Quality management in higher education

This research was conducted using a quantitative, cross-sectional approach, with the objective of analyzing the variables that contribute to the quality of university graduates. The study population consisted of students in their final semesters of undergraduate programs within the Interdisciplinary Faculty of Economic and Administrative Sciences at the University of Sonora. Data were collected via a questionnaire, which was distributed to students for voluntary completion; 187 responses were received and used as the study sample. The data were subjected to both descriptive and correlational analysis. The findings indicate a favorable assessment by students regarding variables associated with educational quality. The highest-rated aspects included faculty commitment and the communication of course content at the beginning of the semester (94.12%), the use of technology as a pedagogical strategy (92.51%), and the availability of suitable learning spaces (91.98%). Furthermore, positive and significant correlations were identified among all analyzed dimensions (p < .001), most notably between the relevance of academic programs and educational resources (r = .819), and between the relevance of academic programs and pedagogical strategies (r = .805). The results confirm that educational quality is built through the interaction of pedagogical, curricular, and technological factors, as well as academic commitment.