Challenges of continuous improvement in accredited education programs in Costa Rica
Sugey Montoya-Sandí, María del Mar Fernández-Martínez, María Dolores Pérez EstebanPurpose
This study aims to deepen the analysis of university degree accreditation processes, particularly in education-related programs, to understand not only the contribution of accreditation to educational quality but also the main challenges of continuous improvement identified within these processes.
Design/methodology/approach
The research adopts an interpretative qualitative paradigm of an exploratory-emergent nature. It focuses on six undergraduate programs accredited by the National System of Accreditation of Higher Education (SINAES) in the field of Education. Data were collected through document analysis and in-depth interviews.
Findings
The results identify ten categories of continuous improvement challenges emerging from accreditation processes in Education programs. These challenges reflect organizational, procedural and academic management dynamics that affect continuous improvement processes in higher education.
Practical implications
As a qualitative study based on in-depth understanding derived from relevant documents and a limited group of informants, the findings should be interpreted contextually, avoiding overgeneralization, while nonetheless offering transferable insights for accreditation evaluation processes and for educational practice itself.
Originality/value
The study highlights the value of accreditation processes in higher education as drivers of improvement, both in educational practice and in the development of university programs in this field.