Internationalization Across Global Divides: Comparison Between Core and Semi-Periphery Doctoral Holders in Chile, Malaysia, and Turkey., Internationalization and the Academic Profession.
Autores: Sergio Celis, Fatma Nevra Seggie y Norzaini Azman.
Abstract: Internationalization is often depicted as an instrument for disseminating educational values and practices of hegemonic powers for cultural influence and domination. Core countries in the “Global North” dictate what counts as knowledge creation and feed dependencies with semi-periphery countries, most in the “Global South.” This divide creates global higher education hubs that distinguish systems at the core from those at the periphery. One of the mechanisms through which this divide solidifies is the training of future researchers. This chapter examines data from the perspectives of 5340 faculty members in Chile, Malaysia, and Turkey, three semi-periphery countries. We first ask to what extent do universities employ faculty with PhD training in core countries. We then test whether faculty’s perspectives on internationalization differ between those trained in core systems and those trained elsewhere. Second, we explore differences in terms of time allocation, preferences, and overall satisfaction. In general, results indicate that differences across countries are more significant than those among faculty members, and all faculty members feel a strong pressure for publishing abroad. However, those trained in core countries collaborate more with colleagues abroad, are slightly more critical about internationalization resources at their institutions, and allocate more time to external activities.
LALA Canvas: A Model for Guiding Group Discussions in Early Stages of Learning Analytics Adoption., Internationalization and the Academic ProfessionPracticable Learning Analytics.
Autores: Isabel Hilliger y Mar Pérez Sanagustín
Abstract: Regardless of all the frameworks and models that have been proposed for starting Learning Analytics (LA) initiatives, LA adoption remains immature. LA research is still a growing field in some regions, and researchers and practitioners continue to experience institutional challenges for scaling LA adoption. Considering the need for using LA to improve student learning and program quality, it is important to bring stakeholders together to exchange ideas about how LA tools could be used in everyday practices. To meet this objective, this chapter presents the LALA Canvas: a conceptual model to support a participatory approach to LA adoption in higher education (HE). The LALA Canvas was developed within the LALA Project, and it proposes a template to guide group discussions at universities where LA adoption is still at an early stage. The LALA Canvas model has been used by the four Latin American universities affiliated with the LALA project and socialized with 371 HE stakeholders from universities from different Latin American countries, including Chile, Brazil, Costa Rica, and Perú. This chapter describes the LALA Canvas and the lessons learned from having used it to start conversations about the potential benefits of LA in different university settings.
Facing the change beyond COVID-19: continuous curriculum improvement in higher education using learning analytics.
, A Research Agenda for Global Higher Education.
Autores: Isabel Hilliger, Mar Pérez-Sanagustín.
Abstract: Due to the rapid digitalization of Higher Education, universities and colleges have access to more student data than ever before, allowing for real-time analysis of student behaviour and learning results. To evaluate the quality of curriculum and teaching practices, some institutions have relied on curriculum analytics  a subfield of learning analytics aiming to leverage educational data for improving program quality and student learning. So far, some promising tools have been developed to inform curriculum renewal strategies. However, this is still an emerging research area, so little is known about how it supports continuous curriculum improvement in different university settings. More robust design-based research is needed to understand how curriculum analytics helps higher education stakeholders gain better understanding of student outcome attainment. This chapter presents a research agenda that reflects on the importance of promoting continuous curriculum improvement and the research challenges for using curriculum analytics for this purpose.
Chapter 17: Academic careerism. , Research Handbook on Academic Careers and Managing Academics.
Autores: Peodair Leihy y José Miguel Salazar
Abstract: Theories of academic capitalism arose during the 1980s and 1990s and have particularly inspired commentary on expanding academic systems where transactional incentives have more greatly informed academic behaviours. Often this transformation has seen not the monetisation of academic values, but their squeezing out by more venal operators. In developing academic systems – such as Chile’s – that have sought to mimic mature systems in academic career structures, academic capitalism low on real academic capital (here dubbed academic careerism) can take root. The chapter provides a taxonomy positing differences between academic capitalism and academic careerism. A corollary is to dispel the common misconception in countries such as Chile that the troubled enough practice of academic capitalism in developed academic systems is just about money and power.
How Valid Are the Content Knowledge and Pedagogical Content Knowledge Test Results of the Teacher Professional Development System in Chile?. , Validity of Educational Assessments in Chile and Latin America.
Autores: Edgar Valencia, Martha Kluttig y Beatriz Rodríguez
Abstract: Teacher policies in Chile often deem content knowledge (CK) and pedagogical content knowledge (PCK) as essential dimensions of teaching quality. The measurement of CK and PCK started in 2002, with two voluntary teacher evaluation programs. CK and PCK gained greater relevance with the National System for the Recognition and Promotion of Teachers’ Professional Development (Teacher Career System, TCS) in 2016. TCS is a mandatory nation-wide policy defining the career paths of educators serving in publicly funded schools. Shortly after the first evaluation process, this chapter attempts to examine critical aspects related to the validity of the CK-PCK test results. Validity is a requirement to justify the high-stakes nature of the test. Along with a description of the policy context and measurement process, the chapter proposes seven assumptions underlying the appropriate use of the test results for the decisions the teacher evaluation program seeks to inform. The chapter discusses how reasonable five out of the seven assumptions are and offers a formative judgment of the validity of the CK-PCK test results. Finally, the chapter offers guidelines for a summative validation agenda discussing various ways of improvement of the mandatory measurement of CK and PCK in Chile.
The Development of the Research Capabilities of Chilean Faculty.
, The Changing Academy – The Changing Academic Profession in International Comparative Perspective.
Autores: Daniela Veliz y Sergio Celis
Abstract: Over the past 30 years, Chilean faculty’s progress in terms of size, academic training, and research productivity has been outstanding. In the last decade, the number of faculty in Chilean higher education increased by about 40%, and the number of them holding doctorate degrees doubled. This progress has occurred in the context of multiple national initiatives and policies attempting to migrate the country from an economy based on the exploitation of natural resources to one based on knowledge and innovation. This chapter describes these changes and explores the challenges and opportunities for faculty members in the emerging Chilean knowledge economy and its innovation system. In particular, we discuss issues and new demands surrounding faculty’s research work. This building of research capabilities includes modernizing doctoral education, increasing the participation of women in leadership positions and STEM fields, navigating internationalization, and meeting new demands for outreach with industry and society.
Women in STEM in Chilean Higher Education. ,Gender Equity in STEM in Higher Education.
Autores: Jeongeun Kim, Sergio Celis
Abstract: In this chapter, the authors explore how grassroots movements influence women’s participation in Chilean higher education and describe overall patterns in the evolution of women’s participation in Science, Technology, Engineering, and Mathematics (STEM) undergraduate programs. They begins by discussing a brief history of women’s participation in STEM disciplines and other related areas in Chile. The authors then introduce the main characteristics of the Chilean feminist movement, focusing on case of faculty of physical and mathematical science at the universidad de Chile. The system, under the authority of the ministry of education, operates admissions based on the national admissions tests, including tests in mathematics, language, sciences, and history and social sciences. The Chilean higher education system consists of 150 institutions divided into three major types: two-year programs, professional institutes and universities. The participation of women in STEM in Chilean higher education is unique and significant as their progress stems from social movements and scientific and intellectual movements internal to higher education.
Fifteen Internationalization of Chilean Higher Education: Research, Innovation, and Human Capital Formation in a Globalized Era. En: The Bloomsbury Handbook of the Internationalization of Higher Education in the Global South.
Autores: Javier González, Andrés Bernasconi & Francisca Puyol
Abstract: Research, Innovation, and Human Capital Formation in a Globalized Era Javier González Andrés Bernasconi Francisca Puyol Internationalization has played a key role in Chile’s national development strategy, especially since the 1990s. The promotion of international agreements led by the state has played a critical role in Chile’s insertion in the global economy and geopolitical arena. Internationalization has been key to gain competitiveness and to allow the flow of technology, capital, and human talent, promoting the exchange of ideas, knowledge, and innovation. The higher education system has also experienced this process, although at a slower pace when compared with other sectors. For this reason, the capacity of the country both at the macro (national) and micro (institutional) level to promote a coherent higher education internationalization strategy capable of inserting Chile in global knowledge and innovation networks will play a key role in shaping its future economic and social development path. A…
Creando políticas feministas, En: Educación, Horizontes y propuestas para transformar el sistema educativo chileno
Autores: Ana Luisa Muñoz-Garcia & Andrea Lira
Abstract: El libro que presentamos en esta oportunidad entrega un conjunto de propuestas que, con una mirada de futuro, apuntan al mejoramiento de la calidad de la educación en Chile. En él se reúnen artículos elaborados por un selecto grupo de mujeres y hombres con experiencia, conocimientos y especialización en el área de la educación, quienes entregan, desde distintas perspectivas, una amplia mirada al estado actual de la educación en Chile y su visión de hacia dónde creen que el país y sus políticas educacionales debieran moverse. Lo anterior se complementa y enriquece considerablemente con propuestas que, de manera crítica, identifcan los grandes desafíos que enfrenta la educación en nuestro país, dimensionan cuánto queda aún por avanzar y anticipan el modo en que nuestro Congreso Nacional puede participar de esta tarea.
Do Not Interrupt Students’ Work: How Teacher Interactions Influence Team’s Problem-Solving Capabilities. Problem solving in mathematics instruction and teacher professional development.
Autores: Sergio Celis, Carlos Quiroz & Valentina Toro-Vidal
Abstract: We study how teacher interactions with student groups relate to team’s problem-solving capabilities in the teaching of mathematics in open-access institutions of higher education in Chile. We define a teacher interaction as the moment in which a teacher visits a group of student working on a problem-solving activity. The data is based on 25 videos of classroom teaching of 11 teachers. Through the analysis of about 700 interactions observed in videos, we described and measured items such as the number of students who talk during the interaction or whether the teacher interacts mostly with questions. We also created a variable we called depth of the solution, which indicates whether a team solved the problem and how far they went in further problem extensions. This measure was used as the dependent variable, regressed on multiple teachers’ interaction variables, and controlled by several teachers and team characteristics. We used the idea of scaffolding as a framework to analyze and discuss the data. We found evidence that the fewer teachers interrupt student groups, the further students go into the mathematics content of the problem-solving task.
Evaluación de la Formación Inicial Docente mediante estimaciones de valor agregado: el caso de una institución selectiva en Chile. Educación, escuela y profesorado: aportes desde el Consejo de Facultades de Educación del Consejo de Rectores de universidades chilenas.
Autores: María Verónica Santelices, Edgar Valencia
Abstract: La formación inicial docente (FID) es uno de los factores más importantes a la hora de explicar el desempeño de los docentes y de sus alumnos. En un contexto de creciente ren- dición de cuenta y presión externa, existen voces abogando por la evaluación de programas de FID utilizando metodologías de valor agregado, es decir, vinculando a los egresados de un programa de FID con el aprendizaje de sus alumnos. Este capítulo describe la imple- mentación pionera de la metodología de valor agregado para evaluar la efectividad de los egresados de un programa de FID en una institución altamente selectiva en Chile. En base a este ejercicio se discuten las di cultades técnicas implicadas en su implementación y las debilidades y fortalezas conceptuales de la evaluación de programas FID utilizando meto- dologías de valor agregado.
Validez de Sistemas de Evaluación para la Selección y Certificación. Validez de evaluaciones educacionales de Chile y Latinoamérica
Autores: María Verónica Santelices
Abstract: Este capítulo conceptual aborda el estudio de validez de los instrumentos de medición y evaluación con altas consecuencias, tales como las utilizadas en selección a la educación superior y certificación profesional. Este estudio requiere, como una etapa inicial, la explicitación de los usos que se le darán a los puntajes obtenidos en dichas mediciones. La explicitación de los usos puede hacerse por medio del estudio de la Teoría de Programa, o modelo lógico. El capítulo discute y entrega ejemplos de los estudios de validez que examinan los usos más frecuentes para este tipo de evaluaciones: estudios de validez predictiva para la selección a la educación superior y de la validez de estándares de desempeño para el caso de la evaluación docente implementada en Chile. Se argumenta que el adecuado uso de pruebas de altas consecuencias requiere de mediciones que no presenten varianza irrelevante del constructo, es decir, que estén libre de sesgo, y se mencionan metodologías utilizadas para su análisis. Asimismo, se propone que el argumento de validez no debe limitarse a la constatación empírica de los objetivos de la medición, sino que debe incluir también la posible ocurrencia de consecuencias no esperadas. Se discuten algunas de las consecuencias no esperadas más frecuentes en la literatura.
Los académicos en la educación superior chilena: una profesión en transiciónDe la reforma a la transformación: Capacidades, innovaciones y regulación de la educación chilena. Santiago, Chile : Ediciones UC. 2019
Autores: Daniela Véliz, Andrés Bernasconi
Abstract: En este artículo revisaremos primero estas tendencias globales del contexto en que los académicos realizan su labor, tanto en los países desarrollados como en América Latina. Luego presentaremos una semblanza del profesorado de la educación superior en Chile, para finalmente identificar algunos desafíos que enfrenta el desarrollo de la profesión académica en el país, con foco en el aporte que la política pública puede hacer para perfeccionar las capacidades de este estamento para incrementar la calidad y la relevancia de la labor de las instituciones de educación superior.
The Weaknesses of Traditional Standard Setting Procedures. In Blomeke and Gustafsson (eds). Standard Setting in Education. The Nordic Countries in an International Perspective. Springer. Switzerland.
Autores: Mark Wilson y María Verónica Santelices.
Abstract: This book summarizes the international evidence on methodological issues in standard setting in education. By critically discussing the standard-setting practices implemented in the Nordic countries and by presenting new methodological approaches, it offers fresh perspectives on the current research. Standard setting targets crucial societal objectives by defining educational benchmarks at different achievement levels, and provides feedback to policy makers, schools and teachers about the strengths and weaknesses of a school system. Given that the consequences of standard setting can be dramatic, the quality of standard setting is a prime concern. If it fails, repercussions can be expected in terms of arbitrary evaluations of educational policy, wrong turns in school or teacher development or misplacement of individual students. Standard setting therefore needs to be accurate, reliable, valid, useful, and defensible. However, specific evidence on the benefits and limits of different approaches to standard setting is rare and scattered, and there is a particular lack with respect to standard setting in the Nordic countries, where the number of national tests is increasing and there are concerns about the time and effort spent on testing at schools without feedback being provided. Addressing this gap, the book offers a discussion on standard setting by respected experts as well as profound and innovative insights into fundamental aspects of standard setting including conclusions for future methodological and policy-related research.