Introduction

The success in obtaining tangible or intangible profit, to maintain the competitiveness of Higher Education Institutions (HEIs) in the universe where they are inserted, implies the need for improvement of the multiple processes present in these, according to Emiliani (2005); ^{Sunder (2017}) and Mahalingam (2017). Through the academic process, composed of rules, inputs, tasks, resources, and outputs, according to the Supplier, Input, Process, Outputs, and Customer (SIPOC) approach, proposed by ABPMB (2013), the Association of Business Process Management Professionals International, it is possible to increase the effectiveness of training in higher education.

On the other hand, to improve processes, especially personnel training, according to ^{Longaraya and Ensslin (2014}), ^{Regueras et al. (2019}), Gerasken and Kosilov (2017), ^{Bregman and Molina (2017}), and ^{López (2014}), is the certification - issued by an independent organization and area representative that serves as proof, through evaluation, if a service or product meets previously defined quality requirements.

This, according to ^{Bertrand (2005}), can be explained by multiple reasons, such as the need to evaluate the effectiveness of training systems, to align the objectives of the professions with the new demands of the world of work, and therefore with those of the economy, innovation, development, and consumer protection.

An example of a quality standard is the ISO 9001 that can result in certification with worldwide recognition, synonymous with a reputation in the market, in addition, the normative body National Institute of Metrology, Quality, and Technology (INMETRO), for certification of Brazilian services, such as those of vocational training, aimed at strengthening national companies, increasing their productivity through the adoption of mechanisms aimed at the quality of products, in addition to services, as well as through support for the development of technological innovations, according to Brazil (2011).

In addition, development agencies adopt the encouragement of critical thinking, culture of adaptation and continuous improvement encourages innovation, and recognizes that the only failure lies in the inability to learn, according to the (OECD) Organization for Economic Cooperation and Development (OECD, 2015).

Thus, for the certification that involves the training of professionals, the verification of the requirements, also called conformity assessment, involves theoretical and practical examinations, document analysis, of the know-how - skills, of the domain of knowledge and the competencies built for the exercise of professions or functions, and, possibly, schooling, internships, and others (INMETRO, 2020).

Also, professional certification can serve workers who seek formal recognition of knowledge, knowledge and professional skills developed in non-formal learning processes and in the trajectory of life and work, according to the National Network of Professional Certification, Brazil (2014), as well as the development of vocational training itineraries and methodologies for identification, evaluation and recognition of knowledge, knowledge and skills necessary for further studies or professional practice; promotion of social inclusion and production, fostering, insertion, permanence and progression in the world of work and education and articulation with public policies for employment, work and income (BRASIL, 2014).

Thus, the multiplicity of variables that can make up certification and the possibilities for its implementation in a process are undeniable, and they can define tasks and resources, as well as enhance the quality of the results. The objective of this study is to identify alternatives for implementing certification in the academic process of HEIs, based on an understanding of the effective objects of certification - "what to certify", the objectives pursued in it - "what to certify for", and the materiality of the exams involved - "how to certify".

Method

The research began with data collection by searching for the expression 'certification' in the abstracts and titles of peer-reviewed articles in the scientific database Scopus in May 2020, with a time scope of 2000 to 2020, written in Portuguese, English, or Spanish. 1,551 records were initially identified (Figure 1).

Source: The authors, 2020.

Figure 1 Methodological Path Adopted, with Subsequent Refinements 

Based on the articles resulting from the initial selection, a new filter was applied by searching for the word "university" in their abstracts and titles, with resources made available by the platform, and 1436 articles were removed. Next, the abstracts of the filtered articles were read to select those that dealt with certification in the educational area, whether private or public, leaving a total of 20.

After reading the articles in their entirety to identify the certification objects, the intended objectives, and the materiality used in the conformity analysis, 6 articles were removed, leaving 14 articles. After studying the references of the selected articles, 2 papers were added.

Results

17 objects - 'what to certify', of certification in the area of education were identified: 14 for vocational training, 1 for the use of technology-based learning resources, 1 for traditional knowledge, and 1 for teaching hospitals (Graph 1).

Source: The authors, 2020.

Graph 1 Certification Objects 

Source: The authors, 2020.

Graph 2 Materiality of Compliance Analysis of Certifications 

The above mentioned elements were applied 28 times in total, because there are certifications that, for compliance analysis, consider more than one element. An example is the certification in Neuropsychology that applies: training, oral and written assessments (Table 1).

A total of 15 objectives, to be achieved through certification, were cited in the corpus of articles in this research (Graph 3).

Source: The authors, 2020.

Graph 3 Target Goals of the Certifications Under Study 

Here it is necessary to distinguish between complementing academic training - corresponding to graduate courses, for example; and improving professional knowledge - related to training to tune the performance of a professional to new demands of the labor world.

In the analysis of the articles, 40 citations to objectives were identified, with there being objects of certifications with more than one objective (Table 2).

The UHs are associated with 'complementing academic training' and 'enhancing professional knowledge' because the certification in these is by means of goals, among which are academic training for medical professionals; and enhancement for managers.

Discussion

Certifications aim to validate whether products and services are suitable for a market where uncertainties and novelties predominate, which requires flexibility in technology and results, as well as improved processes; therefore, there are no single certification objects, nor single perspectives.

According to Jonker et al. (2017), postgraduate anesthesia training in Europe in most countries remains knowledge-focused with time-based learning; but the intention is observed to evolve towards competency-oriented learning, although it still corresponds to the smallest number of initiatives.

The NBC (National Board Certification) certification of US undergraduate degrees was analyzed from the perspective of its impact on student learning and the findings of Petty, Good and Handler (2016) is that it by no means confirmed the expected positive outcomes, but certified teachers reported increased understanding of their students, in their reflection and analysis of their teaching, leading to data-driven decision making in efforts to improve teaching methods.

Pearson Education's US licensure certification, on the other hand, was presented from the perspective of the prospective teachers' supervisors, who concluded that they seemed to be helping student-teachers win a race and earn the certification award; which seemed far removed from the perspective of professionalization - with outcomes defined primarily in terms of job performance (^{DONOVAN; CANNON, 2018}).

Certification for Librarians is considered vital by ^{Guo, Qinling, and Lu (2014}) due to the urgent need for innovation in library service models, incorporating Information and Communication Technologies (ICTs) and consequent new forms of research, requiring the enhancement of librarians' capabilities.

Turkey's teacher certification was analyzed for the causes of teaching methods that encourage student cooperation - part of the pedagogical certification program applied in the country, according to ^{Çolak (2015}). The author points out the need for increasing the options of teaching techniques and their training time.

Regarding certification in palliative medicine, ^{Bolognesi et al. (2013}) clarifies that it is an ongoing process in Europe. In Italy, according to the author, there is a need for certified professionals in approximately 450 healthcare units; and there are initiatives aimed at developing the culture of palliative medicine as a discipline in HEIs.

The certification in 'Nuclear Knowledge Management', ^{Geraskin and Kosilov (2017}) explain, corresponds to an advanced training course, targeting nuclear industry specialists. For the certification of the electrical engineer, ^{Ali et al. (2018}) understand as necessary to integrate learning, assessment system and learning outcomes. In Chile, according to ^{López (2014}), there are three ways to obtain certification in Pediatrics: passing a graduate program, meeting the requirements for training in practice for 5 years, or having been a supervisor.

On the other hand, the certification in HUs, according to ^{Longaraya and Ensslin (2014}), was carried out through goals, among which there are 3 that focus on professional training: activities to improve hospital management, education in HUs, and research; this is because the authors clarify that it is necessary to adopt new models of management, teaching, and assistance to align teaching hospitals with the hiring process of the Brazilian Unified Health System (SUS).

Thus, it is observed that there are points considered negative, which can serve as warnings: possibility of distancing from professionalization, time-based learning to the detriment of that which is oriented to competencies and skills, lack of techniques and the time required for the desired training, inadequate integration between learning, assessment and feedback. Practice training can broaden the possibilities of forms of training contemplated in certification processes, and compliance with legislation is something that must not be lost sight of in staff training processes.

They can delineate 'what to certify' in the academic process of HEIs, by having aspects in common with higher education, or by the positive results: the focus on competencies, as occurs in post-graduation in Anesthesia and the training of Librarians, the search for an increase in student understanding and faculty reflection based on the analysis of their actions, considering decisions based on data, according to NBC certification, development of culture as in certification in Palliative Medicine and in HUs and adoption of new management models as proposed for teaching hospitals.

Thus, 'what to certify in academic processes' stands out: students' competencies, skills and understanding, critical analysis of teachers' actions, a culture of process implementation and management model.

Final Considerations

Training, a wide variety of assessment tools, portfolio, international cooperation, research, goal setting and workplace analysis correspond to the 'how to certify the academic process' according to this research. And there is a need for periodic analysis, applying indicators for monitoring the goals; considering the speed with which knowledge becomes obsolete.

Moreover, the analysis of the 'how to certify' highlights, besides training and theoretical assessment, also the observation of professional performance in the workplace, application of technological resources, implementation of innovative classes with case studies, collective analysis and improvement of assessment methods, as well as self-assessment and adoption of monitoring indicators.

As to the 'why certify' of HEI academic processes, this research identified the following: to complement academic education, to enhance professional knowledge, to improve the quality of education, to improve the management process, to stimulate technological innovation - ratified by 4 studies of this research, to expand the reputational capital - corroborated by 3 other studies, to remain competitive, to keep talents, to bring university-society closer, to serve the consumer, to adopt continuing professional education, to ensure the alignment between the practice of professionals to the demands of the world of work.

Thus, it is possible to conclude that the search for certification aims to ensure quality in products and services offered to the consumer. In the academic process, the latter corresponds to the student - directly involved, and to society - recipient of the products and services resulting from the graduates' professions. The quality search can leverage improved solutions, improved processes, lower costs, and thus lead to innovations. As a consequence, such improvements and refinements reflect positively on the reputation of organizations and on their ability to remain competitive.

This occurs because the complementation of academic training increases the chances of professionals to preserve their jobs. In addition, the dissemination and critical application of the progress of science and technology has as a consequence the change in the relationship between citizens and their environment, and as a requirement the improvement of education. From the university's perspective, talent is maintained, universities preserve their chances to innovate, maintain productivity, and offer quality services, due to the know-how that is preserved, in addition to increased possibilities of continuous improvement, with positive effects on competitiveness, which, in turn, is a matter of survival, given the scenario in which the HEIs find themselves - the market, whether public or private.

Therefore, the certifications of the academic processes must validate if practices and knowledge are guided by contemporary science and technology, as well as evaluate the stimulus to the learning competence to avoid obsolescence, and must have indicators for monitoring the continuous improvement of its human capital.

Another essential factor is the approximation between university and society to identify the demands and benefit society through the services that the HEIs can offer; which, in turn, guide the validation carried out for the certification of academic processes.

Damage to reputational capital can also occur, with a negative impact on the HEIs' ability to remain competitive if there is negligence in the certification of the student-consumer training or the customer-society service; as well as with the improvement of professional knowledge or continuing education that are indispensable for professionals to keep their jobs and their training in line with scientific and technological advances that occur after their training; and requires that in the academic processes there is room for contact with graduates. Avoiding these oversights is essential for the certification of the quality of the services and products that HEIs offer.