Número 21 / DICIEMBRE, 2023 (229-241)
THE COMPETITIVE APPROACH VS THE HUMANIST-
SOCIAL APPROACH IN QUALITY MANAGEMENT OF
POSTGRADUATE STUDIES
EL ENFOQUE COMPETITIVO VS EL ENFOQUE
HUMANISTA-SOCIAL EN LA GESTIÓN DE LA CALIDAD
DE LOS ESTUDIOS DE POSGRADO
DOI:
Artículo de Revisión
Recibido: (24/02/2023)
Aceptado: (24/04/2023)
https://doi.org/10.37135/chk.002.21.15
Universidad Técnica de Manabí, Facultad de
Posgrado, Portoviejo, Ecuador
eduardo.hector@utm.edu.ec
Eduardo Fidel Héctor Ardisana
Universidad Técnica de Manabí, Facultad de
Posgrado, Portoviejo, Ecuador
antonio.guzman@utm.edu.ec
Antonio Clarencio Guzmán Ramírez
Universidad Técnica de Manabí, Facultad de
Posgrado, Portoviejo, Ecuador
osvaldo.fosado@utm.edu.ec
Osvaldo Alberto Fosado Téllez
THE COMPETITIVE APPROACH VS THE HUMANIST-SOCIAL APPROACH
IN QUALITY MANAGEMENT OF POSTGRADUATE STUDIES
Número 21 / DICIEMBRE, 2023 (229-241) 230
THE COMPETITIVE APPROACH VS THE HUMANIST-
SOCIAL APPROACH IN QUALITY MANAGEMENT OF
POSTGRADUATE STUDIES
EL ENFOQUE COMPETITIVO VS EL ENFOQUE
HUMANISTA-SOCIAL EN LA GESTIÓN DE LA CALIDAD
DE LOS ESTUDIOS DE POSGRADO
Postgraduate quality management can be carried out from two approaches: the rst,
(competitive) is based on compliance with academic, scientic and administrative
standards, and the positioning of universities in world lists of best institutions; the second
(humanist-social) in the commitment of the universities with the solution of the problems
of sustainable development. The objective of this article is to review the recent information
backing the competitive and social-humanist approaches to quality in postgraduate studies,
and on this basis support what should be the meeting point between both approaches in
Latin American universities. For this purpose, articles published predominantly in Latin
America, and also from Asia and Africa, were analyzed. From the points of view expressed
in the reviewed documents, reections on quality management in postgraduate studies
were formulated from the Latin American perspective. It was found that the competitive
approach predominates in postgraduate quality management worldwide, and that the
social responsibility of universities, and of postgraduate studies in particular, implies
a commitment to solving local, regional and national problems, only achievable with a
solid social-humanist approach. Latin American universities must combine compliance
with competitive standards with postgraduate social responsibility objectives, and assign
greater weight to the latter in accreditation systems.
KEYWORDS: Postgraduate studies, quality management, higher education
La gestión de la calidad del posgrado puede realizarse desde dos enfoques: el primero,
(competitivo) se basa en el cumplimiento de estándares de carácter académico, cientíco
y administrativo, y el posicionamiento de las universidades en listas mundiales de mejores
instituciones; el segundo (humanista-social) en el compromiso de las universidades con
la solución de los problemas del desarrollo sostenible. El objetivo de este artículo es
revisar la información que respalda los enfoques competitivo y humanista-social en la
calidad de los estudios de posgrado, y sobre esa base fundamentar cuál debe ser el punto
de encuentro entre ambos enfoques en las universidades latinoamericanas. Para ello,
se analizaron artículos publicados predominantemente en Latinoamérica, y también de
Asia y África. A partir de los puntos de vista expuestos en los documentos revisados, se
formularon reexiones sobre la gestión de la calidad en el posgrado desde la perspectiva
latinoamericana. Se pudo constatar que en la gestión de la calidad del posgrado a
nivel mundial predomina el enfoque competitivo, y que la responsabilidad social de las
universidades, y del posgrado en particular, implica un compromiso con la solución
de problemas locales, regionales y nacionales, solo alcanzable con un sólido enfoque
humanista-social. Las universidades latinoamericanas deben combinar el cumplimiento
de los estándares competitivos con los objetivos de responsabilidad social del posgrado, y
la asignación de un mayor peso a estos últimos en los sistemas de acreditación.
PALABRAS CLAVE: Posgrado, gestión de la calidad, educación superior
ABSTRACT
RESUMEN
Eduardo Fidel Héctor Ardisana - Antonio Clarencio Guzmán Ramírez - Osvaldo Alberto Fosado Téllez
CHAKIÑAN. Revista de Ciencias Sociales y Humanidades / ISSN 2550 - 6722 231
INTRODUCTION
In contemporary society, competition between
people and organizations has become an
inseparable feature of their performance.
Everyone wants the best individual to employ in
their organization, the most prepared, the most
competent; in fact, the meaning of competence is
associated both with being adequate or sucient
for something, and with being prepared to
compete with others. At the organizational level,
competition acquires its own nuance that goes
beyond the ability to successfully perform its
functions, and focuses on the struggle between
institutions or companies for market dominance.
In both cases (people and organizations) the
measurement of competence requires the
establishment of evaluative patterns that allow
dening positions or scales, which ultimately
lead to placing individuals or entities in an order
of merit. In the academic eld, examples abound:
the ranking of universities, the evaluation of
teachers, the indexing of scientic journals, the
academic index of students, and others. This
is ultimately intended to determine the quality
of the system and its products, based on their
competence.
In higher education, quality assessment emerged
as a diagnostic instrument, but it has become a
mechanism to manage educational systems (Vera
& González-Ledesma, 2018). Two approaches
to educational quality have coexisted in the last
twenty years; the rst is given by the purely
competitive intention of positioning processes
and universities in international rankings, which
leads to the concern that not all institutions that
operate in dierent contexts can be comparable
(Montoya & Escallón, 2013). The second
approach is represented by a social-humanist
tendency, in which emphasis is placed on “the
commitments of institutions with the social
meaning of knowledge and training, the ethical
and moral values of collective well-being, the
democratization of access and permanence,
social justice and sustainable development”
(Stubrin et al., 2007, p. 8).
Under these premises, is it possible to reconcile
both interests without conicting? The objective
of this article is to review the recent information
backing the competitive and social-humanist
approaches to quality in postgraduate studies,
and on this basis support what should be the
meeting point between both approaches in Latin
American universities.
METHODOLOGY
This is a review article, in which current
information on the criteria that prevail in
determining quality in postgraduate studies was
analyzed. 37 articles published mainly in the
Scopus and Scielo databases, and others such
as Crossref, Dialnet and ROAD, were reviewed.
For collecting the information, keywords linked
to the revised themes were employed, like quality
management, quality standards, accreditation,
pertinence, sustainable training and post
graduate studies. Mainly, articles published in
the last 5-10 years were selected.
Also, the positioning of universities in the
three rankings considered the most relevant:
QS World University Rankings (QS-WUR),
Times Higher Education (THE) and Academic
Ranking of World Universities (ARWU)
(IDP Connect Limited, 2022) was consulted.
Documentary analysis was used to identify
elements that coincided with the competitive
and humanist-social approaches in the reviewed
documents. From the review and analysis of
the points of view expressed in the consulted
documents, reections on quality management
in postgraduate studies were formulated from
the Latin American perspective.
THE COMPETITIVE APPROACH VS THE HUMANIST-SOCIAL APPROACH
IN QUALITY MANAGEMENT OF POSTGRADUATE STUDIES
Número 21 / DICIEMBRE, 2023 (229-241) 232
RESULTS AND DISCUSSION
THE COMPETITIVE APPROACH
IN THE QUALITY MANAGEMENT
OF POSTGRADUATE STUDIES
The global tendency to compete mutually
between organizations, including universities,
has led to the establishment of indicators with
the aim of dening which are the best. The
positioning criteria of universities are varied,
but three classications are considered the most
important worldwide:
1) QS World University Rankings (QS-
WUR): Founded in 1990 in the United Kingdom,
it considers the academic reputation of teachers
(30%), the reputation of employers (20%), the
student-teacher ratio (10%), the number of
citations for faculty (5%), the articles published
by each faculty (10%), the number of PhDs in
the sta (5%), the web impact (5%), the number
of international students (2.5%), the number of
foreign teachers (2.5%) and the international
research networks in which the university
participates (10%).
According to the data published in the QS-WUR
for 2023, ten Latin American universities are
among the top 400, out of the 1,200 universities
contained in the ranking (Table 1).
In this ranking, the top three places were taken by
the Massachusetts Institute of Technology, USA,
the University of Cambridge, UK, and Stanford
University, USA, showing just how far behind
they are the best Latin American universities in
terms of the competitiveness criteria used by this
ranking.
2) Times Higher Education (THE): This
weekly magazine, founded in 1971 in the United
Kingdom, has published an annual ranking
of universities since 2004. Until 2009 it was
associated with QS World University Rankings,
and since that year it has operated independently.
This organization uses roughly similar variables
to the QS-WUR, but in locating the best ones,
rst considers the number of full-time students,
the number of students per teacher, the number
of international students, and the female/male
ratio in the student body. Apparently due to
the preponderance of these variables, the Latin
American universities in this ranking appear in
much lower positions than those they occupy in
the QS World University Rankings. The top ten
Latin American universities ranked in THE in
2022 are shown in Table 2.
Table 1: The 10 best ranked Latin American universities in 2023 according to QS World University
Ranking
Source: OS World University Rankings (2023)
Eduardo Fidel Héctor Ardisana - Antonio Clarencio Guzmán Ramírez - Osvaldo Alberto Fosado Téllez
CHAKIÑAN. Revista de Ciencias Sociales y Humanidades / ISSN 2550 - 6722 233
In THE, the best ranked universities are, in
that order, the University of Oxford (UK),
Harvard University (USA) and the University of
Cambridge (UK).
1) Academic Ranking of World Universities
(ARWU) (IDP Connect Limited, 2022): Since
2003, this classication has been made by a group
of specialists from the Jiao Tong University
in Shanghai, China. Their ordering criteria are
based on the quality of education and faculties
(for which they consider the Nobel prizes and
Fields Medal obtained), research (articles
published in Science, Nature, and indexed in
SCI), and academic performance per capita of
universities.
This ranking, even more selective, only includes
Brazilian and Chilean universities (Table 3).
Table 2: The 10 best ranked Latin American universities in 2022 according to Times Higher
Education
Source: Times Higher Education (2022)
Table 3: The 10 best ranked Latin American universities in 2022 according to Academic Ranking
of World Universities
Source: IDP Connect Limited (2022)
THE COMPETITIVE APPROACH VS THE HUMANIST-SOCIAL APPROACH
IN QUALITY MANAGEMENT OF POSTGRADUATE STUDIES
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In ARWU, the top three places are held by three
American universities: Harvard University,
Stanford University, and the Massachusetts
Institute of Technology.
As can be seen from the data shown, there is
a high coincidence between the English and
American universities that occupy the rst
places in the world. As for Latin American
universities, although some appear in the three
rankings, this level of coincidence is not so high;
even, as pointed by Páez et al. (2021) important
variations from one year to the next may occur.
The tendency to locate universities in certain
positions has led students to seek access to
institutions based on the quality of faculty
services, classrooms, laboratories and libraries,
lodging and transportation, and even to the
development of specic studies to determine the
quality of these services (Mapén et al., 2020;
Agboola et al., 2019; El Alfy and Abukari, 2019;
Afrin and Rahman, 2020; Al-Mekhla, 2020;
El-Hadidi, 2022).
THE HUMANIST-SOCIAL
APPROACH IN THE
QUALITY MANAGEMENT OF
POSTGRADUATE STUDIES
The pertinence of universities is a concept that has
been interpreted dierently by various authors,
who in many cases tend to associate pertinence
with the ability to respond to the demands of
the economy and production. However, authors
such as Estupiñán et al. (2016) and Álvarez
et al. (2018) emphasize the relationship of
the university with its social environment,
understood as the way in which the higher
education institution is linked with all the actors
of society, in an inclusive manner and favorably
inuencing the harmonious development of the
individual and of the people in general, showing
responsibility with the environment and the
future of the new generations.
This commitment of the university to society has
been called social pertinence (Sosa et al., 2016;
Álvarez et al., 2018) and is associated with
university social responsibility, which implies
a commitment to society from the study plans
themselves (Olarte-Mejía and Ríos-Osorio,
2015). For Roque et al. (2016), postgraduate
clients are not only the students and the
institutions that send them to acquire a fourth
level of training, but also society as the scene
of the impact of these professionals. Based on
these concepts, Luzuriaga et al. (2019) consider
that in the procedure to evaluate the quality of
the postgraduate course at the Autonomous
Regional University of the Andes (UNIANDES),
the social impact and the transfer of knowledge
should have an important weight.
Acevedo-Duque et al. (2022) point out that, in
a world threatened by climate change, the waste
of resources, famines and armed conicts, it
should be the responsibility of universities, and
in particular of postgraduate studies, to prepare
professionals who can face these challenges. For
this, they consider that postgraduate programs
should establish lines of training depending on
the region in which they are taught, and in which
the political, economic, social and cultural
actors of these elds must be involved. On this
basis, several Latin American universities that
oer postgraduate programs are redesigning
them, incorporating an environmental and
transdisciplinary vision, with a solid ethical
project and without ruling out technological
advances (Acevedo-Duque et al., 2023).
This trend is based on the concept of socio-
formation, which implies that students solve real
problems in specic areas of action in society,
based on their own experiences (Tobón et al.,
2015). To fulll this purpose, the training of
professors who will teach the postgraduate
courses is of paramount importance. Aliaga-
Pacora & Luna-Nemecio (2020) consider that
the investigative skills of the students should
be oriented towards their performance in the
knowledge society, to take advantage of this
knowledge in solving context problems. It is
not only about acquiring scientic-technical
knowledge, but about using it, based on a
sustainability thought for the future of humanity
(Nikolaiev, 2016).
Eduardo Fidel Héctor Ardisana - Antonio Clarencio Guzmán Ramírez - Osvaldo Alberto Fosado Téllez
CHAKIÑAN. Revista de Ciencias Sociales y Humanidades / ISSN 2550 - 6722 235
Public universities should constitute per se a
space where these transforming thoughts are
generated, and yet they often limit themselves
to teaching what is done in developed countries;
in this way, the teaching and research plans
and policies are much more similar to those of
developed countries than to those of our context,
despite the dierences in their realities, budgets
and environments (Pineda-López et al., 2019).
This is one of the factors by which there is a
divorce between what students and teachers
consider as environmental education and what
actually appears in the curricula (Amador et al.,
2015), and a barrier to solving real problems by
postgraduates is created.
THE COMPETITIVE APPROACH
vs. THE HUMANIST-SOCIAL
APPROACH
Abreu-Hernández and De la Cruz-Flores (2015)
point out that the postgraduate studies have
tended to train cadres capable of being employed
by transnationals and not to the development
of endogenous knowledge. This goal, based on
Fordism and Taylorism of the rst decades of the
20th century, has led to the standardization of
the quality of postgraduate processes based on
variables that are easily measurable in numbers,
such as the number of PhDs in the faculty, the
articles published in certain types of magazines,
the prizes obtained, and others. In the evaluation
of the quality of the current postgraduate
studies, some indicators and trends carry on
counterproductive eects in the medium and
long term, which are shown in Table 4.
Requirements such as the need to graduate
within a certain period and to publish an article
linked to the graduation process lead to research
being carried out solely aimed at obtaining
results that allow writing a thesis based on them.
These investigations, although they allow the
graduation of the student, do not contain relevant
results, and are often published in journals of
little scientic level. An important factor that
has contributed to this is the global trend that
has been manifested since the beginning of the
millennium towards reducing the duration of
master’s programs to one year (Cruz, 2014).
This decrease in graduation time, however, has
not been reected to the same extent in doctoral
programs, which generally last 3-4 years.
Instead, new ways of obtaining a doctorate
Table 4: Trends and indicators of postgraduate quality and counterproductive eects in the medium
and long term
Source: Own elaboration based on Abreu-Hernández and De la Cruz-Flores (2015)
THE COMPETITIVE APPROACH VS THE HUMANIST-SOCIAL APPROACH
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have appeared, such as the one based on the
publication of a variable number of articles
on a scientic topic, which has been adopted
by many universities, with its advantages and
disadvantages over traditional theses (Pérez-
Piñar et al., 2017).
The propensity to carry out research in closed
environments, with experimental designs that
correlate variables outside the real context
in which the phenomena occur, constitutes a
particularly important danger in postgraduate
training. In this way, the paradox can arise
that a brilliant student, author of a publication
in a journal with a high impact factor, nds it
dicult to develop later in contexts that demand
a holistic vision, integrating variables that were
excluded from the design of his research to
graduate. Likewise, the vertical formation of the
students in research leaves gaps in their training
as teachers and leaders, and diminishes their
abilities to make and integrate into collaborative
teams, skills that all postgraduates should have
for their insertion in society. This is another
inconsistency since, as a rule, universities and
many research centers require a postgraduate
degree to access certain teaching and scientic
positions, which puts universities in the role of
producer-consumer of postgraduates (Araujo
and Walker, 2020). Contrast this situation
with what is considered a benchmark in the
European model regarding the inclusive training
of postgraduates (Walker et al., 2008, cited by
Cruz, 2014) as teachers, researchers and leaders
with ethical and social responsibility.
Numerous universities maintain this style
of work, pressured by postgraduate quality
assessment systems; although the will to avoid
the commodication of higher education is
ocially declared, in practice the quality
indicators that are required force them to be
included in the competitive model, because the
weight of indicators of this type is greater than
that of those measuring the insertion in society
and the link with social problems (Sánchez et
al., 2018).
This situation can acquire more complex nuances
when trying to obtain international accreditation.
For example, in the quality management model
designed by Ferreiro et al. (2020) to direct the
postgraduate processes of the Autonomous
University of Baja California, Mexico, towards
international accreditation, the variables that are
taken into account are typical of the competitive
approach (academic sta, students, study plan,
assessment and continuous improvement,
infrastructure, equipment and institutional
support) without considering, at least explicitly,
indicators linked to the socio-cultural role of the
university in its environment.
The management models of university processes,
such as those proposed by Bustos et al. (2016)
and Véliz et al. (2020) inevitably lead to priority
compliance with this type of indicators, because
this is established by the bodies that are in
charge of accreditation. In China, Guo and Li
(2018), although they declare the importance
of postgraduate studies for the sustainable
development of the country and of higher
education itself, focus their model and proposals
for improvement on the quality of teaching and
the scientic level of the curriculum. Also in
China, Xu et al. (2022) recognize the importance
of the insertion of postgraduates in society for
the solution of local and global problems, but
they do not take this factor into account in their
quality prediction model.
As already seen, the medium and long-term
eects of this type of quality management models
are usually dierent from those expected; for
example, Patiño and Alcántara (2018) point out
that, in Mexico, after a decade of policies aimed at
solving the lack of human resources for research
and the search for high-quality postgraduate
programs, there has been an accelerated increase
in low-quality graduate programs that are based
in the private sector. Instead, students welcome
the reversal or easing of these trends. Also
in Mexico, a perception study carried out on
students of a Master’s in Health Sciences showed
dierences between the subjects in terms of the
level of participation that the students observed
in various variables, including the execution of
activities linked to the social environment (Rillo
et al., 2009). An investigation carried out at the
Catholic University of Murcia, Spain (Pegalajar,
Eduardo Fidel Héctor Ardisana - Antonio Clarencio Guzmán Ramírez - Osvaldo Alberto Fosado Téllez
CHAKIÑAN. Revista de Ciencias Sociales y Humanidades / ISSN 2550 - 6722 237
2016) showed that the student body favorably
appreciates that teachers understand knowledge
as a teacher-student social construction, that
teaching-learning methods include innovation
and solving practical problems, and that what
they have learned is useful for their insertion in
a society with a high level of complexity.
Based on these analyses, is it correct to make a
total turn towards the social-humanist approach,
abandoning competitive positioning standards,
and atly rejecting the intention of being ranked
among the best universities worldwide?
In our Latin American reality, a university
should harmoniously combine the training
of professionals capable of meeting the
development needs of the countries, the
generation of knowledge related to universal
values, the learning/adaptation/application of
existing technologies and the concrete responses
to demands of the environment, with global
insertion strategies (Ricaurte and Pozo, 2018).
However, turning a blind eye to the existence of
rankings, and to compliance with the parameters
that govern the world quality of universities
today, means excluding oneself from the
competition; therefore, program proposals,
their management and self-evaluation must take
into account both the world standards of the
competitive approach and the principles of the
social-humanist approach.
It is not a question of introducing radical changes
in the way in which the postgraduate studies
are projected and managed, but of making the
purposes indicated in the programs that are
approved, in terms such as interdisciplinary
approach to the object of knowledge, link with
the productive environment, collaborative
work (Cruz, 2014) and others, stop being good
intentions and become real work objectives.
These transformative actions should be
accompanied by an accreditation system that
gives a greater role to linking postgraduates with
society and solving their problems at a local,
regional and national level, as well as a forensic
ght so that these criteria gain space in global
accreditation systems.
CONCLUSIONS
Based in the information reviewed, it is
concluded that in postgraduate quality
management worldwide the competitive
approach predominates, with the tendency for
universities to position themselves on the basis
of academic and scientic standards. Graduates
from these programs sometimes nd it dicult
to solve social practice problems, which require
a holistic vision, and show a lack of commitment
to sustainable development.
The social responsibility of universities, and
postgraduate studies in particular, implies a
commitment from training, research and the
application of technologies in solving local,
regional and national problems, which can
only be achieved with a solid humanistic-social
approach.
Latin American universities must combine
compliance with positioning standards in
competitive rankings with postgraduate social
responsibility objectives, and assign greater
weight to the latter in accreditation systems.
DECLARATION OF CONFLICTS OF
INTEREST: The authors declare that they have
no conicts of interest.
AUTHORS’ CONTRIBUTION
STATEMENT AND
ACKNOWLEDGMENTS:
The rst author is the main author of the article,
the remaining authors have been ordered, in
correspondence with their participation. The
contribution of each one is mentioned below,
using the CRediT Taxonomy:
− Eduardo Fidel Héctor Ardisana:
Conceptualization, Formal analysis,
Research, Methodology, Writing - original
THE COMPETITIVE APPROACH VS THE HUMANIST-SOCIAL APPROACH
IN QUALITY MANAGEMENT OF POSTGRADUATE STUDIES
Número 21 / DICIEMBRE, 2023 (229-241) 238
draft, Writing - review and editing.
− Antonio Clarencio Guzmán Ramírez:
Conceptualization, Formal analysis,
Methodology, Writing-revision and
editing.
− Osvaldo Alberto Fosado Téllez: Formal
analysis, Methodology and Writing-
review.
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