<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2959-6513</journal-id>
<journal-title><![CDATA[Revista Tribunal]]></journal-title>
<abbrev-journal-title><![CDATA[Tribunal]]></abbrev-journal-title>
<issn>2959-6513</issn>
<publisher>
<publisher-name><![CDATA[Universidad Privada Domingo Savio]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2959-65132025000400750</article-id>
<article-id pub-id-type="doi">10.59659/revistatribunal.v5i13.300</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efecto en la optimización del proceso de acreditación universitaria: evidencia empírica en una universidad pública peruana]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of the perceived implementation of the cause-and-effect diagram on the optimization of the university accreditation process: empirical evidence in a Peruvian public university]]></article-title>
<article-title xml:lang="pt"><![CDATA[Impacto da implementação percebida do diagrama de causa e efeito na otimização do processo de acreditação universitária: evidências empíricas em uma universidade pública peruana]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zacarías Ojeda]]></surname>
<given-names><![CDATA[William]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Santiago Antúnez de Mayolo  ]]></institution>
<addr-line><![CDATA[Huaraz ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>13</numero>
<fpage>750</fpage>
<lpage>765</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2959-65132025000400750&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2959-65132025000400750&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2959-65132025000400750&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La acreditación universitaria es crucial para asegurar la calidad en la educación superior. Este estudio analizó la influencia de la implementación percibida del Diagrama Causa-Efecto (IP-DCE) en la optimización de cinco dimensiones clave del Proceso de Acreditación (PAC) en programas de la Universidad Nacional Santiago Antúnez de Mayolo (UNASAM), Perú. Mediante un diseño cuantitativo, no experimental y transversal, se administró un cuestionario a 84 miembros de Comités de Calidad. Los Análisis Factoriales Confirmatorios validaron las escalas IP-DCE y Evaluación del PAC (E-PAC). Los resultados de regresiones lineales múltiples jerárquicas revelaron que una mayor IP-DCE predice significativamente una mejor percepción del Plan de Estudios (&#916;R² = 0.271, p &lt; .001), Cuerpo Académico, Infraestructura y Equipamiento, Investigación, y Gestión del Proceso de Acreditación, tras controlar variables contextuales. La "Gestión del Proceso" y el "Plan de Estudios" fueron las dimensiones más influenciadas. Se concluye que el DCE es una herramienta valiosa para la mejora continua y la optimización de los procesos de acreditación en instituciones de educación superior, aportando evidencia empírica de su efectividad en el contexto de universidades públicas peruanas. Se discuten implicaciones teóricas y prácticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT University accreditation is crucial for quality assurance in higher education. This study analyzed the influence of the perceived implementation of the Cause-and-Effect Diagram (IP-CED) on the optimization of five key dimensions of the Accreditation Process (AP) in programs at the Universidad Nacional Santiago Antúnez de Mayolo (UNASAM), Peru. Using a quantitative, non-experimental, cross-sectional design, a questionnaire was administered to 84 members of Quality Committees. Confirmatory Factor Analyses validated the IP-CED and AP Evaluation (AP-E) scales. Results from hierarchical multiple linear regressions revealed that a higher IP-CED significantly predicts a better perception of the Curriculum (&#916;R² = 0.271, p &lt; .001), Faculty, Infrastructure and Equipment, Research, and Management of the Accreditation Process, after controlling for contextual variables. "Process Management" and "Curriculum" were the most influenced dimensions. It is concluded that the CED0020is a valuable tool for continuous improvement and the optimization of accreditation processes in higher education institutions, providing empirical evidence of its effectiveness in the context of Peruvian public universities. Theoretical and practical implications are discussed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O credenciamento universitário é crucial para garantir a qualidade no ensino superior. Este estudo analisou a influência da percepção da implementação do Diagrama de Causa e Efeito (DCE) na otimização de cinco dimensões-chave do Processo de Acreditação (PA) em programas da Universidade Nacional Santiago Antúnez de Mayolo (UNASAM), no Peru. Utilizando um delineamento quantitativo, não experimental e transversal, um questionário foi aplicado a 84 membros de Comissões de Qualidade. Análises Fatoriais Confirmatórias validaram as escalas do DCE e da Avaliação do Processo de Acreditação (APE). Os resultados das regressões lineares múltiplas hierárquicas revelaram que um DCE mais elevado prediz significativamente uma melhor percepção do Currículo (&#916;R² = 0,271, p &lt; 0,001), do Corpo Docente, da Infraestrutura e Equipamentos, da Pesquisa e da Gestão do Processo de Acreditação, após o controle de variáveis &#8203;&#8203;contextuais. "Gestão do Processo" e "Currículo" foram as dimensões mais influenciadas. Conclui-se que a DCE é uma ferramenta valiosa para o aprimoramento contínuo e a otimização dos processos de acreditação em instituições de ensino superior, fornecendo evidências empíricas de sua eficácia no contexto das universidades públicas peruanas. Implicações teóricas e práticas são discutidas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Diagrama Causa-Efecto]]></kwd>
<kwd lng="es"><![CDATA[Proceso de Acreditación]]></kwd>
<kwd lng="es"><![CDATA[Calidad en Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Gestión Universitaria]]></kwd>
<kwd lng="es"><![CDATA[Perú]]></kwd>
<kwd lng="es"><![CDATA[Mejora Continua]]></kwd>
<kwd lng="en"><![CDATA[Diagram]]></kwd>
<kwd lng="en"><![CDATA[Accreditation Process]]></kwd>
<kwd lng="en"><![CDATA[Quality in Higher Education]]></kwd>
<kwd lng="en"><![CDATA[University Management]]></kwd>
<kwd lng="en"><![CDATA[Peru]]></kwd>
<kwd lng="en"><![CDATA[Continuous Improvement]]></kwd>
<kwd lng="pt"><![CDATA[Diagrama de Causa e Efeito]]></kwd>
<kwd lng="pt"><![CDATA[Processo de Acreditação]]></kwd>
<kwd lng="pt"><![CDATA[Qualidade no Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Gestão Universitária]]></kwd>
<kwd lng="pt"><![CDATA[Peru]]></kwd>
<kwd lng="pt"><![CDATA[Melhoria Contínua]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arrieta]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Avolio]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Factors of higher education quality service: The case of a Peruvian university]]></article-title>
<source><![CDATA[Quality Assurance in Education]]></source>
<year>2020</year>
<volume>28</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>219-38</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bajaj]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The influence of total quality management (TQM) on higher education: Enactment and obstacles]]></article-title>
<source><![CDATA[Journal of Advanced Zoology]]></source>
<year>2024</year>
<volume>43</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>123-35</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Biaggi]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[What do higher education institutions want from quality assurance tools?]]></source>
<year>2024</year>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Burgasí]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Cobo]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Pérez]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Pilacuan]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Ishikawa diagram as a quality tool in education. a review of the last 7 years: literature review]]></article-title>
<source><![CDATA[Tambara]]></source>
<year>2021</year>
<page-range>1212-30</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cumming]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Miller]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Academic assessment: Best practices for successful outcomes with accreditation evaluation teams]]></source>
<year>2019</year>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Abad]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Confirmatory factor analysis of a questionnaire for evaluating online training in the workplace]]></article-title>
<source><![CDATA[Sustainability]]></source>
<year>2020</year>
<volume>12</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>4629</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Haddadian]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Radmanesh]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Haddadian]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Construction and validation of a Computerized Formative Assessment Literacy (CFAL) questionnaire for language teachers: an exploratory sequential mixed-methods investigation]]></article-title>
<source><![CDATA[Language Testing in Asia]]></source>
<year>2024</year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>33</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kumar]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Shukla]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Passey]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Impact of accreditation on quality and excellence of higher education institutions]]></article-title>
<source><![CDATA[Revista Investigación Operacional]]></source>
<year>2020</year>
<volume>41</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>151-67</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Latif]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Harrison]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Chu]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Development and validation of cultural and academic experience questionnaire: A study of East Asian research students at Australian universities]]></article-title>
<source><![CDATA[Education Sciences]]></source>
<year>2020</year>
<volume>10</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>148</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Meneses]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Suyo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Accreditation: Evaluating research standards in Peruvian universities]]></article-title>
<source><![CDATA[Revista de Innovación y Buenas Prácticas Docentes]]></source>
<year>2024</year>
<volume>73</volume>
<page-range>79-85</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Merlino]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Utilizing Ishikawa diagrams for effective project management in higher education]]></source>
<year>2023</year>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Olmos]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Luque]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ferrara]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Cuevas]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Quality in higher education and satisfaction among professors and students]]></article-title>
<source><![CDATA[European Journal of Investigation in Health, Psychology and Education]]></source>
<year>2021</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>219-29</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tamayo]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Malpartida]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Reporte Nacional N° 2: Balance de la acreditación en el Perú, desafíos y recomendaciones de política]]></source>
<year>2022</year>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ülker]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Total quality management in the context of University 4.0: New game new rules]]></source>
<year>2023</year>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vaganova]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Gilyazova]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Gileva]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Yarygina]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Bekirova]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Quality management of educational activities in higher education]]></article-title>
<source><![CDATA[Amazonia Investiga]]></source>
<year>2020</year>
<volume>9</volume>
<numero>28</numero>
<issue>28</issue>
<page-range>74-82</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
