheses in

planning.

Estimates the

impact.

Instance

CREATION

SUPERVISIO

ACCOUNTABILI

Type of

Evaluation

Diagnostic

Formative

Summative

Evaluation

Objective

Verify quality

standards in the

creation

process.

Compare

the ideal

with actual

practice.

Contrast

objectives

with

achievements.

Contrast

purposes with

achievements

and effects.

Nature of

Information

Qualitative

Quantitative

Qualitative

Quantitative

Qualitative

Quantitative

Qualitative

Quantitative

Source: (Consejo Nacional de Universidades, 2024)

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Figure 3

Evaluation System

Source: Authors’ own elaboration.

Figure 4

Accreditation System

Source: Authors’ own elaboration.

This study of university social leadership offers a unique approach to

evaluating the impact of emancipatory organizational culture and active

participation in institutional evaluation and accreditation. Unlike other studies, such

as those by Aguilera et al. (2024), this research focuses on the quality of professional

education at the Medical University of Camagüey, employing a highly collaborative

and participatory approach to organizational development in a university context.

According to Anso et al. (2023), while other researchers investigate why

students leave medical studies, we are interested in how to help teachers work

better in teams so that students stay and learn more. Our research emphasizes how

teachers collaborate to continuously evaluate and improve their practices.

Social, political, economic, and educational changes are constantly evolving,

often outpacing institutions’ ability to adapt. Therefore, it is recommended that

educators work together under effective leadership to take responsibility for

assessing their work (Bas et al., 2021b). The significance of this study lies in

advocating for a collective, organized, and cooperative effort among all teachers to

enhance educational quality, envisioning each teacher as a stakeholder and leader

driving improvement (Christensen et al., 2023).

Conclusions

The analysis of the mentioned indicators reveals a lack of cohesion among

teachers’ values, reflected in their unwillingness to form a high-performance team.

Established Recently created

institutions and programs. institutions and programs.

Accountability Diagnosis and planning Supervision

Diagnosis

External

evaluation

by experts

Diagnosis

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In light of professional management at the UNESR, Barcelona Campus, disagreement

and lack of collaboration are the most evident issues. This internal disunity affects

the institution’s effectiveness and highlights problems related to delegation of

powers and responsibilities, planning, and teamwork.

Resistance and individualism among senior members pose challenges.

Addressing these issues could enhance the quality of educational components.

Additionally, the essential role of community participation is crucial for empowering

critical teams and accreditation evaluation. It is fundamental to understand the

institutional climate and possess the right tools to create a conducive professional

environment. Harmonious implementation and synchronization of these aspects will

ensure the integrity and accountability of educational quality development.

For the UNESR, it is recommended to implement communication strategies

and interpersonal correlation activities that promote camaraderie, collaboration,

and active participation among teachers. Continuous training and strengthening of

high-performance teams are vital, ensuring these teams are capable of effectively

managing, planning, organizing, and evaluating the educational process.

Furthermore, there is a need to reinforce the willingness to learn and adopt

new techniques to improve curricular content. Each educator should reflect on the

importance of their role in the university’s success. They must actively engage in

solutions to identified problems under leadership that fosters trust and solidarity.

Leadership should take immediate action to develop and implement proposed

changes in alignment with the institution’s mission and vision.

In conclusion, workgroups and workshops should be conducted to

disseminate the concept of high-performance teams, involving specialists in the

field. This will undoubtedly contribute to achieving quality education based on

evaluation and accreditation, ensuring curricular transformation and the fulfillment

of institutional objectives.

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About the main author

Margarita Maurera-Castillo:

Dr. Margarita Maurera Castillo, a Venezuelan resident

of Barcelona,

Anzoátegui, is a professor with 30 years of experience at the Simón

Rodríguez National Experimental University. Specializing in administrative sciences,

she h

as dedicated her career to teaching undergraduate programs in marketing and

in the graduate program in strategic management. She excels in her field of

research.

Declaration of author responsibility

Margarita Maurera

-Castillo 1:

Conceptualization, Data Curation, Formal Analysis,

Research, Methodology, Resources, Software, Supervision, Validation/Verification,

Visualization, Writing/original draft and Writing, review and editing.

Gerson Granda

-Herrera 2:

Conceptualization, Data Curation, Formal Analysis,

Research, Methodology, Resources, Software, Supervision, Validation/Verification,

Visualization, Writing/original draft and Writing, review and editing.

Marita González

-Intriago 3: Formal Analysis, Rese

arch, Resources,

Validation/Verification, Visualization, Writing/original draft and Writing, review and

editing

Mónica Agurto

-Flores 4:

Formal Analysis, Research, Resources,

Validation/Verification, Visualization, Writing/original draft and Writing, review and

editing.

Sonia Carrillo

-Puga 5:

Formal Analysis, Research, Resources,

Validation/Verification, Visualization, Writing/original draft and Writing, review and

editing.

Financing:

This research was carried out using our own resources.

Special Acknowledgments: