Institutionalization of an Access, Equity, and Retention Policy at a Regional University in Chile: Experience and Outcomes from the Implementation of the Higher Education Access Program (PACE)

Abstract

This article describes the institutionalization of the Higher Education Access Program (PACE) following the creation of the Equity and Retention Office (DIAC) at the Universidad de Los Lagos, the unit responsible for managing inclusive access programs and providing comprehensive support for undergraduate students. The text situates the emergence of PACE and its design in relation to how it has been institutionalized within universities. It then outlines the context and assessment at the institution that led to the establishment of the DIAC, along with its structure, strategy, subsequent adjustments, and main outcomes. The study concludes that this unit has proven to be an effective management instrument for advancing both higher education inclusion objectives and improvements in institutional indicators related to the educational process. Key elements are identified in the development of an explicit institutional policy on equity, access, and retention; in the institutional positioning and coordination of the unit, particularly in its support model; and in the challenges associated with its impact and institutional culture. This experience may be of interest to regional higher-education institutions seeking to institutionalize and strengthen the contribution of inclusive access and retention programs.