Multidimensional Analysis of University Self-Assessment Using Multigroup Structural Equation Modeling

Abstract

Institutional self-assessment processes were consolidated as a strategic component of internal quality assurance in higher education, as they enabled the systematic review of institutional practices and guided continuous improvement. The objective of the study was to analyze institutional self-assessment processes at a public university in Ecuador from the perspectives of students, academic staff, and administrative personnel. A quantitative approach was employed using a descriptive, non-experimental, and cross-sectional design, developed under a single-case study framework. Information was collected through structured questionnaires administered to the main university stakeholders involved in the management and use of self-assessment processes. The validity and reliability of the instrument were verified through statistical procedures that allowed the estimation of a structural model composed of dimensions related to process knowledge, participation, contribution to continuous improvement, transparency and feedback, and institutional impact. The results revealed a consistent factorial structure, an adequate model fit, and relevant differences in the perception of self-assessment processes among the different institutional groups. More favorable evaluations were reported by academic staff and administrative personnel, whereas students expressed moderate perceptions, particularly in areas related to participation and feedback. It was concluded that, although self-assessment processes were methodologically consolidated and associated with positive effects on institutional improvement, challenges persist regarding the strengthening of student participation and the effective communication of results, which are key aspects for the consolidation of an inclusive and sustainable quality culture in higher education.