The University Substantive Processes: Quality or Quantity

Abstract

This study aimed to analyze the core university processes in Ecuador—teaching, research, and community engagement—highlighting the tensions between expanding access and maintaining quality. With the growing demand for higher education, universities face challenges in balancing massification with the need to ensure meaningful learning experiences, relevant research, and impactful social contributions. A qualitative design was employed, combining semi-structured interviews, focus groups, and document review. Participants included faculty, students, administrators, and community members, whose perspectives were examined to understand the dynamics, strengths, and limitations of the three university processes. Thematic analysis was conducted to identify convergences and divergences across stakeholders. The findings reveal that while enrollment has expanded, the pressure on limited resources has negatively affected educational quality, particularly in terms of personalized student support and academic follow-up. In research, a notable increase in scientific production was identified, yet a persistent disconnection remains between research topics and the concrete needs of Ecuadorian society. In community engagement, universities have made progress in initiating collaborative projects with local actors, but problems of sustainability, continuity, and systematic evaluation limit their long-term impact. These tensions illustrate the need to strengthen the articulation of the three processes rather than addressing them in isolation. Ecuadorian universities must critically review current evaluation models, promote policies that balance student numbers with educational quality, and reinforce long-term, community-based strategies. Only through stronger integration of teaching, research, and engagement can universities ensure effective contributions to sustainable development and meaningful improvements in educational quality.