If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to conduct a quantitative analysis of the university accreditation processes in Chilean universities. The aim is to determine the effects of the different variables, especially the type of institutions (state-and privately owned, with and without state financial support) on the results obtained. Design/methodology/approach -Univariate and multivariate statistical analysis of official data. Findings -Results indicate consistency in the accreditation processes in Chilean universities, as those variables directly associated with the processes accounted for approximately 70 per cent of the variation in the length of accreditation periods (between 0 and seven years), these variables being the ones that defined the type of universities. High dispersion was found in six state-owned universities that behaved as if they were private universities and in two private universities that behaved as if they were state universities. However, a high percentage of the universities included in the analysis maintained their affiliation to their corresponding legal group, when their performance in accreditation processes was analyzed. Originality/value -The results of the university accreditation processes in Chile have been the focus of a intense debate due to the legal and economic conflicts between the different types of universities. This study constitutes the first scientific analysis of the results of these processes, especially in terms of the performance of the different types of universities, thus enabling a better interpretation of the results. This information is useful not only in the terms of the legal reforms that are being carried out in Chile, but they also help the understanding of the processes of accreditation of higher education in other Latin American countries.
Purpose The purpose of this study is to analyze 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. Design/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, despite 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 To the authors’ knowledge, 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.
El presente artículo resume los principales hallazgos de un estudio cuyo principal objetivo era determinar el nivel de desarrollo alcanzado por los egresados de pedagogía en Lenguaje y Matemáticas, los factores que lo explicarían y su vinculación con las acciones remediales implementadas por las instituciones formadoras. Los resultados indican que la variación entre ingreso y egreso es baja, aunque se aprecian avances en el comportamiento de Lenguaje y algunas dimensiones que componen las habilidades básicas. Se detecta una baja vinculación de estos resultados con las acciones remediales identificadas, tanto en las instituciones como en las personas.
Resumen: Se analizaron los resultados de los procesos de acreditación institucional en universidades chilenas (áreas obligatorias de gestión institucional y docencia de pregrado y optativas de investigación en docencia de postgrado y vinculación con el medio) para el período 1997-2015. Se compararon los tiempos promedios de acreditación (0 a 7 años) y el tiempo de acreditación de procesos sucesivos tanto para el total de las universidades como para grupos de universidades (estatales y privadas del Consejo de Rectores de universidades chilenas, CRUCH y privadas no pertenecientes al CRUCH), asimismo se verificaron las diferencias estadísticas en el tiempo promedio de acreditación entre grupos de universidades. No se evidenció aprendizaje institucional derivado de la acreditación institucional en el total de universidades chilenas, dado que no existieron diferencias estadísticamente significativas entre acreditaciones sucesivas, pero si en las universidades estatales y como consecuencia, en el total de universidades del Consejo de Rectores. El tiempo promedio de acreditación entre el primer y el último proceso sólo fue estadísticamente significativo en las universidades del Consejo de Rectores y en las universidades estatales. La mayor variabilidad se registró en las universidades privadas no adscritas al Consejo de Rectores. En las áreas optativas sólo se verificaron incrementos en el tiempo de acreditación en el área de postgrado. Se concluye que los efectos de la acreditación institucional varían entre tipos de universidades y áreas de acreditación.Palavras-chave: Acreditación institucional. Aseguramiento de la calidad. Educación superior. Existe aprendizado organizacional no credenciamento das universidades chilenas?Resumo: Analisaram-se os resultados dos processos de credenciamento institucional em universidades chilenas (áreas obrigatórias de gestão institucional e opções de ensino e pesquisa de graduação em ensino de pós-graduação e articulação com o meio) para o período 1997-2015. Foram comparados os tempos médios de credenciamento (0 a 7 anos) e o tempo de credenciamento de processos sucessivos foram comparados tanto para o total das universidades como para grupos de universidades (do Estado e particulares do Conselho de Reitores das Universidades Chilenas, CRUCH e privadas não pertencentes ao CRUCH), também foram verificadas diferenças estatísticas no tempo médio de credenciamento entre grupos de universidades. Não houve evidência de aprendizagem institucional derivada do credenciamento institucional em todas as universidades chilenas, uma vez que não houve diferenças estatisticamente significativas entre credenciamentos sucessivos, mas sim nas universidades estatais e, consequentemente, no número total de universidades do Conselho de Reitores. O tempo médio de credenciamento entre o primeiro e o último processo foi estatisticamente significativo apenas nas universidades do Conselho de Reitores e nas universidades do Estado. A maior variabilidade foi registrada em universidades privadas não vinculadas ao ...
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