Self-evaluation process in Higher Education

A proposal for university transformation from the Ecoformative perspective

Abstract

This article seeks to synthesize the effort of the Castro Carazo University to develop a self-evaluation model consistent with its educational model, eco-training, which is inspired by theories of complex thought, transdisciplinarity and neuroscience. For this process, we reviewed various international higher education rankings, as well as the indicators of Higher Education Quality proposed by entities such as the National Accreditation System (SINAES) of Costa Rica. Likewise, qualitative consultation spaces were designed (focus groups and interviews) with 159 people from the university community (faculty, students and administrative staff). From this integrative, introspective and constructive vision, the Authentic Academic Quality Strategy (ECA) of Castro Carazo University was developed, which proposes a self-evaluation process that includes the following characteristics: 1) it is an unfinished learning process; 2) it is a conscious exercise; 3) it causes the transformation of pedagogical practices; 4) it is a complex process; 5) Proposes the understanding and transformation of the languages used; 6) it must be an authentic process, which means that it is designed, developed and experienced by the university community itself.