Conference Agenda

In the Latin American context, quality assurance systems face the challenge of moving from formal compliance to continuous improvement, supported by evidence. In Peru, the institutional licensing in charge of SUNEDU verifies Basic Quality Conditions to authorize the operation of the educational service, while the accreditation (under the guidance of SINEACE) evaluates standards oriented to performance and continuous improvement. In this framework, the present study designs and operationally validates a management plan for the reaccreditation of a nursing program in a private university in Arequipa, addressing gaps in knowledge of standards, low teacher participation, and delays in the delivery and validation of evidence. An applied, mixed (qualitative-quantitative), non-experimental and cross-sectional design was adopted. The process combined documentary review, observation of the flow of evidence and semi-structured interviews; in addition, improvement tools (Lean), causal analysis (Ishikawa), alignment (Hoshin Kanri) and governance of responsibilities (RACI) were used. The proposed intervention operationalizes the 34 standards of the accreditation model through quarterly OKR (Objectives and Key Results) cycles, an approach originated in Intel and widely disseminated after its adoption by Google. The results of the diagnosis establish baseline and estimated goals: closing gaps in compliance with standards, reducing the time it takes to deliver evidence, and increasing teacher involvement, conditioned by the discipline of execution and periodic monitoring. It is concluded that an OKR scheme, integrated with repositories and digital dashboards, improves traceability, inter-area coordination and the timeliness of evidence, strengthening the operational sustainability of quality assurance without relying on "last-minute" efforts.