Quality of programs with virtual methodology: a masters' case in Colombia.

Purpose: The purpose of this paper is to present the process of building a model that identifies criteria that determine the quality of virtual postgraduate programs. In the Colombian context, there are no national criteria/standards to evaluate the quality of this type of program. This proposed model is implemented in a public university that has several virtual postgraduate courses within the framework of university autonomy. Design/methodology/approach: This study implements a descriptive methodology through documental research based on the study of 414 documents and the analysis of 39 and research based on the design of the proposal of a quality model, its validation by experts and its application in the academic community of a public university that has virtual postgraduate courses. Findings: The results are presented in a structure composed of 10 quality factors: coherence between programs, virtual methodology and institutional horizon; attention to students; characteristics of author teachers, virtual teachers and researchers; academic, curricular and learning processes; research, knowledge generation and production; the relationship with the environment; articulation and impact; need satisfaction and ability to generate innovation processes; internationalization, alliances and insertion in scientific and global networks; and technological resources and production of virtual contents, among others. Research limitations/implications: This model can be prospectively incorporated into processes that have adapted online training elements in health emergency contexts. Practical implications: This model combines theoretical and practice aspects and the validation of experts, which contributes to the reflection on the quality of virtual programs, with criteria different from those proposed for face-to-face and distance programs. Social implications: Even though the model resulting from this inquiry responds to the situated context of a particular virtual academic program, the research perspective may be oriented to perform longitudinal studies of its implementation, as well as its adaptation to other situated contexts, including those that make use of virtual processes and means of remote education. On the other hand, it provides elements to be taken into account in the construction of educational policies on the quality of virtual programs and future research. Originality/value: This paper is the result of a research project and its content is original. [ABSTRACT FROM AUTHOR]