<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-8474</journal-id>
<journal-title><![CDATA[Sisyphus - Journal of Education]]></journal-title>
<abbrev-journal-title><![CDATA[Sisyphus]]></abbrev-journal-title>
<issn>2182-8474</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educação da Universidade de Lisboa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-84742025000300168</article-id>
<article-id pub-id-type="doi">10.25749/sis.41329</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Satisfacción Estudiantil: Más allá de un Número en los Resultados del NPS]]></article-title>
<article-title xml:lang="pt"><![CDATA[Satisfação dos Estudantes: Olhar para além dos Números nos Resultados do NPS]]></article-title>
<article-title xml:lang="en"><![CDATA[Student Satisfaction: Going Beyond a Number in NPS Results]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bejarano-Heredia]]></surname>
<given-names><![CDATA[Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo-Nuñez]]></surname>
<given-names><![CDATA[Jean Paul Simon]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Privada Norbert Wiener  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>168</fpage>
<lpage>182</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742025000300168&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742025000300168&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742025000300168&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La satisfacción del estudiante es clave para el bienestar y prestigio institucional. Este estudio aplicó la metodología Net Promoter Score (NPS) para evaluar la satisfacción estudiantil en una Escuela de Negocios de una universidad peruana. Se utilizó un diseño no experimental de nivel descriptivo y un enfoque mixto, combinando el análisis cuantitativo del NPS con el análisis cualitativo en un estudio de caso. Se obtuvo un NPS de +35, con un 53% de promotores, 29% pasivos y 18% detractores. Los promotores valoraron principalmente el método de enseñanza, la calidad docente y la infraestructura; los pasivos destacaron la innovación académica y la experiencia integral; mientras que los detractores expresaron insatisfacción con aspectos administrativos. Se concluye que el NPS, complementado con un análisis de contenido, proporciona una visión más profunda y útil para la toma de decisiones institucionales orientadas a la mejora continua.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A satisfação dos estudantes é fundamental para o bem-estar e o prestígio institucional. Este estudo aplicou a metodologia Net Promoter Score (NPS) para avaliar a satisfação dos estudantes em uma Escola de Negócios de uma universidade peruana. Foi utilizado um desenho não experimental, de nível descritivo, com abordagem mista, combinando a análise quantitativa do NPS com a análise qualitativa de conteúdo de um estudo de caso. Obteve-se um NPS de +35, com 53% de promotores, 29% de passivos e 18% de detratores. Os promotores valorizaram principalmente o método de ensino, a qualidade docente e a infraestrutura; os passivos destacaram a inovação académica e a experiência integral dos estudantes; enquanto os detratores expressaram insatisfação com aspetos administrativos. Conclui-se que o NPS, complementado por uma análise de conteúdo, fornece uma visão mais profunda e útil para a tomada de decisões institucionais orientadas à melhoria contínua.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Student satisfaction is key to institutional well-being and prestige. This study applied the Net Promoter Score (NPS) methodology to evaluate student satisfaction at a Business School in a Peruvian university. A non-experimental, descriptive-level design and a mixed-methods approach were used, combining quantitative NPS analysis with qualitative content analysis in a case study. An NPS of +35 was obtained, with 53% promoters, 29% passives, and 18% detractors. Promoters mainly valued the teaching method, faculty quality, and infrastructure; passives highlighted academic innovation and overall student experience, while detractors expressed dissatisfaction with administrative aspects. It is concluded that NPS, complemented by content analysis, provides a deeper and more useful perspective for institutional decision-making aimed at continuous improvement.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[satisfacción del estudiante]]></kwd>
<kwd lng="es"><![CDATA[net promoter score]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="pt"><![CDATA[satisfação dos estudantes]]></kwd>
<kwd lng="pt"><![CDATA[net promoter score]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="en"><![CDATA[student satisfaction]]></kwd>
<kwd lng="en"><![CDATA[net promoter score]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
</kwd-group>
</article-meta>
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