Abstract
The paradigm of research universities linked to the emergence of university rankings has unified and universalized the criteria relating to the quality of higher education. This situation has led to multiple responses across global society, which has started rating the quality of higher education systems through these rankings, supported by a series of indicators aligned to the characteristics of research universities. Given that the quality of a country’s higher education is one of the fundamental pillars of its development, many countries have started to take government action in this respect. In the case of Peru this has not taken long, with the approval of Law 30220 in 2014. This aims to regulate the quality of higher education through a series of specific conditions governed by a newly created body known as SUNEDU. This article uses a Delphi panel to analyze the existing relationship between the conditions imposed by SUNEDU and the research universities’ intrinsic characteristics. During the Delphi panel a consensus was reached through an acceptable and stable level of responses, resulting in confirmation that there is alignment between the conditions imposed by SUNEDU and the intrinsic characteristics of research universities.
Highlights
In this century, the scope of universities is no longer seen as merely preserving knowledge, nor as educating the elites in order to strengthen nations
The results of the panel show a consistent directional trend, because as previously stated, the basic conditions imposed by SUNEDU are integral to each of the research university’s characteristics
The results and consensus indexes obtained through the Delphi panel throughout the three rounds are shown in Table 2, Table 3, Table 4 and in S1 Dataset
Summary
The scope of universities is no longer seen as merely preserving knowledge, nor as educating the elites in order to strengthen nations. Instead, they are seen as incubators of strategic resources, innovations and new technologies which, as business projects, provide results that extend further than a specific geographic area [1,2,3]. During the first decade of the 21st century, and as a result of the emergence of international rankings, the term “world-class university” became a fashionable term [4]. A number of studies emerged which tried to analyze the characteristics and unique aspects of these world-class universities.
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