Quality in higher education institutions as a transversal tool in institutional accreditation: a bibliometric review

Contiene ilustraciones, mapas, gráficos

Autores:: Puerta Guardo, Fabio Andrés
Cantillo Orozco, Ana Susana
Castillo Loaiza, Jorge Leonardo
Narváez Grisales, Julián Andrés
Molina-Guerrero, Camilo José

Tipo de recurso:

Fecha de publicación:: 2025

Institución:: Universidad Tecnológica de Bolívar

Repositorio:: Repositorio Institucional UTB

Idioma:: eng

id	UTB2_0c29cfa79c410b59c78af2ca47914eaf
oai_identifier_str	oai:repositorio.utb.edu.co:20.500.12585/14308
network_acronym_str	UTB2
network_name_str	Repositorio Institucional UTB
repository_id_str
dc.title.eng.fl_str_mv	Quality in higher education institutions as a transversal tool in institutional accreditation: a bibliometric review
title	Quality in higher education institutions as a transversal tool in institutional accreditation: a bibliometric review
spellingShingle	Quality in higher education institutions as a transversal tool in institutional accreditation: a bibliometric review 370 - Educación::378 - Educación superior (Educación terciaria) Accreditation Bibliometric analysis Education Higher education Quality Acreditación académica Educación superior -- Evaluación Calidad de la educación Gestión Educativa Innovaciones educativas Academic accreditation Higher education -- Evaluation Quality of education Educational management Educational innovations 5. Ciencias Sociales ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos
title_short	Quality in higher education institutions as a transversal tool in institutional accreditation: a bibliometric review
title_full	Quality in higher education institutions as a transversal tool in institutional accreditation: a bibliometric review
title_fullStr	Quality in higher education institutions as a transversal tool in institutional accreditation: a bibliometric review
title_full_unstemmed	Quality in higher education institutions as a transversal tool in institutional accreditation: a bibliometric review
title_sort	Quality in higher education institutions as a transversal tool in institutional accreditation: a bibliometric review
dc.creator.fl_str_mv	Puerta Guardo, Fabio Andrés Cantillo Orozco, Ana Susana Castillo Loaiza, Jorge Leonardo Narváez Grisales, Julián Andrés Molina-Guerrero, Camilo José
dc.contributor.author.none.fl_str_mv	Puerta Guardo, Fabio Andrés Cantillo Orozco, Ana Susana Castillo Loaiza, Jorge Leonardo Narváez Grisales, Julián Andrés Molina-Guerrero, Camilo José
dc.contributor.researchgroup.none.fl_str_mv	Grupo de Investigación Centro de Estudios en Negocios e Internacionalización - CENI
dc.contributor.seedbeds.none.fl_str_mv	Semillero de Investigación en Gestión de Costos y Gerencial (SIGESCO)
dc.subject.ddc.none.fl_str_mv	370 - Educación::378 - Educación superior (Educación terciaria)
topic	370 - Educación::378 - Educación superior (Educación terciaria) Accreditation Bibliometric analysis Education Higher education Quality Acreditación académica Educación superior -- Evaluación Calidad de la educación Gestión Educativa Innovaciones educativas Academic accreditation Higher education -- Evaluation Quality of education Educational management Educational innovations 5. Ciencias Sociales ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos
dc.subject.proposal.eng.fl_str_mv	Accreditation
dc.subject.proposal.none.fl_str_mv	Bibliometric analysis Education Higher education Quality
dc.subject.lemb.none.fl_str_mv	Acreditación académica Educación superior -- Evaluación Calidad de la educación Gestión Educativa Innovaciones educativas Academic accreditation Higher education -- Evaluation Quality of education Educational management Educational innovations
dc.subject.ocde.none.fl_str_mv	5. Ciencias Sociales
dc.subject.ods.none.fl_str_mv	ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos
description	Contiene ilustraciones, mapas, gráficos
publishDate	2025
dc.date.issued.none.fl_str_mv	2025-08-16
dc.date.accessioned.none.fl_str_mv	2026-01-28T15:33:12Z
dc.type.none.fl_str_mv	Artículo de revista
dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.driver.none.fl_str_mv	info:eu-repo/semantics/article
dc.type.redcol.none.fl_str_mv	http://purl.org/redcol/resource_type/ART
dc.type.content.none.fl_str_mv	Text
dc.type.version.none.fl_str_mv	info:eu-repo/semantics/publishedVersion
dc.type.coarversion.none.fl_str_mv	http://purl.org/coar/version/c_970fb48d4fbd8a85
status_str	publishedVersion
dc.identifier.citation.none.fl_str_mv	Puerta-Guardo, F. A., Cantillo-Orozco, A. S., Castillo-Loaiza, J. L., Narváez-Grisales, J. A., & Molina-Guerrero, C. J. (2026). Title. European Journal of Educational Research, 15(1), 19-38. https://doi.org/10.12973/eu-jer.15.1.19
dc.identifier.uri.none.fl_str_mv	https://hdl.handle.net/20.500.12585/14308
dc.identifier.doi.none.fl_str_mv	https://doi.org/10.12973/eu-jer.15.1.19
identifier_str_mv	Puerta-Guardo, F. A., Cantillo-Orozco, A. S., Castillo-Loaiza, J. L., Narváez-Grisales, J. A., & Molina-Guerrero, C. J. (2026). Title. European Journal of Educational Research, 15(1), 19-38. https://doi.org/10.12973/eu-jer.15.1.19
url	https://hdl.handle.net/20.500.12585/14308 https://doi.org/10.12973/eu-jer.15.1.19
dc.language.iso.none.fl_str_mv	eng
language	eng
dc.relation.references.none.fl_str_mv	Agnew, S., & Cameron-Agnew, T. (2015). The influence of consumer socialisation in the home on gender differences in financial literacy. International Journal of Consumer Studies, 39(6), 630-638. https://doi.org/10.1111/ijcs.12179 Almaiah, M. A., Hajjej, F., Lutfi, A., Al-Khasawneh, A., Alkhdour, T., Almomani, O., & Shehab, R. (2022). A conceptual framework for determining quality requirements for mobile learning applications using Delphi Method. Electronics, 11(5), Article 788. https://doi.org/10.3390/electronics11050788 Beinert, C., Palojoki, P., Åbacka, G. K., Øverby, N. C., & Nordgård Vik, F. (2021). “Is there any sugar in bread?” A qualitative video analysis of student activating learning tasks in home economics. Acta Didactica Norden, 15(1), Article 3. https://doi.org/10.5617/adno.8078 Bohm, I. (2023). Cultural sustainability: A hidden curriculum in Swedish home economics? Food, Culture and Society, 26(3), 742-758. https://doi.org/10.1080/15528014.2022.2062957 Deagon, J. (2021). I do, we do, you do home economics: Explicit instruction connecting content with ideology. Center for Educational Policy Studies Journal, 11(4), 135-150. https://doi.org/10.26529/cepsj.1188 Dewhurst, Y., & Pendergast, D. (2011). Teacher perceptions of the contribution of home economics to sustainable development education: A cross‑cultural view. International Journal of Consumer Studies, 35(5), 569-577. https://doi.org/10.1111/j.1470-6431.2011.01029.x Dixon, R. (2017). Teachers’ hopes for the future of home economics education in New Zealand. International Journal of Home Economics, 10(1), 12-20. http://bit.ly/3HxZ1Gb Erjavšek, M. (2021). Modern aspects of home economics education and Slovenia. Center for Educational Policy Studies Journal, 11(4), 33-62. https://doi.org/10.26529/cepsj.1191 Erjavšek, M., Lovšin Kozina, F., & Kostanjevec, S. (2021). In-service home economics teachersʼ attitudes to the integration of sustainable topics in the home economics subject. Center for Educational Policy Studies Journal, 11(1), 27-47. https://doi.org/10.26529/cepsj.614 European Commission. (2020). Capital Markets Union: Action 7 – Empowering citizens through financial literacy. https://tinyurl.com/4kfc9weu Fife, D., Slater, J., Fordyce-Voorham, S., & Worsley, A. (2020). Food literacy education in Manitoba, Canada and Victoria, Australia: A comparative pilot study. International Journal of Home Economics, 13(2), 16-28. https://bit.ly/41MGcFY Gale Smith, M. (2015). What does “Bring Back Home Ec” mean for us? Challenging the discourses of obesity and cooking. In M. L. de Zwart, & M. Gale Smith (Eds.), Proceedings of the Canadian Symposium XIII Issues and Directions for Home Economics/Family Studies/Human Ecology Education (pp. 129-150). Canadian Symposium. https://tinyurl.com/msh3ueu7 Granberg, A., Brante, G., Olsson, V., & Sydner, Y. M. (2017). Knowing how to use and understand recipes: What arithmetical understanding is needed when students with mild intellectual disabilities use recipes in practical cooking lessons in home economics? International Journal of Consumer Studies, 41(5), 494-500. https://doi.org/10.1111/ijcs.12357 Haapaniemi, J., Palojoki, P., & Taar, J. (2022). Future directions of home economics education: Nordic-Baltic perspectives. Journal of Home Economics Education Research, 34(4), 71-86. https://doi.org/10.19031/jkheea.2022.12.34.4s.71 Hai, T. D., Linh, N. Q., & Bich, N. T. (2023). Obstacles and challenges in implementing STEM education in high schools: A case study in the northern mountains of Vietnam. European Journal of Educational Research, 12(3), 1363-1375. https://doi.org/10.12973/eu-jer.12.3.1363 Haile, T. M., & Mekonnen, E. A. (2024). Impacts of stakeholder engagement on curriculum implementation in Ethiopian Defense University. Pedagogical Research, 9(2), Article em0201. https://doi.org/10.29333/pr/14369 Hair, J. F., Jr., Celsi, M., Money, A., Samouel, P., & Page, M. (2015). The essentials of business research method (3rd ed.). Routledge. https://doi.org/10.4324/9781315716862 Harmon, J. (2024). "Absolutely hands on!" Experiential learning in textile science curriculum. Journal of Family and Consumer Sciences, 116(1), 34-38. Hasson, F., Keeney, S., & McKenna, H. (2000). Research guidelines for the Delphi survey technique. Journal of Advanced Nursing, 32(4), 1008-1015. https://doi.org/10.1046/j.1365-2648.2000.t01-1-01567.x Hira, T. K. (2013). Home economics literacy: Investing in our future. Journal of ARAHE, 20(3), 113-118. Hsu, C.-C., & Sandford, B. A. (2007). The Delphi technique: Making sense of consensus. Practical Assessment, Research, and Evaluation, 12, Article 10. https://doi.org/10.7275/pdz9-th90 International Federation for Home Economics. (n.d.). Home economics in the 21st century. https://tinyurl.com/yvn8ndmx Johnston, L. M., Wiedmann, M., Orta‐Ramirez, A., Oliver, H. F., Nightingale, K. K., Moore, C. M., Stevenson, C. D., & Jaykus, L.-A. (2014). Identification of core competencies for an undergraduate food safety curriculum using a modified Delphi approach. Journal of Food Science Education, 13(1), 12-21. https://doi.org/10.1111/1541-4329.12024 Kalin, J., Krek, J., Medveš, Z., Valenčič Zuljan, M., & Vogrinc, J. (2011). Osnovna šola [Elementary school]. In J. Krek & M. Metljak (Eds.), Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji (pp. 107-179). Zavod RS za šolstvo. Krigsholm, P., Zavialova, S., Riekkinen, K., Ståhle, P., & Viitanen, K. (2017). Understanding the future of the Finnish cadastral system – A Delphi study. Land Use Policy, 68, 133-140. https://doi.org/10.1016/j.landusepol.2017.07.032 Lichtenstein, A. H., & Ludwig, D. S. (2010). Bring back home economics education. JAMA, 303(18), 1857-1858. https://doi.org/10.1001/jama.2010.592 Lind, E., Pappel, K., & Paas, K. (2009). Handicraft and home economics as designers of citizens who are able to cope in society. Citizenship, Social and Economics Education, 8(1), 54-62. https://doi.org/10.2304/csee.2009.8.1.54 Ma, A., & Pendergast, D. (2011). The past, the present and the preferred future for home economics education in Hong Kong. International Journal of Consumer Studies, 35(5), 589-594. https://doi.org/10.1111/j.1470-6431.2011.01027.x MacPhail, C., Khoza, N., Abler, L., & Ranganathan, M. (2015). Process guidelines for establishing intercoder reliability in qualitative studies. Qualitative Research, 16(2), 198-212. https://doi.org/10.1177/1468794115577012 Magee, M., Yoo, T. M., Mok, C.-F. J., & Washi, S. (2010). Collective empowerment of the home economics profession—Equipping the profession with advocacy, futures creation and leadership. International Journal of Home Economics, 3(1), 38-52. http://bit.ly/4807bBV McCloat, A., Mooney, E., & Hollywood, L. E. (2017). Have Irish parents put cooking on the back burner? An Island of Ireland study of the food skills, cooking confidence and practices of parents. British Food Journal, 119(5), 992-1002. https://doi.org/10.1108/BFJ-09-2016-0440 McGregor, S. L. T. (2010). Name changes and future-proofing the profession: Human sciences as a name? International Journal of Home Economics, 3(1), 20-37. https://tinyurl.com/2rse66s3 McGregor, S. L. T. (2022). Curriculum as a home economics construct. International Journal of Home Economics, 15(1), 145-156. http://bit.ly/4m0kiqd Mølstad, C. E. (2015). State-based curriculum-making: Approaches to local curriculum work in Norway and Finland. Journal of Curriculum Studies, 47(4), 441-461. https://doi.org/10.1080/00220272.2015.1039067 Moynihan, S., Paakkari, L., Välimaa, R., Jourdan, D., & Mannix-McNamara, P. (2015). Teacher competencies in health education: Results of a Delphi study. PLOS ONE, 10(12), Article e0143703. https://doi.org/10.1371/journal.pone.0143703 Nagari, P. M., Sahid, S., & Hussin, M. (2023). Let's explore! The factor, reliability, and validity analyses of readiness for a knowledge-based economy among undergraduate students. International Journal of Educational Methodology, 9(4), 697-710. https://doi.org/10.12973/ijem.9.4.697 Nasa, P., Jain, R., & Juneja, D. (2021). Delphi methodology in healthcare research: How to decide its appropriateness. World Journal of Methodology, 11(4), 116-129. https://doi.org/10.5662/wjm.v11.i4.116 National Education Institute Slovenia. (2022, October 28). Prenova izobraževalnih programov [Curriculum Renewal Project]. https://tinyurl.com/49x53hrz Organisation for Economic Co-operation and Development. (2017, May 24). PISA 2015 results (Volume IV): Students’ financial literacy. https://doi.org/10.1787/9789264270282-en Ormshaw, M. J., Kokko, S. P., Villberg, J., & Kannas, L. (2016). The desired learning outcomes of school-based nutrition/physical activity health education: A health literacy constructed Delphi survey of Finnish experts. Health Education, 116(4), 372-394. https://doi.org/10.1108/he-12-2014-0097 Paas, K., & Palojoki, P. (2019). Aims and challenges of handicraft and home economics education in Estonia. International Journal of Consumer Studies, 43(3), 289-297. https://doi.org/10.1111/ijcs.12509 Pace, E. M., Aiello, P., & Sibilio, M. (2015). Applying the theory of simplexity in home economics education for the acquisition of transversal competencies to face complexity. International Journal of Learning, Teaching and Educational Research, 11(2), 71-87. https://www.ijlter.org/index.php/ijlter/article/view/351 Pendergast, D. (2012). The intention of home economics education: A powerful enabler for future-proofing the profession. In D. Pendergast, S. L. T. McGregor, & K. Turkki (Eds.), Creating home economics futures: The next 100 years (pp. 12-24). Australian Academic Press. Pridāne, A. (2017). The study on competence-based curriculum implementation in the subject home economics and technologies. In Proceedings of the International Scientific Conference “Rural Environment. Education. Personality” (pp. 376-384). https://tinyurl.com/muy4ffny Program osnovna šola. Gospodinjstvo. Učni načrt [Elementary school programme, Home Economics, Curriculum]. (2011). Ministrstvo za šolstvo in šport: Zavod RS za šolstvo. https://tinyurl.com/b8tpn9h3 Renold, U. (2008). The role of education in equipping individuals and families to be resilient and active participants in the global community. In Proceedings of the IFHE XXI World Congress (pp. 69-74). IFHE. http://bit.ly/4p5f6E0 Renwick, K. (2016). Home economics education in a time of schooling. Victorian Journal of Home Economics, 55(1), 2-6. https://tinyurl.com/2ehmtymk Rieckmann, M. (2018). Learning to transform the world: Key competencies in education for sustainable development. In A. Leicht, J. Heiss, & W. J. Byun (Eds.), Education on the move: Issues and trends in education for sustainable development (pp. 39-59). UNESCO Publishing. https://tinyurl.com/2dpb2m3p Roldan, A. T. (2017). Home economics research: Instilling hope, re-directing source of happiness in individuals and families of contemporary society. International Journal of Home Economics, 10(1), 151-161. https://tinyurl.com/mvc3efhr Shawahna, R., Masri, D., Al Gharabeh, R., Deek, R., Al-Thayba, L., & Halaweh, M. (2016). Medication administration errors from a nursing viewpoint: A formal consensus of definition and scenarios using a Delphi technique. Journal of Clinical Nursing, 25(3-4), 412-423. https://doi.org/10.1111/jocn.13062 Slater, J. (2013). Is cooking dead? The state of home economics food and nutrition education in a Canadian province. International Journal of Consumer Studies, 37(6), 617-624. https://doi.org/10.1111/ijcs.12042 Sosnytskyi, Y. O., Sikorskyi, P. I., Bezborodykh, S. M., Morozova, M. M., & Moroz, V. P. (2021). Application of the Delphi technique to determine the technological competencies of a faculty member. European Journal of Educational Research, 10(4), 2089-2103. https://doi.org/10.12973/eu-jer.10.4.2089 Sproles, K. E., & Sproles, B. B. (1995). Careers serving families and consumers. Prentice Hall. Taar, J., & Palojoki, P. (2022). Applying interthinking for learning 21st-century skills in home economics education. Learning, Culture and Social Interaction, 33, Article 100615. https://doi.org/10.1016/j.lcsi.2022.100615 Tuomisto, M., Haapaniemi, J., & Fooladi, E. (2017). Close neighbours, different interests? Comparing three Nordic home economics curricula. International Journal of Home Economics, 10(2), 121-131. http://bit.ly/4mts10g Turkki, K. (2005). Pre-professionals’ perceptions of home economics in Finland. International Journal of Consumer Studies, 29(3), 273-282. https://doi.org/10.1111/j.1470-6431.2005.00427.x United Nations Educational, Scientific and Cultural Organization. (2021). Reimagining our futures together: A new social contract for education. United Nations Educational, Scientific and Cultural Organization Publishing. https://tinyurl.com/4z3z3wfh Weber, S., Lynes, J., & Young, S. B. (2017). Fashion interest as a driver for consumer textile waste management: Reuse, recycle or disposal. International Journal of Consumer Studies, 41(2), 207-215. https://doi.org/10.1111/ijcs.12328 Wester, K. L., & Borders, L. D. (2014). Research competencies in counseling: A Delphi study. Journal of Counseling and Development, 92(4), 447-458. https://doi.org/10.1002/j.1556-6676.2014.00171.x Wong, M. Y. C. (2023). Considering self-care in high school home economics education with the aid of scoping reviews of mindfulness and cooking and of mindfulness and knitting. Youth, 3(4), 1317-1329. https://doi.org/10.3390/youth3040083 World Health Organization. (2013). Health literacy: The solid facts. WHO Regional Office for Europe. https://tinyurl.com/y4tmvd4w Zaman, B., & Lovšin Kozina, F. (2021). Textile literacy of ninth-grade students in the context of sustainable development. Problems of Education in the 21st Century, 79(4), 674-685. https://doi.org/10.33225/pec/21.79.674
dc.rights.uri.none.fl_str_mv	https://creativecommons.org/licenses/by-nd/4.0/
dc.rights.accessrights.none.fl_str_mv	info:eu-repo/semantics/openAccess
dc.rights.license.none.fl_str_mv	Atribución 4.0 Internacional (CC BY 4.0)
dc.rights.coar.none.fl_str_mv	http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv	https://creativecommons.org/licenses/by-nd/4.0/ Atribución 4.0 Internacional (CC BY 4.0) http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv	openAccess
dc.format.extent.none.fl_str_mv	19 páginas
dc.format.mimetype.none.fl_str_mv	application/pdf
dc.publisher.none.fl_str_mv	European Journal of Educational Research
publisher.none.fl_str_mv	European Journal of Educational Research
institution	Universidad Tecnológica de Bolívar
bitstream.url.fl_str_mv	https://repositorio.utb.edu.co/bitstreams/ba183faf-6dae-48d9-acde-a34008163121/download https://repositorio.utb.edu.co/bitstreams/e752a6f1-b85c-40bf-8bd3-1bcffe0bbfda/download https://repositorio.utb.edu.co/bitstreams/2e6e98d6-e223-4269-8c1d-0401e3f45945/download https://repositorio.utb.edu.co/bitstreams/9d1c4efd-773a-4e0d-9537-2cfc99487f00/download
bitstream.checksum.fl_str_mv	d3f8df52fba50c34243b5c74766e1a4c b76e7a76e24cf2f94b3ce0ae5ed275d0 92156027d5878cf8d0eaa9e7ce20fdd1 798559ee3261ffd7c66d559d9ffe7265
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio Digital Universidad Tecnológica de Bolívar
repository.mail.fl_str_mv	bdigital@metabiblioteca.com
_version_	1858228423402455040
spelling	Puerta Guardo, Fabio Andrésvirtual::6720-1Cantillo Orozco, Ana Susanavirtual::6721-1Castillo Loaiza, Jorge Leonardovirtual::6722-1Narváez Grisales, Julián Andrésvirtual::6723-1Molina-Guerrero, Camilo JoséGrupo de Investigación Centro de Estudios en Negocios e Internacionalización - CENISemillero de Investigación en Gestión de Costos y Gerencial (SIGESCO)2026-01-28T15:33:12Z2025-08-16Puerta-Guardo, F. A., Cantillo-Orozco, A. S., Castillo-Loaiza, J. L., Narváez-Grisales, J. A., & Molina-Guerrero, C. J. (2026). Title. European Journal of Educational Research, 15(1), 19-38. https://doi.org/10.12973/eu-jer.15.1.19https://hdl.handle.net/20.500.12585/14308https://doi.org/10.12973/eu-jer.15.1.19Contiene ilustraciones, mapas, gráficosGlobalization, digitalization, and evolving national regulations have intensified the need for rigorous quality-assurance systems to secure accreditation in Higher Education Institutions (HEIs). This study asks: What theoretical contributions underpin HEI accreditation, and how have research themes evolved? Employing the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) and Bibliometric Analysis via Biblioshiny and Vantage Point, we examined 1,252 documents indexed in Scopus® (781) and Web of Science™ (471) from 2012 to May 2025. Findings delineate three production phases—Foundation Consolidation (2012–2017), Expansion and Diversification (2017–2020), and Sustained Transformation and Innovation (2020-2025)—and three thematic perspectives: (a) Teaching and Learning Quality, (b) Technology and Sustainability as Quality Catalysts, and (c) Governance, Management, and Accountability. Multiple Correspondence Analysis (MCA) identified three Motor Theme clusters—[1] Sustainable Development and Institutional Change, [2] Technological Pedagogy and Student Experience, and [3] Governance and Regulation—led by Spain, the United States, Chile, Colombia, the UK, Australia, and India. Conclusions underscore accreditation’s dual role as a strategic lever for institutional improvement and a competitive mechanism, with emerging focus on competency, e-learning, employability, machine learning, and sustainability. Future research should explore cross-border accreditation dynamics; the impact of AACSB and NAAC standards on business-school curriculum design and program quality; accreditation’s pedagogical effects; and leadership practices for effective implementation.Introduction Literature Review Methodology Findings Conclusion Recommendations Authorship Contribution Statement ReferencesDesarrollo y educaciónBiblioshiny in R, Vantage Point, Excel®, and Mendeley.19 páginasapplication/pdfengEuropean Journal of Educational Researchhttps://creativecommons.org/licenses/by-nd/4.0/info:eu-repo/semantics/openAccessAtribución 4.0 Internacional (CC BY 4.0)http://purl.org/coar/access_right/c_abf2370 - Educación::378 - Educación superior (Educación terciaria)AccreditationBibliometric analysisEducationHigher educationQualityAcreditación académicaEducación superior -- EvaluaciónCalidad de la educaciónGestión EducativaInnovaciones educativasAcademic accreditationHigher education -- EvaluationQuality of educationEducational managementEducational innovations5. Ciencias SocialesODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todosQuality in higher education institutions as a transversal tool in institutional accreditation: a bibliometric reviewArtículo de revistainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/redcol/resource_type/ARTTextinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Agnew, S., & Cameron-Agnew, T. (2015). The influence of consumer socialisation in the home on gender differences in financial literacy. International Journal of Consumer Studies, 39(6), 630-638. https://doi.org/10.1111/ijcs.12179Almaiah, M. A., Hajjej, F., Lutfi, A., Al-Khasawneh, A., Alkhdour, T., Almomani, O., & Shehab, R. (2022). A conceptual framework for determining quality requirements for mobile learning applications using Delphi Method. Electronics, 11(5), Article 788. https://doi.org/10.3390/electronics11050788Beinert, C., Palojoki, P., Åbacka, G. K., Øverby, N. C., & Nordgård Vik, F. (2021). “Is there any sugar in bread?” A qualitative video analysis of student activating learning tasks in home economics. Acta Didactica Norden, 15(1), Article 3. https://doi.org/10.5617/adno.8078Bohm, I. (2023). Cultural sustainability: A hidden curriculum in Swedish home economics? Food, Culture and Society, 26(3), 742-758. https://doi.org/10.1080/15528014.2022.2062957Deagon, J. (2021). I do, we do, you do home economics: Explicit instruction connecting content with ideology. Center for Educational Policy Studies Journal, 11(4), 135-150. https://doi.org/10.26529/cepsj.1188Dewhurst, Y., & Pendergast, D. (2011). Teacher perceptions of the contribution of home economics to sustainable development education: A cross‑cultural view. International Journal of Consumer Studies, 35(5), 569-577. https://doi.org/10.1111/j.1470-6431.2011.01029.xDixon, R. (2017). Teachers’ hopes for the future of home economics education in New Zealand. International Journal of Home Economics, 10(1), 12-20. http://bit.ly/3HxZ1GbErjavšek, M. (2021). Modern aspects of home economics education and Slovenia. Center for Educational Policy Studies Journal, 11(4), 33-62. https://doi.org/10.26529/cepsj.1191Erjavšek, M., Lovšin Kozina, F., & Kostanjevec, S. (2021). In-service home economics teachersʼ attitudes to the integration of sustainable topics in the home economics subject. Center for Educational Policy Studies Journal, 11(1), 27-47. https://doi.org/10.26529/cepsj.614European Commission. (2020). Capital Markets Union: Action 7 – Empowering citizens through financial literacy. https://tinyurl.com/4kfc9weuFife, D., Slater, J., Fordyce-Voorham, S., & Worsley, A. (2020). Food literacy education in Manitoba, Canada and Victoria, Australia: A comparative pilot study. International Journal of Home Economics, 13(2), 16-28. https://bit.ly/41MGcFYGale Smith, M. (2015). What does “Bring Back Home Ec” mean for us? Challenging the discourses of obesity and cooking. In M. L. de Zwart, & M. Gale Smith (Eds.), Proceedings of the Canadian Symposium XIII Issues and Directions for Home Economics/Family Studies/Human Ecology Education (pp. 129-150). Canadian Symposium. https://tinyurl.com/msh3ueu7Granberg, A., Brante, G., Olsson, V., & Sydner, Y. M. (2017). Knowing how to use and understand recipes: What arithmetical understanding is needed when students with mild intellectual disabilities use recipes in practical cooking lessons in home economics? International Journal of Consumer Studies, 41(5), 494-500. https://doi.org/10.1111/ijcs.12357Haapaniemi, J., Palojoki, P., & Taar, J. (2022). Future directions of home economics education: Nordic-Baltic perspectives. Journal of Home Economics Education Research, 34(4), 71-86. https://doi.org/10.19031/jkheea.2022.12.34.4s.71Hai, T. D., Linh, N. Q., & Bich, N. T. (2023). Obstacles and challenges in implementing STEM education in high schools: A case study in the northern mountains of Vietnam. European Journal of Educational Research, 12(3), 1363-1375. https://doi.org/10.12973/eu-jer.12.3.1363Haile, T. M., & Mekonnen, E. A. (2024). Impacts of stakeholder engagement on curriculum implementation in Ethiopian Defense University. Pedagogical Research, 9(2), Article em0201. https://doi.org/10.29333/pr/14369Hair, J. F., Jr., Celsi, M., Money, A., Samouel, P., & Page, M. (2015). The essentials of business research method (3rd ed.). Routledge. https://doi.org/10.4324/9781315716862Harmon, J. (2024). "Absolutely hands on!" Experiential learning in textile science curriculum. Journal of Family and Consumer Sciences, 116(1), 34-38.Hasson, F., Keeney, S., & McKenna, H. (2000). Research guidelines for the Delphi survey technique. Journal of Advanced Nursing, 32(4), 1008-1015. https://doi.org/10.1046/j.1365-2648.2000.t01-1-01567.xHira, T. K. (2013). Home economics literacy: Investing in our future. Journal of ARAHE, 20(3), 113-118.Hsu, C.-C., & Sandford, B. A. (2007). The Delphi technique: Making sense of consensus. Practical Assessment, Research, and Evaluation, 12, Article 10. https://doi.org/10.7275/pdz9-th90International Federation for Home Economics. (n.d.). Home economics in the 21st century. https://tinyurl.com/yvn8ndmxJohnston, L. M., Wiedmann, M., Orta‐Ramirez, A., Oliver, H. F., Nightingale, K. K., Moore, C. M., Stevenson, C. D., & Jaykus, L.-A. (2014). Identification of core competencies for an undergraduate food safety curriculum using a modified Delphi approach. Journal of Food Science Education, 13(1), 12-21. https://doi.org/10.1111/1541-4329.12024Kalin, J., Krek, J., Medveš, Z., Valenčič Zuljan, M., & Vogrinc, J. (2011). Osnovna šola [Elementary school]. In J. Krek & M. Metljak (Eds.), Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji (pp. 107-179). Zavod RS za šolstvo.Krigsholm, P., Zavialova, S., Riekkinen, K., Ståhle, P., & Viitanen, K. (2017). Understanding the future of the Finnish cadastral system – A Delphi study. Land Use Policy, 68, 133-140. https://doi.org/10.1016/j.landusepol.2017.07.032Lichtenstein, A. H., & Ludwig, D. S. (2010). Bring back home economics education. JAMA, 303(18), 1857-1858. https://doi.org/10.1001/jama.2010.592Lind, E., Pappel, K., & Paas, K. (2009). Handicraft and home economics as designers of citizens who are able to cope in society. Citizenship, Social and Economics Education, 8(1), 54-62. https://doi.org/10.2304/csee.2009.8.1.54Ma, A., & Pendergast, D. (2011). The past, the present and the preferred future for home economics education in Hong Kong. International Journal of Consumer Studies, 35(5), 589-594. https://doi.org/10.1111/j.1470-6431.2011.01027.xMacPhail, C., Khoza, N., Abler, L., & Ranganathan, M. (2015). Process guidelines for establishing intercoder reliability in qualitative studies. Qualitative Research, 16(2), 198-212. https://doi.org/10.1177/1468794115577012Magee, M., Yoo, T. M., Mok, C.-F. J., & Washi, S. (2010). Collective empowerment of the home economics profession—Equipping the profession with advocacy, futures creation and leadership. International Journal of Home Economics, 3(1), 38-52. http://bit.ly/4807bBVMcCloat, A., Mooney, E., & Hollywood, L. E. (2017). Have Irish parents put cooking on the back burner? An Island of Ireland study of the food skills, cooking confidence and practices of parents. British Food Journal, 119(5), 992-1002. https://doi.org/10.1108/BFJ-09-2016-0440McGregor, S. L. T. (2010). Name changes and future-proofing the profession: Human sciences as a name? International Journal of Home Economics, 3(1), 20-37. https://tinyurl.com/2rse66s3McGregor, S. L. T. (2022). Curriculum as a home economics construct. International Journal of Home Economics, 15(1), 145-156. http://bit.ly/4m0kiqdMølstad, C. E. (2015). State-based curriculum-making: Approaches to local curriculum work in Norway and Finland. Journal of Curriculum Studies, 47(4), 441-461. https://doi.org/10.1080/00220272.2015.1039067Moynihan, S., Paakkari, L., Välimaa, R., Jourdan, D., & Mannix-McNamara, P. (2015). Teacher competencies in health education: Results of a Delphi study. PLOS ONE, 10(12), Article e0143703. https://doi.org/10.1371/journal.pone.0143703Nagari, P. M., Sahid, S., & Hussin, M. (2023). Let's explore! The factor, reliability, and validity analyses of readiness for a knowledge-based economy among undergraduate students. International Journal of Educational Methodology, 9(4), 697-710. https://doi.org/10.12973/ijem.9.4.697Nasa, P., Jain, R., & Juneja, D. (2021). Delphi methodology in healthcare research: How to decide its appropriateness. World Journal of Methodology, 11(4), 116-129. https://doi.org/10.5662/wjm.v11.i4.116National Education Institute Slovenia. (2022, October 28). Prenova izobraževalnih programov [Curriculum Renewal Project]. https://tinyurl.com/49x53hrzOrganisation for Economic Co-operation and Development. (2017, May 24). PISA 2015 results (Volume IV): Students’ financial literacy. https://doi.org/10.1787/9789264270282-enOrmshaw, M. J., Kokko, S. P., Villberg, J., & Kannas, L. (2016). The desired learning outcomes of school-based nutrition/physical activity health education: A health literacy constructed Delphi survey of Finnish experts. Health Education, 116(4), 372-394. https://doi.org/10.1108/he-12-2014-0097Paas, K., & Palojoki, P. (2019). Aims and challenges of handicraft and home economics education in Estonia. International Journal of Consumer Studies, 43(3), 289-297. https://doi.org/10.1111/ijcs.12509Pace, E. M., Aiello, P., & Sibilio, M. (2015). Applying the theory of simplexity in home economics education for the acquisition of transversal competencies to face complexity. International Journal of Learning, Teaching and Educational Research, 11(2), 71-87. https://www.ijlter.org/index.php/ijlter/article/view/351Pendergast, D. (2012). The intention of home economics education: A powerful enabler for future-proofing the profession. In D. Pendergast, S. L. T. McGregor, & K. Turkki (Eds.), Creating home economics futures: The next 100 years (pp. 12-24). Australian Academic Press.Pridāne, A. (2017). The study on competence-based curriculum implementation in the subject home economics and technologies. In Proceedings of the International Scientific Conference “Rural Environment. Education. Personality” (pp. 376-384). https://tinyurl.com/muy4ffnyProgram osnovna šola. Gospodinjstvo. Učni načrt [Elementary school programme, Home Economics, Curriculum]. (2011). Ministrstvo za šolstvo in šport: Zavod RS za šolstvo. https://tinyurl.com/b8tpn9h3Renold, U. (2008). The role of education in equipping individuals and families to be resilient and active participants in the global community. In Proceedings of the IFHE XXI World Congress (pp. 69-74). IFHE. http://bit.ly/4p5f6E0Renwick, K. (2016). Home economics education in a time of schooling. Victorian Journal of Home Economics, 55(1), 2-6. https://tinyurl.com/2ehmtymkRieckmann, M. (2018). Learning to transform the world: Key competencies in education for sustainable development. In A. Leicht, J. Heiss, & W. J. Byun (Eds.), Education on the move: Issues and trends in education for sustainable development (pp. 39-59). UNESCO Publishing. https://tinyurl.com/2dpb2m3pRoldan, A. T. (2017). Home economics research: Instilling hope, re-directing source of happiness in individuals and families of contemporary society. International Journal of Home Economics, 10(1), 151-161. https://tinyurl.com/mvc3efhrShawahna, R., Masri, D., Al Gharabeh, R., Deek, R., Al-Thayba, L., & Halaweh, M. (2016). Medication administration errors from a nursing viewpoint: A formal consensus of definition and scenarios using a Delphi technique. Journal of Clinical Nursing, 25(3-4), 412-423. https://doi.org/10.1111/jocn.13062Slater, J. (2013). Is cooking dead? The state of home economics food and nutrition education in a Canadian province. International Journal of Consumer Studies, 37(6), 617-624. https://doi.org/10.1111/ijcs.12042Sosnytskyi, Y. O., Sikorskyi, P. I., Bezborodykh, S. M., Morozova, M. M., & Moroz, V. P. (2021). Application of the Delphi technique to determine the technological competencies of a faculty member. European Journal of Educational Research, 10(4), 2089-2103. https://doi.org/10.12973/eu-jer.10.4.2089Sproles, K. E., & Sproles, B. B. (1995). Careers serving families and consumers. Prentice Hall.Taar, J., & Palojoki, P. (2022). Applying interthinking for learning 21st-century skills in home economics education. Learning, Culture and Social Interaction, 33, Article 100615. https://doi.org/10.1016/j.lcsi.2022.100615Tuomisto, M., Haapaniemi, J., & Fooladi, E. (2017). Close neighbours, different interests? Comparing three Nordic home economics curricula. International Journal of Home Economics, 10(2), 121-131. http://bit.ly/4mts10gTurkki, K. (2005). Pre-professionals’ perceptions of home economics in Finland. International Journal of Consumer Studies, 29(3), 273-282. https://doi.org/10.1111/j.1470-6431.2005.00427.xUnited Nations Educational, Scientific and Cultural Organization. (2021). Reimagining our futures together: A new social contract for education. United Nations Educational, Scientific and Cultural Organization Publishing. https://tinyurl.com/4z3z3wfhWeber, S., Lynes, J., & Young, S. B. (2017). Fashion interest as a driver for consumer textile waste management: Reuse, recycle or disposal. International Journal of Consumer Studies, 41(2), 207-215. https://doi.org/10.1111/ijcs.12328Wester, K. L., & Borders, L. D. (2014). Research competencies in counseling: A Delphi study. Journal of Counseling and Development, 92(4), 447-458. https://doi.org/10.1002/j.1556-6676.2014.00171.xWong, M. Y. C. (2023). Considering self-care in high school home economics education with the aid of scoping reviews of mindfulness and cooking and of mindfulness and knitting. Youth, 3(4), 1317-1329. https://doi.org/10.3390/youth3040083World Health Organization. (2013). Health literacy: The solid facts. WHO Regional Office for Europe. https://tinyurl.com/y4tmvd4wZaman, B., & Lovšin Kozina, F. (2021). Textile literacy of ninth-grade students in the context of sustainable development. Problems of Education in the 21st Century, 79(4), 674-685. https://doi.org/10.33225/pec/21.79.674Comunidad académicaPublicationa21f4f04-c098-45b3-9480-a398177eb774virtual::6720-146878536-c30c-4e6a-979e-99f84264c030virtual::6721-165173680-63b1-4b98-9661-d79cbeae200dvirtual::6722-16206986e-74e1-4adf-a24f-2f084b3215a9virtual::6723-1a21f4f04-c098-45b3-9480-a398177eb774virtual::6720-146878536-c30c-4e6a-979e-99f84264c030virtual::6721-165173680-63b1-4b98-9661-d79cbeae200dvirtual::6722-16206986e-74e1-4adf-a24f-2f084b3215a9virtual::6723-1ORIGINALCalidad en la educación Scopus.pdfCalidad en la educación Scopus.pdfapplication/pdf1339926https://repositorio.utb.edu.co/bitstreams/ba183faf-6dae-48d9-acde-a34008163121/downloadd3f8df52fba50c34243b5c74766e1a4cMD51trueAnonymousREADLICENSElicense.txtlicense.txttext/plain; charset=utf-814837https://repositorio.utb.edu.co/bitstreams/e752a6f1-b85c-40bf-8bd3-1bcffe0bbfda/downloadb76e7a76e24cf2f94b3ce0ae5ed275d0MD52falseAnonymousREADTEXTCalidad en la educación Scopus.pdf.txtCalidad en la educación Scopus.pdf.txtExtracted texttext/plain84669https://repositorio.utb.edu.co/bitstreams/2e6e98d6-e223-4269-8c1d-0401e3f45945/download92156027d5878cf8d0eaa9e7ce20fdd1MD53falseAnonymousREADTHUMBNAILCalidad en la educación Scopus.pdf.jpgCalidad en la educación Scopus.pdf.jpgGenerated Thumbnailimage/jpeg17294https://repositorio.utb.edu.co/bitstreams/9d1c4efd-773a-4e0d-9537-2cfc99487f00/download798559ee3261ffd7c66d559d9ffe7265MD54falseAnonymousREAD20.500.12585/14308oai:repositorio.utb.edu.co:20.500.12585/143082026-01-29 03:00:44.738https://creativecommons.org/licenses/by-nd/4.0/open.accesshttps://repositorio.utb.edu.coRepositorio Digital Universidad Tecnológica de Bolívarbdigital@metabiblioteca.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

Quality in higher education institutions as a transversal tool in institutional accreditation: a bibliometric review

Publicaciones similares