Quality in Higher Education: Defining the Conceptual Contents and their Relative Predominance

The purpose of this study is to investigate the conceptual content term “quality” in higher education, as it emerges from descriptions and discussions authors, researchers, experts 22 scientific publications. analysis qualitative data based on methodology grounded theory. From analysis, 21 major dimensions or characteristics quality education emerged due their high frequency occurrence, were subdivided into five broader categories: “learning environment”, content”, “processes”, “students”, “teachers”. According main findings, "learning environment" category, dimension concerning psychosocial elements predominated literature. category content", two prevailed (student-centred teaching learning) taking an interest caring about students. "processes" assessment prevailed. In "students", improved learning outcomes was most frequently observed, finally, "teachers" over others, one pedagogical skills other termed skills: emotional, management, reflection.