The integration of process management and management auditing: reflections from teaching practice in higher education

Resumen

This article reflects on the integration of process management (GPP) and management auditing (AG) from the perspective of university teaching practice, emphasizing its application as a formative strategy in higher education. Through a qualitative, reflective, and descriptive approach, pedagogical practices implemented in courses related to organizational management and institutional evaluation are systematized. The study is supported by a review of specialized literature, case analyses, and the triangulation of theory and practice. The results reveal that the integrated teaching of GPP and AG significantly enhances the development of key professional competencies, including systems thinking, evidence-based decision-making, critical process evaluation, and ethical understanding of institutional control. The use of tools such as process mapping, audit simulations, findings matrices, and performance indicators effectively connects theoretical learning with institutional realities, fostering a more contextualized, critical, and transformative education. Despite this, certain structural limitations persist, such as the weak culture of evaluation, lack of reliable institutional data, and conceptual gaps in the application of management approaches by educational institutions. Nonetheless, the classroom emerges as a strategic space for institutional analysis and improvement, provided that teaching is oriented toward real-world application and the development of strategic capabilities. Ultimately, the study underscores the need to consolidate integrative curricular approaches, strengthen faculty training in active methodologies, and promote a university culture grounded in process orientation, quality assurance, and continuous improvement.