Global Journal of Management and Business Research, A: Administration and Management, Volume 21 Issue 12

Jarrin Jaramillo Gladys Fabiola Educational Service and Quality Assurance from the Perception of Teachers and Students during COVID-19 in an Accredited and Certified Administration Degree Program α , Zamora Moreta Marina Genoveva σ & Avila Proaño Leonardo Antonino Abstract- The impact of the COVID-19 pandemic has evidenced the fragility of the education system at all levels, which is why the call of the United Nations through the Sustainable Development Goals (SDGs), Agenda 2030, specifically Goal 4, is especially relevant. Additionally, Pope Francis, at the end of the year 2020, proposes to the world a Global Pact on Education, in view of the increase of the social debt due to the unprecedented affectation of the educational system. This disruption in the lives of all people due to compulsory isolation gave way to a change of era and surprised the face-to-face education supply, which had to adjust to a new way of educating. The capacity for resilience made it possible to evaluate, analyze and visualize transformation processes in education, whether in the management of the educational service and/or in the teaching- learning systems. Therefore, this work aims to identify the perception of teachers and students regarding the educational service and quality assurance in COVID-19 time, of an accredited and certified Administration career, belonging to a prestigious university in Ecuador with Ignatian educational model, during the year 2020. ρ This study designed a measurement instrument with Likert scale and questions that collect criteria and sub-criteria of quality assurance in higher education, applied in an Academic Unit that uses a Quality Management System QMS ISO 9001:2015, national and international accreditation models and, questions of the educational environment in COVID-19 era. The criteria analyzed are Career Relevance, Curricular Plan, Academy, Institutional Environment and students, with the corresponding sub-criteria. The sample consisted of 201 students and 41 teachers, in a single site, with 5% error and 95% confidence. The results are part of the quantitative paradigm, with a descriptive analytical method that shows the results on average. Author α : Doctor in Administration by Values, Master in Pedagogy and University Management, Professor Emeritus of the Pontificia Universidad Católica del Ecuador, School of Administrative and Accounting Sciences. e-mail: fjarrin@puce.edu.ec Author σ : Master's Degree in Business Administration, mention in Quality and Productivity Management; Full-time Associate Professor at the Pontificia Universidad Católica del Ecuador, School of Administrative and Accounting Sciences. e-mail: mgzamora@puce.edu.ec Author ρ : D. Candidate, Master in Pedagogy and University Management, Full-time Associate Professor at the Pontificia Universidad Católica del Ecuador, School of Administrative and Accounting Sciences. e-mail: laavila@puce.edu.ec The findings allow identifying the perception of the teachers who indicate as important and very important in the management of the quality of higher education: Relevance and the Curricular Plan, followed by the Institutional Environment, the Students and the Academy. Likewise, the analysis of the students' information shows that the Curricular Plan and the Academy are relevant, followed by the criteria Relevance, Institutional Environment and Students. In the context of COVID-19, teachers indicate that technological skills, respect in active interaction, and educational technology are important. Students prioritize teamwork and communication in the virtual education sessions and the time planning of the subjects. The findings identify the Curricular Plan criterion as the fundamental aspect of the educational service for quality management in higher education in the Administration program. Keywords: educational service, quality, COVID-19. I. I ntroduction he COVID-19 pandemic dramatically disrupted face-to-face education, evidencing the fragility of the educational system at all levels; it accelerated the adoption of technology for the delivery of classes through virtual platforms and demanded a high use of the Internet. This singular disruption evidenced the fragility of the system in the face of technological resources, infrastructure, teachers not updated in Virtual Learning Environments (VLE) and Information and Communication Technologies (ICT), learning objectives not evaluated, among the relevant ones. Similarly, different realities of the students were evidenced, such as lack of equipment, lack of connectivity, a single computer in the family, among others, a circumstance that widens the gap of inequality and exclusion. In addition, the new virtual study modality demands a high level of self-discipline, it is observed that students postpone studying and sending assignments until just before the exam or delivery, which affects learning (Bianchi, Lu, & Song, 2020). This socioeconomic, health, environmental and values fragility, demands higher education organizations with face-to-face offerings to plan the best strategies so that the organizational Mission and Vision set forth is coherent, measurable and guarantees the positive T 1 Global Journal of Management and Business Research Volume XXI Issue XII Version I Year 2021 ( ) A © 2021 Global Journals