Perspectives from the process of autoevaluación of a university Career in the Ecuador

Abstract

Introduction: Internal self-evaluation in higher education institutions is fundamental to guaranteeing educational quality and continuous improvement. In Ecuador, CACES establishes standardized models for the evaluation and accreditation of university programs. Materials and methods: A mixed-methods study (predominantly qualitative) was conducted at the Metropolitan University (Guayaquil) with a purposive, non-probability sample of 32 students, 6 faculty members, and 3 administrative staff. Surveys were administered to students, and interviews were conducted with faculty and administrative staff. The data were processed using theoretical methods (analysis-synthesis, induction-deduction). Results: 66.6% of the administrative staff believe that self-evaluation is integrated with the strategic plan through teamwork; 83.3% of faculty members describe it as participatory, although only 16.6% have received formal training; 78.1% of students are unaware of the process. Critical weaknesses were identified: weak interdepartmental coordination between Human Resources, the Academic Secretariat, the CRAI (Research and Innovation Center), and the Program Coordination Office; Absence of an ethics committee and specific regulations; limited assessment of soft skills; insufficient research output. 90.6% of students recognize that self-evaluation improves the quality of classes. Nine recommendations are proposed: commitment from all those involved, broad dissemination, alignment with the strategic plan, clarity of dimensions and indicators, guarantee of evidence, critical analysis, sharing of results, follow-up on improvement plans, and periodicity. Discussion: The findings coincide with previous studies that highlight self-evaluation as a metacognitive tool and reflective process, and reveal tensions between uniform standards and institutional particularities. Conclusions: Self-evaluation demands an institutional culture that allows for the design of improvement strategies in curriculum, teaching, research, and community engagement, requiring greater interdepartmental coordination and commitment from all stakeholders.