Classification of faculties and centers at the University of Pedagogical Sciences Enrique José Varona, Cuba
DOI:
https://doi.org/10.36097/rsan.v1iEspecial_4.4250Keywords:
Quality of education, Classification of faculties, University management, Institutional identity, Pedagogical universityAbstract
Quality management in higher education is often associated with external accreditations or rankings, which can overshadow institutional identity. This article proposes an alternative approach: the periodic classification of faculties and centers without external comparative purposes. The objective is to theoretically analyze the state of the art on university quality, identity, and endogenous management, and to justify its relevance at the Enrique José Varona University of Pedagogical Sciences (Cuba). Through a systematic review in Scielo, Dialnet, Scopus, and Google Scholar (2015-2026), it was found that identity-based quality is built upon mission coherence and the active participation of institutional stakeholders. Internal classification allows diagnosing strengths and weaknesses without stigmatizing, promoting a culture of self-assessment. Unlike external rankings, it avoids homogenization and respects particular contexts. Eight reasons based on Cuban and international documents support this practice, including fostering a sense of belonging, alignment with strategic plans, and reduction of competitive tensions. The importance of designing indicators through a participatory approach that reflect the pedagogical mission and vision is highlighted. It is concluded that internal classification is viable if designed participatively and linked to contextualized improvement plans. Its periodic implementation has the potential to strengthen collective identity and facilitate endogenous quality management, more resilient than that imposed by external agencies.
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