Browsing by Author "Veliz, Daniela"

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    Does the public-private higher education institution distinction influence academics' societal engagement? Evidence from Chile and Turkey
    (EMERALD GROUP PUBLISHING LTD, 2022) Guzman, Pamela; Veliz, Daniela; Uslu, Baris; Berrios, Paulina; Seggie, Fatma Nevra
    Purpose The purpose of this study is to examine the relationship between the participation in commercially- and socially-oriented Academics' Societal Engagement (ASE) activities, partnership choices, and funding preferences of academics working in public and private universities from Chile and Turkey. Chile represents a private-dominant higher education system (HES), while Turkey is public-dominant. This article presents the results of an international survey, the Academic Profession in Knowledge-based Society (APIKS), applied to academics from over 20 countries, including Chile and Turkey. Design/methodology/approach Through a quantitative analysis the authors analyse how the dominant institutional type influences ASE activities, partnership choices, and funding preferences. Findings Results from the analysis show that being part of a public or private university does not solely explain the activity type that academics engage with. Moreover, the rate of Chilean academics participating in ASE activities is more than twice that of Turkish academics regardless of the public-private distinction. Research limitations/implications Further research about the academic life and ASE activities using a qualitative approach can complement this study. Applying further in-depth interviews to obtain more information from external partners can provide different perspectives and help to better understand the ASE activities. Additional analysis could compare external activities by higher education institution (HEI) type regarding vocational/technical centres since the Chilean and Turkish private HEIs included in this study received a mix of public-private funds and are considered not-for-profit, so extending this research to include for-profit private HEIs may be worthwhile for additional comparison. Practical implications More support and funding for the development of commercially-oriented ASE activities is recommended for Chile and Turkey's HES. In Turkey, a law-update in 2017 facilitates the establishment of technology transfer offices (TTOs) as companies within universities (Author, 2019). Though it is too early to know its effects, a positive contribution is anticipated. Centred Chile's private dominant HES, it would be appropriate for this type of system to also create different support structures to incentivise socially-oriented external activities and partnership opportunities. As done in other universities, the establishment of a community engagement office may provide professional guidance for partnership creations. Regardless of a country's HE public/private dominance, diverse sources of funding and support mechanisms can also be created to strengthen organisational and financial autonomy facilitating academics' participation in ASE activities. For example, universities can develop institutional policies to support academic establishment, lead or join in administration of non-governmental organisations, or form institutional media to deliver academics' viewpoints of social issues to the larger and non-academic audience. University managers should also empower the connection between academics and industry and business sector through different organisational structures such as Research Office, Science Park Incubators, Career Centre, while guiding and financially supporting academics' research commercialisation by their TTO experience and sources. Originality/value The literature has studied the public-private higher education distinction in vast aspects, however, no empirical studies have explored it concerning ASE.
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    Evaluación de la carga laboral en residentes Chilenos de especialidades y subespecialidades médicas
    (2016) Diaz, Luis Antonio; Arab Verdugo, Juan Pablo; Cotoras, Petre; Veliz, Daniela; Bitrán Carreño, Marcela; González Tugas, Matías; Hoyl Moreno, María Trinidad; Riquelme Pérez, Arnoldo
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    Pathways to the creation of research capacities in Universities in developing countries: perspectives from a literature review
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2023) Veliz, Daniela; Bernasconi, Andres; Celis, Sergio; Mella, Monserratt; Miranda, Constanza
    Universities seeking to establish or expand their research missions in developed countries have at their disposal well-established literature on strategies to foster research capacity in universities. On the contrary, the literature on these processes in the context of developing countries is quite recent and scarce. We offer a descriptive, narrative review of the literature on research capacity building in universities in developing countries, both in terms of the conceptual models or theoretical frameworks used and of strategies reported. We also compare this corpus with recent literature on this set of issues coming from developed countries, covering 40 papers overall. On the theoretical side, we find substantial differences in density and content across both sets of papers. The empirical dimension suggests universities in developing countries tackle the problems of fostering research capacity piecemeal and idiosyncratically without the benefit of an overall conceptual model or blueprint to guide them.
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    Policy Translation of Social Movement Demands: The Case of Tuition-Free Higher Education in Chile
    (UNIV CALIFORNIA, ESCHOLARSHIP, 2022) Veliz, Daniela; Pickenpack, Astrid; Villalobos, Cristobal
    In 2011, Chile experienced massive student protests against the marketization of education. During 2013, center-left President Michelle Bachelet proposed tuition-free higher education for Chile's families in the bottom 70th percentile of the income distribution, fueling controversy due to the uncertainty and unexpected consequences of the policy. This study analyzes how the tuition -free policy was developed, the actors involved, the political discourse deployed during implementation, and the strategy used to make this policy a reality. Using semi-structured interviews with key actors, such as policymakers and scholars, and a review of newspaper columns, we explore how politicians and bureaucrats translated the students' demands into the tuition-free policy. Our findings suggest that the policy translation process included the involvement of former student leaders, prioritization of the tuition-free policy, and a quick, straightforward implementation process that enabled the government to fulfill its promise.