Introduction

Operational management processes in organizations are the fundamental engine for generating quality. In the educational context, providing a quality service implies that the educational agents guide their work by optimizing these processes as a guarantee of a better service delivery.

Considering the current circumstances in the field of education, the (UNESCO, 2020) in its latest report highlights that in essential aspects such as inclusion, there are still gaps to be overcome, pointing out that only seven countries in the region recognize sign language as an official language. Students with disabilities often need infrastructure, adapted materials and adapted curricula, but only 29% of schools in the region have made the necessary changes. In this same perspective, it is a case of great concern that in Brazil, Colombia and Mexico, more than 50% of teachers reported that there is a great need for professional development in teaching students with special needs, a situation that is replicated in our country. During the pandemic in 2020 shows that inequalities have been exacerbated during the pandemic: 40% of the world's countries have not supported at-risk learners during the crisis, summarizing 10% of countries in the region have laws to serve students with disabilities, 40% of the poorest countries did not support the most disadvantaged students during the crisis of covid 19. Just by citing these aspects, it is possible to appreciate the weaknesses in the operational management processes, considering that it depends on them to generate optimal conditions for the operation of an educational institution whose objective is to deliver quality service.

At present, as pointed out by Ccahuay, Jara and Vásquez (2020), organizations are suffering from poor operational management, causing an increase in unnecessary costs, which affects them economically; hence, companies are willing to make constant improvements to reduce and avoid high costs in order to have better profits and increase their competitiveness in the market.

The aforementioned authors state that in Colombia, the services of national and international companies dedicated to courier services, transportation, storage, custody, delivery of documents and packages, which correspond to logistics operators, are the areas with the highest sales, generated by good operational management.

Bertel, Viloria, & Sanchez (2019) argue that educational institutions are entangled scenarios with a diversity of social factors that require human-centered management, in students, with the aim of strengthening capacities and being able to counteract the challenges of such complexity, indeed it is necessary to have managerial leaders with positive qualities and strategic thinking to envision a better future.

The management of educational organizations in Latin America has been concentrated in the administrative field and oriented in the analysis, understanding and development from the epistemological point of view, to the construction of academic and social knowledge to transform reality into organizations with educational quality, which means that it has to organize, plan, execute and evaluate the goals in accordance with the sustainable objectives of the 2030 Agenda.

Tamayo, Cedeño & Arencibia (2019) point out that management in the training of Directors is urgent with sustainable practices, with a solid training that allows achieving comprehensive objectives and goals, stakeholders of the organizational context, culture, purposes and organizational structure, requires professionals who perform good strategic and operational management integrating the community, envisioning a different future.

The processes in an institution, according to Alonso (2014), are viable when the context and the fundamental principles of management are identified, noting that the process approach has many benefits when it is articulated with the objectives of the organization and thus allows making decisions in the face of the challenges of society. In order to design management, there is a variety of methodologies such as process maps that allow contextualizing the four Deming stages to achieve the objectives more effectively, based on the consensus of the related activities.

Management in an organization, as he points out (Maldonado, 2018) requires going through phases, stages in which processes are put in place that involve mobilizing, deploying resources of different kinds through different strategies that energize such management, knowing that as long as the processes are efficient the institution will be efficient, in this understanding the processes of a management, are nothing but a system that seeks the efficiency of the institution and user satisfaction, corporate and discipline methodology, whose objective is to improve performance (efficiency and effectiveness).

The aforementioned author also states that it is important to understand precisely that a process is a set of resources, actions and tasks that are performed sequentially and work in an interrelated manner, transforming input elements into output elements. Resources may include personnel, finances, facilities, equipment, techniques and methods that together provide added value to the service. He also points out that the processes according to the mission are:

Operational processes, those that combine and transform resources to obtain products, providing services in accordance with customer requirements, providing high added value; processes that are primarily responsible for achieving the company's objectives. Support processes are those related to the workers, the physical resources necessary for the other processes, in accordance with the demands of its internal customers, and should include

Management processes are those that ensure the controlled operation of the other processes, through evaluation, control, monitoring and measurement activities, and also provide the information they need to make decisions and develop effective improvement plans. Management processes, they are conceived with transversal character to all the processes of the company.

Operational management in the business field according to Daruma (2017) are actions carried out so that the company continues to exist and can survive; that is, without the operational level the organization does not advance, does not move, does not grow, therefore, it is like gasoline for the car, without it the engine does not work and does not walk. Operational management also occurs at the level of educational institutions, therefore this concept is extrapolated to the field of education. So it is about processes that guide, prevent, and use resources and efforts to achieve business-institutional goals.

Management processes make up a system that seeks the efficiency of the institution and user satisfaction. It is considered as a corporate and disciplinary methodology, whose objective is to improve professional performance, taking into account efficiency and effectiveness.

Thus a process is a set of resources, actions and tasks that are performed sequentially and work in an interrelated manner, transforming input elements into output elements. Resources include personnel, finances, facilities, equipment, techniques and methods, all of which provide added value to the service. So a process is produced as a system, which includes inputs, closely related. The aforementioned author, Daruma, also points out the existence of three elements in every process, such as an input, which is the main input that justifies the systematic execution of the process; the sequence of activities, which is the execution of the process, made up of factors, means and resources with certain requirements, are products that come from other processes with which it interacts. An output is the product with the quality required by the process standard, which is destined to an external or internal user or customer.

According to the Ministry of Public Works (2005), management processes are those that combine and transform resources to obtain the product or provide the service in accordance with user requirements, providing high added value, support, with the physical resources necessary for the various processes and in accordance with the requirements of their internal customers; management, through evaluation, control, monitoring and measurement activities, thus ensuring the monitored operation of the rest of the processes, they work by collecting data from the rest of the processes and channeling them to convert them into information of attainable value and applicable for decision making; management processes are designed to be transversal to all the rest of the processes of a given company.

From this same perspective, with the intention of providing a quality educational service that guarantees the achievement of competencies by students at different levels, responding to the demands, it is essential to implement a more comprehensive management through different strategies that ensure a more effective and efficient delivery of educational service, in that sense (MINEDU, 2016) In this sense, the process map is a tool that aims to achieve efficiency and autonomy in the management of the educational institution. In this way, it offers possibilities for improvement in the organization, distinguishing functions, activities, responsibilities and establishing clear objectives that ensure the quality of learning.

Then, this approach allows understanding that management is a system that includes processes as a key to give viability, coherence and effectiveness to management through fully articulated activities, so it is necessary that the pedagogical leaders and all members of the educational community take ownership of them in order to realize them. (MINEDU, 2016) proposes three types of processes, represented in the figure below.

a. Strategic Processes, which define and deploy the strategies and objectives of the institution, provide guidelines and limits for action; these are critical inputs for the management of the missionary processes. In the educational institution, they are identified as management and leadership processes, whose main responsible is the management team.

b. Missional or operational processes have a direct impact on user satisfaction, i.e. students and their families. The mission processes account for the management model of the organization and in the case of the educational institution, we speak of a school management focused on learning, here pedagogical processes and school coexistence are developed in which teachers and the management team are mainly involved.

c. Support processes are those that provide resources in a timely and efficient manner for the proper functioning of other processes, and are the responsibility of the administrative and management team.

Although all processes are important for an intelligent management that seeks the delivery of a quality service, it is necessary to emphasize how fundamental are the operational processes, which constitute the visible face of management, in accordance with what is stated by (Maldonado, 2018) they are necessary for the realization of the product/service, from which the customer perceives and values quality, they are directly related to the organization's mission (objectives), they have a direct impact on the provision of service/user satisfaction.

It is important to highlight the benefits provided by process management (PM), considering that the most important thing in an organization is user satisfaction thanks to the quality of service, thus ensuring that expectations are met, based on the recognition of user demands. (Bravo, 2011) . So process management is the discipline that helps the management of the company to identify, represent, design, formalize, control, improve and make more productive the processes of the organization to achieve the user's confidence, being therefore the objective to increase productivity in organizations.

In terms of educational quality, this should be understood as that process inherent to the rights of every human being, to the essential opportunity that each one requires for their development, for their personal growth, considering that this occurs throughout life and from different disciplines affirm: a quality education that forms better human beings, citizens with ethical values, competent, respectful, who exercise human rights, fulfill their duties and live together in peace; an education that generates legitimate opportunities for progress and prosperity for individuals and for the country.

The research problem has been formulated as follows: What research on operational management processes for educational quality stands out in scientific publications? The objective of the research has been to know the research done on operational management processes for educational quality. It is important to contribute with the precision of the relevant contributions of various authors on the topic indicated for researchers interested in these processes.

Materials and methods

The study was carried out in several phases, the first related to the determination of the bases to be consulted at the level of articles published on operational management processes, being Google Scholar, Scopus, Ebsco, ProQuest and some journals, considered of greater impact. We worked collaboratively among the researchers involved in this publication.

As a second phase, published articles related to operational management processes were reviewed at the level of each of the databases, using the Virtual Library of the Universidad César Vallejo-Peru, mainly considering the years 2010 to 2020, following the indications given at the level of each of the databases, an exploratory review was made from the summary to the results, identifying texts related to the processes indicated above, copying and taking it to a Word, considering it as text.

The third phase was the paraphrasing of the text, complemented with the use of the dictionary of synonyms, then the respective bibliographic citation was incorporated, according to the APA standard, the text being ready, thus respecting the intellectual property; this work was completed at the level of all the sources considered. Then, as a fourth phase, we proceeded to elaborate a table with specific data, title of the article, author(s), year, country and variables; organizing with these contents the corresponding results, followed by the respective analysis. Finally, we proceeded to the discussion, the elaboration of the conclusions and the conformity of the references.

Results

Robles (2020) points out that in certain companies there is a powerful tool available, which is operational risk management, defined as the execution of activities to prepare society and its institutions to provide an adequate response in the event of the occurrence of a phenomenon capable of triggering a mass emergency, a disaster. It is an intervention aimed at modifying the conditions that generate risk in order to reduce risk levels, minimizing them as much as possible. It also involves the set of actions aimed at emergency management and post-emergency reconstruction, within a risk reduction perspective. It involves enabling the community to transform the causal conditions before a disaster occurs.

Operational risk management is a decision-making tool that helps to systematically identify operational risks and benefits and determines the best course of action in a given situation; a philosophy that points out that it is irresponsible and uneconomical to wait for an accident to occur before putting preventive measures in place to avoid it happening again.

Ccahuay, Jara, & Vásquez (2020) state that organizations with poor operational management cause an increase in unnecessary costs, which affects them economically, so companies are willing to make continuous improvements to reduce and avoid high costs, achieving better profits and increasing their competitiveness in the market.

With the application of data collection instruments such as the interview script, the questionnaire and the observation guide, it is possible to learn in detail about the problems of the processes of reception, storage and distribution of packages in the service provided by the companies, which influence the high costs of operational management. It is essential to train the company's personnel in order to overcome the high cost of damaged products, delays in searching for packages in the warehouse, delays in picking up packages and the lack of planning of the activities to be carried out according to the company's competencies.

Alba and Gutiérrez (2020) specify that it is necessary to implement the adequate and timely management of knowledge management processes, such as: identification, socialization, storage, transfer and creation of knowledge, the latter being an essential element for their actions. Pointing out that the diagnosis methodology through the intervention-action modality allows to know the state of the informational and knowledge processes, as well as to build the process map, detecting the critical points that delay the normal cycle of the actions that are carried out.

This situation allows the articulation of process management, the integration of information flows and knowledge among actors, experiences, learning and competencies, based on the development of spiral thinking as a process approach, growing and synergistic, which adds value and creates the basis for organizational and product innovation.

In relation to quality, he points out that it is user satisfaction, the five Olympic zeros, the horizon line, zero defects, infinity in mathematics (Canton 2004); quality implies evaluation factors and processes, since what cannot be measured cannot be evaluated.

In education, the word quality and its meaning has evolved diachronically, focusing on results, on teachers, on the curriculum fundamentally, orienting work towards processes, which are elements in the execution of a program as static concepts, while the process is a dynamic concept. So a process is a framework of action that defines a course of action composed of a series of stages, which add value to the inputs in order to produce outputs that meet the needs of the program.

In this vision by processes in education, there is a double dimension, the processes from the outside in, that is, what the center offers and produces the satisfaction of students and parents as external customers and the reciprocal satisfaction of internal users: teachers and students as doers and receivers of the activities planned in each process that are chained in links to determine the overall vision of the quality of the educational institution. CITATION Can10 \l 2058 (Cantón & Vázquez, 2010) .In this line, knowledge management as a technique aims to maximize the contribution of organizations to society through the improvement of production, obtaining competitive advantages. (Ferrero & Cantón, 2020) .

Mallar (2010) defines a new concept of organizational structure considering that every organization can be conceived as a network of interrelated or interconnected processes, to which a management model called process-based management (PBM) can be applied. It is oriented towards developing the organization's mission by satisfying the expectations of its customers, thus leading to Business Process Reengineering, which is based on the change from a static, structure-oriented consideration to a new one oriented towards dynamics and value-creating flows.

The process approach offers a horizontal orientation of the organizations and provides a response to a complete period, from the first contact with a given user to the moment when the user is pleased to receive the service and even the final request.

In the field of organizations, the management based on processes is presented as an appropriate instrument, which is considered as primordial to align an institution towards the achievement of its objectives. The mentioned methodology is truly an appropriate instrument for the development of processes, which remains proven in the advancement of the same, also causing a valuable work of the collaborating human resources, regardless of their level.

Bertel, Viloria, & Sanchez (2019) state that educational institutions are complex spaces with a variety of social factors that require human-centered management in order to enhance their capabilities to face the challenges of complexity, in efectose they need managerial leaders with positive qualities and strategic thinking to envision a better future.

In Latin America the management of educational organizations has been focused on the administrative aspect and focused on the analysis, understanding and development from the epistemological aspect to the construction of academic and social knowledge to transform reality into organizations that achieve educational quality, this means that it must be organized, planned, executed and evaluated the goals in line with the sustainable objectives of the 2030 Agenda.

Tamayo, Cedeño & Arencibia (2019) in relation to management in the training of directors of educational institutions point out that it is urgent the implementation of sustainable practices, a solid training that allows achieving the objectives and comprehensive goals, stakeholders of the organizational context, culture, purposes and organizational structure, for all this requires professionals who perform good strategic and operational management integrating the community, envisioning a different future.

The processes in an institution are viable when the context and the fundamental principles of management are identified, such as the existing processes in the organization, the proposed activities that are within the processes, to obtain a product or a service, as Alonso (2014) argues, who also adds that the process approach has many benefits as long as it is articulated to the objectives of the organization and allows making decisions in the face of the challenges and challenges of society.

There is a diversity of methodologies to design the management approach, such as the process maps that allow contextualizing from the consensus of related activities; Deming's four stages to achieve the objectives more effectively, so it is important that the institutions define the management approach based on the knowledge of the needs of the environment and the personnel involved in the management process with a strategic view.

Castanedo (2019) indicates that the management of processes in educational institutions respond to new challenges of the current demands of society, beneficial for the development, progress and welfare of the community achieving to make effective the institutional mission and vision; pointing out that management processes focus on various aspects, such as: Strategic processes: referred to the responsibility of the director of the educational institution to motivate planning, define objectives and train human talent on an ongoing basis; operational processes, related to the teaching-learning process demonstrating the achievement of their competencies; support processes, those that are linked to administrative work such as technological supports, archives.

The human talent management processes are oriented towards meeting the needs of human talent in order to enhance their capabilities in a pleasant environment of permanent innovation; planning processes, which take into account the profiles and needs of learners and educators; service performance processes, aimed at providing quality assistance in education; and measurement, analysis and improvement processes, which is the key point for focusing on improvement proposals.

Today's society demands to train students with resources and competencies related to modern technology in order to have competent leaders in the future. In the educational system it is necessary and inevitable the organization, planning, execution and evaluation of actions that respond to the needs of the context with a visionary and inclusive direction.

Medina, Noriega, Hernández & Comas (2019) point out that in order to carry out a management focused on processes in organizations there must be commitments by the leader with teamwork, with a culture of values and principles. They also specify that the tools and methods to be used in management processes are located in phases such as the following:

The organization, in charge of planning the institutional project led by a responsible team that knows and manages the strategies, with knowledge in systems and management tools for institutional improvement. The determination of the processes for improvement from the diagnosis of the needs, the determination of activities that are developed in the institution and the construction of the process map where the actions to be executed are described as an interrelated system that allows the institution to have a vision according to the current demands.

Determination of the improvement team with an adequate number of professionals knowledgeable of the objectives and policies of the process. Improvement of the process, whose results in the institution must be analyzed with a systems approach, through which opportunities for improvement are discovered, use of appropriate tools, analysis of the competencies that allow to enhance the activity of "operations" in the processes, evaluate the strategy and take actions to improve.

The follow-up and control, which is a process of reflection on the process and the results obtained from the strategies used and the challenge assumed in this new practice and finally the communication to the community of the new work system, step by step information on the implementation for the involvement in the new system. The institutions should reflect on the results and the management systems applied and from there incorporate new approaches, tools and management strategies for the success of the institution.

Montes de Oca & Gonzáles (2018) refer that current trends and globalization demand competitiveness in the processes of change and innovation to address the problems of the environment, in order to be able to face the educational problems of the environment. Educational institutions are exposed to innovate their management processes, human and flexible organizational dynamics, which allow the progress of their capabilities and potentialities, accessing the transformation of their environment from change management.

Process management generally responds to the questions Why make the change? What is the change for? Therefore, these processes require a clear structure, procedures, functions and activities; human talent knowledgeable of their responsibilities and the motivation to transform reality, the appropriation of technology, cultural organization and inter-actions with various systems.

Aguirre (2017) citing Davenport, 1993 points out that the progress of institutional processes originates with the establishment of a set of automation techniques, it is thus that by the nineties emerged methods and management pilots for the advancement of processes and quality such as reengineering, process regeneration, continuous process advancement.

The changes in the organizational processes are caused when techniques are used for the enhancement of processes such as process regeneration, methods with a broader category and application prior to the implementation of information technology, with a view to the invention of products, processes or services. From the transcendental planning, it is necessary to reason about the value of the strategic objectives for a determined horizon, which must correspond with the processes to define the vital progress junctures.

Therefore, it is paramount to include the human talent to execute the processes in the reproduction of the ideas of progress with an appropriate preparation to reduce the resistance to change. Process improvement allows organizations to focus their energies and resources on optimizing processes critical to the achievement of key objectives.

The development of an academic quality management system (SGCA) as pointed out by Cubaque, Rincón and Sotelo (2014) is assumed as an evaluative and exploratory inquiry accessing to objectively establish the bastions and aspects to be optimized of the programs, considering for this purpose the relationship between the process approach established by ISO 9001, NTC 5555 and the guidelines previously outlined, generating a sustainable advancement of the system and the progress of research towards self-improvement in academic processes.

The design of an EQAS, in an organization, provides assurance of maintaining high quality parameters according to the elements determined by the National Council for Program Accreditation. The orientation towards academic processes and training by skills is in line with national and international guidelines on professional higher education in the 21st century, facilitating the flow of inquiry for the feedback of processes for continuous prosperity.

In relation to information management and knowledge management (IMKM) according to Rodriguez (2016) it is pointed out that it is often suffered from an appropriate concept of information and knowledge structure, which is adjusted by a superstructure delegated to establish policies, elements, skills and abilities, and by an infrastructure comprising systems, processes, practices, products and services. All this is security to promote organizations that possess in their favor the space of organizational capabilities that would forge positive action-taking, greater adaptation to increasingly entrepreneurial and versatile contexts, invention, ascending itineraries of virtue and power, greater proactive capabilities.

The GAGC form valuable processes that contribute to organizational intelligence as a collective capacity; having these structures approve the articulation from the policies to the precise processes that should be developed at the level of managerial processes. The information and knowledge structures favor both to establish the relationship between these efficient strategies, and also make it possible to optimize informational resources to create GAGC systems whose purpose has to focus on the reproduction of strategic values from these resources; the combination of elements of both managerial processes would allow consolidating the organizational intelligence capacity.

Gómez-Bayon, Moreno-López and Machuca-Villegas (2020) point out that in the knowledge era, alternatives that favor organizations in the planning and the way of innovating things are deployed, since solutions must constantly be given to different particular and collective demands. Management at the university level has evolved to respond to itself, and thus empower each of the functions and producers of value; academic management is an organizational space that is creating more and more interest in the people who are part of this type of organizations.

In this way, strategic activities are valued as those that are developed in line with the universities' mission values and that contribute to the community, as well as those that are developed in articulation with community programs.

According to Córdova (2016), educational models are linked to processes of educational innovation that seek to change the root of the educational standard that leads to the alignment of individuals. The processes as instruments have two intentions: first, knowledge management and second, the design of a didactic that leads to the achievement of learning.

The processes allow differentiating and establishing the knowledge to be shared in order to operationalize an appropriate teaching methodology based on a dynamic type of learning. Validity in educational practice goes hand in hand with the quality that the educational institution wishes to achieve, therefore, it becomes an indicator of quality in the institutions.

The processes as instruments are intended to control the knowledge and the outline of a didactic that leads to the achievement of learning; the processes allow distinguishing and organizing the knowledge to be shared, conceptualizing and operationalizing an adequate teaching methodology based on an active learning model. Efficiency in educational practice goes hand in hand with the quality that the educational institution aspires to achieve, thus it becomes an indicator of quality in institutions. Therefore, education is a right to be provided with quality and warmth through a methodical, determined and continuous process, becoming the axis of formation of the students.

The existing educational demand shows the educational institutions in a competitive place where quality is the main value incorporated, this promotes in the institutions a continuous progress, having to be implemented with tools that access to train the teaching staff for teamwork, the improvement of administrative and educational services, policies, processes and procedures that allow implementing a quality management, which admits developing an effective and efficient educational model that leads to a teaching-learning process that recognizes the integral formation of students and that meets the profile of citizen that the country needs.

At the level of education, as Rivera (2018) points out, it is considered appropriate that the members of the multiple basic families of society achieve to be participants of what corresponds to them. That is to say that educational law is a part of public law, which includes a broad legal subject matter, ranging from the validation of the fundamental right to education, to the regulation of the national education system and its components. The educational services provided to the community are on equal bases of efficiency and within the principles and social invitations that are incumbent upon our democratic society.

On the other hand, it includes the fundamental right to education and its correlate teaching and learning, both learners and teachers and their interactions, rights, obligations, educational organization, taking into account the authorities, objectives, structures, technologies, means, normative regulation, principles and values.

Pazmiño (2018) refers to the relevance of leadership in change processes, stating that all change implies elements of resignation and loss, but also elements of learning and improvement. Therefore, organizations that consciously decide to undertake a change process will be the ones that can obtain optimal results.

In the organization that prioritizes the strategic value of knowledge, hierarchical relationships tend to be replaced by work groups with greater responsibility and power. It is clear that the organizations of the future will provide more and better information, as well as rely more on people and less on jobs.

Thus, strategic decisions are linked to the restructuring of human talent management programs, whose main objective is to ensure that the people assigned to the different activities are the most suitable for a given function. It is therefore essential to transform the vision, from the economy to the human economy, from working capital to the development and empowerment of human capital, which is what in this era will give the company the only sustainable competitive advantage over time.

Regarding quality management Sotolongo (2018) indicates that it implies establishing management systems that allow products to have an added value, that are well perceived, that give confidence and favor the decision of option by customers. Thus then, a management system is a set of mutually related or interacting elements, to establish the policy and objectives and to achieve them.

The concept of integrated management system emerges as a way for an organization to ensure that the requirements of several management systems are effectively and efficiently met. Thus, the integrated management system can cover aspects of corporate management, product quality, and customer service in particular.

Total quality corresponds to the set of principles and methods, organized within a global strategy, with a view to mobilizing the entire company to achieve greater internal and external customer satisfaction at the lowest cost.

Pazmiño & Fiallos (2017), in relation to organizations, state that the changes generated by leaders give rise to new learning and improvements, but there are also losses and resignations to situations that are obsolete. Therefore, human resources must be designed, liberated and excited, within the framework of the vertiginous changes that are currently taking place in all organizations, which must have an impact and thus achieve survival and competitiveness.

The competency model constitutes a new management modality, which ensures that the people who are part of the organization are assigned to a work area where they show suitability and generally good professional-occupational performance. When talking about management, it is necessary to refer to the set of didactic-organizational actions that corroborate the achievement of the final goal, which generally focuses on the construction, transfer and acquisition of knowledge in the various areas that comprise the institution.

Lasso, Maya Duran, Alvarado & Velasco (2019) point out that organizational objectives are achieved with good leadership characterized by the ability to persuade, motivate and encourage collaborators in general, seeking security, unification and satisfaction of the needs of the people who make up an institution within the framework of a reciprocal process that is not only the responsibility of the leader. Therefore, a good leader drives changes, high performance, innovation processes and consolidation of high quality educational institutions.

Institutions by themselves do not produce changes, it is through human talent, with the good use of resources oriented to the achievement of social welfare and thus achieve that education becomes the transforming cause of society, within the framework of an inspiring source of passion and stimulus of creativity and values.

Salgado, Calvillo, & Hernández (2019) state that every organization must have an added value such as strategic alignment that goes beyond planning, penetrating to all the functions of the managers, of an institution, developing an integrative look to the entire organizational process, therefore it is relevant to coordinate efforts, capabilities and resources oriented to the institutional objectives.

The substantive processes according to the organization's mission are optimized with strategic alignment, with its factors such as capabilities, resources, processes and of course all those involved in the strategy, all of which influence and enhance the results.

Alvari (2020) points out that the daily attitudes developed by the members of an organization are aimed at improving the work environment and the general operation of the company, all of them are guided by the development of an organizational culture of the personnel, tending to improve, train, innovate ideas for a good institutional management, with an equitable character and positive results, in addition to improving the emotional, physical and social stability; as well as considering the direct contact with the users.

Likewise, values, beliefs, policies, norms, rules, good habits and good customs must be practiced in the organization, therefore, they must be well shared and, as soon as flaws are seen, they must be overcome for the institutional good.

Conclusions

We identified 23 scientific articles related to operational management processes and educational and business quality in general published in the Scopus, Ebsco, Google Scholar, ProQuest databases in some specially selected journals.

It was found that the research reviewed, from the various databases, has been circumscribed to the variables operational management processes, educational quality, quality management processes and knowledge management. Thus, there are contributions presented by a range of authors that were consulted.

Operational management processes are linked to educational quality, aimed at increasing the capacity to achieve the purposes of the policies and operational objectives of an educational or non-educational institution, information that in fact supports researchers interested in this subject.

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