Nuevas Formas De Gobernanza en La Educación Superior Latinoamericana. Los Casos De Chile, Argentina Y Méxi

Abstract

INTRODUCTION.Since the late eighties, Higher Education Systems (HES) have experienced a deep reform process, characterized by a profound redefinition of the role of the state with respect to HES, and by a significant change in the functions and objectives of Higher Education Institutions (HEI), in a context increasingly influenced by market demands. METHOD. Through a review of relevant literature comparing higher education reforms in several countries of Europe and Latin America, the author seeks to establish some levels of convergence. RESULTS. After thirty years, Latin American HES present two main trends: the growth and development of HE markets, and the emergence of new modes of governance. DISCUSSION. Some authors argue that the government has been exceeded, while others claim that its role has changed only qualitatively. The evidence shows that the government is not only still there, but continues to control the processes of transformation of higher education systems. The intention of this article is to stimulate policy debate on an issue that until now has been addressed from a technical perspective. It is necessary to consider some particular features of the region (demographic pressures, structural deficits, growth of for-profit HEIs), as well as the role of traditional and non traditional stakeholders in the HE policy arena.

La gobernanza en las universidades públicas en la zona 6 del Ecuador. Incidencia de los stakeholders en los niveles de gestión universitaria

“…El modelo de poder e interés de Gardner (Richards, 1989) no es aplicable a la gobernanza universitaria, debido a que considera muy pocas variables y no existen parámetros que cuantifique si el poder o interés es alto o bajo, mientras que los modelos de Savage (2004) y el de Mitchell et al (1997) son adecuados para la gobernanza. El primero, pese a contar con pocas variables, focaliza dos claves -la cooperación y amenaza-mientras que el segundo posee tres variables -poder, urgencia y legitimidad-que se combinan para poder determinar su nivel.…”

Cybersociety and University Sustainability: The Challenge of Holistic Restructuring in Universities in Chile, Spain, and Peru

“…This need to change the role of universities is also driven by globalisation, as supported by different studies [20,54,55], in order to respond to the current context of Cybersociety, Revolution 4.0 [56], and Cybereducation, breaking the technological and social divide, from their position of social institutional responsibility. To this end, the key factor will be, above all, holistic reorganisation and restructuring, as cyberorganisations, at the three levels-macro, meso, and micro-so as to respond to the demands of the surrounding context [34,57].…”

“…ICT are an instrument for change and improvement in universities [26,27] as demonstrated by the Global Innovation Index [28], not only as a support for communication between the different nodes of the networks [29], but also as instruments to facilitate the exchange of ideas and culture, themselves becoming part of the innovation, through cyberculture [30,31]. The importance of this lies in the need to integrate them in the new cyberculture of internal organisational communication and relationships with the networks of other external agents, as well as the networks of other universities [32][33][34] as the essential axis of the process of structural and social innovation in university organization to respond to the social and economic needs of the surrounding environment.…”