Encuesta de Percepción para Autoevaluación Institucional

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

*Survey will be directed exclusively to students

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
1	Does the institution develop studies aimed at evaluating the relevance of the university educational project (PEU) in relation to institutional dynamics for the organization, decision-making, administration, evaluation and self-regulation of academic, training, teaching, scientific, cultural and extension work, as well as welfare, internationalization and physical, technological and financial resources?
2	Does the institution provide guidelines and strategies for the promotion of the integral formation of students and the strengthening of the academic community in an adequate institutional environment, inclusive, socially responsible and with ethical values?
3	Have you received comprehensive training in the institution and the development of your critical thinking?
4	Does the institution favor the integral formation of students, the consolidation of their identity and social recognition?
5	Does the institution have mechanisms and forms of convocation, selection and participation for the democratic representation of students, professors, alumni and other members of society in the institution's highest governing body?
6	Do the institutional governance bodies and their members have good, efficient and transparent management practices?
7	Do you consider that the institution's periodic accountability is carried out through reflective, structured and documented processes and mechanisms?
8	Are the administrative structure and its management for the development of teaching, research, internationalization, extension and social projection efficient?
9	Is the technological platform used to ensure connectivity for all members of the institution relevant, accessible and easy to use?
10	Are there policies, mechanisms, platforms, means of communication and human resources that enable the institution to communicate effectively with its stakeholders and allow those stakeholders to access relevant, updated and accurate information on institutional policies, services, actors and dynamics?
11	Is the organizational and administrative structure coherent with the institutional characteristics and the University's educational project?
12	Do those responsible for the management of the institution and its units exercise good leadership and are they of integrity and competence?
13	Are there transparent mechanisms for the appointment of management positions and assignment of responsibilities, functions and roles, and are the procedures foreseen for this clear and communicated?
14	Are the bibliographic, documentary and archival collections, databases and journals sufficient for the institution's capacity?
15	Are the bibliographic, documentary and archival collections, databases and journals relevant to support academic, training, research, cultural and outreach work?
16	Are the bibliographic, documentary and archival collections, databases and journals up to date and do they support academic, training, research, cultural and outreach activities?
17	Are the laboratories and practice sites for the institution's academic work (teaching, research, extension or social projection) accessible, available, relevant and of high quality?
18	Are there mechanisms for the purchase, maintenance, renewal and access to equipment, furniture, technological platforms, computer systems, physical and/or digital bibliographic resources, databases and learning and information resources, in accordance with the different levels of training and modalities of the institution's academic programs?
19	Are the learning environments provided by the institution for each of its modalities (face-to-face and virtual) of quality, available and accessible?
20	Do the learning environments provided by the institution for each of its modalities (face-to-face and virtual) allow the development of all curricular and extracurricular activities?
21	Do the learning environments provided by the institution for each of its modalities (face-to-face and virtual) allow maintaining the well-being of each of the members of the academic community?
22	Do the policies and strategies for budget allocation, execution and evaluation, and financial administration contribute to the fulfillment of the university's educational project and the achievement of the goals of the institutional development plan?
23	Is the definition, construction and monitoring of management indicators consistent with the institutional projections expressed in its development and improvement plans?
24	Are the improvement programs articulated with the institution's general planning and budget?
25	Does the institution have efficient mechanisms for monitoring, evaluation and adjustment by the institution's governing bodies, through a participatory work of the various institutional bodies, allowing dialogue, the permanent reconfiguration of the various institutional processes and the achievement of agreed goals and purposes of common interest, within a framework of essential values such as self-criticism and transparency?
26	Does the institution have mechanisms for the convocation and participation of the community in the different institutional management bodies, the permanent reconfiguration of the different institutional processes and the achievement of consensual goals and purposes of common interest?
27	Does the institution have mechanisms in place to update institutional processes?
28	Does the institution have processes in place to ensure the achievement of common and consensual goals and purposes?
29	Have the policies and strategies implemented by the institution for quality management, self-evaluation and planning led to improvements in academic and administrative processes?
30	Are the institutional policies, mechanisms and strategies implemented efficient and do they guarantee transparency in the appointment of academic, administrative and support personnel, in the assignment of responsibilities and functions, and in the procedures to be followed within the institution?
31	Does the institution generate and take advantage of environments for critical discussion about science, technology, innovation, art, culture, values, society and the State?
32	Are the institutional policies and strategies for integral education, curricular flexibility, internationalization and interdisciplinarity efficient?
33	Is the institutional student evaluation system for the achievement of the graduate profiles defined in the programs efficient?
34	Does the institution monitor, evaluate and adjust student assessment policies, criteria and mechanisms to support the achievement of student learning outcomes?
35	Are institutional policies, strategies and support efficient for the creation, modification, extension and closure of academic programs and their modalities?
36	Are the policies, mechanisms and participation of collegiate bodies efficient in the evaluation of procedures oriented to the creation, modification and extension of programs, as well as in their closure?
37	Are institutional policies and strategies efficient for the research training of students?
38	Are the policies, strategies and resources that the institution makes available to professors efficient for the development of research, technological development, innovation or artistic creation projects, and the socialization and publication of their results?
39	Policies and strategies for the allocation of time to professors for the development of research, innovation and creation projects, and the socialization of their results?
40	Does the institution provide administrative and financial support for the development and management of research, the creation of companies and business plans (such as business incubation and financing centers, research and technological development centers, among others) and artistic and cultural creation?
41	Does the institution make effective contributions to the study and solution of regional and national problems?
42	Are the programs and activities of research, technological development and extension or social projection relevant and their scope is related to contexts or areas of action of the institution that are the object of recognition for the service it provides to the communities?
43	Does the institution have institutional welfare policies and apply them for the benefit of the entire institutional community?
44	Do the institution's wellness programs and activities positively impact all members of the community?
45	Does the institution provide the necessary human resources for the development of wellness programs and activities?
46	Does the institution allocate and execute economic, technical, technological and infrastructure resources to guarantee the optimal development of institutional welfare programs and activities?
47	Has the institution defined strategies for the dissemination of institutional welfare services and does it apply them permanently?
48	Does the institution apply the protocol for the prevention, detection and attention of violence and any type of discrimination based on gender?
49	Does the application of the professors' statute enable the selection, hiring, qualification and promotion of the institution's professors and the recognition of incentives for performance and research production?
50	Do the mechanisms established for the convocation, selection and participation of faculty representatives in the decision-making bodies allow such processes to be carried out in a clear and transparent manner?
51	Does the institution apply the established mechanisms for the election of faculty representatives to decision-making bodies?
52	Is there a core of professors, sufficient and adequate for the development of training, academic, teaching, scientific, cultural and extension work, with permanent contracts and others with at least annual contracts, which allows for an adequate student-teacher ratio for the academic programs offered?
53	Does the institution have clear criteria for defining faculty responsibilities in relation to the development of substantive functions and the development of academic-administrative activities, according to the category in the career ladder?
54	Does the institution have and apply mechanisms for the selection, hiring and contracting of professors that promote the consolidation of a diverse and inclusive academic community committed to training, academic, teaching, scientific, cultural and outreach activities?
55	Are there mechanisms for evaluating the activities assigned to professors, with a view to qualifying, promoting and stimulating their work?
56	Does the institution have clear criteria for the distribution of the work assigned to teachers and to ensure that it is carried out under quality conditions and in appropriate institutional spaces?
57	Does the institution have a teaching career ladder with academic categories that allow the mobility, qualification and professional promotion of professors?
58	Are the criteria and mechanisms for determining teachers' salary allocation and incentives applied in a transparent manner?
59	Does the institution have faculty development programs that are relevant and applicable to the entire faculty community?
60	Does the institution apply the criteria established for the recognition and encouragement of qualified training, academic, teaching, scientific, cultural and extension work?
61	Does the institution have evidence of teacher training and its results?
62	Does the institution have evidence of the evaluations carried out on the internal regulations on professors seeking to improve their efficiency and effectiveness for the development of professors?
63	Does the institution have policies on gender equity and does it implement them through committees or bodies that promote equality and respect in the academic community?
64	Does the institution apply the Student Regulations?
65	Does the institution fully apply the established criteria for promotion, transfer and grade?
66	Do students participate in the Institution's decision-making bodies?
67	Is the institution transparent in the application of the mechanisms foreseen for the election of student representatives to decision-making bodies?
68	Does the institution fully apply the established criteria for admission and retention of students?
69	Does the institution apply policies and strategies for admission and retention of students?
70	Does the institution apply strategies to guarantee the integration of students to the institution, in consideration of their social and cultural heterogeneity?
71	Are there programs aimed at reducing student desertion, analyzing the causes of desertion and establishing retention strategies?
72	Are there criteria and strategies for admitting students from other national and international institutions and are there clear rules for student exchange?
73	Are the criteria for the allocation of student support in place and are they applied transparently?
74	Are there any active inter-institutional agreements to facilitate the admission and permanence of students?
75	Are there mechanisms for disseminating information on credit systems, scholarships, subsidies, financial support and incentives to students?
76	Are there control procedures in place to ensure that students benefiting from institutional support make good use of it within the timeframe foreseen for their graduation?
77	Does the institution apply policies and mechanisms for alumni to relate and interact with the respective academic programs?
78	Does the institution have and does it apply a portfolio of services to facilitate the incorporation of graduates into the labor market?
79	Do graduates participate, support and cooperate with the different programs in teaching and research activities?
80	Does the institution apply mechanisms to relate and interact with its graduates, so that they contribute to the substantive functions and participate in the institutional dynamics?

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Perception Survey for Institutional Self-Assessment