Internationalization Activities in Chilean Universities

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dc.catalogadoryvc
dc.contributor.authorVéliz Calderón, Daniela Ximena
dc.contributor.authorBernasconi Ramírez, Andrés
dc.contributor.authorGuzmán, Pamela
dc.contributor.authorBerríos, Paulina
dc.contributor.authorCelis, Sergio
dc.date.accessioned2025-03-18T20:22:35Z
dc.date.available2025-03-18T20:22:35Z
dc.date.issued2024
dc.description.abstractInternationalization is a key component in career development and success in the academic world. In the case of Chile, academic work has become more professionalized in recent decades. On the one hand, there has been an increase in the number of full-time professors, which indicates a greater dedication to the academic profession. This reality coexists with the predominance of part-time jobs characteristic of universities in Latin America. Additionally, an uptick of internationalization is indicated by the slight increase in the number of international professors. The activities through which academics develop internationalization activities in Chile were investigated through the Chilean version of the international survey of the academic profession, Academic Profession in the Knowledge-Based Society, applied to academics in 11 Chilean universities (2018–2019), with roughly 1,200 complete responses obtained. The results of Chile are aligned with international trends for peripheral countries. Even when different internationalization activities are reported by academics, the general image that emerges is that of a lukewarm internationalization: while most of the faculty collaborate internationally in research, they lament the lack of adequate university support for these activities and, more generally, do not see the internationalization rhetoric of the universities supported by action. Faculty are undecided on whether their institutions provide opportunities or funding for faculty members to undertake research abroad, for visiting international students, for visiting international scholars and for the recruitment of faculty members from foreign countries. On the other hand, professors claim that they emphasize international perspectives or content in their courses, and that their research is international in scope or orientation; both of these trends represents forms of internationalization at home. All benefits usually associated with increased internationalization are confirmed by respondents, except increased mobility of faculty and increased brain gain.
dc.fuente.origenORCID
dc.identifier.doi10.1093/acrefore/9780190264093.013.1915
dc.identifier.urihttp://dx.doi.org/10.1093/acrefore/9780190264093.013.1915
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/102787
dc.information.autorucFacultad de Educación; Véliz Calderón, Daniela Ximena; 0000-0003-1764-805X; 1014296
dc.information.autorucFacultad de Educación; Bernasconi Ramírez, Andrés; 0000-0001-8008-3747; 53916
dc.language.isoen
dc.nota.accesocontenido parcial
dc.relation.ispartofOxford Research Encyclopedia of Education [en línea]. Retrieved 18 Mar. 2025
dc.rightsacceso restringido
dc.subjectHigher education
dc.subjectLatin America
dc.subjectAcademic profession
dc.subjectInternationalization
dc.subjectAPIKS
dc.subjectSurvey
dc.subjectFaculty trends
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.titleInternationalization Activities in Chilean Universities
dc.typecapítulo de libro
sipa.codpersvinculados1014296
sipa.codpersvinculados53916
sipa.trazabilidadORCID;2025-03-03
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