Articulación y consistencia del currículo como parte del proceso de autoevaluación de la Escuela Profesional de Ingeniería de Sistemas

Published in: Industry, Innovation, and Infrastructure for Sustainable Cities and Communities: Proceedings of the 17th LACCEI International Multi-Conference for Engineering, Education and Technology
Date of Conference: July 24-26, 2019
Location of Conference: Montego Bay, Jamaica
Authors: Karim Guevara Puente de la Vega (Universidad Nacional de San Agustín de Arequipa, PE)
Lucy Delgado Barra (Universidad Nacional de San Agustín de Arequipa, PE)
Cesar Baluarte Araya (Universidad Nacional de San Agustín de Arequipa, PE)
Victor Cornejo Aparicio (Universidad Nacional de San Agustín de Arequipa, PE)
Freddy Gonzales Saji (Universidad Nacional de San Agustín de Arequipa, PE)
(Universidad Nacional de San Agustín de Arequipa)
Full Paper: #52


The National University of San Agustin declares in its policy of institutional quality, that all the augustinian university students have the opportunity to accede to a quality university educational service, which is possible to reach through the existence of mechanisms that develop and consolidate the processes of institutional accreditation and academic programs. In this sense, the professional school of Systems Engineering at the beginning of the year 2018 and in charge of the commission of Continuous Improvement, Self-evaluation and Accreditation, has initiated the process of self-evaluation for purposes of accreditation following the model of the Agency Accrediting Specialist in Professional Training Programs in Computing, Engineering and Technology in Engineering-ICACIT. As part of this process, and in the initial phase of it, there has been a task that we consider to be of great importance, such as the establishment and execution of procedures of systematic linkage between the competences of the graduate profiles with the subjects of the current curricula to date (2013 and 2017), the relationship between these competencies with the students outcomes proposed by the accreditation model, as well as the alignment of the subjects with respect to the results and the degree of achievement that is expected to have in each of these at the end of each subject. The result of this initial process has allowed us to later establish the mechanism of measurement of the achievement of the students outcomes in the capstone subjects, which include the demonstration of reaching a large part of the students outcomes. Therefore, this article details the actions carried out in this first stage, so that these actions can be replicated by other academic units and facilitate their self-evaluation processes.