Year after year the number of students in higher education increases worldwide, and particularly in the virtual mode. In the face of this reality, a series of phenomena combine that have driven university institutions to reinvent themselves. The objective of this work is to analyze the influence of globalization and internationalization on the curriculum of university education, with particular emphasis on Latin American virtual education. The methodology used is the review of both literature specialized in the subject and official documents of the agencies involved. The results reveal that: 1) multilateral agencies have been made efforts to establish two-way academic partnership and cooperation agreements, on the one hand, to promote the mobility of students and teachers, as well as the realization of joint projects; on the other hand, to promote the processes of quality control and internationalization of the curriculum. 2) Regarding virtual education in the region, the need to ensure and demonstrate the quality of its programs has been set, with the Latin American and Caribbean Institute of Quality in Distance Higher Education (CALED) being one of the main references regarding guidelines and instruments for evaluation and advice to universities on quality assessment and accreditation processes. It is concluded that the internationalization of the curriculum in virtual university education in Latin America faces the challenge of taking the step towards comprehensive internationalization, that is, the one that comprehensively impacts the curriculum from a conceptual and cultural structure including interdisciplinary studies and multiculturalism.

La inclusión de las personas en el trabajo es un fenómeno que ha tomado auge en los últimos tiempos, se ha desarrollado en torno al tema, un marco político y normativo a escala mundial al cual las organizaciones deben dar respuestas y adaptarse. La presente investigación busca diseñar un instrumento que permita medir la cultura inclusiva en organizaciones educativas, en el marco de la ley 21.015 de inclusión laboral en Chile. En atención a lo anterior, se presenta un instrumento que le facilite a las instituciones evaluar con base en la opinión de sus colaboradores la realidad de la organización, en cuanto a sus aspectos a mejorar y las situaciones que deben permanecer. La metodología utilizada es de carácter cuantitativa y se tomó como referencia una universidad pública del estado de Chile, espacio que permitió evaluar la confiabilidad del instrumento en la aplicación a sus funcionarios y se aspira sirva de insumo para tomar decisiones argumentadas. Se concluye que el instrumento presentado es confiable y válido a partir de los análisis realizados, y si bien, fue validado para el caso específico de una universidad estatal, se considera que el mismo podría ser aplicable a cualquier institución educativa en Chile.

2020) Trabajo final de Magíster en modalidad virtual: investigación enfocada a la solución de problemas.

The purpose of this essay is to share the good practices installed in the virtual postgraduate programs of the Universidad Arturo Prat (UNAP), Chile associated with the continuous evaluation of quality processes. Our focus is on the continuous improvement of good practices through the accreditation process with the Latin American and Caribbean Institute for Quality in Distance Education (CALED) and the self-evaluation that the institution carries out to deliver quality service. The methodology used in this work is the documentary review and description of experiences under a qualitative approach. The results reveal that the UNAP has promoted the self-evaluation and international certification of its programs, in a context of normative change in Chile, which establishes new criteria and standards under the new Law of Higher Education Nº v 21.091, in wich are recognized as good practices: the institutional policies, the planning of the self-evaluation process, the updates of the technological platform, the virtual education enviroment, the virtualization adequate to the context, the active-participative academic actions, the rol of the teacher and the student, the academic training, as well as the components of the self-evaluation process, that must be constantly monitored and evaluated, in order to deliver quality services in the training of people participating in graduate programs under the virtual learning modality.

Conocer la percepción institucional de los agentes que componen una comunidad resulta relevante para mejorar los servicios educativos que se prestan, además permiten instaurar mecanismos de seguimiento, control e innovación dentro de las universidades para lograr una mejora continua. El objetivo de la presente investigación fue determinar la percepción institucional de los estudiantes de Pedagogía en Educación Física de Chile. Se aplicó la escala de percepción hacia la carrera educación física a 908 estudiantes, de los cuales 317 eran mujeres (34.9%) y 591 hombres (65.1%). El promedio de edad fue de 20.1±2.4 y 359 eran de primer año, 316 de segundo y 233 de tercer año de diferentes instituciones de educación superior de Chile. Se encontraron diferencias significativas al comparar las universidades privadas con las públicas (percepción favorable hacia las instituciones privadas) en la gestión universitaria (p=.000) y protestas estudiantiles (p=.000); por otro lado, también se puede enfatizar que los estudiantes perciben que les hace falta conocer técnicas de estudio, sobre todo los alumnos provenientes de colegios municipales (p=.049) en relación con los establecimientos particulares. Se concluye que la percepción institucional de los estudiantes de pedagogía en educación física que tiene mayor relevancia es la gestión académica. Son necesarias futuras investigaciones con otras variables y de corte longitudinal.Abstract. Knowing the institutional perception of the agents building up a community is important to improve  educational services provided, and allows for the establishment of monitoring, control, and innovation mechanisms within universities to achieve continuous improvement. The objective of this research was to determine the institutional perception of students of Pedagogy in Physical Education from Chile. A total of908 students (317  women [34.9%]; and 591 men [65.1%]) with average age of 20.1±2.4 years old, enrolled in first-year (359), second year (316), and third year (233) at different higher education institutions in Chile filled the Perception of Physical Education Degree Scale.Results: Significant differences were found comparing private and public universities (private institutions showing more favorable perceptions) in university management (p=.000) and students' protests (p=.000); on the other hand, it can also be emphasized that students perceive that they need to know study techniques, especially students from municipal schools (p=.049) in relation to private institutions.As a conclusion, the most relevant institutional perception of students of pedagogy in physical education regards academic management. Future research with other variables and longitudinal character is necessary.