Revisión
Sistema informático para la gestión de la
documentación de acreditación en la Universidad de Granma
Computer
system for managing accreditation documentation at the University of Granma
Est. Randy Escalona Frías,
Universidad de Granma, Cuba (1)
MSc. Leyanis Enoa Payés,
Universidad de Granma, Cuba (2)
MSc. Yusimí Frías Reyes,
Universidad de Granma, Cuba (3)
(1) Estudiante de Primer Año Ingeniería
Informática. Facultad de Ciencias Técnicas. Universidad de Granma, Bayamo,
Cuba, randyes16@gmail.com 
(2)
Máster en Ciencias. Ingeniera Informática. Profesora Auxiliar. Facultad de Ciencias
Técnicas. Universidad de Granma, Bayamo, Cuba. Leyanis861004@gmail.com
(3)
Máster en Ciencias. Profesora Asistente. Licenciada en Educación, en la especialidad de inglés como lenguas
extranjeras. Facultad de Educación Media. Universidad de Granma,
Bayamo, Cuba. yfriasr@udg.co.cu 
Abstract
The present
article addresses the issue of the manual and fragmented management of
accreditation process documentation for the Computer Engineering program at the
University of Granma, Blas Roca Calderío campus. This situation, identified as
a scientific problem, generates inefficiencies, risk of evidence loss, and
difficulties in preparing for external evaluations, thereby compromising the
overall quality of the process. The objective of the study is to develop a
web-based information system to organize, preserve, and streamline access to
such documentation. The research is grounded in a theoretical and contextual
analysis of the national accreditation process and is supported by agile
software development methodologies, specifically Extreme Programming. As a
result, a technological architecture based on React, Node.js, and MySQL is
proposed, characterized by its web accessibility, robustness, and capacity to
centralize information. This system, conceived as a support tool, has not yet
been implemented or generalized in practice; therefore, its level of acceptance
and validation by potential institutional users remains subject to future
development and pilot testing stages.
Keywords: Accreditation; Self‑assessment; National
Accreditation Board; Web information system; Software
Resumen
El presente artículo aborda la problemática de la gestión manual y dispersa
de la documentación del proceso de acreditación de la carrera de Ingeniería
Informática en la Universidad de Granma, sede Blas Roca Calderío. Esta situación,
identificada como un problema científico, genera ineficiencias, riesgo de
pérdida de evidencia y dificulta la preparación para las evaluaciones externas,
comprometiendo la calidad del proceso. El objetivo de la investigación es
desarrollar un sistema informático web para organizar, preservar y agilizar el
acceso a dicha documentación. Se fundamenta en un análisis teórico-contextual
del proceso de acreditación nacional y se apoya en metodologías de desarrollo
de software ágiles, específicamente la Extreme Programming. Como resultado, se
propone una arquitectura tecnológica basada en React, Node.js y MySQL,
caracterizada por su accesibilidad web, robustez y capacidad para centralizar
la información. Este sistema, concebido como una herramienta de apoyo, aún no
ha sido implementado ni generalizado en la práctica, por lo que su grado de
aceptación y validación por los potenciales usuarios introductores está
pendiente de futuras etapas de desarrollo y pilotaje institucional.
Palabras clave: Acreditación; Autoevaluación; Junta de Acreditación Nacional; Sistema informático web; Software
Introduction
University program
accreditation constitutes a systematic quality evaluation process designed to
verify the extent to which an academic program meets recognized academic,
organizational, and social impact standards. Internationally, this process is
managed by external public or private agencies that examine dimensions such as
curriculum design, faculty qualifications, material and technological resources,
research activities linked to training, and graduate employability. Typically,
accreditation unfolds through interconnected stages: internal self-evaluation,
external assessment, and issuance of a judgment granting quality categories or
levels for a specified period (Baños y Michelena, 2021).
Numerous countries maintain
national accreditation agencies recognized by global or regional bodies, such
as the European Association for Quality Assurance in Higher Education in Europe
or the Council for Higher Education Accreditation and its recognized agencies
in the Americas. These entities promote compatible quality assurance frameworks
that enhance academic mobility, mutual recognition of degrees, and
interuniversity collaboration. Thus, accreditation emerges as a useful tool for
transparency, accountability, and continuous improvement in higher education,
aligned with the demands of an increasingly globalized and competitive
environment (Eaton, 2020).
In Cuba, university program
accreditation operates through a centralized system coordinated by the National
Accreditation Board (JAN), affiliated with the Ministry of Higher Education.
Like international models, as noted by Horruitiner (2007), the Cuban system
relies on program self-evaluation, visits by external expert committees, and
issuance of a judgment granting or denying accreditation, typically in
categories reflecting achieved excellence levels.
Nevertheless, it
incorporates distinctive features tied to Cuba's social project, including
emphasis on training's social relevance, graduates' ideological and ethical
commitment, study-work integration, and programs' tangible contributions to
territorial and national development. Consequently, Cuban accreditation not
only measures internationally comparable academic standards but also assesses
each program's alignment with national strategic priorities (Horruitiner,
2007).
Within this framework,
program accreditation at the University of Granma—particularly at the Blas Roca
Calderío Campus in Manzanillo—functions as a formal, rigorous mechanism to
ensure academic quality. According to Horruitiner (2007), the process adheres
to JAN standards, aiming to certify that each university program meets
excellence benchmarks demanded by the Cuban state and society, thereby guaranteeing
graduates' professional competence and contributions to local and national
development.
Established in 2015 through
the integration of various territorial higher education institutions, the
University of Granma currently serves thousands of students and distinguishes
itself through its commitment to continuous improvement (Periódico Granma,
2015). Its engagement in accreditation processes has elevated several programs
to national prominence, as evidenced by the Licenciatura
en Educación Español-Literatura and Licenciatura en Educación Preescolar
programs, both attaining Excellence status.
The University Career
Evaluation and Accreditation System (SEA-CU) structures accreditation into six
stages: external evaluation request, evaluability determination, evaluator
commission formation, expert preparation, on-site verification, and final
judgment issuance by the JAN. Programs may achieve categories such as
Qualified, Certified, or Excellence based on outcomes. The JAN Quality Pattern
evaluates seven essential variables: program social relevance, institutional
tradition and interuniversity collaboration, faculty quality, didactic and
administrative assurance, labor market scenarios and employability
opportunities, student performance and outcomes, and curriculum relevance and
updating (JAN, 2018).
Despite accreditation's
strategic importance and a well-defined regulatory framework, the Blas Roca
Calderío campus at the University of Granma faces persistent limitations,
including manual, fragmented, and unsystematized management of process-related
documentation. Information remains dispersed across multiple supports and
formats, hindering organization, preservation, and timely retrieval during
self-evaluation demands and external visits.
This situation creates
workload overload, risk of evidence loss, and constraints on systematic result
analysis, potentially undermining the accreditation process's efficiency and
quality. Accordingly, this article identifies as its objective the description
of theoretical references supporting the development of an information system
to facilitate documentation management for career accreditation in the Faculty
of Technical Sciences at the University of Granma, Blas Roca Calderío campus,
Cuba.
Development
University
accreditation serves as an essential quality assurance process, representing a
systematic evaluation that verifies the relevance and efficiency of training
programs. Eaton (2020) maintains that these systems confer public legitimacy by
certifying compliance with international standards, thereby strengthening societal
trust. Consequently, the documentation generated during accreditation becomes
an institutional asset that requires secure digital management. In Cuba,
Moscoso et al. (2022) note that modernizing higher education evaluation methods
demands integration of technologies capable of recording evidence and
reinforcing a quality culture. Aware of this challenge, the University of
Granma promotes the creation of an information system ensuring traceability,
efficiency, and continuous improvement.
The
accreditation process for a university program structures itself into
stages—planning, self-evaluation, and external evaluation—each with distinct
objectives and procedures. Baños and Michelena (2021) assert that systematic
evaluation of teaching and academic performance enables analysis of program
efficacy and social impact. During planning, work teams define timelines,
gather evidence, and establish indicators, delineating the scope of the
self-evaluation report. According to the Ministry of Higher Education (2023),
this phase requires rigorous organization with clear responsibilities and
documentary control mechanisms. Digitalization optimizes it by centralizing
data, reducing human errors, and enhancing coordination among university
stakeholders through an information system.
During
self-evaluation, the academic community conducts a comprehensive diagnosis
assessing compliance with standards related to relevance, curriculum,
resources, and student performance. Baños and Michelena (2021) emphasize that
this institutional exercise fosters constructive self-criticism and sustained
improvement. Horruitiner (2007) concurs that self-evaluation stimulates a
participatory culture strengthening pedagogical quality. Manual evidence
collection in this stage often produces dispersion and delays; thus, a digital
system can automate document uploads, generate reports, and facilitate
feedback. From my perspective as a student, technological implementation
contributes to organizational self-transformation and deeper understanding of
university quality processes.
External
evaluation constitutes the definitive verification of the accreditation
process. Experts from the National Accreditation Board (2018) visit campuses to
cross-check information and observe the academic environment. Eaton (2020),
highlights that external peer involvement ensures objectivity and global
comparability. Horruitiner (2007) adds that this stage reinforces institutional
accountability. At the University of Granma, evaluators conduct interviews, inspect
laboratories, and analyze academic management. A document management system
could optimize preparation for these visits by providing remote, transparent
access to indicators, plans, and results. This does not replace expert judgment
but strengthens the empirical foundation upon which accreditation verdicts are
constructed.
Evaluation
criteria harmonize universal standards with contextual realities. The SEA-CU
defines variables such as social relevance, faculty quality,
didactic-administrative assurance, and student performance (JAN, 2018). Moscoso
et al. (2022) indicate that this framework allows adaptation to territorial
conditions without sacrificing rigor. In Computer Engineering, infrastructure,
labor linkages, and curricular coherence receive particular scrutiny. According
to Periódico Granma (2015), Cuban university integration reflects a territorial
vision of scientific development. Thus, accreditation not only measures
outcomes but drives continuous improvement of the training process. Digital indicator
management enhances transparency and accelerates decision-making.
At the
University of Granma, Blas Roca Calderío campus, the accreditation committee
oversees evidence collection and SEA-CU standard compliance. Horruitiner (2007)
underscores that this model articulates institutional self-evaluation with
external assessment, ensuring comprehensive academic performance oversight. According
to the Ministry of Higher Education (2023), the Cuban approach rests on equity
and social relevance principles. Process digitalization via an information
system would facilitate document preservation and information traceability.
From personal reflection, such a tool not only simplifies administrative work
but reinforces collective commitment to educational excellence.
Manual
accreditation document management poses a recurrent challenge in Cuban
universities. Moscoso et al. (2022) warn that physical deterioration and record
duplication undermine institutional efficiency. Informatization emerges as a
viable solution, as digitizing files, reports, and protocols improve evaluator
access and promote accountability. Eaton (2020) posits that institutions must
adapt document management to global quality assurance standards. Accordingly,
the University of Granma seeks to lead digital transformation through a system
enabling structured evidence storage and retrieval. This step consolidates
foundations for modern, efficient university governance.
Designing
a digital accreditation system requires applying appropriate software development
methodologies. Pressman (2010) states that a methodology defines phases,
activities, and deliverables in the software life cycle. Sommerville (2016)
concurs that methodologically sound planning enhances product reliability. In
university contexts, selecting the optimal methodology balances technical
quality and usability. For instance, an overly rigid system might limit
document management flexibility. Conversely, agile methodologies—such as Scrum
or XP—facilitate continuous adaptation. Thus, software engineering transcends
mere technical development, constituting a strategic action oriented toward
institutional sustainability.
Traditional
methodologies, like the waterfall model described by Fowler (2006), emphasize
sequentiality and exhaustive documentation, suiting stable requirements.
However, Beck (2005) advocates agile approaches like Extreme Programming,
promoting communication, simplicity, and constant feedback. Schwaber and
Sutherland (2020) explain that Scrum enables incremental deliveries through
sprints, ensuring transparency and continuous review. For developing an
accreditation management system, an agile focus would permit function
adjustments as implementation progresses. As a student, I perceive this
dynamism fosters participation, drives academic innovation, and minimizes
technological stagnation risks.
Extreme
Programming, proposed by Beck (2005), exemplifies a paradigm for educational
software projects. It promotes iterative development practices, pair
programming, and automated testing, ensuring high code quality. Pressman (2010)
considers this approach ideal when requirements change frequently. At the
University of Granma, adopting Extreme Programming would foster collaborative
development involving students and faculty actively. Extreme Programming 's
communication and respect philosophy aligns with higher education values
prioritizing shared learning. Moreover, integration with version control
systems guarantees improvement traceability, coherent with accreditation's
inherent continuous evaluation logic.
The
framework concept proves crucial during technological implementation. Fowler
(2006) defines frameworks as reusable structures accelerating development
through standardized components. Bosi (2015) argues that frameworks integrated
into Visual Studio Code enhance productivity and collaboration. In academic
settings, frameworks ensure design coherence and reduce maintenance costs.
Pressman (2010) suggests these tools facilitate software modularity and
scalability. Thus, employing frameworks in the document management system
maintains consistency and eases periodic updates required by accreditation
processes. Ultimately, they provide a solid foundation for constructing
sustainable solutions.
Web
applications, grounded in the architecture proposed by Fielding and Taylor
(2000), currently represent the most efficient avenue for institutional
information management. Their client-server model enables simultaneous remote
interaction via browsers, eliminating local installation needs. Eich (1995)
introduced JavaScript as a scripting language for interactivity, later enhanced
by performance-optimizing frameworks. Resig (2006) notes that Ajax techniques
enabled dynamic data access and instantaneous content updates. For
accreditation processes, these features improve evidence management and
communication among stakeholders, aligning with institutional accessibility and
transparency principles.
React,
created by Walke (2013) and refined by the Facebook Core Team (2023), has
established itself as one of the most effective libraries for developing
interactive interfaces. Abramov and Perer (2015) affirm that JSX usage
facilitates integration between visual and logical components, optimizing user
experience. At the University of Granma, this tool would enable intuitive
platforms where program managers upload documents or consult reports.
Additionally, its reusable component structure favors visual coherence and
system maintenance. In practice, React combines
efficiency and flexibility—essential values for a university application
sustaining long-term operations without proprietary software dependence.
Node.js,
introduced by Dahl (2009) and popularized by Tilkov and Vinoski (2010),
revolutionized web development by enabling server-side JavaScript execution.
Holowaychuk (2010) notes that frameworks like Express simplify route, session,
and API creation. For the accreditation document management system, Node.js
would handle database connections and authentication processes, ensuring high
performance with minimal latency. Widenius et al. (1995) highlight that MySQL's
relational model offers transactional integrity and scalability. This
technological integration forms a robust, flexible architecture. From the
authors' viewpoint, consolidating this technological environment reinforces
university autonomy and contributes to digital sustainability.
System
visual design draws on languages and standards established by the W3C (2014).
Hickson (2007) states that HTML5 provides web applications' semantic structure,
while CSS2 and its updates (Bos et al., 1998; W3C, 2023) define responsive
graphical presentation. Wathan (2019) proposes Tailwind CSS as a modern
framework accelerating development through utility classes. Its use ensures
coherence, reduces custom code volume, and facilitates system adaptation across
devices. In educational environments, these visual tools provide accessibility,
clarity, and consistency—indispensable traits for applications serving both
faculty and institutional managers involved in accreditation.
The
development and maintenance phase can be managed effectively with contemporary
tools like Visual Studio Code. Bosi (2015) describes this environment as a
specialized editor integrating debugging, version control, and task automation.
Combined with Git, it enhances progress monitoring and programmer
collaboration. Pressman (2010) underscores that integrated tools favor quality
and reduce software delivery timelines. In academic settings, Visual Studio
Code stimulates students' practical and professional training, exposing them to
real industry standards while contributing to institutional strengthening.
Developing
a document management system for university program accreditation integrates
educational and technological domains toward a common purpose. Moscoso et al.
(2022) assert that administrative digitalization strengthens institutional
responsiveness and consolidates quality culture. Sommerville (2016) and
Pressman (2010) agree that properly applied software engineering can optimize
complex social processes like academic evaluation and certification. For the
University of Granma, this project merges innovation with social commitment.
Reflectively, implementing this tool entails not only technical efficiency but
also ethical responsibility, placing technology at the service of public
education.
In
summary, creating an information system to manage accreditation documentation
at the University of Granma responds to the institution's commitment to
elevating educational quality through intelligent use of emerging technologies.
Eaton (2020) asserts that quality assurance must be conceived as a living
process, not an isolated event. Similarly, Baños and Michelena (2021) emphasize
that process digitalization strengthens administrative transparency and efficiency.
Integrating tools, methodologies, and institutional values enables the
university to advance toward a continuous improvement culture. Ultimately,
technology-education convergence solidifies a modern, sustainable vision of
university management in Cuba.
Discussion
The theoretical and contextual analysis conducted in
this study enables discussion of the relevance and feasibility of developing a
web-based information system for managing accreditation documentation in the
Faculty of Technical Sciences at the University of Granma, Blas Roca Calderío
campus. The discussion centers on the convergence between the identified
institutional need and the proposed technological solutions, informed by
consulted references.
First, it confirms that manual, fragmented, and
dispersed documentation management constitutes a tangible obstacle to
accreditation process efficiency and effectiveness, as evidenced by described
operational limitations. This situation, common in contexts with incipient
administrative digitalization, generates risks of evidence loss, workload
overload, and difficulties in comprehensive analysis, potentially affecting
evaluation outcomes. Therefore, the objective of developing a system to
organize, preserve, and streamline information access is grounded in a concrete
need for quality management improvement.
Second, the discussion validates that selected
methodologies and technologies provide an appropriate framework to address this
need. Adopting agile approaches, such as Scrum or Extreme Programming, aligns
with the iterative and participatory nature required for such a project in a
university setting. As highlighted by Beck (2005) and Schwaber and Sutherland
(2020), these methodologies enable continuous adaptations and foster active
collaboration among involved stakeholders (students, faculty, administrators),
consistent with the self-evaluation and continuous improvement ethos inherent
to accreditation.
Likewise, the proposed technological
architecture—based on web applications with React for dynamic interfaces,
Node.js for server logic, and MySQL for data management—constitutes a modern,
robust, and scalable stack. This combination, supported by web standards
(HTML5, CSS) and development tools like Visual Studio Code, enables conception of
an accessible, high-performance system with sustainable maintenance. Its
web-based nature facilitates remote and simultaneous access, crucial for
self-evaluation committees and external experts, thereby optimizing preparation
for evaluation visits and process transparency.
Nevertheless, the discussion must also acknowledge
implicit challenges. Successful implementation transcends technical
development; it requires a cultural shift in document management, staff
training, and sustained institutional commitment to adoption and continuous
updating. As warned by Moscoso et al. (2022), digitalization serves to
strengthen quality culture, not as an end in itself. Thus, the system must be
conceived as a tool supporting academic and evaluative processes, never as a substitute
for critical and expert judgment.
Conclusions
This research demonstrates the viability and relevance
of developing a web-based information system for managing accreditation
documentation at the University of Granma. The proposed technological solution,
grounded in agile methodologies and a modern architecture (React, Node.js,
MySQL), directly addresses the identified issues of manual, fragmented, and
risky management. This system would not only optimize evidence organization,
preservation, and access but also enhance transparency, expedite preparation
for peer visits, and reduce administrative overload. Thus, it aligns with
SEA-CU and JAN principles, promoting a more efficient, evidence-based quality
culture.
System implementation represents a strategic step
toward university management modernization, integrating technological
innovation with Cuban higher education's social commitment. However, its
success extends beyond the technical realm, depending on organizational
cultural change, continuous staff training, and firm institutional support.
Ultimately, this project positions the University of Granma at the forefront of
digital transformation in quality assurance processes, contributing to
sustainability, accountability, and educational excellence from a
contextualized, proprietary perspective.
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