Abstract
This article explores and analyses the Latin American regional higher education systems, presenting and discussing evidences that Latin American higher education institutions (HEIs) share points in common regarding their strategic management systems. Different factors are identified and presented as relevant aspects that should be taken into consideration by representatives of HEIs in their future strategic decisions. The main issues discussed and put forward as key aspects within the institutional realm were associated with the increased enrolment and gross enrolment rate, the changing profile of faculty members, the privatisation and its scope, the inequities in access, persistence and employability and changes in the funding system and in the role of the State.
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Notes
- 1.
This situation is apparent when examining the number of institutions reported by a country, namely: in Argentina which has 115 universities and 2,092 nonuniversity organisations, while Brazil reports 186 universities and 2,128 nonuniversity entities. A contrasting case is that of Mexico, which has 2,573 universities and 19 nonuniversity institutions (see Table 2.3).
- 2.
- 3.
If we apply the criteria of the Atlas of Science from 2006, which includes institutions that have registered over 2,000 ISI publications in the last 5 years, we observe that the ratio of research organisations relative to the total number of universities is 8.0 % in Argentina, 3.6 % in Brazil, 4.7 % in Chile, 0.3 % in Mexico and 8.2 % in Venezuela. See CINDA (2007, p. 84) based on SCImago Research Group (2006) Atlas of Science 2006.
- 4.
For instance, in some countries such as Costa Rica, the private sector is not forced to provide data to the government.
- 5.
See: Red de Macro Universidades Públicas en América Latina y el Caribe at http://www.redmacro.unam.mx.index.html
- 6.
For some countries, postsecondary education includes university and nonuniversity institutions. Therefore, data is not comparable, as each country has its own definition.
- 7.
Graduation efficiency is defined as the rate of students that having started their academic studies finished it and obtained the degree. The model used for measuring the dropout rate considers those students who have completed their studies within the prescribed minimum length plus four additional years.
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González, L.E., Espinoza, O., Mirabent, J.B. (2015). Trends in Latin American Higher Education Systems. In: Cifuentes-Madrid, J., Landoni Couture, P., Llinàs-Audet, X. (eds) Strategic Management of Universities in the Ibero-America Region. Springer, Cham. https://doi.org/10.1007/978-3-319-14684-3_2
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