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Mathematical methodologies for the measurement of the quality of education in engineering programs in Peru

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dc.contributor.author Nieto Chaupis, Huber
dc.contributor.author Matta Solis, Hernán
dc.contributor.author Campomanes Bravo, Carlos
dc.contributor.author Perez Siguas, Rosa
dc.contributor.author Cumpen Vidaurre, Roberto
dc.coverage.temporal 18 October 2017 through 20 October 2017
dc.date.accessioned 2019-08-22T05:09:48Z
dc.date.available 2019-08-22T05:09:48Z
dc.date.issued 2017-10
dc.identifier.citation Nieto-Chaupis, H., Matta-Sólis H., Campomanes-Bravo C., Perez-Siguas R., Cumpen-Vidaurre R. (Octubre, 2017). En Conference on Electrical, Electronics Engineering, Information and Communication Technologies (CHILECON), Chile. en_PE
dc.identifier.uri http://repositorio.uch.edu.pe/handle/uch/360
dc.identifier.uri https://ieeexplore.ieee.org/document/8229645
dc.identifier.uri http://dx.doi.org/10.1109/CHILECON.2017.8229645
dc.description.abstract It's well known that the duration of the engineering programs in Latin American countries like Peru are of order of 5 years, roughly. Commonly, the target of the fifth year of program is to carry out activities of thesis and capstone projects. Clearly these activities would demand that the student can exhibit skills and a certain level of maturity which might be crucial for a successful completion of the projects. However, the expected performance of the students might be correlated to the educational features of the institution (university, technological institute, etc) to some extent. In this manner, in this paper we try to measure the quality of education (QoE) of a Peruvian engineering program through the application of a mathematical methodology based on the individual score of students along the time where the projects take place. Furthermore, the error of the model is interpreted as the possible ambiguities in the evaluations of the progress of the projects, which in some cases the model fails. The present methodology has been applied in a private university in Lima city with data from the 2016, resulting the QoE = 0.65 or 65% and its error in the order of 8.39%. en
dc.description.sponsorship Asociacion Chilena de Control Automatico ACCA;et al.;Macrofacutad de Chile;Universidad de La Frontera de Chile;Universidad de Talca;Universidad del Bio-Bio Chile
dc.language.iso eng
dc.publisher Institute of Electrical and Electronics Engineers Inc. en_PE
dc.relation info:eu-repo/semantics/article en_PE
dc.relation.isPartOf CHILEAN Conference on Electrical, Electronics Engineering, Information and Communication Technologies, CHILECON 2017
dc.rights info:eu-repo/semantics/embargoedAccess en_PE
dc.source Repositorio Institucional - UCH en_PE
dc.source Universidad de Ciencias y Humanidades en_PE
dc.subject Application programs en
dc.subject Education computing en
dc.subject Engineering education en
dc.subject Capstone projects en
dc.subject Education quality en
dc.subject Efficience en
dc.subject Engineering program en
dc.subject Error of the models en
dc.subject Individual scores en
dc.subject Quality of education en
dc.subject Research programs en
dc.subject Students en
dc.title Mathematical methodologies for the measurement of the quality of education in engineering programs in Peru en_PE
dc.type info:eu-repo/semantics/conferenceObject en_PE
dc.identifier.doi 10.1109/CHILECON.2017.8229645 en_PE
dc.identifier.journal CHILEAN Conference on Electrical, Electronics Engineering, Information and Communication Technologies, ChileCon en_PE


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