The Rationale for Higher Education Investment in Ibero-America

Brunner, José Joaquín

doi:10.1787/5k40d67l7l8x-en

Cited by 5 publications

(2 citation statements)

References 33 publications

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“…For example, during a short period from 1995-2002, in Latin America and the Caribbean, the number of private institutions increased from 53.7% to 69.2% (Segrera, 2016). With reference to student numbers, Latin America is renowned as the global region with the highest percentage of enrollment in private institutions (OECD, 2015), the product of a process of commercialization that is not always concerned with the quality of the education offered (Brunner, 2013). The similarities found in the higher education scenario in Latin America cannot, however, overshadow the differences between these countries, which, for reasons of political, economic, or social order, have not adopted with the same swiftness or intensity the policies proposed by international organisms (Alcántara et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Expansion of Distance Education in higher education: Trajectories in Argentina, Brazil, Chile and Colombia

KUNZLER¹,

Jacobus

Storck

et al. 2022

RPE

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During the first two decades of the 21st century, higher education has had an accentuated expansion in South America. To be able to handle this increase in demand, international organizations have encouraged the region’s countries to turn to distance education. Therefore, it is important to understand how this mode of education has been incorporated into higher education policies in different South American countries. The aim of this article is to compare the reality of four South American countries with respect to the level of participation in distance education in higher education, namely in Argentina, Brazil, Chile and Colombia. Regarding the methodology, we analyzed official and research data about the latest evolution of distance education in higher education in the four countries studied. The analysis reveals that distance education has experienced a significant expansion in these countries since 2010, with the greatest increase occurring in Brazil. We concluded that, despite external factors in favor of distance education, internal environments in each country influence the manner and tempo with which this pressure is reflected in their respective higher education policies.

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Section: Introductionmentioning

confidence: 99%

Expansion of Distance Education in higher education: Trajectories in Argentina, Brazil, Chile and Colombia

KUNZLER¹,

Jacobus

Storck

et al. 2022

RPE

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“…Estas transformaciones se impulsaron con la coyuntura de las reformas universitarias, las cuales derivaron en diferentes niveles de autonomía en universidades de Argentina (Brunner, 2013), de Brasil (Soares & Petarnella, 2011), de Chile (Brunner, 2008), de México (Marsiske, 1978;Cruz Reyes, 2005) y de Honduras (Asamblea Nacional Constituyente, 1957, 1965 (Portal UNAH, 2018). Entre sus principales logros destaca la creación de los centros regionales, los cuales han incrementado la matricula estudiantil de manera progresiva (SEDI, 2008(SEDI, , 2009(SEDI, , 2010(SEDI, , 2011(SEDI, , 2012(SEDI, , 2014(SEDI, , 2016.…”

Section: Tabla 26 Comparación De Las Tipologías De Gobernanzaunclassified

Propuesta metodológica para la priorización de acciones estratégicas de la universidad nacional autónoma de Honduras desde un enfoque de desarrollo sostenible. Aplicación del proceso analítico en red.

Castellanos¹,

Carlos²

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The main objective of this doctoral thesis proposes a methodology that allows the prioritization of the strategic dimensions of the National Autonomous University of Honduras (UNAH), with a view towards the Sustainable Development. The methodological proposal addresses a sustainability approach, the contextual aspects of the case study and the fundamentals of a multicriteria decision-making method, called Analytical Network Process. The methodological proposal offers the university officials an integral vision of the strategic dimensions, determining both its components and key elements. Regarding the contribution to scientific knowledge, the methodological proposal is provided as a support tool for the decision-making officials, which allows the construction of strategic dimension context and to reveal those priorities for the university development. To achieve the general objective, a methodological triangulation was applied, using semi-structured interviews, focus groups and questionnaires. The analysis processes were supported on the Superdecisions® software, to perform the calculations and facilitate the analysis of results. Given the results obtained in the case study and in another entity in which the methodological proposal was applied, it is concluded that the strategic priorities are varied, and depend on factors such as the development approach that is promoted, the contextual aspects of the universities and the perspectives and influences of the officials. In this way, the proposal can be applied in other universities taking into account the factors that have been

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