Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(3), 36-47, 2025
https://doi.org/10.62574/rmpi.v5i3.450
36
Academic quality assurance: planning strategy for Ecuadorian universities
Aseguramiento de la calidad académica: estrategia de planificación para universidades
ecuatorianas
Ariel José Romero-Fernández
dir.investigacion@uniandes.edu.ec
Regional Autonomous University of the Andes, Ambato, Tungurahua, Ecuador
https://orcid.org/0000-0002-1464-2587
Alfonso González-Iruma
ua.irumaalfonso@uniandes.edu.ec
Regional Autonomous University of the Andes, Ambato, Tungurahua, Ecuador
https://orcid.org/0000-0001-6866-4944
Gustavo Adolfo Álvarez-Gómez
rectorado@uniandes.edu.ec
Regional Autonomous University of the Andes, Ambato, Tungurahua, Ecuador
https://orcid.org/0009-0009-0804-9734
ABSTRACT
Quality planning provides higher education institutions with the tools to ensure successful
performance and transparency to society. The research was conducted with the aim of
proposing a strategy for quality planning in higher education institutions to enable sound
decision-making in the interests of improving management and academic excellence. For the
development of the research process, 65 university administrators were selected and surveyed
to determine the current state of quality planning in their institutions. Among the main results are
the diagnosis of the main shortcomings in quality planning, the identification of processes, sub-
processes and activities, the proposal for a quality improvement plan and the proposal for
quality planning criteria.
Descriptors: educational quality; educational efficiency; university ranking. (Source: UNESCO
Thesaurus).
RESUMEN
La planificación de la calidad permite a las instituciones de educación superior contar con las
herramientas para garantizar el éxito en su desempeño y la transparencia a la sociedad. La
investigación se realizó con el objetivo de proponer una estrategia para la planificación de la
calidad en instituciones de educación superior para la toma de decisiones acertadas en aras
del perfeccionamiento de la gestión y la excelencia académica. Para el desarrollo del proceso
investigativo se seleccionan 65 directivos de universidades a los cuales se les aplica una
encuesta para conocer el estado actual de la planificación de la calidad en sus instituciones.
Entre los principales resultados se puede mencionar el diagnóstico con las principales
insuficiencias en la planificación de la calidad, la identificación de los procesos, subprocesos y
actividades, la propuesta de un plan de mejoras de la calidad y la propuesta de criterios de
planificación de la calidad.
Descriptores: calidad de la educación; eficiencia de la educación; clasificación académica de
universidades. (Fuente: Tesauro UNESCO).
Received: 28/09/2025. Reviewed: 09/10/2025. Approved: 21/10/2025. Published: 30/10/2025.
Research articles section
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(3), 36-46, 2025
Aseguramiento de la calidad académica: estrategia de planificación para universidades ecuatorianas
Academic quality assurance: planning strategy for Ecuadorian universities
Ariel José Romero-Fernández
Alfonso González-Iruma
Gustavo Adolfo Álvarez-Gómez
37
INTRODUCTION
In the university teaching context, quality planning is essential for achieving academic relevance
and excellence in higher education institutions. In this regard, the rise of technology,
globalisation, artificial intelligence and changing social demands require universities to adopt
dynamic management strategies that promote research, continuous improvement and
institutional sustainability. According to Guerra et al. (2022), these dynamics require adaptive
and systematic institutional responses.
Consequently, the incorporation of teaching and learning technologies, the development of
strong research and innovation processes, and the rise of links with society and businesses
require the planning of resources and processes that contribute to responding to these
demands efficiently and effectively. This, together with international quality assessment and
accreditation processes, requires universities to guarantee compliance with up-to-date quality
standards and high academic rigour. In this regard, Holguín et al. (2024) emphasise the
importance of these quality assurance mechanisms.
Thus, quality planning is vital for higher education institutions as it ensures that academic
offerings contribute to the development needs of the territories and the reality of the labour
market. As Chiquito et al. (2022) point out, the application of quality planning mechanisms
allows for the continuous improvement of key processes and functions in higher education
(teaching, research and outreach), which ensures that graduates have the necessary skills to
perform effectively in the labour market. This perspective is reinforced by Naranjo and Espinoza
(2023), who highlight the direct link between planning and employability.
Well-executed planning enables the implementation of policies, strategies, and legislation that
contribute to institutional quality accreditation and the achievement of competitiveness and
excellence. Following this line of analysis, Arjona et al. (2022) argue that this helps higher
education institutions to obtain elements that contribute to their institutional accreditation and
the achievement of international recognition. For their part, Loor and Lituma (2022) complement
this approach by highlighting the international dimension of these processes. From another
perspective, authors such as Mora and Morales (2021) and Flores et al. (2022) consider that
quality planning establishes guidelines for identifying the expectations of users (students and
the community) and designing academic products that meet their needs. They also consider
that planning should include the design of policies and objectives that guarantee high quality
standards and the competitiveness of higher education institutions.
In line with the above, Guadalupe and Zúñiga (2023) and Giménez and Acosta (2024) consider
that the transformations of recent years in higher education systems have imposed the need to
adopt policies based on the pursuit of a more just, prosperous, supportive and sustainable
world. To this end, universities must place greater importance on planning, whether strategic,
operational or quality-related, as a strategy for achieving high standards of quality and academic
excellence. On the other hand, Fierro et al. (2023) consider in their research that planning is a
vital tool for improving the educational process and ensuring the quality of education. In their
study carried out at the Riobamba Higher Technological Institute, they determine the impact of
academic planning on student satisfaction. In this regard, they were able to statistically
demonstrate that the relationship between these two variables is direct, positive, and high,
which implies that, in addition to all the advantages mentioned above, academic planning is a
determining factor in student satisfaction.
In addition to the above, based on their analysis of institutional limitations, Ordóñez et al. (2022)
consider that one of the main constraints in higher education institutions is related to planning,
specifically the planning of teaching and non-teaching human talent . In this regard, the
aforementioned authors state that this is a problem that is exacerbated by the need for tools to
monitor and control the performance of these workers. Thus, the conclusions of the study by
Ordóñez et al. (2022) showed a direct relationship between planning and the quality of teaching
management.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(3), 36-46, 2025
Aseguramiento de la calidad académica: estrategia de planificación para universidades ecuatorianas
Academic quality assurance: planning strategy for Ecuadorian universities
Ariel José Romero-Fernández
Alfonso González-Iruma
Gustavo Adolfo Álvarez-Gómez
38
On the other hand, taking into account the relationship of another indicator, such as substantive
university functions, Sillo et al. (2023) conducted research to establish the relationship between
quality planning and the management of substantive university functions. In this regard, the
aforementioned authors analysed the advantages and limitations of institutional planning, as
well as its contribution to the quality of university management. Therefore, they presented
procedures for planning institutional processes and achieving improvements in the quality of
institutional standards. This background and the state of the art analysed highlight the need for
quality planning and its relationship with university management in order to achieve high
standards of quality and reputation for higher education institutions. However, the need to
implement mechanisms that allow the academic authorities of Ecuadorian universities to
efficiently plan academic, human and material resources in order to achieve the academic
excellence prescribed in current legislation is also recognised.
Based on the above, the current research was carried out with the aim of proposing a strategy
for quality planning in higher education institutions in Ecuador for sound decision-making in the
interests of improving management and academic excellence.
METHOD
The research was conducted using a mixed approach, with a quantitative focus for the
processing of survey data and qualitative elements for the characterisation of the proposed
strategy. Due to its nature, it was classified as applied research aimed at offering concrete
institutional planning tools for university administrators.
The scope of the study was descriptive-propositional, as it sought to characterise the current
state of quality planning in Ecuadorian higher education institutions and, based on this, to
design a strategy that would facilitate decision-making based on relevant and reliable
information.
The study population consisted of 65 academic managers from higher education institutions in
Ecuador who participated voluntarily and gave their consent to collaborate in the research. The
methodological process was carried out in three phases:
1. The first phase consisted of a documentary review of international quality standards
used by national higher education systems.
2. The second phase involved the application of a structured survey to the participating
managers to diagnose the state of quality planning in their institutions, evaluating 18
indicators grouped into eight dimensions: strategic planning (mission, vision, policy and
quality objectives), process management (identification of processes, activities and
work procedures), institutional leadership, knowledge of the context (development
projections and student needs), decision-making (relevant information and stakeholder
participation), quality standards, institutional communication and compliance auditing.
The measurement was carried out using a four-level ordinal scale (Poor, Fair, Good,
Excellent).
3. The third phase involved analysing the data obtained and designing an improvement
strategy that integrated specific actions, identified substantive processes and defined
quality criteria adapted to the Ecuadorian context.
To ensure the reliability of the instrument, Cronbach's alpha coefficient was applied, obtaining a
value of 0.89, which indicated high internal consistency and confirmed the reliability of the
survey for measuring the dimensions and indicators related to quality planning in the institutions
analysed. Consequently, the information was processed using frequency and percentage
analyses to identify the main limitations in quality planning, which provided the basis for the
strategy proposal presented in this study.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(3), 36-46, 2025
Aseguramiento de la calidad académica: estrategia de planificación para universidades ecuatorianas
Academic quality assurance: planning strategy for Ecuadorian universities
Ariel José Romero-Fernández
Alfonso González-Iruma
Gustavo Adolfo Álvarez-Gómez
39
In terms of ethical considerations, the research was conducted in accordance with the principles
of the Declaration of Helsinki and current institutional regulations. Informed consent was
obtained from all participants, who were informed about the objectives of the study, the
voluntary nature of their participation, and their right to withdraw at any time without
consequences. The confidentiality of the information collected and the anonymity of the
participants were guaranteed in the processing and presentation of the results. The data
obtained were used exclusively for academic and research purposes, without compromising the
identity of the individuals or institutions involved.
RESULTS
The results achieved after years of study are detailed below. First, the diagnosis of the survey of
65 academic directors was addressed, which provided an overview of the situation of quality
planning in higher education institutions in Ecuador. Subsequently, the proposed strategy for
improving quality planning is described, which includes concrete actions, identification of
substantive processes, and quality criteria adapted to the institutional context:
1. Diagnosis of quality planning in higher education institutions
The results of the survey of the 65 directors are presented in Table 1.
Table 1. Responses from academic managers on quality planning in HEIs
Indicators evaluated
M
R
B
E
1. Existence of an institutional mission that incorporates quality aspects
4
57
14
-
2. Presence of an institutional vision that considers quality aspects
5
52
18
-
3. Quality policy consistent with institutional mission and vision
11
61
3
-
4. Quality plan recognised by the university community
2
43
30
-
5. Definition of institutional quality objectives
7
49
19
-
6. Specific regulations for quality planning
15
44
16
-
7. Identification of institutional processes
12
49
14
-
8. Definition of activities for each institutional process
18
50
7
-
9. Work procedures established for each activity
7
35
33
-
10. Management leadership to implement quality in processes
3
18
47
7
11. Knowledge of development projections for the area of influence
26
47
2
-
12. Identification of student needs
19
38
18
-
13. Availability of relevant information for management decisions
15
29
18
13
14. Participation of the university community in decision-making
27
30
16
2
15. Institutionally recognised quality standards
8
54
23
-
16. Effectiveness of institutional communication
14
39
20
2
17. Knowledge of quality requirements in processes
27
48
-
-
18. Audit procedures to verify quality standards
29
40
6
-
Note: P = Poor; A = Average; G = Good; E = Excellent
The data collected allows us to identify the following situations in the institutions evaluated:
80% of managers indicated that their institution lacks a mission that adequately integrates
quality aspects.
77% indicated deficiencies in the institutional vision regarding the incorporation of quality
elements.
96% reported a lack of a quality policy aligned with the institutional mission and vision.
Approximately 60% stated that their institutions do not have a quality plan recognised by the
university community.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(3), 36-46, 2025
Aseguramiento de la calidad académica: estrategia de planificación para universidades ecuatorianas
Academic quality assurance: planning strategy for Ecuadorian universities
Ariel José Romero-Fernández
Alfonso González-Iruma
Gustavo Adolfo Álvarez-Gómez
40
74% pointed to the lack of clearly defined institutional quality objectives.
92% acknowledged the lack of specific regulations related to quality planning.
80% reported problems in identifying institutional processes and defining corresponding
activities.
Fifty-six per cent indicated that their institutions do not have established working procedures for
activities.
A high level of recognition of managerial leadership for quality implementation was identified.
97% stated that they were unaware of development projections for their area of influence.
Seventy-five per cent indicated that their institutions have not identified student needs.
59% indicated a lack of relevant information for decision-making and limited participation of the
university community in these processes.
83% acknowledged the absence of institutionally recognised quality standards.
Seventy per cent rated institutional communication as ineffective.
All participants stated that they were unaware of the quality requirements for institutional
processes.
95% reported the absence of audit procedures to verify compliance with quality standards.
2. Quality planning strategy for higher education institutions
Taking into account the results of the diagnosis carried out in higher education institutions and
once the main limitations in quality planning have been identified, the following strategy is
proposed:
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(3), 36-46, 2025
Aseguramiento de la calidad académica: estrategia de planificación para universidades ecuatorianas
Academic quality assurance: planning strategy for Ecuadorian universities
Ariel José Romero-Fernández
Alfonso González-Iruma
Gustavo Adolfo Álvarez-Gómez
41
Figure 1. Strategy for quality planning in HEIs. Own elaboration.
Stage 1. Actions for quality planning
Table 2 presents the actions to be taken to mitigate the shortcomings detected in quality
planning in HEIs.
Table 2. Actions for quality planning in HEIs.
Action
Date of implementation
Responsible
Adapt the institution's mission and vision in line with quality
First half of 2025
Higher collegiate body IES
Design and approve the quality policy for higher education
institutions
First half of 2025
Higher collegiate body of
HEIs
Draw up the IES quality plan
First half of 2025
Higher education institution
governing board
Define and approve the IES quality objectives
First half of 2025
Higher education institution
governing board
Develop the IES quality regulations
First half of 2025
IES Governing Board
Develop work procedures for the substantive and non-
substantive functions of IES
First half of 2025
Higher education institution
governing board
Prepare a document outlining the development needs of the
areas of influence of HEIs
First half of 2025
Higher education institution
governing board
Define the quality requirements for university processes
First half of 2025
Higher education institution
governing board
Establish quality standards for each process at the IES
First semester of 2025
IES Governing Board
Develop procedures for auditing compliance with quality
standards.
First half of 2025
IES Board of Directors
Source: Own elaboration.
a) Identification of HEI processes and activities
Table 3 presents the processes, sub-processes and activities of the three essential functions of
HEIs (teaching, research and outreach).
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(3), 36-46, 2025
Aseguramiento de la calidad académica: estrategia de planificación para universidades ecuatorianas
Academic quality assurance: planning strategy for Ecuadorian universities
Ariel José Romero-Fernández
Alfonso González-Iruma
Gustavo Adolfo Álvarez-Gómez
42
Table 3. Processes and activities of the substantive functions of HEIs
Process
Sub-processes
Teaching
Teaching
Admissions
Academic planning
Training
Learning assessment
Degrees and
qualifications
Teacher training
Curriculum innovation
Research
Research
Research planning
Research projects
Training of researchers
Scientific output
Scientific dissemination
Innovation
Links with society
University outreach
Community outreach
projects
Pre-professional
internships
Source: Prepared internally.
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Multidisciplinary Journal Investigative Perspectives
Vol. 5(3), 36-46, 2025
Aseguramiento de la calidad académica: estrategia de planificación para universidades ecuatorianas
Academic quality assurance: planning strategy for Ecuadorian universities
Ariel José Romero-Fernández
Alfonso González-Iruma
Gustavo Adolfo Álvarez-Gómez
43
Stage 2. Identification of quality planning criteria
To identify quality criteria, an international review of the standards used by national higher
education systems for quality assurance is carried out. Table 4 below presents the quality
standards for the teaching process as an example of the present study:
Table 4. Quality criteria for the teaching process in HEIs
Criterion
Specification
Relevance of academic offerings
- The academic offerings of the HEI respond to the needs and
demands of society and contribute to the socio-economic
development of the area of influence.
Quality of the teaching staff
- Fourth-level training and refresher courses for teaching staff
according to their level of commitment
Retention rate
- Ratio between students entering a cohort and those completing
the semester (n). The semester to be taken into account for
determining this criterion must be defined according to the degree
programme.
Learning assessment
- Existence of transparent assessment tools related to learning
outcomes.
Student satisfaction
- Mechanisms that demonstrate the level of student satisfaction
with the educational process.
Graduation rate
- Number of students who graduate within the stipulated time
frame for the programme versus the number of students who
enrolled in the last semester of the programme.
Source: Own elaboration.
DISCUSSION
The state-of-the-art analysis highlights the need to implement quality planning in the
management of higher education institutions, not only to support decision-making but also to
ensure compliance with high standards of quality and competitiveness. In this scenario, we
agree with Chica & Erazo (2024) and Baltodano & Leyva (2024) that academic institutions and
programmes must meet the standards of quality and excellence required for higher education.
In this regard, the diagnosis carried out shows that the vast majority of institutions do not include
aspects related to quality planning and management in their mission and vision. In the same
vein, more than 70% of managers state that their institutions have neither a quality policy nor a
quality plan, nor do they have objectives to guide institutional quality. Fernández et al. (2024)
recognise in their research that universities do not integrate planning with management, which
limits their performance.
Likewise, it is evident that more than 80% of the institutions included in the study do not have
regulations related to quality planning and have not identified processes, sub-processes, and
activities. According to Vilca et al. (2024), these aspects are essential for quality assurance in
higher education institutions. Consequently, the institutions assessed do not have established
working procedures, are unaware of development projections in their areas of influence and
state that they do not know the needs of their students. These elements are fundamental in
quality planning, as not knowing the expectations and needs of users ensures that academic
programmes and projects are designed that are relevant and tailored to social demands (Correa
et al., 2024).
On the other hand, the managers included in the study stated that more than 50% of the
institutions do not have relevant information for decision-making and that not all stakeholders
participate in decision-making, an element that, in the opinion of Sánchez et al. (2024), is
essential to ensure transparency and objectivity in educational management. Thus, the
limitations identified in the diagnosis of quality planning in higher education institutions were
taken into account in designing the quality improvement plan proposed as a result of the
research. This plan includes adapting the strategic planning of HEIs to incorporate quality-
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(3), 36-46, 2025
Aseguramiento de la calidad académica: estrategia de planificación para universidades ecuatorianas
Academic quality assurance: planning strategy for Ecuadorian universities
Ariel José Romero-Fernández
Alfonso González-Iruma
Gustavo Adolfo Álvarez-Gómez
44
related issues, approving and implementing quality policies and plans, defining quality
objectives, and establishing quality standards.
CONCLUSION
Quality planning is a very useful tool for the management of higher education institutions as it
contributes to raising quality and competitiveness standards. Thus, university authorities must
adopt quality planning paradigms for decision-making with a view to increasing quality
standards, competitiveness and transparency in the academic and administrative processes of
these institutions.
The diagnosis of the current state of quality planning in HEIs revealed that there are limitations
related to the failure to align the mission and vision with quality management, the absence of
quality policies and plans, the lack of quality objectives and the lack of relevant information for
decision-making. It also recognised that processes and activities have not been identified, there
are no established work procedures and there are no quality planning standards.
The proposed strategy and the actions designed contribute to quality planning in higher
education institutions, as it defines and identifies the processes, sub-processes, and activities of
HEIs, proposes quality planning criteria, and presents a quality improvement plan that helps to
minimise or mitigate the shortcomings identified in the diagnosis.
FINANCING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with individuals or institutions linked to the research.
ACKNOWLEDGEMENTS
To UNIANDES.
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Multidisciplinary Journal Investigative Perspectives
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Aseguramiento de la calidad académica: estrategia de planificación para universidades ecuatorianas
Academic quality assurance: planning strategy for Ecuadorian universities
Ariel José Romero-Fernández
Alfonso González-Iruma
Gustavo Adolfo Álvarez-Gómez
45
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Multidisciplinary Journal Investigative Perspectives
Vol. 5(3), 36-46, 2025
Aseguramiento de la calidad académica: estrategia de planificación para universidades ecuatorianas
Academic quality assurance: planning strategy for Ecuadorian universities
Ariel José Romero-Fernández
Alfonso González-Iruma
Gustavo Adolfo Álvarez-Gómez
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Vilca, M., Saavedra, P., Huaman, R., & Rojas, E. A. (2024). Quality assurance policies in higher
education: A systematic review. Comuni@cción, 15(1), 105–116.
https://doi.org/10.33595/2226-1478.15.1.105
Copyright: 2025 By the authors. This article is open access and distributed under the terms and conditions of
the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) licence.
https://creativecommons.org/licenses/by-nc-sa/4.0/