Strategies to Build Research Universities and Impact on Students: The Case of Five Chilean Universities

• In Event: Chilean Students' Experiences of Higher Education in Disruptive Times

Abstract

Research universities are essential for creating and disseminating knowledge, educating new leaders across disciplines and professions, and maintaining global communication and collaboration research networks (Altbach, 2007). Research universities are critical institutions in the 21st century to solve problems, foster technological development, serve as economic and social engines (Cole, 2010). When universities endeavor to enhance their research function, they need to have an organizational structure and policies that are appropriate for this purpose (Briar-Lawson et al., 2008; Harman, 1998; Kirkland, 2008; Krauser, 2003; Bosch & Taylor, 2011). The majority of research universities are found in a few developed countries. In the Latin American region, only about 60 of the approximately 4,000 universities can be characterized as research-oriented universities (Brunner & Miranda, 2016). Chile’s research, close to 90% of which originates in universities, has seen a sharp expansion of its output in recent years ( Santelices and Bouchon, 2018). The concentration of research capacity in Chile in only five universities tends to obscure that less research-intensive universities are beginning to embrace a new research mission.
For this reason, this study explores how five emerging research universities in Chile have increased their research capacities from 2012-2017. All five published in the range from 300 to 450 items in year 2017. The research question guiding this study was: What strategies have Chilean universities with emerging research capabilities deployed that impact students? Through a qualitative methodology, the data was collected mainly through interviews with 40 university leadership and was complemented document analysis (e.g., strategic plans). Our initial findings suggest that the national accreditation indicators influenced decision-makers and drive the university's development strategies, particularly in accreditation-related areas such as the developing and or increasing doctoral programs. And enhance research outputs through hiring early-career faculty and post-doctoral researchers.

References

Altbach, P. G. (2007a). Peripheries and centres: research universities in developing countries. Higher Education Management and Policy, 19(2), 111–134.

Bosch, A., & Taylor, J. (2011). A proposed framework of institutional research development phases. Journal of higher education policy and management, 33(5), 443-457.

Briar-Lawson, K., Korr, W. S., White, B., Vroom, P., Zabora, J., Middleton, J., Shank, B. & Schatz, M. (2008). Advancing administrative supports for research development. Social work research, 32(4), 236-241.

Brunner, J. J., & Miranda, D. (2016). Educación Superior en Iberoamérica. Reporte 2016. Santiago: CINDA.

Cole, J. R. (2010). The great American university: Its rise to preeminence, its indispensable national role, why it must be protected. Hachette UK.

Harman, G. (1998). Supporting quality research in institutions of higher education. Australian Journal of Education, 42(3), 285-302.

Kirkland, J. (2008). University research management: An emerging profession in the developing world. Technology Analysis and Strategic Management, 20(6), 717-726.

Krauser, P. A. (2003). The research administrator as servant-leader. Journal of Research Administration, 34(1), 14(16).

Authors

• Daniela Véliz Calderón, Pontificia Universidad Catolica de Chile

• Monserrat Mella, Pontificia Universidad Catolica de Chile