Abstract

The importance of innovation in educational institutions today has driven the development of countless innovations with classroom interventions; however, little has been developed regarding the assessment of these interventions and their impact on domains that constitute skills universities seek to develop. The topic of quality of education is of great concern to universities, therefore its definition is of utmost importance. Quality should be evaluated from a perspective of student training, which places learning in a very relevant position. However, innovations are limited to practice methods and methodologies of great assistance in improving attention and dispersion within the classroom, because the focus of most of the interventions are the students and not their professionalism in a context of quality (PCQ). This makes the need for alignment between Innovation-Impact-Quality (I2Q) clearly visible. Without this alignment efforts by universities with regard to implementing innovation, will fade in time, because students only focus on their needs and not on the main objective, which is their professionalism. Thus, teachers, administration and students should collude for the students’ professionalization. It also proposes that PCQ should be developed in alignment in I2Q, as this condition is essential for interventions to become virtuous behaviors that produce positive effects on professionalization. This concern leads the researcher to reflect on the I2Q alignment and determine the current characteristics of distortions in I2Q and their implications for the PCQ.