Article

Accreditation in Higher Education in Chile: Results and Consequences

Quality Assurance in Education

January 2013
21(1):20-38

Authors:

Oscar Espinoza

University of Tarapacá

Luis Eduardo González Fiegehen

Centro Interuniversitario de Desarrollo CINDA

This article analyzes and discusses the results that the accreditation system implemented in Chile has brought to higher education institutions and undergraduate and graduate programs, considering both its positive and negative implications. In particular, this paper pretends to examine the way in which Chile has faced the demand for a greater quality of its higher education. The Chilean accreditation experience is placed within the discussion and context of accreditation systems around the world, and lessons which can be relevant to other countries are drawn. The topic of accreditation has acquired a growing importance in Chile nowadays as a result of a situation where Chilean students have taken the streets of the main cities of the country in demand for quality of the higher education system. This examination of the Chilean accreditation regime relies on descriptive statistics based on official data from the National Accreditation Commission (Comisión Nacional de Acreditación, CNA), the National Education Council (Consejo Nacional de Educación, CSE) and the Ministry of Education (Ministerio de Educación, MINEDUC). It is supplemented by the valuable systemic secondary data found in the different MINEDUC publications such as the Higher Education Compendium (Compendio de Educación Superior) and INDICES.

Decline in values of degrees and recent evolution of wage inequality: Evidence from Chile

Article

Full-text available

Jun 2023

Using data from nationally and regionally representative household surveys, we analyze the association between the changes in coefficients of dummy variables for higher education degrees in the wage equation and evolution of wage inequality in Chile from 2013-2017. Employing a decomposition method using unconditional quantile regressions, we find that a significant decline in the coefficients of professional degrees, especially from new private universities, with a larger magnitude at upper quantiles, is associated with a substantial reduction in wage inequality. The results are robust to the correction for sample selection bias and control for workers’ occupation and firm size categories.

External evaluation of university quality in Chile: an overview

Article

Full-text available

May 2022

Purpose This study aims to review processes of accreditation for Chilean Universities. Along with cataloguing evolutionary milestones, the study analyses effects at the institutional and program levels. Design/methodology/approach The study adopts a meta-evaluative approach and is based on secondary information sources, including both specialised publications and national databases, regarding the expansion of institutions, programs and enrolment, as well as the results of accreditation processes. Findings University quality assurance reflects developments in economic policies, and supply and demand. Progressive consolidation of the national system has had positive effects on the management and development of universities, but the implementation of quality assurance has brought some problems. A traditional classification of universities into customary categories is predictive of the results of accreditation. The variable of administrative compliance is more important than a culture of quality in explaining the results of institutional and program accreditation. Originality/value This review identifies advances, limitations and challenges in the improvement and assurance of quality of Chilean Universities and their programs. This is an unprecedented metanalysis of studies concerning the evolution of accreditation processes and will inform future practice.

¿Está la calidad de las carreras asociada a la universidad que la imparte? El caso de Nutrición y Dietética en Chile

Article

Full-text available

Sep 2020

Introducción: El objetivo de este trabajo fue determinar si entre los factores que más influyen en la calidad de las carreras en Nutrición y Dietética, representada por el tiempo de acreditación, está la calidad de la universidad. Material y métodos: El estudio fue transversal, descriptivo y asociativo. Se usaron fuentes oficiales del Ministerio de Educación de las universidades que ofertan la carrera de Nutrición y Dietética en Chile y que se presentaron a acreditación entre los años 2004-2016. Se usó una muestra intencionada de 20 carreras acreditadas. Se usaron análisis estadísticos multivariados: regresión lineal, múltiple y análisis de conglomerados; la regresión lineal múltiple para estimar cuales variables explican el tiempo de acreditación de las carreras de Nutrición y Dietética y el análisis de conglomerado para evidenciar la afinidad de carreras de Nutrición y Dietética dictadas por distintos tipos de universidades. Se aplicó el software estadístico SPSS 24.0 Resultados: Los años de acreditación de las carreras y de las universidades se asociaron positivamente, sin que variables económicas y de selectividad de las carreras sean estadísticamente significativas. Las carreras mostraron un patrón de afinidad según el tipo de universidad que las imparte y ello estuvo también relacionado con la calidad.Conclusiones: La acreditación de la universidad es un factor crítico para el aseguramiento de la calidad de las carreras de Nutrición y Dietética.

Access and Equity in Higher Education in Light of Bourdieu’s Theories: A Case of Minority Students in Northwest Vietnam

Chapter

Nov 2019

The chapter unpacks access and equity in higher education for minority students in Northwest Vietnam. A combination of factors including financial struggles, institutional constraints, socio-cultural and geographical barriers, and language barriers are reported to significantly affect students’ aspirations, access and success in higher education. The chapter suggests the need for policy change for minority students seeking higher education, which is strictly built upon the constant negotiation of their linguistic, socio-economic and educational struggles.

Taking stock of changes in quality assurance in Portuguese higher education between 2007 and 2015

Article

Dec 2017

This article documents the changes that occurred in Portugal after the adoption of the new higher education quality assurance framework in 2007. The most obvious results of the new higher education evaluation and accreditation agency’s actions can be observed primarily at the level of teaching‑program provision. Accreditation activities resulted in a 40% reduction in the supply of the courses on offer between 2009 and 2015 (Sin et al., 2016). This reduction was felt mainly in private institutions, which confirms that substandard programmes were more common in the private sector. Another consequence was that institutions started to take a more formal and systematic approach to quality by implementing internal quality assurance systems. These systems were driven by a logic of accountability rather than by genuine self‑reflection aiming to engage all those involved and which would have led to improvement. Therefore, it appears that most academics perceive internal quality assurance to have had negative effects on teaching and learning, mainly because of increased bureaucracy, while the positive effects are still perceived as being relatively modest.

Accreditation of Institutional Management in Chilean Universities

Article

Full-text available

May 2016

The internal and external quality assurance processes of the institutional management in Chilean universities are studied, in the context of institutional accreditation. Contents regarding the management of the opinions of the National Commission of Accreditation, the improvement plans contained in the Self-evaluation Report of each university were analyzed, in each process, having as reference the strategic plans of institutional development and the perception of internal actors, in relation to the internal management and the results of the processes of institutional accreditation. The plans of management institutional improvement were more general and indicated fewer weaknesses than the opinions of the accreditation agency. The perception of the internal actors is satisfactory and without differences between universities. A moderate degree of consistency between the results of the internal and external processes of quality assurance is shown. The results are discussed based on the tendencies in the processes of quality assurance of universities world-wide and of the national policies in relation to this subject.

El impacto del acuerdo de Bolonia en el sistema de educación superior en Chile

Article

Full-text available

May 2016

El propósito del presente artículo, que se basa en un estudio de carácter descriptivo, es dimensionar el impacto que ha tenido el Acuerdo de Bolonia en el sistema de educación superior chileno. Con ese fin y por intermedio del uso de fuentes primarias y secundarias, se analizan distintos aspectos del devenir del sistema universitario, asociados con los objetivos trazados en el Acuerdo de Bolonia. La evidencia compilada permite concluir que el Acuerdo tuvo repercusiones positivas en ámbitos, tales como: la asimilación del sistema de créditos transferibles (SCT-Chile) en las universidades del CRUCH, principalmente; la movilidad académica y estudiantil en el pre y el postgrado que ha experimentado un incremento sustantivo aunque bajo en relación a la matrícula bruta del sector, por lo que todavía está lejos de registrar el nivel observable en países desarrollados; la cooperación interinstitucional y el trabajo en redes (entre instituciones de América Latina y entre universidades latinas y europeas), que han tenido un avance notable en la última década lo que en el mediano-largo plazo podría facilitar la creación de un espacio de educación superior latinoamericano. En cambio, tuvo repercusiones débiles o de poca significación en lo que respecta a: las titulaciones y los procesos de convalidación de estudios asociadas a ellas, dado que se sustentan en normativas de muy diversa índole y de distinta data; la estructura curricular y la formación organizada en torno a ciclos, dado que sigue coexistiendo en las universidades chilenas una mezcla entre el modelo napoleónico tradicional y el esquema de ciclos propuesto en Bolonia; la excesiva vinculación de los estudios de pregrado con los requerimientos del sector productivo lo que redunda en el deterioro de la función académica de la universidad; y los procesos de aseguramiento de la calidad que se han continuado desarrollando en Chile y en la región latinoamericana de manera más autónoma.

Calidad en la Universidad

Book

Full-text available

Jan 2020

Este libro aborda los procesos y resultados concernientes al aseguramiento de la calidad de la Educación Superior de Chile ocurridos en los últimos treinta años, considerando algunos aspectos del contexto latinoamericano. Los recientes cambios en la regulación de instituciones y programas de pregrado y postgrado en la educación superior chilena (Ley N.° 21.091 de Educación Superior de 2018) y su posterior implementación, permiten establecer un límite temporal para iniciar un análisis retrospectivo de los contextos y desafíos que la calidad ha impuesto a las tareas académicas. El trabajo se centra preferentemente en las universidades, sin que por ello se deje de mencionar lo ocurrido a nivel de sistema considerando a todas las instituciones de educación terciaria.

La Regulación de la Calidad, la Institucionalidad y el Financiamiento en el Sistema de Educación Superior en Chile

Chapter

Full-text available

Oct 2017

El propósito del presente capítulo es analizar cómo se ha desarrollado la regulación en las últimas décadas a nivel institucional, de carreras y programas de postgrados en el sistema de educación superior chileno. El análisis se ha organizado considerando tres ámbitos que constituyen el objeto de la regulación, esto es: calidad, institucionalidad, y financiamiento. En cada ámbito se explora lo que ha venido ocurriendo desde 1981 hasta la actualidad en tres niveles de ejecución: el discursivo, el normativo, y el operativo. Los antecedentes analizados permiten concluir que durante las últimas décadas en Chile ha predominado sin contrapeso la lógica del Estado subsidiario en la educación superior. Bajo este esquema, la participación del Estado ha sido débil y limitada en materia de regulación. Aun cuando se han hecho avances en el plano de la institucionalidad con la creación de la CNA la oferta de carreras y la apertura de sedes no ha sido debidamente fiscalizada. Como consecuencia de lo anterior la calidad de parte importante de la oferta tanto de pregrado como de postgrado es precaria. Ello se explica porque, conforme establece la legislación vigente, no es obligatorio someterse a la acreditación con excepción de las carreras de Medicina y Pedagogía.

THE IMPACT OF BOLOGNA AGREEMENT IN THE CHILEAN HIGHER EDUCATION SYSTEM O IMPACTO DO ACORDO DE BOLONHA NO SISTEMA DE EDUCAÇÃO SUPERIOR CHILENO

Article

Full-text available

May 2016

RESUMEN El propósito del presente artículo, que se basa en un estudio de carácter descriptivo, es dimensionar el impacto que ha tenido el Acuerdo de Bolonia en el sistema de educación superior chileno. Con ese fin y por intermedio del uso de fuentes primarias y secundarias, se analizan distintos aspectos del devenir del sistema universitario, asociados con los objetivos trazados en el Acuerdo de Bolonia. La evidencia compilada permite concluir que el Acuerdo tuvo repercusiones positivas en ámbitos, tales como: la asimilación del sistema de créditos transferibles (SCT-Chile) en las universidades del CRUCH, principalmente; la movilidad académica y estudiantil en el pre y el postgrado que ha experimentado un incremento sustantivo aunque bajo en relación a la matrícula bruta del sector, por lo que todavía está lejos de registrar el nivel observable en países desarrollados; la cooperación interinstitucional y el trabajo en redes (entre instituciones de América Latina y entre universidades latinas y europeas), que han tenido un avance notable en la última década lo que en el mediano-largo plazo podría facilitar la creación de un espacio de educación superior latinoamericano. En cambio, tuvo repercusiones débiles o de poca significación en lo que respecta a: las titulaciones y los procesos de convalidación de estudios asociadas a ellas, dado que se sustentan en normativas de muy diversa índole y de distinta data; la estructura curricular y la formación organizada en torno a ciclos, dado que sigue coexistiendo en las universidades chilenas una mezcla entre el modelo napoleónico tradicional y el esquema de ciclos propuesto en Bolonia; la excesiva vinculación de los estudios de pregrado con los requerimientos del sector productivo lo que redunda en el deterioro de la función académica de la universidad; y los procesos de aseguramiento de la calidad que se han continuado desarrollando en Chile y en la región latinoamericana de manera más autónoma. PALABRAS-CLAVE: Educación superior. Acuerdo de Bolonia. Chile. Créditos transferibles. Movilidad académica ABSTRACT The purpose of this article, which is based on a descriptive study is measure the impact that had the Bologna Agreement in the Chilean higher education system. To this end and through the use of primary and secondary sources, analyzes different aspects of the future of the university system, associated with the objectives outlined in the Bologna Agreement. The compiled evidence to conclude that the Agreement had a positive impact in areas such as: the assimilation of transferable credit system (TCS-Chile) in CRUCH universities, mainly; academic and student mobility in pre y graduate who has experienced a substantial increase albeit low relative to gross enrollment of the sector, so it is still far from the record level observed in developed countries; interinstitutional cooperation and work in networks (between institutions in Latin America and between Latin and European universities), who had a remarkable progress in the last decade, which in the medium to long term could facilitate the creation of a higher education space Latin American. On the other hand, it had weak impact or little significance in relation to: the titrations and validation processes for studies associated with them, as

Análisis cualitativo de los procesos regulatorios de la calidad en los programas de Nutrición y Dietética en Chile

Article

Full-text available

Apr 2021
Rev Chil Nutr

Introducción. El objetivo de este estudio es establecer patrones positivos y negativos de los resultados de los procesos de acreditación de las carreras. Asimismo, identificar desde una perspectiva cualitativa, variables relevantes y relaciones entre los criterios usados en su evaluación. Materiales y métodos. El estudio es transversal, descriptivo y cualitativo. Se analizaron veinte resoluciones de acreditación de las carreras de Nutrición y Dietética en Chile, emitidas entre los años 2004 y 2016 por la Comisión Nacional de Acreditación mediante el software ATLAS ti. Se consideraron las tres dimensiones; Propósitos e Institucionalidad; Condiciones de Operación y Resultados; y Capacidad de Autorregulación para establecer una matriz de relaciones con la identificación de patrones positivos y negativos entre criterios. Resultados. Se evidencian fuertes diferencias entre las carreras. Las relaciones positivas y negativas entre los códigos de los criterios perfil de egreso y plan de estudio indican que solo algunas de ellas proveen una formación adecuada. Del mismo modo, las relaciones entre la calificación del cuerpo docente y la investigación revelan casos de docentes sin niveles suficientes. Otros aspectos deficitarios son el nivel con que ingresan los estudiantes y el uso efectivo de diagnósticos y autoevaluaciones. Conclusiones. El estudio provee información relevante para la toma de decisiones y procesos de retroalimentación orientados al urgente mejoramiento y aseguramiento de la calidad de carreras, en particular de sus planes de estudio, calificación de docentes y efectividad de los procesos de aseguramiento de la calidad, dada la creciente importancia de estos profesionales en la salud pública.

Impact of international accreditation in the recognition of academic degrees in the domestic and foreign labor market. Case study: Civil engineering program

Article

Full-text available

Dec 2017

In a globalized era it is not enough to have a professional qualification to ensure economic and professional success. The academic background of professionals must be adequate to face challenges and solve problems of a globalized and dynamic world. Civil engineers face many complications when seeking an international career. There are many differences within the profession globally such as: resources, workforce, climate, language, culture, philosophies, regulations, etc. which raise the entry barriers to fully practice as a civil engineer. The International accreditations play a major role as the first evidence of the civil engineer technical proficiency. These assure the quality of the higher education curricula and add value to the human capital on an international context. Despite the fact that many Mexican Universities have academic programs which have international accreditations, civil engineer graduates cannot easily work across borders. This paper describes the impact that international accreditation has for civil engineers when seeking an international career.Keywords: accreditation, higher education, self-study, universitiesJEL: I23,I25, I28Resumen: En la educación global, no es suficiente el tener una calificación profesional para asegurar el éxito económico y profesional. La formación académica de los profesionales debe ser adecuada para enfrentar los retos y resolver los problemas de un mundo globalizado y dinámico. Los ingenieros civiles se enfrentan a muchas complicaciones en la búsqueda de una carrera profesional en el plano internacional. Hay muchas diferencias dentro de la profesión a nivel mundial, tales como: recursos, mano de obra, clima, idioma, cultura, filosofías, reglamentos, etc., que elevan las barreras de entrada para ejercer plenamente como ingeniero civil. Las acreditaciones internacionales desempeñan un papel importante como la primera evidencia de la capacidad técnica del ingeniero civil. Estos aseguran la calidad de los planes de estudios de enseñanza superior y agregan valor al capital humano en un contexto internacional. A pesar de que muchas universidades mexicanas tienen programas académicos que cuentan con acreditaciones internacionales, los graduados de ingeniería civil no pueden trabajar fácilmente a través de las fronteras. En este trabajo se describe el impacto que la acreditación internacional tiene para los ingenieros civiles en la búsqueda de una carrera internacional.Palabras clave: acreditación, auto estudio, educación superior, universidades

A comparative analysis of the Chilean and Colombian systems of quality assurance in higher education

Article

Full-text available

Sep 2021
HIGH EDUC

Juan Felipe Duque

Over the past 30 years, quality assurance in higher education has rapidly developed on a global scale and become a widely studied research topic. However, a good deal of the research on this issue has been subject to an instrumental bias. The attention given to the technical features and expected results of quality assurance has overshadowed the analysis of its political and symbolic dimensions. This article argues that the political sociology of public policy instrumentation—a conceptual framework that foregrounds the technical and the social nature of public policy instruments, as well as their unexpected effects—can bring the instrumental, political, and symbolic dimensions of quality assurance together. To support this claim, the article presents a comparative analysis of the Chilean and Colombian systems of quality assurance in higher education, two cases that might seem analogous at first glance due to their instrumental commonalities but reflect contrasting approaches to quality: a flexible and an excellence-oriented approach, respectively.

Quality assurance and the classiﬁcation of universities: the case of Chile

Article

Full-text available

Dec 2019

PURPOSE: This study analyzes the relationship between quality assurance, the traditional a priori approach, and a more recently developed, empirical classification of universities, as a means of assessing whether the different classification systems fulfill their original purpose. The study analyzes Chilean university classifications because they have been used in setting up higher education public policies. METHODOLOGY/APPROACH: The existing classifications of Chilean universities were identified in the literature. Researchers determined categories, criteria and/or indicators used, as well as their main purposes as described by the authors of the classifications. All the criteria and indicators identified were directly related to the quality of academic activities and to the results of the university accreditation processes. The institutional accreditation outcomes and variables were studied using univariate and multivariate statistical analysis. FINDINGS: The a priori approach proved to be consistent with the results of institutional quality assurance, in spite of the variability in individual performances. The empirical systems, however, do not show any contribution to the improvement of public policies in higher education. The results clearly show that classifications based on performance do not necessarily ensure improvements in institutional quality. ORIGINALITY/VALUE: This analysis is the first study of the relationship between university classification and quality assurance. The growing number of proposals for different empirical classifications in Chilean universities is evidence of institutional diversity only. However, the classification designs did not respond to purposes such as public policies improvements and other expected results from these instruments.

Visión de titulados de la carrera de Psicología que acceden por primera vez al mercado laboral en Chile

Article

Full-text available

Feb 2019

Se analizan los factores intervinientes en el proceso de inserción laboral de titulados de la carrera de Psicología provenientes de universidades de Chile con distinto nivel de selectividad. A partir de entrevistas en pro-fundidad se destaca un contexto de saturación del campo laboral, lo cual releva los factores de prestigio institucional y calidad de la formación pro-fesional como aspectos determinantes en el proceso de inserción laboral. Esta situación afecta principalmente a los titulados de las universidades menos selectivas, quienes han encontrado mayores obstáculos para emplearse. Se refuerza la hipótesis de que no basta con introducir dispositivos para mejorar la equidad en el acceso a la educación superior, dado que también debe atenderse la calidad de la inserción laboral. Analyzes the factors that influence the process of labor insertion among graduates who earned Psychology degrees from Chilean universities with various levels of selectiveness. Based on in-depth interviews, the paper reveals a context of saturation in the professional field, and finds that institutional prestige and quality of professional training are determining aspects in the labor insertion process. This situation primarily affects graduates of the less selective universities, who have encountered greater obstacles in finding work. This reinforces the hypothesis that it is not enough to introduce devices to improve equity in access to higher education; the quality of labor insertion must also be considered. Palabras clave Psicología Empleabilidad Mercado laboral Formación académica Selectividad Prestigio institucional

El Aseguramiento de la Calidad de la Educación Superior en Chile: Avances y Desafíos en la Docencia de Pregrado

Chapter

Full-text available

Nov 2018

El propósito del presente capítulo fue determinar el grado de avance que han experimentado las universidades en los últimos 15 años en lo concerniente a la calidad de la docencia de pregrado, en el marco de la implementación de la ley de aseguramiento de la calidad. En función de ello, se consideraron los resultados de acreditación de todas las universidades del sistema desde antes de la entrada en vigencia de la ley de aseguramiento de la calidad (2006) hasta el año 2017. Se realizó el análisis solo con el área de Docencia de Pregrado (área obligatoria) y se excluyeron otras dimensiones, igualmente acreditables, como son la gestión institucional, la vinculación con el medio, el postgrado y la investigación.

¿Existe aprendizaje institucional en la acreditación de universidades chilenas?

Article

Full-text available

Jul 2018

The results of the organizational accreditation processes in Chilean Universities were analyzed for the period 1997 -2015 (management and undergraduate teaching compulsory areas and optional for research, post-graduate teaching and link with the environment). The average accreditation times were compared (0 to 7 years) and the accreditation time for consecutive processes, for the total universities as well as for the groups of universities. Likewise, changes in organizational accreditation time for university, between consecutive events, was assessed through the non-parametric Wilcoxon signed-rank test. The average accreditation time among types of universities was compared through the Student’s “t”-test. It was not observed organizational learning product of the organizational accreditation in the total of Chilean Universities, since there were not significant statistical differences between consecutive accreditations, however there were in the state universities and, as consequence, in the total of universities of the Council of Rectors. The average accreditation time between the first and the last process was statistically significant only for State universities and for the ones of the Council of Rectors. The highest variation was observed in the private universities not affiliated to the Council of Rectors. In the optional areas increases were observed just in the accreditation time in the post graduate area. The use of regulatory processes in Chilean universities through organizational accreditation has produced diverse changes in management and academic tasks. The conclusion is that the organizational accreditation effects varies between the types of universities and accreditation areas.

Review and analysis of Chilean dental undergraduate education: Curriculum composition and profiles of first year dental students

Article

Full-text available

Sep 2018
Hum Resour Health

Background: In Chile, dentistry has become a very popular career choice for students, which has resulted in a substantial increase in both, the number of dental graduates and dental schools. Nonetheless, there is a need for change in the way dental schools select and educate their students to keep pace with the rapidly changing nature of societal needs and to tackle the marked health inequalities that exist in the country. The aim of this study was to review and critique dental undergraduate education in Chile, with a particular focus on the curriculum composition and profiles of students admitted to dental schools from 2010 to 2014. Methods: A descriptive and retrospective design was utilised. Two different methods were undertaken: primary data collection regarding curriculum and secondary data analysis in relation to students' profiles. Descriptive statistics were used to assess the relative proportions of subject modules within the undergraduate dental curriculum and in particular the public health components. The analysis of the student profiles described specific background factors, namely, gender, age, secondary school type, location, rural-urban status and student's year of admission. Also, trends of dental students' intake between 2010 and 2014 were investigated. Logistic regression analysis was undertaken to assess potential associations between the aforementioned background factors and students' choice of dental school. Results: Regarding the curriculum review, a 67% response rate was obtained. The most dominant component of Chilean dental curriculum was the clinical subjects (33%), followed by the basic and biological sciences (16%) and then medical and dental sciences (13%). In relation to the admission of students, the majority attended private schools (72%); most were females (62%); aged 19 years or less (74%); had an urban origin (99%); and came from subsidised private secondary schools (48%). Significant differences were found between students admitted to traditional and private dental schools. Conclusions: Clinical sciences are the most dominant subjects in the Chilean dental curriculum. Overall, traditional and private institutions had a broadly similar composition in their curriculum with the exception of the public health component. Students from disadvantaged backgrounds were the minority in dental schools across Chile.

Diseño de un Modelo de Gestión de Riesgos basado en ISO 31.000:2012 para los Procesos de Docencia de Pregrado en una Universidad Chilena

Article

Full-text available

Aug 2018

This study proposes a risk management model, based on the ISO 31000 standard for undergraduate teaching. Comprehensive risk management is an essential strategic component that allows the establishment of control points to avoid non-fulfillment of the organization's objectives. The proposed model allows supporting accreditation processes through parameters oriented to improve the efficiency of teaching processes. For this, the model generates matrixes and define Key Risk Indicators (KRI). The application of the model is done at Universidad Católica del Norte in Chile (UCN), which has branches in Antofagasta and Coquimbo which offer 35 university careers. The results obtained allowed the definition of inherent and residual risks in the teaching processes and the establishment of controls on the critical processes.

The Career Self Evaluation in Improving the Quality of Higher Education

Article

Feb 2018

Marioneya Izaguirre Bordelois

The institutional self-evaluation is described as forming the basis of a pyramid, which has accreditation as the cornerstone, passing through external evaluation, it can be applied to higher education centers, careers, and programs. In this work the self-assessment of careers is analyzed, an instrument to identify strengths and weaknesses, its different stages and processes, taking as reference what has been described in the scientific literature. Regarding the accreditation process in some Latin American countries as well as the peculiarities of the self-assessment process of a health career at a university in Ecuador.

Privatización de la educación superior en Chile: consecuencias y lecciones aprendidas

Article

Full-text available

Dec 2017

Oscar Espinoza

El artículo discute los efectos que ha generado el proceso de privatización del sistema terciario chileno impulsado por la dictadura de Pinochet a contar del año 1981. A partir de fuentes primarias y secundarias se evalúa lo acontecido en materia de crecimiento de la plataforma institucional pública y privada, de la matrícula de pregrado, de la oferta de carreras y de la oferta de profesionales. Junto con ello se analiza lo acontecido con el régimen de financiamiento. La evidencia permite concluir que la privatización ha tenido un efecto nocivo para la sociedad y los actores involucrados, dado que el crecimiento explosivo que experimentó el sistema terciario, y que se manifiesta en una creciente apertura de carreras, matrícula y tasa de titulados, ha generado una oferta privada totalmente desregulada que no se condice con las necesidades del país.

Privatización de la Educación Superior en Chile: Consecuencias y Lecciones Aprendidas

Article

Full-text available

Dec 2017

Oscar Espinoza

The Role of Higher Education in National Quality Infrastructure Policy-Making

Article

Full-text available

May 2017

The aim of the paper is to raise awareness of the importance of the policy makers’ knowledge and expertise about quality infrastructure (QI) for the successful policy-making. This article, which addresses the role of higher education in Serbian quality infrastructure policy-making, is an analysis of QI related contents of higher education institution curriculum. The target institutions are public faculties from whose official websites the data were collected. Depending on the keywords, the analysis was performed in order to classify the faculties into three categories. After reviewing the 307 subject titles and descriptions of undergraduate courses, the results show that the concepts of QI are widely recognized as an important and popular topic. The analysis of the QI adoption and diffusion indicates that although some of the faculties might be ‘leaders’ in a particular dimension, they still do not necessarily fall into the ‘leader’ category. JEL Classification:I21, I23, H54, L15

Impact of international accreditation in the recognition of academic degrees in the domestic and foreign labor market. Case study: Civil engineering program (Impacto que tiene la acreditación internacional en el reconocimiento de grados académicos en el mercado laboral nacional y extranjero. Caso de Estudio: Programa de Ingeniero Civil)

Article

Full-text available

Jul 2015

Resumen: En la educación global, no es suficiente el tener una calificación profesional para asegurar el éxito económico y profesional. La formación académica de los profesionales debe ser adecuada para enfrentar los retos y resolver los problemas de un mundo globalizado y dinámico. Los ingenieros civiles se enfrentan a muchas complicaciones en la búsqueda de una carrera profesional en el plano internacional. Hay muchas diferencias dentro de la profesión a nivel mundial, tales como: recursos, mano de obra, clima, idioma, cultura, filosofías, reglamentos, etc., que elevan las barreras de entrada para ejercer plenamente como ingeniero civil. Las acreditaciones internacionales desempeñan un papel importante como la primera evidencia de la capacidad técnica del ingeniero civil. Estos aseguran la calidad de los planes de estudios de enseñanza superior y agregan valor al capital humano en un contexto internacional. A pesar de que muchas universidades mexicanas tienen programas académicos que cuentan con acreditaciones internacionales, los graduados de ingeniería civil no pueden trabajar fácilmente a través de las fronteras. En este trabajo se describe el impacto que la acreditación internacional tiene para los ingenieros civiles en la búsqueda de una carrera internacional. Abstract: In a globalized era it is not enough to have a professional qualification to ensure economic and professional success. The academic background of professionals must be adequate to face challenges and solve problems of a globalized and dynamic world. Civil engineers face many complications when seeking an international career. There are many differences within the profession globally such as: resources, workforce, climate, language, culture, philosophies, regulations, etc. which raise the entry barriers to fully practice as a civil engineer. The International accreditations play a major role as the first evidence of the civil engineer technical proficiency. These assure the quality of the higher education curricula and add value to the human capital on an international context. Despite the fact that many Mexican Universities have academic programs which have international accreditations, civil engineer graduates cannot easily work across borders. This paper describes the impact that international accreditation has for civil engineers when seeking an international career.

THE ROLE OF HIGHER EDUCATION IN BUILDING AND IMPROVING NATIONAL QUALITY INFRASTRUCTURE – THE CASE OF SERBIA

Conference Paper

Jun 2016

The paper investigates presence of quality infrastructure elements within higher education curriculum. The target institutions are public universities in Serbia as an important part of quality infrastructure institutions. The data were collected from the official web sites of faculties in Serbia, using syllabuses of optional and compulsory subjects. The analysis is performed to classify the faculties into three categories depending on usage term related to quality infrastructure. The results show that nowadays quality and standards are widely recognized as interesting and popular topic of study but usually offered through optional subject within certain departments of faculties. Results of our study showed that only four faculties within University of Belgrade offer more than five QI subjects, and only one is from University of Novi Sad (Category I). Four faculties from Universtiy of Belgrade belong to Category II and only one from University of Kragujevac. Finally, four facultis of University of Belgrade are categorized within Category III.

Unveiling the Interests of Stakeholders in Institutional Accreditation

Article

Dec 2023

Higher education institutions engage in both programmatic and institutional accreditation in order to improve the quality of their instruction, but there are many other drivers including enhancing their reputation and complying with government requirements or requests. In 2022, the government of Qatar established the National Committee for Qualifications and Academic Accreditation. As part of its mandate, the committee developed a set of accreditation standards that included one dedicated to meeting the expectations of stakeholders and making an impact. We argue that having this distinct standard helps institutions orient themselves to what they need to do to fulfil their missions while focusing on serving their stakeholders. The approach to institutional accreditation presented in this paper incorporates the cause-and-effect concept that is structured into the Balanced Scorecard (BSC) model. Although we do not attempt to empirically investigate this approach in this paper, we believe it contributes to the literature related to modelling stakeholders’ needs and expectations in order to enhance the value of accreditation. In addition, this paper presents some of the relationships that exist between an institution and its stakeholders, as well as some suggestions for how institutions may consider becoming compliant with this new standard.

Öğretim Elemanlarının Üniversitelerin Uyguladıkları Akreditasyon Faaliyetlerine Yönelik Algılamaları: Niğde Ömer Halisdemir Üniversitesi ÖrneğiPerceptions of Faculty Members Regarding Accreditation Practices of Universities: The Case of Niğde Ömer Halisdemir University

Article

Full-text available

Oct 2023

Araştırma, İç Anadolu Bölgesi’nde yer alan Niğde Ömer Halisdemir Üniversitesi’nin akademik birimlerinde görev yapmakta olan öğretim elemanlarının üniversitelerin uyguladıkları akreditasyon faaliyetleri konusundaki düşünce, tutum ve algılamalarını tespit etmek amacıyla gerçekleştirilmiştir. Konuya ilişkin literatürden elde edilen bilgilerin yanı sıra, Semerci (2017) tarafından geliştirilen Akreditasyon Algısı (AA) Ölçeği kullanılarak oluşturulan anket formu, 01-31 Mayıs 2022 tarihleri arasında araştırmanın örneklemi olan Niğde Ömer Halisdemir Üniversitesi’nde eğitim-öğretim faaliyetlerini yürüten toplam 381 öğretim elemanıyla gerçekleştirilmiştir. Araştırmada var olan durumun ortaya konulmasının amaçlanması sebebiyle tarama modeli kullanılmıştır. Araştırmada, kolay ulaşılabilir örneklem yöntemiyle Üniversiteye bağlı 14 fakülte, 1 Yüksekokulu ile 6 Meslek Yüksekokulu’nda görev yapan toplam 381 öğretim elemanının internet adreslerine gönderilen link uzantılı on-line olarak ulaştırılan anketlerden elde edilen veriler SPSS 25.0 paket programında analiz edilmiştir. Araştırmada hipotez ya da model kurulmamış olup, verilerin analizinde bazı tanımlayıcı istatistiklerden, tanımlayıcı özelliklere göre bakış açısı, beklenti, düşünce düzeyleri ile algıları incelenmesinde ise t testi ile tek yönlü Anova testinden yararlanılmıştır. Araştırma sonucunda, katılımcıların eğitim durumuna, yaş durumuna ve gelire göre ölçek ve alt boyutları arasında anlamlı bir farklılık çıkmamış, akademisyenlerin Akreditasyon Algısı (AA) Ölçeğinde sadece mesleki statü durumuna göre ölçek alt faktörü arasında anlamlı bir farklılık çıkmıştır. Farkın kaynağını tespit etmek amacıyla yapılan LSD testinde; mesleki statü durumuna göre profesörlerin araştırma görevlileri, öğretim görevlileri, doktor öğretim üyeleri ve doçentlerle aralarında kendi lehlerine anlamlı bir farklılık olduğu sonucuna ulaşılmıştır.

Brand equity de las Instituciones de Educación Superior Privadas y Acreditadas en alta calidad

Article

Full-text available

Jan 2023

Propósito: Explorar el Brand equity de las Instituciones de Educación Superior Privadas con acreditación institucional de alta calidad, con el fin de suministrar información de los componentes claves de gestión universitaria desde una perspectiva de mercadeo. Diseño/Metodología: Se usó un método cuantitativo de carácter transversal, a través de una encuesta aplicada a 402 estudiantes de 11 diferentes IES. El diseño es descriptivo y correlacional con análisis factorial de datos.Resultados: La solución factorial sugiere que el Brand equity de IES está compuesto por las dimensiones de imagen de marca y la calidad percibida.Implicaciones prácticas: Contribuye a la comprensión multifacética del Brand equity en el sector educativo, discutiendo cómo mantener el posicionamiento o conciencia de marca y, además, identificar las oportunidades de mejora en la comunicación y visibilidad de marca universitaria.Originalidad/Valor: Esta investigación comprueba dimensiones latentes del Brand equity aplicado a IES de Colombia, contribuyendo al cuerpo de conocimiento en las estrategias de construcción de marca de las universidades en un contexto de mercadeo.

Análisis bibliométrico sobre la calidad de la educación superior en Chile

Article

Full-text available

May 2023

El estudio planteó por objetivo analizar la producción científica sobre la calidad de educación superior en Chile. Se llevó a cabo un examen bibliométrico descriptivo longitudinal de los artículos publicados en la base de datos Scopus (periodo 2011-2021), cuyas temáticas fueron catalogadas con el esquema de clasificación de Callon et al. (1999). Se encontraron 59 artículos, publicados mayormente en revistas latinoamericanas, escritos de forma colaborativa y por investigadores afiliados a una institución particular. También se hallaron cinco clústeres temáticos importantes (dos básicos, dos motores y uno emergente). Se concluye que la calidad de la educación superior es una temática relevante de investigación en Chile, de productividad creciente pero altamente concentrada, cuyo estudio se aborda, principalmente, desde la perspectiva de la acreditación institucional y el aseguramiento de la calidad.

Evaluating the Teaching Skills of Mathematics Faculty Members at Private Universities in The Kurdistan Region of Iraq According to Quality Specifications.

Article

Full-text available

Mar 2021

Nedhal Taher

UPGRADING THE BRAND OF THE PAULINIAN EDUCATION AT ST. PAUL UNIVERSITY SURIGAO THROUGH QUALITY ASSURANCE AND MANAGEMENT

Preprint

Full-text available

Mar 2022

Nikko Ederio

This Preprint is an academic study about how St. Paul University transformed as an institution towards the betterment in terms of Quality Educational Services delivery after submitting itself to multiple Academic Program Accreditations.

Exploring Conflict of Interest in University Accreditation in Chile

Article

Jan 2021

The university accreditation system in Chile appears to be influenced by tensions between interest groups from well-established institutions and newer (private) institutions. These institutions depend to a certain extent on accreditation decisions to obtain indirect public funding. However, the system relies on faculty nominated by conglomerates formed by these same institutions to decide on accreditation. This arrangement creates a potential conflict of interest that can jeopardize the accreditation’s legitimacy. We explore this potential bias through an empirical study examining voting behaviour by commissioners of the Chilean National Commission of Accreditation from March 2013 to October 2016. We assess whether commissioners appeared as favouring institutions within their appointing conglomerates. To our knowledge, this is the first study in the region designed to examine the presence of bias in higher education accreditation. Findings indicate commissioners, on average, tended to favour institutions in their appointing conglomerates. We discuss the findings in the broader context of a forthcoming reform of the accreditation system.

Una mirada de las estrategias de enseñanza del inglés como lengua extranjera desplegadas por profesores practicantes chilenos

Article

Full-text available

Nov 2020

El estudio tuvo como objetivo explorar y describir las prácticas de enseñanza de los futuros profesores de inglés como lengua extranjera respecto de las habilidades de gestión del aula, implementación de planificaciones de clases, estrategias de enseñanza y provisión de retroalimentación. Se observaron 160 clases en diferentes regiones del país. El estudio siguió un diseño cuantitativo no experimental. Para obtener información demográfica y detectarlas prácticas en el aula se diseñó un instrumento compuesto de dos partes con una escala de observación Likert. Después de la recopilación de datos, se calcularon estadísticos descriptivos, one-way ANOVA y pruebas post hoc de Tukey HSD. Los resultados indican que, aunque los puntajes tienden a ser relativamente similares y estables en todo el país, existen algunas diferencias estadísticamente significativas teniendo en cuenta la relación entre el género yla gestión del aula, la dependencia escolar, el desempeño de los practicantes y la entrega de retroalimentación. Los autores reconocen la necesidad de estudios adicionales que puedan explicar una correlación entre estos resultados y las elecciones de los practicantes a través de un enfoque cualitativo.

¿Qué pasa con la formación de nutricionistas en Chile?

Article

Full-text available

Aug 2020
Rev Chil Nutr

The purpose of this article is to analyze the evolution of Nutrition and Dietetics degree programs and majors in Chile. This research demonstrated a sustained increase in the number of training programs, particularly during the last twenty years, due to the process of commodification of higher education. Quality assurance has been implemented by voluntary accreditation, which has shown results consistent with the national context. The growing importance given to food and nutrition in the national public health scenario requires changes in Nutrition and Dietetics academic programs. To this end, different recommendations are made in order to achieve improved relevance standards and continuous quality improvement.

Libro Workshop VII

Book

Full-text available

Jun 2017

Este libro se presenta como el esfuerzo de las autoridades y docentes que se desarrollan en investigación para conseguir un cambio dentro de la educación en institutos superiores. Los temas que se abordan responden a la necesidad áulica que han sido detectado por los miembros del Instituto Técnico Superior Vicente Rocafuerte, esto lo refleja el artículo que expone los indicadores para detectar la necesidad del idioma inglés en estudiantes que cursan carreras de turismo, dejando ver un déficit que existe a nivel nacional. Los temas de seguridad informática son abordados desde 2 estudios estructurados para explicar la importancia de ser investigados, mostrando las tendencias y lo vulnerables que puede ser espacios como la nube, estos temas informáticos son representados desde el punto de vista pedagógico cuando son evidentes los resultados de la investigación en plataformas virtuales en procesos de titulación. El texto en general es una recopilación variada de las investigaciones y se convierte en un material de apoyo para los estudiantes, también se presenta como resultado del workshop el cual fue el detonante para la presentación de artículo.

2 ESTADO DEL ARTE

Thesis

Full-text available

Mar 2019

Luz González

En este capítulo se realizó una revisión de los fundamentos, métodos y técnicas que relacionan los enfoques de investigación y aplicación en las áreas de Aprendizaje Máquina y de Reconocimiento de Patrones con los procesos de toma de decisiones en ámbitos de diversa índole, considerando niveles variados de complejidad y con requerimientos específicos en función de las variables involucradas en la resolución de problemas de decisión con incertidumbre. Adicionalmente, se incluyó una revisión de los conceptos y enfoques utilizados por los autores para el estudio del desempeño en las pruebas estandarizadas Saber 11 y Saber Pro y de la calidad de la Educación Superior en Colombia y en otros países con el propósito de identificar vacíos metodológicos y conceptuales presentes en estudios previos.

Aplicación de políticas de aseguramiento de la calidad en programas doctorales

Article

Full-text available

Jan 2019

Resumen Se analizan los resultados de las políticas y procedimientos el aseguramiento de la calidad de programas doctorales, según la acreditación de programas y de becas nacionales e internacionales en Chile. Hay una fuerte expansión de doctorantes nacionales y en el extranjero. Se verifican diferencias institucionales, disciplinares y territoriales en los doctorados nacionales acreditados; la principal limitante para la acreditación es la disponibilidad de académicos con niveles y experiencia en investigación. Diferencias semejantes existen en la asignación de becas nacionales. La inserción laboral de los doctores es limitada. Los resultados son difícilmente interpretables por carencias de planificación.

Application of quality assurance policies in doctoral programs

Article

Jan 2018

The results of policies and procedures for quality assurance of doctoral programs in Chile are analyzed, taking into account the program´s accreditation and the provision of national and international scholarships. There is a strong increase in the number students. Institutional, disciplinary and territorial differences are seen in national doctoral programs accredited; the main limitation for accreditation is the availability of scholars with skills and experience in research. Similar differences exist in the allocation of national scholarships. Entry into the labor force by the doctorates is limited. The results are difficult to interpret due to lack of science planning.

Using ICT to Improve the Egyptian Higher Education Business Processes: A Case Study

Article

Full-text available

Jan 2015

Applying business process modelling on higher education (HE) system enhances the understanding of the flow of work and the flow of information within and between its processes. In this research, Riva method is used to extract the essential processes of the higher education system and the relationships between them. The Arab Academy for Science and Technology and Maritime Transport (AASTMT) has been chosen as a major learning institution in Egypt. The structure of the learning process in the College of Management and Technology is analysed and modelled. This method simplifies understanding the nature of the learning system and disclosing unseen processes and activities that are performed in order to assess/examine the extent to which Information and Communication Technology (ICT) could be applied in this field. The essential business identified in the architectural model opens the door to compare the AASTMT system with other educational systems. The use of ICT in order to improve the HE business processes can also be generalisable.

Balanç dels canvis en la garantia de la qualitat en l’educació superior a Portugal entre 2007 i 2015

Article

Full-text available

Nov 2017

Aquest article documenta l’evolució que ha tingut lloc a Portugal després de l’adopció del nou marc de garantia de la qualitat en l’educació superior en 2007. Els resultats més evidents de les operacions de la nova agència d’avaluació i acreditació de l’educació superior s’han observat principalment en l’àmbit de l’oferta d’ensenyaments. Les activitats d’acreditació han donat lloc, entre 2009 i 2015, a una reducció del 40 % de l’oferta inicial d’ensenyaments (Sin et al., 2016). Aquesta reducció s’ha sentit principalment en les institucions privades, la qual cosa demostra que la qualitat dels ensenyaments era un problema que afectava principalment el sector privat. Una altra conseqüència ha sigut un enfocament més formal i més sistemàtic entre les institucions pel que fa a la qualitat a través de la implementació de sistemes interns de garantia de la qualitat. Aquests sistemes han estat impulsats per una lògica de prestació de comptes i no per una reflexió interna genuïna que involucrés totes les parts interessades i que podria conduir a la millora. Per aquesta raó, els acadèmics semblen percebre que el principal efecte de la garantia interna de qualitat en l’ensenyament i l’aprenentatge és negatiu, la qual cosa es deu principalment a l’augment de la burocràcia, mentre que els efectes positius són encara bastant modests.

NEOLIBERALISMO Y EDUCACIÓN SUPERIOR EN CHILE: UNA MIRADA CRÍTICA AL ROL DESEMPEÑADO POR EL BANCO MUNDIAL Y LOS “CHICAGO BOYS”

Article

Full-text available

Aug 2017

Oscar Espinoza

El artículo analiza los principales lineamientos que dieron vida a las políticas educacionales del sector terciario, amparadas en el modelo económico neoliberal promovido bajo la dictadura de Pinochet desde comienzos de la década de 1980. Se examina, además, la influencia ejercida por las agencias de financiamiento internacional (especialmente, el Banco Mundial) y los “Chicago Boys” en la implementación de dichas políticas en Chile. El estudio identifica las principales limitaciones de la teoría del capital humano y del análisis de las tasas de retorno utilizadas por el Banco Mundial. A modo de conclusión se plantea que las políticas neoliberales han tenido un impacto negativo en el desarrollo y proyección del sector universitario estatal dado que se ha restringido significativamente el gasto fiscal y se ha privilegiado el crecimiento del sector privado por la vía de los subsidios estatales. El modelo tradicional de universidad comprometido con el desarrollo social es reemplazado por el de una universidad con fines comerciales orientado a satisfacer demandas individuales.

THE SERBIAN QUALITY INFRASTRUCTURE AS VIEWED BY THE QUALITY MANAGERS

Article

Full-text available

Sep 2017

Globalization of the modern society as well as the increased consumer awareness have lead to the situation where every country in the world has growing needs for a reliable Quality Infrastructure (QI). In this context, the paper highlights the importance of the development of Quality Infrastructure in Serbia in terms of institutional connectivity and legal regulation within the country. Operationally, the paper aims at examining the quality managers’ opinions about current situation of QI in Serbia, with the special emphasis on the National Quality Infrastructure (NQI) issues. Additionally, the article presents all governmental and other relevant organizations that may contribute to the development of QI model in Serbia as well as in the whole region, in economical, business and governmental surroundings. The results indicate that although NQI institutions are well established and regulated by the legislation of Republic of Serbia, there is still a room for improvement.

TENDENCIAS DE SEGURIDAD Y VULNERABILIDADES EN SISTEMAS BASADOS EN LA NUBE - WORKSHOP VII

Article

Full-text available

Aug 2017

The constant growth of technology has reached the point where Many services that were used before Physical infrastructure of the company or organization, can now Physically staying anywhere in the world and accessed Making use of the internet, this is known as "Cloud Services. " This means that securities are increased and Must take measures to prevent attacks on the service. Will be analyzed Statistical data on the latest developments And will review several recommendations for the prevention of Themselves. https://www.grupocompas.org/biblioteca https://docs.wixstatic.com/ugd/6ae0cd_94771d9ab4cf4c94b53740ef7aa8dd23.pdf

Perception of faculty members on factors affecting quality education and employability skills in technical education sector: An empirical analysis

Article

Jan 2017

Technical education in India is at the cusp of transformation after its rapid growth in last two decades. Along with the general requirements of improving quality of technical education, three additional but supplementary aspects focused upon are skill development, knowledge creation and improving employability. Lot of reported research is available on improving quality but very less research is carried out on aspects like skill development, knowledge creation and employability and more important taking all four dimension of technical education together is rather rare. In this paper, faculty responses from degree-level engineering institutions in India have been sought and analysed to find out the opinion of the faculty members on aspects like quality of education and employability of graduates. The analysis of responses reveals that skill development and knowledge creation are the two important outputs of quality education which lead to the employability of the students.

Perception of faculty members on factors affecting quality education and employability skills in technical education sector: an empirical analysis

Article

Jan 2017

Attributes of quality teaching in higher education: A systematic review

Article

Full-text available

Jan 2016

The aim of this systematic review is to analyse the attributes that constitute high quality teaching in higher education by extracting data on the characteristics of 'excellent' teachers. A literature search was conducted through the triangulation of multiple sources, identifying 25 articles. Through a thematic analysis, two authors independently reviewed and coded the attributes of quality teaching classifying them into three categories: Generic competencies (personal, attitudinal, and communicational characteristics); pedagogical competencies (teaching and learning strategies, and planning and management); and disciplinary competencies. Further implications of each attribute with their specific indicators are described. The characteristics identified, in general, are feasible to be trained, modified, and learned. Students and faculty emphasised the critical need for university teachers to be professionally prepared to teach and for them to consider the relevance of generic, pedagogical, and disciplinary variables as determinants of a good teacher-student interaction and for the facilitation of learning.

The Reawakening of the Student Movement in Chile: A Discussion of the Incorporation of Protest as a Manifestation of Citizenship Through the Lens of Public Opinion Data

Article

Full-text available

Mar 2017

Meghan Greene

Atributos de una docencia de calidad en la educación superior: una revisión sistemática

Article

Full-text available

Jan 2016

The aim of this systematic review is to analyse the attributes that constitute high quality teaching in higher education by extracting data on the characteristics of 'excellent' teachers. A literature search was conducted through the triangulation of multiple sources, identifying 25 articles. Through a thematic analysis, two authors independently reviewed and coded the attributes of quality teaching classifying them into three categories: generic competencies (personal, attitudinal, and communicational characteristics); pedagogical competencies (teaching and learning strategies, and planning and management); and disciplinary competencies. Further implications of each attribute with their specific indicators are described. The characteristics identified, in general, are feasible to be trained, modified, and learned. Students and faculty emphasised the critical need for university teachers to be professionally prepared to teach and for them to consider the relevance of generic, pedagogical, and disciplinary variables as determinants of a good teacher-student interaction and for the facilitation of learning.

Las Tareas Incumplidas del Gobierno de Piñera y los Desafíos que deberá Enfrentar la Administración de Bachelet

Chapter

Full-text available

Apr 2014

El movimiento estudiantil chileno: contexto y demandas

Article

Full-text available

Jan 2015

El año 2011 se desarrolló un movimiento estudiantil que paralizó las actividades académicas mientras no se resolvieran algunos temas pendientes relativos a la educación chilena, a saber: el financiamiento, el lucro, la calidad de la oferta, la equidad en el acceso y el rol del estado. El artículo analiza estos cinco temas centrales, considerando especialmente el ámbito de la educación superior o terciaria, que es donde se concentraron las demandas; para presentar los alcances de las propuestas levantadas por el movimiento estudiantil, aportando para ello datos y cifras que describen con precisión la realidad universitaria chilena y la necesidad de revisar algunos aspectos de su funcionamiento.

Impacto de la acreditación en instituciones y actores: El caso de Chile 2009-12

Article

Full-text available

Jan 2009

Educación superior y mecanismos de aseguramiento de la calidad – Informe nacional, Chile.

Technical Report

Full-text available

Jan 2009

Acreditación y fomento de la calidad. La experiencia chilena de las últimas décadas 2007-04

Article

Full-text available

Jan 2007

El rol del estado frente a las universidades públicas y privadas 2010-09

Article

Full-text available

Jan 2010

Los sistemas de aseguramiento de la calidad en la educación superior en América Latina

Article

Full-text available

Oscar Espinoza

Resumen A partir del análisis documental, el presente artículo se ha planteado por objetivo caracterizar los principales rasgos de los sistemas de aseguramiento de la calidad en la educación superior implementados en las últimas dos décadas en América Latina, junto con delimitar los logros obtenidos a la fecha y los desafíos que están enfrentado dichos sistemas. Concluye con algunas lecciones de interés que podrían ser replicadas en el futuro inmediato. Palabras clave: aseguramiento, calidad, sistemas de aseguramiento Quality assurance systems of the university level in Latin American Abstract Based on documental analysis, the purpose of this article is to characterize the main traits of quality assurance systems of the university level implemented over the last two decades in Latin America. It is also intended to demarcate the achievements so far and the challenges these systems are currently facing. It concludes with some interesting lessons that could be reproduced in the near future.

The Quality of Higher Education and Employability of Graduates

Article

Full-text available

Nov 2010
Qual High Educ

In this paper, employability is regarded as an aspect of quality of higher education, or more precisely, the benefit and usefulness of the study programme for career and work tasks. The analyses are based on a comparative survey among graduates in 13 countries, five to six years after graduation. The information about employability, or the usefulness of the study programme related to work is based on the graduates’ own perceptions. The extent to which employability is related to characteristics of the study programme is investigated, in addition to country differences and to what extent the differences are affected by the graduates’ labour market experiences. The analyses show that study programme characteristics have great impact on the value of the programme in the world of work. These characteristics also have an impact on the initial country differences with regard to employability. The quality indicators have minor influence on the chance of obtaining a job but significant effect on doing the job.

The Quality of Transnational Education: A provider view

Article

Full-text available

Nov 2006
Qual High Educ

David Woodhouse

While scholars have been peripatetic since the creation of the very first universities, a phenomenon of more recent years is the mobility of education, where it is the educational provision rather than the scholar that crosses national borders. This is termed 'transnational' or cross-border' education. Attendant on this new phenomenon is the need to ensure the quality of this education. At present, some countries are more commonly the source of transnational education, whereas others are more commonly recipients. This paper presents the quality assurance procedures for transnational education that are used by one nation (Australia) that is mainly a provider, and concludes with an outline of the extent to which the Australian Universities Quality Agency complies with the UNESCO/OECD Guidelines on Cross-Border Education.

Markets in Higher Education: Can We Still Learn from Economics' Founding Fathers?

Article

Full-text available

Jan 2006

Pedro Teixeira

Markets or market-like mechanisms are playing an increasing role in higher education, with visible consequences both for the regulation of higher education systems as a whole, as well as for the governance mechanisms of individual institutions. This article traces the history of economistsâ€™ views on the role of education, from Adam Smith, John Stuart Mill, Alfred Marshall, and Milton Friedman, to present-day debates about the relevance of market economies to higher education policy. Recent developments in higher education policy reflect both the rising strength of market mechanisms in higher education worldwide, and a certain ambivalence about these developments. The author argues that despite the peculiarities of the higher education sector, economic theory can be a very useful tool for the analysis of the current state of higher education systems and recent trends in higher education policy.

'The' Market for Higher Education: Does it Really Exist?

Article

Full-text available

Jan 2009

Higher education, like any other commodity or service, has been viewed in a variety of economic frameworks. Little of this work, however, appears to have made any effort to define carefully the boundaries of the relevant market for higher education, which is the subject of this particular inquiry. Market definition is an essential preliminary step before any academic or policy investigation can properly be made into the forces that determine the behavior of the buyers and sellers of higher education, those who provide inputs into the education process, or those who fund or otherwise subsidize it. The authors spell out the key economic dimensions of a market, and illustrate their relevance for research that seeks to analyze the players and policies in the many distinct domestic and international markets that exist for the inputs and outputs of the higher education sector.

Quality assurance in higher education: recent progress, challenges ahead

Article

Full-text available

Jan 1998

Incl. bibliographical references

Acreditación de la educación superior en Estados Unidos: el juicio de los tribunales

Article

Full-text available

Jul 2007

Gonzalo Zapata

Accreditation of higher education in the United States dates a long way back, in comparison to the rest of the world. Since the approval of the G.I. Bill in 1952, accreditation has played a major role in regulating higher education. It has had a direct impact on the possibilities of obtaining public funding for educational institutions. The purpose, scope, methodology and result of accreditation processes have not always been understood and have given rise to conflicts that have ended up in court. This study reviews United States jurisprudence in a series of cases ¿mainly brought before federal courts¿ between accreditation agencies and higher education institutions. The paper aims to examine the principles to be drawn from the experience of United States courts which, under their laws and regulations, contribute to a fair relationship among agencies and educational institutions in matters involving accreditation. La acreditación de la educación superior en Estados Unidos tiene larga data, en comparación con el resto del mundo. Desde la aprobación de la G.I. Hill, en 1952, ha jugado un papel central en la regulación de esta modalidad educacional, impactando directamente en las posibilidades de financiamiento público de las instituciones. Los propósitos, alcances, metodologías y resultados de los procesos de acreditación no siempre han sido comprendidos, generándose conflictos que han sido llevados a la corte. Este estudio revisa la jurisprudencia americana en una serie de casos ¿fundamentalmente revisados por tribunales federales¿ entre agencias de acreditación e instituciones de educación superior. El objetivo es examinar los principios que pueden derivarse de la experiencia de los tribunales norteamericanos, los que, bajo esa ley y regulaciones, contribuyen a una relación justa entre las agencias y las instituciones en acreditación.

La acreditación de la Educación Superior presencial y a distancia en Estados Unidos y México

Article

Full-text available

Jan 2003

Víctor Korniejczuk

Conferencia Mundial sobre la Educación Superior - 2009: La nueva dinámica de la educación superior y la investigación para el cambio social y el desarrollo

Article

Oct 2009

José Belarmino dos Santos Sobrinho

Are Poor Countries Losing the Information Revolution?

Article

Jan 2002

Coherent Systems for External Quality Assurance

Article

Jan 1995
Qual High Educ

This paper addresses the question of whether or not it is desirable, feasible, or (in the longer term) stable, to combine the functions of quality improvement and accountability in national arrangements for quality assurance in higher education. The paper reviews some of the disadvantages of having multiple agencies, and also notes the tendency for accountability agencies to add an advisory function as well. The paper notes that the functions usually required of an external quality system include accountability, improvement and certification, and discusses how and by whom these functions could be carried out, with appropriate checks and balances, in a stable situation. The paper considers purposes, systems, motivation and conditions for accountability and improvement in higher education, in the context of a rapidly developing situation, in which the functions and forms of external quality agencies may be expected to change rapidly.

Trance, Transparency and Transformation: The impact of external quality monitoring on higher education

Article

Aug 2003

Bjrn Stensaker

This paper discusses the impact of external quality monitoring (EQM) on higher education, and identifies areas in higher education where changes have taken place as a result of such external initiatives. Of special interest is the question whether quality improvement actually is the result of the many EQM systems implemented. By interpreting available data an ambiguous answer is provided, highlighting some of the typical side-effects of current EQM systems at the institutional level. The paper argues that lack of effects directly related to quality improvement should not be conceived as an EQM design error alone but as a misconception of how organisational change actually takes place. In the conclusion, it is claimed that a more dynamic view on how organisations change, highlighting the responsibility of the institutional leadership as 'translators of meaning', may contribute to a more useful process.

Guidelines for Quality Provision in Cross-Border Higher Education

Article

Jan 2005

UNESCO

From Quality Assurance to Quality Enhancement in the European Higher Education Area

Article

Dec 2008

Irakli Gvaramadze

Incl. bibl. This article focuses on recent trends in quality assurance initiatives, analyses how the European Higher Education Area promotes quality enhancement mechanisms and their implications for quality cultures in universities. It presents and discusses two approaches towards quality enhancement both at the institutional and programme level: 1. Quality Enhancement at programme level: the Tuning approach and 2. Scottish Enhancement-led Institutional Review. It also argues that current approaches towards quality culture are reorienting the focus from quality assurance towards contextual quality enhancement and that quality enhancement becomes the primary responsibility of universities and university stakeholders. [Ingenta]

Quality assessment and institutional change: Experiences from 14 countries

Article

Oct 2000

The paper draws on an international study of the effects of national and institutional quality management systems on higher education institutions in 14 countries. The study was undertaken by the authors on behalf of the programme for Institutional Management in Higher Education (IMHE) of the Organisation for Economic Co-operation and Development (OECD). Over the last decade, almost all European countries have established national systems for the assessment of quality in higher education. Similar developments can be found in many other parts of the world. In most countries, these developments have been largely sponsored by the state even if the national quality agencies so formed generally have a significant degree of operational autonomy and mainly use a form of peer review as their primary assessment method. Drawing on the IMHE study, the paper presents a conceptual model of the relationships between quality management and institutional change in higher education which takes into account variations in the national and institutional contexts in which quality management and assessment takes place as well as differences in the methods used. The impact of quality assessment is considered in terms of rewards/incentives, policies/structures and cultures of institutions. The paper argues that central to the establishment of quality management and assessment systems, whether national or institutional are questions of power and values. One of the central questions which the paper explores is the extent to which quality management represents a challenge to the intrinsic value systems of the academic profession and is a mechanism through which extrinsic values of society and economy are given greater weight in academic institutional life. Changes in the balance of power within academic life between system, institutional, basic unit and individual levels are explored as part of more general processes of institutional change.

Accreditation and the Global Higher Education Market, International Institute for Educational Planning

Jan 2008
92-111

E El-Khawas

El-Khawas, E. (2008), "Co-ordination, consistency and quality: evolving US practices in accreditation", in Hernes, G. and Martin, M. (Eds), Accreditation and the Global Higher Education Market, International Institute for Educational Planning, UNESCO, pp. 92-111.

Aseguramiento de la Calidad: Impacto y Proyecciones

Nov 2007

M J Lemaitre

Lemaitre, M.J. (2007), "Aseguramiento de la Calidad: Impacto y Proyecciones", paper presented at the Consejo Centroamericano de Acreditación, San José, Costa Rica, 15 November.

Compendio Estadístico

Feb 2009
15

Ministerio De Educación

Ministerio de Educación (MINEDUC) (2009), "Compendio Estadístico", available at: www. divesup.cl/index.php?option¼com_content&view¼article&id¼92&Itemid¼60 (accessed 15 February 2011).

Listado de instituciones vigentes

Feb 2011

Ministerio De Educación

Ministerio de Educación (MINEDUC) (2011), "Listado de instituciones vigentes", available at: www.mineduc.cl/usuarios/sies/doc/201101031152140.instituciones_vigentes_enero_2011. xls (accessed 15 February 2011).

Diffusing financial practices in Latin American Higher Education

Jan 2008
Account Audit Account J
49-77

D Neu
L Silva
E Ocampo

Neu, D., Silva, L. and Ocampo, E. (2008), "Diffusing financial practices in Latin American Higher Education", Accounting, Auditing & Accountability Journal, Vol. 21 No. 1, pp. 49-77.

Higher education accreditation and assessment systems in Latin America and the Caribbean

Jan 2008
286-305

S Pires
M J Lemaitre

Pires, S. and Lemaitre, M.J. (2008), "Higher education accreditation and assessment systems in Latin America and the Caribbean", Trends in Higher Education in Latin America and the Caribbean, IESALC-UNESCO, Caracas, pp. 286-305.

Acreditación y Dirección Estratégica para la Calidad en las Universidades

Jan 2007

Centro Interuniversitario De Desarrollo Andino

Centro Interuniversitario de Desarrollo Andino (CINDA) (2007), Acreditación y Dirección Estratégica para la Calidad en las Universidades, CINDA, Santiago.

Direccionamiento estratégico universitario: Conceptos, experiencias y propuestas de la Red Telescopi

Jan 2011

J Cifuentes
P Landoni

Cifuentes, J. and Landoni, P. (Eds) (2011), Direccionamiento estratégico universitario: Conceptos, experiencias y propuestas de la Red Telescopi, Comunidad Económica Europea, Proyecto ALFA, Santiago.

Resultados de acreditación

Feb 2010

Comisión Nacional de Acreditación (CNA) (2010), "Resultados de acreditación", available at: www.cnachile.cl/oirs/resultados-de-acreditacion/ (accessed 5 February 2011).

Informe sobre la Educación Superior en Iberoamérica

Jan 2006
1

O Espinoza
L E González
J P Prieto
E Fecci
V Marianov
A Mora
O Ocaranza
E Rodríguez

Espinoza, O., González, L.E., Prieto, J.P., Fecci, E., Marianov, V., Mora, A., Ocaranza, O. and Rodríguez, E. (2006), Informe sobre la Educación Superior en Iberoamérica. El Caso de Chile, CINDA-Universia, Santiago. QAE 21,1

Rendición de Cuenta Pública de la Comisión Nacional de Acreditación