Quality Assurance for Technological Institutes in Mexico: Competition and Inequity

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Autor/in	Didou Aupetit, Sylvie
Titel	Quality Assurance for Technological Institutes in Mexico: Competition and Inequity
Quelle	In: Quality Assurance in Education: An International Perspective, 30 (2022) 3, S.336-351 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-08-2021-0140
Schlagwörter	Foreign Countries; Quality Assurance; Educational Quality; Accreditation (Institutions); Institutional Evaluation; Postsecondary Education; Public Colleges; Access to Education; At Risk Students; Student Diversity; Equal Education; Public Policy; Educational Policy; Mexico + Suchen Sie Ihr Suchwort? Ausland; Qualitätssicherung; Quality of education; Bildungsqualität; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Post-secondary education; Tertiäre Bildung; Education; Access; Bildung; Zugang; Bildungszugang; Öffentliche Ordnung; Politics of education; Bildungspolitik; Mexiko
Abstract	Purpose: This study aims to analyze the external quality assurance (EQA) strategies of Technological Institutes (TIs) in Mexico, between 2010 and 2020. For this purpose, this study tracks sectoral reforms and institutional adaptation processes toward fulfilling accreditation indicators. This study considers accreditation as an emergent strategy for the governance and quality improvement of the subsystem, historically oriented towards contributing to social equity and national development projects. This study also examines the links between evaluation, quality assurance and the restructuring of public, technological higher education. Design/methodology/approach: This study performs a state-of-the-art and exploratory study. This study explores the relationship between quality assurance, non-traditional institutions and regulation in Mexico. This study covers an issue that has been absent from research into the technological sector, particularly research into autonomy and leadership within its institutions. This study obtains qualitative information on those issues through interviews and two focus groups. Findings: Mechanisms such as regulatory schemes for the internal reform of TIs and sub-systemic prominence within the overall educational system show limitations owing to the inadequacy of accreditation indicators in accounting for the conditions in which TIs operate. To address this shortcoming and to aid TIs in accreditation endeavors, this study analyzes some features of this adaptive process that enable successful (student profiles, competitive admission criteria, teacher recruitment). Research limitations/implications: The main limitation is that this paper reviews a sole country and presents just one case study. Other research on other higher education sub-systems can complete the analysis. In sum, there has been a lack of analysis of accreditation topics in Mexico, in the nontraditional institutions. Practical implications: This study provides a diagnosis of barriers to the participation of TIs in rankings and accreditation mechanisms, and their repercussions on management issues, governance patterns and reforms. Social implications: This study outlined some internal obstacles linked with centralized model of conduction (data for monitoring, consensus on priorities, capabilities and financing) and external factors (shortages of assurance quality framing and institutional profiles, satisfaction with the process). Originality/value: This study explores relationships between quality assurance, non-traditional institutions and regulation in Mexico, attending a lacking point in the research on the technological sector and autonomy/leadership of its institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01