Trends in Latin American Higher Education Systems

2015 ◽  
pp. 45-68 ◽  
Author(s):  
Luis Eduardo González ◽  
Oscar Espinoza ◽  
Jasmina Berbegal Mirabent
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Education Systems ◽  
American Higher Education ◽  
Higher Education Systems

scholarly journals Circulación y recepción de la teoría del “capitalismo académico” en América Latina

2019 ◽  
Vol 27 ◽  
pp. 79
Author(s):  
José Joaquín Brunner ◽  
Julio Labrana ◽  
Francisco Ganga ◽  
Emilio Rodríguez-Ponce
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Latin American ◽  
Academic Capitalism ◽  
The State ◽  
Education Systems ◽  
Conceptual Approach ◽  
Higher Education Systems ◽  
America Latina

In recent decades, the theory of academic capitalism has gained increasing relevance as an approach for understanding the recent evolution of higher education systems. We analyze the reception of academic capitalism theory in Latin America. To meet this objective, the conceptual underpinnings of academic capitalism are explored as well as their criticisms in the specialized literature. Next, the Latin-American reception of this conceptual approach is examined in detail, with special attention to the ways in which this approach is used to evaluate national higher education systems. Building upon this analysis, it is argued that the Latin-American reception process shows limitations both in quantitative and qualitative terms and is frequently used to criticize the state of higher education systems rather than to understand them. The article closes with a summary and selected future lines of research.

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

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