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The Evolution of the Academic Profession in Research-Centered Universities in Chile

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Title: The Evolution of the Academic Profession in Research-Centered Universities in Chile
Language: English
Authors: Véliz-Calderón, Daniela, Theurillat, Daniel, Paredes Walker, Victoria, Pickenpack, Astrid
Source: Education Policy Analysis Archives. Feb 2018 26(17).
Availability: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Peer Reviewed: Y
Page Count: 28
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Foreign Countries, Research Universities, Professionalism, College Faculty, Educational Development, Qualitative Research, Guidelines, Tenure, Expectation, Teacher Role, Teacher Responsibility, Administrative Principles
Geographic Terms: Chile
ISSN: 1068-2341
Abstract: Faculty members are fundamental for the development and success of higher education organizations, and building strong academic cadres is a major challenge, especially for research universities. While there are no fully-fledged research universities in Chile (Bernasconi, 2007), a few strive to get closer to that ideal by way of the professionalization their faculty. This study follows this process guided by the question "How do academic rules and guidelines in six research-oriented universities in Chile reflect the professionalization of the academic profession from 1967 to 2016?" Findings show that universities have converged in the structure they provide for their tenured and tenure-track faculty. The requirements to enter the "tenure track" career have become stricter over time, while adjunct faculty experience little regulation of their duties, governance rights, and benefits, even though they still constitute the highest proportion of faculty members overall. Lastly, it seems that these universities have changed their academic regulations over time as a response to internal processes rather than external pressures.
Abstractor: As Provided
Number of References: 85
Entry Date: 2018
Accession Number: EJ1169468
Database: ERIC
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  Data: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
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  Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink>
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  Data: Faculty members are fundamental for the development and success of higher education organizations, and building strong academic cadres is a major challenge, especially for research universities. While there are no fully-fledged research universities in Chile (Bernasconi, 2007), a few strive to get closer to that ideal by way of the professionalization their faculty. This study follows this process guided by the question "How do academic rules and guidelines in six research-oriented universities in Chile reflect the professionalization of the academic profession from 1967 to 2016?" Findings show that universities have converged in the structure they provide for their tenured and tenure-track faculty. The requirements to enter the "tenure track" career have become stricter over time, while adjunct faculty experience little regulation of their duties, governance rights, and benefits, even though they still constitute the highest proportion of faculty members overall. Lastly, it seems that these universities have changed their academic regulations over time as a response to internal processes rather than external pressures.
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Research Universities
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      – SubjectFull: Professionalism
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      – SubjectFull: College Faculty
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      – SubjectFull: Teacher Role
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      – SubjectFull: Administrative Principles
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      – SubjectFull: Chile
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