Resumo

GOMEZ CHAVEZ, Lino Francisco Jacobo; CORTES ALMANZAR, Paola  e  RODRIGUEZ MELCHOR, Vilma Zoraida del Carmen. Teaching Staff and Quality in Higher Education: The Centro Universitario de la Costa. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2022, vol.13, n.25, e039.  Epub 12-Jun-2023. ISSN 2007-7467.  https://doi.org/10.23913/ride.v13i25.1310.

Since the 1990s, public and institutional policies for quality assurance in higher education institutions have emerged, a situation that currently shapes higher education in Mexico and much of the world. The objective of this article was to analyze the quality of the full-time teaching staff at the Centro Universitario de la Costa (CUCosta) of the University of Guadalajara. For this purpose, a study was carried out based on institutional databases. The study population was the teaching staff of CUCosta. Only full-time professors (137) were considered. Descriptive analyses were made of the indicators: professors with a doctorate, with a desirable profile of the Program for Professional Teaching Development, members of academic bodies, as well as members of the National System of Researchers. Subsequently, analyses were made by subsets (departments); finally, a quality index of the teaching staff by department is proposed. Among the results, 64.2 % of the full-time teaching staff have a doctorate, 81.7 % have a desirable profile, 82.4 % belong to an academic body; only 35.0 % of the teaching staff belong to the National System of Researchers. Female professors present better indicators in academic degree, while male professors stand out in desirable profile, membership in an academic body and in the National System of Researchers. In relation to the quality index of the teaching staff by department, Biological Sciences, Psychology and Socioeconomic Studies are located in the first places. This study allows us to locate the status of CUCosta's teaching staff quality indicators, which show an institutional culture of adherence to the Mexican public policies of quality assurance in higher education, as manifested in the doctorate degree, the desirable profile, membership in academic bodies and the National System of Researchers.

Palavras-chave : teacher evaluation; education evaluation; educational policy.