Adegbija, E. E. (1994). Language attitudes in Sub-Saharan Africa: A sociolinguistic overview. Multilingual Matters.

Alfaro Inzunza, J., Guzmán Piña, J., García Gómez, C., Sirlopú Díaz, D., Sepúlveda, J. C. O., & Gaudlitz Ruiz, L. (2015). Propiedades psicométricas de la escala Breve Multidimensional de Satisfacción con la Vida para Estudiantes (BMSLSS) en población infantil chilena (10 – 12 años) [Psychometric properties of the Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS) in Chilean Students (10 – 12 years old)]. Psychological University/ Universitas Psychologica, 14(1), 29–41. https://doi.org/10.11144/Javeriana.upsy14-1.ppeb

Arias Gómez, M. de L., Arias Gómez, E., Arias Gómez, J., Ortiz Molina, M. M., & Garza García, M. G. del C. (2018). Perfil y competencias del docente universitario recomendados por la UNESCO y la OCDE [Professional development and competencies of university professors recommended by UNESCO and the OECD]. Atlante Journal: Education and Development Notebooks/ Revista Atlante: Cuadernos de Educación y Desarrollo, (June 2018).

Bernal, J., Lauretti, P., & Agreda, M. (2016). Satisfacción académica en estudiantes de la Facultad de Ingeniería de la Universidad del Zulia [Academic Satisfaction on Students on the Faculty of Engineering of Universidad del Zulia]. Multiciencias, 16(3), 301–309.

Bozu, Z., & Canto Herrera, P. J. (2009). El profesorado universitario en la sociedad del conocimiento: Competencias profesionales docentes [The university professors in the society of the knowledge: Professional didactic competences]. Journal of Training and University Educational Innovation/ Revista de Formación e Innovación Educativa Universitaria, 2(2), 87–97.

Bunk, G. P. (1994). La transmisión de competencias en la formación y perfeccionamiento profesionales de la RFA [The transmission of competences in the professional training and improvement of the REFA]. European Journal of Vocational Training/ Revista Europea de Formación Profesional, 1(1), 8–14.

Campaña, J. C., Gimenez-Nadal, J. I., & Molina, J. A. (2016). The satisfaction of university students in Spain: Differences by field of study. Applied Economics Letters, 23(7), 506–509. https://doi.org/10.1080/13504851.2015.1083079

Campbell, K. (2013). A call to action: why we need more practitioner research. a response to “a teacher educator uses action research to develop culturally conscious curriculum planners.” Democracy and Education, 21(2), 1–8.

Council of Higher Education (2017). Academic Regime Council of Higher Education Regulations. Official Register Special Edition. https://www.ces.gob.ec/lotaip/2018/Enero/Anexos%20Procu/An-lit-a2-Reglamento%20de%20R%C3%A9gimen%20Acad%C3%A9mico.pdf

Creswell, J. (2009). Research design qualitative, quantitative, and mixed method approaches (3rd ed.). Sage.

Damaskinidis, G. (2017). Qualitative research and subjective impressions in educational contexts. American Journal of Educational Research, 5(12), 1228–1233.

DeVellis, R. F. (2016). Scale development: Theory and applications. SAGE Publications.

Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Harcourt Brace Jovanovich College Publishers.

Fassinger, P. A. (1996). Professors’ and students’ perceptions of why students participate in class. Teaching Sociology, 24(1), 25–33. https://doi.org/10.2307/1318895

Fernández Díaz, M. J., Carballo Santaolalla, R., & Galán González, A. (2010). Faculty attitudes and training needs to respond the new European Higher Education challenges. Higher Education, 60(1), 101–118. https://doi.org/10.1007/s10734-009-9282-1

Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.

Garbanzo Vargas, G. M. (2007). Factores asociados al rendimiento académico en estudiantes universitarios, una reflexión desde la calidad de la educación superior pública [Factors associated with academic performance in university students: A reflection of the public higher education quality]. Educational Journal/ Revista Educación, 31(1), 43–63.

González Maura, V., & González Tirados, R. M. (2008). Competencias genéricas y formación profesional: Un análisis desde la docencia universitaria [Generic competences and professional development: An analysis from the university teaching]. Ibero-American Journal of Education/ Revista Iberoamericana de Educación, 47(1), 185–209. https://doi.org/10.35362/rie470710

Guerrero Serón, A. (1999). El enfoque de las competencias profesionales: Una solución conflictiva a la relación entre formación y empleo [Professional competences approach: A conflicting solution to the relationship between training and employment]. Complutense Journal of Education/ Revista Complutense de Educación, 10(1), 335–335.

Hénard, F., & Roseveare, D. (2012). Fostering quality teaching in higher education: Policies and practices. An IMHE Guide for Higher Education Institutions. OECD. https://cutt.ly/Gj4mcxw

Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66(3), 393–416. https://doi.org/10.1177/0013164405282485

Herdina, P., & Jessner, U. (2002). A dynamic model of multilingualism: Perspectives of change in psycholinguistics. Multilingual Matters.

Kesten, A. (2019). Analysis of the missions of higher education institutions within the scope of third mission understanding. International Journal of Educational Methodology, 5(3), 387–400.

Lévy-Levoyer, C. (2000). La gestión de las competencias. Cómo analizarlas, cómo evaluarlas, cómo desarrollarlas [The management of competences: How to analyze, to evaluate, and to develop them]. Ediciones Gestión.

Lovia-Boateng, S. (2018). Structural Equation Modelling (SEM) made easy for business and social science: Research using SPSS and AMOS. Kindle Direct Publishing.

Maceli, K., Fogliasso, C., & Baack, D. (2011). Differences of students’ satisfaction with college professors: The impact of student gender on satisfaction. Academy of Educational Leadership Journal, 15(4), 35–45.

Mägi, E., & Beerkens, M. (2016). Linking research and teaching: Are research-active staff members different teachers? Higher Education, 72(2), 241–258. https://doi.org/10.1007/s10734-015-9951-1

Mallon, W. (2009). Why is tenure one college’s problem and another’s solution? In R. P. Chait (Ed.), The questions of tenure (pp. 246–272). Harvard University Press.

McClelland, D. C. (1973). Testing for competence rather than for “intelligence”. American Psychologist, 28(1), 1–14. https://doi.org/10.1037/h0034092

McGuire, W. (2013). Constructing social psychology by William McGuire. Cambridge University Press. https://doi.org/10.1017/CBO9780511571206

McKiernan, E. C., Schimanski, L. A., Muñoz Nieves, C., Matthias, L., Niles, M. T., & Alperin, J. P. (2019). Meta-Research: Use of the Journal Impact Factor in academic review, promotion, and tenure evaluations. ELife, 8, 246-272. https://doi.org/10.7554/eLife.47338.001

Medrano, L. A., & Pérez, E. (2010). Adaptación de la Escala de Satisfacción Académica a la Población Universitaria de Córdoba [Adaptation of the Academic Satisfaction Scale to the university population of Córdoba]. UST Psychological Summa/ Summa Psicológica UST , 7(2), 5–14.

Mertens, L. (1996). Competencia laboral: Sistemas, surgimiento y modelos [Labor competence: Systems, emergence and models]. Cinterfor.

Moher, D., Naudet, F., Cristea, I. A., Miedema, F., Ioannidis, J. P. A., & Goodman, S. N. (2018). Assessing scientists for hiring, promotion, and tenure. PLOS Biology, 16(3), 1-20. https://doi.org/10.1371/journal.pbio.2004089

Nicholls, G. (2014). Professional Development in Higher Education: New Dimensions and Directions. Routledge.

Niles, M. T., Schimanski, L. A., McKiernan, E. C., & Alperin, J. P. (2019). Why we publish where we do: Faculty publishing values and their relationship to review, promotion and tenure expectations. BioRxiv, 1-16. https://doi.org/10.1101/706622

Ortega Navas, M. del C. (2010). Competencias emergentes del docente ante las demandas del Espacio Europeo de Educación Superior [Teacher’s emerging competences as a demand of the European Higher Education Area]. Spanish Journal of Comparative Education/ Revista Española de Educación Comparada , 16(1), 305–327.

Oskamp, S., & Cameron, C. (1977). Attitudes and opinions. Prentice-Hall.

Palloroso Granizo, R. Y., & García Rondón, I. (2019). Seguimiento a graduados: Importancia y principales experiencias internacionales. Análisis del tópico en la República del Ecuador [Graduate follow up: Importance and main international experiences. An analysis in Ecuador]. Caribbean Journal of Social Sciences/ Revista Caribeña de Ciencias Sociales, 1, 1–12.

Pany, S. (2013). Teaching aptitude of primary level teacher trainees. Pedagogy of Learning (POL), 1(1), 1–5.

Ponce Escudero, M. I., & Gómez Galán, J. (2017). El profesorado en formación y el empleo educativo de las TIC: Estudio descriptivo de sus aptitudes y actitudes frente la problemática [The teachers in training and the educational employment of ICT: A descriptive study of its skills and attitudes to the problem]. In V. Bucheli (Ed.), Diferentes miradas sobre el empleo de las tecnologías de la información y la comunicación en educación (p. 44-63). Instituto de Ciencias Sociales y Humanidades.

Premeaux, S. R., & Mondy, R. W. (2002). Perspectives on tenure: Tenured versus nontenured tenure-track faculty. Journal of Education for Business, 77(6), 335–339. https://doi.org/10.1080/08832320209599685

Quispe Esquivel, L. M. (2019). La calidad del servicio y la satisfacción en los estudiantes del Programa de Educación Superior a Distancia (PROESAD) de la Universidad Peruana Unión sede Lima, gestión 2015 II [The quality of service and satisfaction of the students of the Distance Higher Education Program (PROESAD), Universidad Peruana Unión headquarters Lima, management 2015 II] [Unpublished master’s thesis]. Universidad Peruana Unión.

Rahman, A. (2014). Developing teaching aptitude test: A perspective of Bangladesh. Green University Review of Social Sciences, 1(1), 75–89.

Ramesh, P., Raju, D. T., Reddy, K. M., Krishnan, P., Biswas, A., & Umamaheshwari, T. (2019). Perception of teaching competencies by administrators, faculty and students of Indian agricultural universities: An assessment of faculty training needs. The Journal of Agricultural Education and Extension, 25(4), 337–359. https://doi.org/10.1080/1389224X.2019.1609997

Sajan, K. S. (2010). Teaching aptitude of student teachers and their academic achievements at graduate level. In Online Submission. ERIC - Education Resources Information Center. https://eric.ed.gov/?id=ED508977

Salami, S. (2010). Emotional intelligence, self-efficacy, psychological well-being and students’ attitudes: Implications for quality education. European Journal of Educational Studies, 2(3), 247–257.

Salanova Soria, M., Martínez Martínez, I. Ma., Bresó Esteve, E., Llorens Gumbau, S., & Grau Gumbau, R. (2005). Bienestar psicológico en estudiantes universitarios: Facilitadores y obstaculizadores del desempeño académico [Higher education students psycological well-being: Academic performance facilitators and hinders]. Annals of Psychology/ Anales de Psicología, 21(1), 170–180.

Schimanski, L. A., & Alperin, J. P. (2018). The evaluation of scholarship in academic promotion and tenure processes: Past, present, and future. F1000Research, 7,1-21. https://doi.org/10.12688/f1000research.16493.1

Tabachnick, B., & Fidell, L. (2013). Using multivariate statistics (6th ed.). Pearson.

Tejada Fernández, J. (2013). Professionalització docent a la universitat: Implicacions des de la formació [Teaching professionalization at university: Training implications]. International Journal of Educational Technology in Higher Education, 10(1), 170-184 | 345-358. https://doi.org/10.7238/rusc.v10i1.1471

Tuning Project. (2018). Universities’ contribution to the Bologna Process. An Introduction (2nd ed.). Publicaciones de la Universidad de Deusto.

United Nations Educational, Scientific and Cultural Organization. (2018). Strengthening Quality Assurance in Higher Education UNESCO-Shenzhen Project Update August 2018. UNESCO-Shenzhen Project Team. https://cutt.ly/Sj4EOqh

Universidad de Cuenca. (2015). Manual para evaluación de autoridades y personal académico de la Universidad de Cuenca [Manual for the evaluation of authorities and academic staff of the University of Cuenca]. Universidad de Cuenca.

Universidad de Cuenca. (2017). Plan Estratégico de Desarrollo Institucional [Institutional development strategic plan]. http://dspace.ucuenca.edu.ec/handle/123456789/28208

Universidad de Cuenca. (2018). Reglamento para la elaboración del Distributivo del Personal Académico de la Universidad de Cuenca [Teaching Staff Workload Regulations of the University of Cuenca], UC-CU-REG-530. https://bit.ly/3xv87xT

Virender-Singh, B. (2017). ETHICS Integrity & Aptitude (For Civil Services Main Examination). Neelkanth Prakashan.

Watts, H. (1985). When teachers are researchers, teaching improves. Journal of Staff Development, 6(2), 118–127.

Woolf, N. H., & Silver, C. (2017). Qualitative Analysis Using ATLAS.ti: The Five-Level QDATM Method. Routledge.

Zuber-Skerritt, O. (2013). Professional development in higher education: A theoretical framework for action research. Routledge. https://doi.org/10.4324/9781315799872