Diversity and differentiation, PHD program options in Chile

Authors

  • Pablo Baeza Comisión Nacional de Acreditación

DOI:

https://doi.org/10.31619/caledu.n47.34

Keywords:

academic-institutional environment, differentiation, diversity, funding, PhD programs

Abstract

The article explores the processes of differentiation and diversity in PhD program offerings in Chile. Based on a review of literature in the field, the concepts of differentiation and diversity in this context are defined. The methodological strategy combines a diachronic perspective -in order to identify the processes of differentiation over time- with a synchronic one, to analyze the current state of diversity, and incorporates several key variables: educational policy, academic-institutional environment, funding, regional coverage and quality assurance experience. The study's conclusions point to the importance of the 1980 educational reform in creating favorable conditions for a differentiation in PhD options; the relevance of the academic-institutional environment and state funding in the development of PhD programs; the consensus generated among programs regarding the processes of quality assurance; and the imbalance in terms of quality and areas of knowledge on doctoral offerings, between regions.

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Published

2018-03-09

Issue

No. 47 (2017): Revista Calidad en la Educación

Section

RESEARCH PAPERS

License

Copyright (c) 2018 Calidad en la Educación

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