University presidents’ turnover and survival: the case of Chile

Martinez, Christopher A.; González, Juan Carlos Arellano

doi:10.1007/s10734-020-00665-5

Cited by 3 publications

(3 citation statements)

References 27 publications

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“…Then, they identified and classified key stakeholders into four quadrants, depending on their degree of influence and participation, because not knowing their requirements could affect the implementation of the quality model (Martínez and Arellano, 2021).…”

Section: Lessons Learned Designingmentioning

confidence: 99%

Lessons learned designing and implementing a quality assurance system in an industrial engineering school

Benz-Camino

Ramírez-Valdivia

Morales-Casetti

et al. 2022

QAE

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Purpose This paper aims to present the lessons learned during the design and implementation of a quality assurance system (QAS) in an academic unit and considers the regulatory changes to institutional accreditation in Chilean higher education, the international standard ISO 21001:2018, and the stakeholders’ requirements. Design/methodology/approach This study uses an abductive approach to identify and evaluate the key factors to implementing a QAS in higher education institutions (HEI). Qualitative and quantitative data were collected through questionnaires, semistructured interviews, focus groups with stakeholders, a literature review and official institutional documents. Documents and interviews were subjected to content analysis using a process of inductive coding to identify and define topics or categories. A descriptive statistical analysis of categorical variables calculated the marginal frequency of each response. All information aided in designing the QAS for the school and its implementation plan. Findings This study highlights major challenges universities could face while implementing QAS, illuminating key principles and reflecting relevant practices. The lessons learned in this process show the importance of balancing accountability and continuous improvement while promoting a more receptive organizational culture, aligning the national and international standards in the early design stage, understanding the roles and responsibilities of the staff, having the support of a quality office and performing a gap analysis. Originality/value This work provides other HEI in need of designing and implementing a QAS with a conceptual and solid framework to integrate internal, external and international regulations of quality assurance criteria and standards. This paper could become a valuable reference for university managers, practitioners and quality professionals facing similar challenges.

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Section: Lessons Learned Designingmentioning

confidence: 99%

Lessons learned designing and implementing a quality assurance system in an industrial engineering school

Benz-Camino

Ramírez-Valdivia

Morales-Casetti

et al. 2022

QAE

View full text Add to dashboard Cite

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“…The political model, for instance, was applied to explain how in the 1990s the University of Botswana was able to implement substantial reforms through political consensus making, whereas, according to the author, limited coordination and conflict prevented reform at other universities in southern Africa (Ingalls, 1995). In a recent study, Martínez and Arellano (2021) applied a political model of HEI change to empirically test a set of hypotheses on the predictors of presidential turnover within Chilean universities. In both studies, we see how the political model is used to generate insights about practical matters of HEI management, given the relation between external demands and political organization within the HEI.…”

Section: Change Within Higher Education Institutionsmentioning

confidence: 99%

Making sense of change in higher education research: exploring the intersection of science and policy

Branković

Cantwell

2022

High Educ

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Higher education studies give considerable attention to understanding change. The interest in change reflects the historical conditions in which higher education emerged as a distinct field of study. Around the mid-twentieth century, a pragmatic need for an academic response to managing larger and more complex higher education institutions and systems was taking shape. This need gave rise to a tradition of studying change in higher education, which has continued into the present. To explore how higher education researchers have been grappling with the problem of change, we examine a selection of works published in this and other higher education outlets since the 1970s. We organize our exploration around three distinct yet interrelated lines of research: (a) change within higher education institutions, which in higher education studies are typically conceptualized as organizations; (b) change concerning nation-states, which are usually conceptualized as systems; and (c) transnational change, sometimes referred to also as global. Each line of research features the field’s telltale dual orientation: (i) contributing to abstract knowledge through academic inquiry, on the one hand, and (ii) generating practical and actionable insights for decision makers, on the other. We find that the field’s dual orientation shapes knowledge creation along each line of inquiry, yet with important variations. We propose more generally that higher education studies’ ability to balance the two orientations is an important source of its legitimacy as a field of research.

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“…Los autores Christopher Martínez y Juan Carlos Arellano en un estudio reciente de este año, establecen que la brecha de género en las rectorías de universidades chilenas es abismante, esto debido a que las universidades chilenas han sido gobernadas por mujeres solo el 3,3% del tiempo entre 1990 y 2019 (Martínez, Arellano, 2021).…”

Section: Techo De Cristal En Las Universidadesunclassified

Participación Femenina en Gestión Directiva Universitaria en Chile

Gómez¹

2021

REVGYAP

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ResumenEsta investigación tiene por objeto caracterizar la participación de mujeres en cargos directivos de gestión universitaria, específicamente en los cargos unipersonales de rectoría, vicerrectoría y decanatos de las universidades en Chile. Esto, con el propósito de analizar las barreras y limitantes que se les presentan a las mujeres para posicionarse laboralmente y que explican la baja presencia de estas en cargos directivos, con una perspectiva a futuro que permita un avance de la inserción laboral femenina en la gestión universitaria. Esta investigación posee un carácter mixto de naturaleza tanto cuantitativa como cualitativa. Para este efecto se realiza una investigación y análisis de fuentes primarias, a través de páginas web de las universidades que forman parte de la muestra y se complementa el análisis con la opinión de informantes claves, a través de once entrevistas semiestructuradas. Los resultados de la investigación principalmente concluyen que en Chile existe una baja participación femenina en los cargos de rectoría, vicerrectoría y decanatos, y que las principales barreras encontradas son: la incompatibilidad de responsabilidades familiares y laborales, la percepción de rechazo masculino y la naturaleza de las actividades académicas.Palabras claves: gestión directiva universitaria, techo de cristal, equidad de género, barreras al desarrollo laboral femenino.

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University presidents’ turnover and survival: the case of Chile

Cited by 3 publications

References 27 publications

Lessons learned designing and implementing a quality assurance system in an industrial engineering school

Lessons learned designing and implementing a quality assurance system in an industrial engineering school

Making sense of change in higher education research: exploring the intersection of science and policy

Participación Femenina en Gestión Directiva Universitaria en Chile

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