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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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This page is a summary of: Quality assurance and the classification of universities: the case of Chile, Quality Assurance in Education, December 2019, Emerald,
DOI: 10.1108/qae-05-2019-0051.
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