Quality assurance and the classification of universities: the case of Chile

  • Daniel A. López, Maria J. Rojas, Boris A. López, Oscar Espinoza
  • Quality Assurance in Education, December 2019, Emerald
  • DOI: 10.1108/qae-05-2019-0051

What is it about?

The a priori approach proved to be consistent with the results of institutional quality assurance, in spite of the variability in individual performances. The empirical systems, however, do not show any contribution to the improvement of public policies in higher education. The results clearly show that classifications based on performance do not necessarily ensure improvements in institutional quality.

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The following have contributed to this page: Oscar Espinoza and Dr. Oscar Espinoza

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