University accreditation and social responsibility in a Peruvian university

Authors

DOI:

https://doi.org/10.31637/epsir-2025-1442

Keywords:

university accreditation, social responsibility, educational impact, research impact, strategic management, comprehensive training, quality, evaluation

Abstract

Introduction: University accreditation seeks social recognition, the commitment to quality professional training and continuous improvement, this study was carried out with the aim of establishing the degree of relationship between university accreditation and social responsibility in the Faculty of Early Education of the Enrique Guzmán y Valle National University of Education, in the 2022 period. Methodology: By means of a quantitative, basic approach, with a correlational cross-sectional non-experimental design, the census population / sample was made up of 340 students. The instruments were the University Accreditation and Social Responsibility questionnaire and are valid (expert judges 86.6% and 87.5%) and reliability (Cronbach's alpha 0,842 and 0,856 respectively). Results: The results indicate that 41.2% of those surveyed indicate that university accreditation is regular and 47.2% say that social responsibility is regular, and 29.7% agree that both university accreditation and university accountability are fair. At the inferential level, there is a significant relationship between university accreditation and social responsibility (p ˂ 0,05, Spearman's Rho = 0,731, there is a high positive correlation). Discussion and conclusion: That accreditation and social responsibility allow the improvement of institutional management, comprehensive training, institutional support and an educational, research, organizational and social impact is evidenced.

Downloads

Download data is not yet available.

Author Biographies

Luz Marina Sito Justiniano, National University of Education Enrique Guzmán y Valle

Principal Teacher at the School of Early Education, I have been training teachers for 39 years, with a degree in Psychology, Early Education and Primary Education; PhD in Education, Psychology and in Government and Public Policy, advocate for early childhood, children, adolescents and families. I teach and advise undergraduate and graduate students, experience in descriptive, correlational and quasi-experimental research. National and international speaker, Dean, head of the Department of Psychopedagogy, Postgraduate School, Central Commission of the curriculum, Statute, Regulation of degrees and titles. Trainer of UNE, WB, IDB, UNDP and Ministry of Education, trainer of trainers of UNESCO. Renacyt teacher of Concytec. Member of the International Editorial Board of the Revista Iberoamericana and the magazine Conciencia.

Guillermo Vargas Quispe, National University of Education Enrique Guzmán y Valle

Full-time principal lecturer affiliated with the Faculty of Technology, Department of Electricity and Industrial Automation. My undergraduate education was completed at the National University of Education Enrique Guzmán y Valle, where I earned my Bachelor’s degree in Educational Sciences and my degree in Technical Education with a specialization in Electricity. My postgraduate studies were completed at the Inca Garcilaso de la Vega University, where I obtained a Master’s degree in University Research and Teaching, as well as a Doctorate in Education. Throughout my professional career, I have been engaged in academic activities, research, university extension, social projection, and university management. In academic activities, I teach undergraduate courses related to my areas of specialization, pre-professional practice, and postgraduate research courses in university didactics, curriculum theory, planning, evaluation, and educational quality. These activities have led to publications on topics such as evaluation, pre-professional practice, active methodology in science and technology, university didactics, research processes, methodological guides for research project development, university extension, and community development, among others. In research activities, I have participated as the principal investigator each year from 2000 to the present, focusing on professional training, curriculum management, digital technology, formative research, university extension, and educational evaluation. In terms of university extension, I have participated in teacher training, technical training, and updates as both a speaker and participant. In management roles, I have served as a teaching secretary, department head, school director, dean, and academic vice-rector.

References

Asunción, Z. (2019). Acreditación universitaria de programas de estudio y la calidad de gestión pedagógica en el Instituto Superior Tecnológico Pasco, 2016 [Tesis de grado]. Universidad Nacional Daniel Alcides Carrión. http://repositorio.undac.edu.pe/bitstream/undac/1728/1/T026_04070483_M.pdf

Bernal, C. (2006). Metodología de la Investigación. Pearson. https://acortar.link/IJJRK8

Bernal, T. C. A. (2010). Metodología de la investigación. Pearson.

Bernasconi, A. y Rodríguez, E. (2018). Importancia de la gestión institucional en los procesos de acreditación universitaria en Chile. Revista de Ciencias Humanas y Sociales, 34, 20-48. https://acortar.link/IJJRK8

Cabrera, F. (2020). La evaluación y acreditación universitaria universitaria en Ecuador: Antecedentes y contextualización regional. Revista Pucara, 31, 159-182. https://acortar.link/eMT9cp

Carrasco, S. (2009). Metodología de investigación científica: Pautas metodológicas para diseñar y elaborar el proyecto de investigación. Editorial San Marcos e I RLTDA.

Gaete Quezada, R. (2023). Responsabilidad Social Universitaria como ámbito estratégico para las Instituciones de Educación Superior. PODIUM, 43, 19-40. https://doi.org/10.31095/podium.2023.43.02 DOI: https://doi.org/10.31095/podium.2023.43.02

Guillén, X., Almuiñas, J., Galarza, J., Ramirez, L., Loor, K. y Gallegos, M. (2018). Autoevaluación institucional con fines de acreditación universitaria en las Instituciones de Educación Superior de América Latina. Revista Educación Médica Superior, 32. http://ems.sld.cu/index.php/ems/article/view/1393/634

Hernández, R., Fernández, C. y Baptista, M. (2010). Metodología de la investigación. Mc Graw Hill. http://biblioteca.udgvirtual.udg.mx/jspui/handle/123456789/2707

León, S. (2017). Estrategias de la calidad y su impacto en la gestión administrativa en el Instituto de Educación Superior Tecnológico Público Otuzco-IESTP-2015 [Tesis de grado]. Universidad Nacional de Trujillo. https://repositorioslatinoamericanos.uchile.cl/handle/2250/1430158

Orozco, E., Jaya, A., Ramos, F. y Guerra, R. (2020). Retos a la gestión de la calidad en las Instituciones de educación superior en Ecuador. Revista Educ Med Super, 34(2). https://acortar.link/hPdyT2

Quispe, F. (2018). Impacto del proceso de acreditación universitaria en la mejora continua en el Instituto Superior Pedagógico Público-Juli, 2017 [Tesis de grado]. Universidad Nacional del Altiplano. http://tesis.unap.edu.pe/handle/20.500.14082/8806

Tapia, G. (2018). Evaluación de los procesos de acreditación universitaria en el Instituto de Educación Superior Tecnológico Público "Jorge Desmaison Seminario" de Pacasmayo- La Libertad [Tesis de grado]. Universidad Nacional Pedro Ruiz Gallo. https://acortar.link/ifJQdX

Tuesta, E., Cabrera, X. y Ramos, E. (2017). La autoevaluación como parte del proceso de acreditación universitaria en la Universidad Señor de Sipán, Perú. Epistemia Revista Científica, 1(1). https://doi.org/10.26495/re.v1i1.578 DOI: https://doi.org/10.26495/re.v1i1.578

Downloads

Published

2025-02-06

How to Cite

Sito Justiniano, L. M., & Vargas Quispe, G. (2025). University accreditation and social responsibility in a Peruvian university. European Public & Social Innovation Review, 10, 1–17. https://doi.org/10.31637/epsir-2025-1442

Issue

Vol. 10 (2025)

Section

MISCELLANEOUS

License

Copyright (c) 2025 Luz Marina Sito Justiniano, Guillermo Vargas Quispe

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:
  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).