Educational innovation in universities; a quantitative study of student perception and faculty performance in northwestern Mexico.

Abstract

This research analyzes the relationship between two key actors in higher education, faculty and students, regarding educational innovation. This relationship is viewed as predetermined by theory and the actions of both actors within the educational process itself. The study aims to determine the degree to which both influence educational innovation through multiple linear regression analysis, conducted in southern Sonora. The results confirm this relationship, demonstrating the influence of both independent variables through positive and significant coefficients in both cases. It concludes that faculty, through their daily practice, exhibited a greater degree of influence on educational innovation.