Encuesta de Percepción para Autoevaluación de Programas (Estudiantes)

The purpose of self-evaluation is the continuous improvement of higher education institutions so that they remain in constant assessment of their mission and vision and, through a responsible act with society, have self-regulation as their maximum reference of autonomy in the exercise of their functions.

These continuous improvement exercises are key to the promise of value that the institution makes to the society that believes in its academic offerings, in what it does and in the way it does it and, consequently, it is necessary to know the state of quality from the perception of the different stakeholders in order to be accountable for the route that will be followed to achieve the ideal scenario of high quality.

In this sense, we ask your good offices to be part of the group chosen to know the perception about the quality of the academic program by filling out the following form:

*Name and Surname

*Type of Document

*Document number

*Email

*Program to which it belongs

Please rate from 1 to 5 where:
1 - Strongly disagree
2 - Disagree
3 - Undecided, neutral or "Neither agree nor disagree".
4 - Agreed
5 - Strongly agree

No.	Ask	1	2	3	4	5	Observation
1	Do you consider that your participation in research, technological development, artistic creation, cultural, sports and extension activities contribute to your integral formation?
2	Does the program adequately apply the student regulations and academic policies?
3	Are the student regulations and academic policies applied by the program relevant?
4	Are the student regulations and academic policies applied by the program up to date?
5	Does the program or institution provide academic incentives?
6	Does the program or institution provide socioeconomic support?
7	Is the academic material produced and used by the professors assigned to the program relevant?
8	Is the academic material produced and used by the professors assigned to the program of high quality?
9	Are the criteria and mechanisms for teacher evaluation transparent?
10	Are the criteria and mechanisms for teacher evaluation fair?
11	Are the criteria and mechanisms for teacher evaluation effective?
12	Does the program adopt alternative training routes based on the needs and interests of the students derived from the curricular flexibility strategies defined by the institution?
13	Are the mechanisms and criteria provided by the institution for the curricular interdisciplinarity of the program relevant?
14	Do the teaching strategies used by teachers allow the proposed learning outcomes to be achieved?
15	Are the learning outcomes assessment systems developed or implemented by the program relevant?
16	Is the program's evaluation and self-regulation process relevant and of high quality?
17	Do the early warning system strategies implemented by the academic program contribute to student retention and graduation?
18	Do you consider that the academic cooperation strategies have favored the interaction of professors and students with their counterparts at national and international level?
19	Is training for research, the development of critical, creative and innovative thinking promoted in the program?
20	Are innovation, artistic and cultural creation and technological development promoted in the program?
21	do university welfare services meet the needs of students in the program?
22	Are the pedagogical, technological and support strategies provided by the program for the development of communication and interaction skills of teachers with students adequate?
23	Are the strategies and support resources provided by the institution for the development of your formative process in different contexts useful?
24	Are the strategies and support resources provided by the institution for the development of your formative process in different contexts adequate?
25	Is the bibliographic material available in the academic program to support the development of the different academic activities relevant?
26	Is the bibliographic material available in the academic program sufficient to support the development of the different academic activities?
27	Is the bibliographic material available to the academic program to support the development of the different academic activities up to date?
28	Does the institution promote the participation of students, professors and alumni (as applicable) in collegiate bodies and in decision making oriented to the improvement of the program?
29	Are the program's administrative processes efficient, i.e. are they simple and easy to understand?
30	Are the program's administrative processes effective, i.e. do they achieve the proposed objectives?
31	Are the program's administrative processes oriented to the development of its educational, academic, teaching, scientific, cultural and outreach activities?
32	Does the program have an adequate ratio between the number of admitted students and the number of professors?
33	Does the program have an adequate ratio between the number of admitted students and the necessary resources (technical, technological and financial) for the modality in which it is offered?
34	Are the IT and communication resources available to the academic program relevant?
35	Are the IT and communication resources necessary to meet the needs of the academic program?
36	Are the IT and communication resources available to the academic program sufficient?

General Observation

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Perception Survey for Program Self-Assessment (Students)