School actors perceptions on the implementation of the PACE program of two public universities

The recent trend of massification of access to higher education in Latin American countries, which especially benefits young people from vulnerable contexts, has raised new phenomena of exclusion that stress the policy structures that support the countries' access systems and mechanisms. In Chi...

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Autor: Carrasco Henríquez, Patricio Ignacio
Tipo de recurso: tesis de maestría
Estado:Versión publicada
Fecha de publicación:2020
País:Chile
OAI Identifier:oai:repositorio.anid.cl:10533/252982
Acceso en línea:https://hdl.handle.net/10533/252982
Access Level:acceso abierto
Palabra clave:Ciencias Sociales
Otras Ciencias Sociales
Ciencias Sociales, interdisciplinaria
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dc.title.es_CL.fl_str_mv School actors perceptions on the implementation of the PACE program of two public universities
Percepciones de los actores escolares sobre la implementación del Programa PACE de dos universidades públicas
title School actors perceptions on the implementation of the PACE program of two public universities
spellingShingle School actors perceptions on the implementation of the PACE program of two public universities
Carrasco Henríquez, Patricio Ignacio
Ciencias Sociales
Otras Ciencias Sociales
Ciencias Sociales, interdisciplinaria
title_short School actors perceptions on the implementation of the PACE program of two public universities
title_full School actors perceptions on the implementation of the PACE program of two public universities
title_fullStr School actors perceptions on the implementation of the PACE program of two public universities
title_full_unstemmed School actors perceptions on the implementation of the PACE program of two public universities
title_sort School actors perceptions on the implementation of the PACE program of two public universities
dc.creator.none.fl_str_mv Carrasco Henríquez, Patricio Ignacio
author Carrasco Henríquez, Patricio Ignacio
author_facet Carrasco Henríquez, Patricio Ignacio
author_role author
dc.contributor.advisor.none.fl_str_mv Miranda Rebeco, Patricio Orlando
dc.contributor.institution.es_CL.fl_str_mv UNIVERSIDAD DE CHILE
dc.subject.oecd1n.es_CL.fl_str_mv Ciencias Sociales
topic Ciencias Sociales
Otras Ciencias Sociales
Ciencias Sociales, interdisciplinaria
dc.subject.oecd2n.es_CL.fl_str_mv Otras Ciencias Sociales
dc.subject.oecd3n.es_CL.fl_str_mv Ciencias Sociales, interdisciplinaria
description The recent trend of massification of access to higher education in Latin American countries, which especially benefits young people from vulnerable contexts, has raised new phenomena of exclusion that stress the policy structures that support the countries' access systems and mechanisms. In Chile, in 2014, the Program for Accompaniment and Effective Access to Higher Education (PACE) began to be implemented through universities with the objective of restoring the right to higher education of students through the components of preparation in secondary education (PEM) and support in higher education (AES). To date, there is research evaluating the implementation of the program with respect to the AES component. However, few studies analyze its execution in the PEM phase from a subjective perspective of the school actors involved. For this reason, the purpose of this research was to investigate the perceptions that the management teams and education professionals of educational establishments associated with the PACE of two public universities have on the implementation of the PEM component, based on the success factors in the changes education of Fullan and Stiegelbauer. The study was developed from a non-experimental and qualitative case study. The results were obtained through open and semi-structured interviews, which were applied to two members of the PACE technical teams of the universities and to thirteen actors who represent principals/directives and professionals of scientific-humanist and vocational education institutions associated to these universities. Among the main results, it is concluded that: (i) despite being the same program, each university presents distinctions regarding the organizational management adopted in the PACE implementation models, and that as a consequence they condition the specific ways to develop the change and its subsequent perception on the part of school actors; (ii) the potential problems associated with the characteristics of the change, such as the factors of necessity, clarity, complexity, and quality-feasibility, have been resolved by the permanent presence and support of the universities for the high schools; (iii) despite verifying that school actors have developed a disability in the face of change as a result of a negative history of educational innovation experiences associated with the Ministry of Education, the change proposed by the PACE models of universities represents a turn to that tradition that predisposes them to participate in the implementation; (iv) the close and real perception that the actors have towards the universities to implement the change is not enough to build mutual procedural relationships between the high schools and the Ministry of Education, thus existing a no man's land in which unresolved expectations emerge for schools.
publishDate 2020
dc.date.issued.es_CL.fl_str_mv 2020
dc.date.accessioned.none.fl_str_mv 2021-09-28T13:03:26Z
2022-08-18T19:28:09Z
dc.date.available.none.fl_str_mv 2021-09-28T13:03:26Z
2022-08-18T19:28:09Z
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spelling UNIVERSIDAD DE CHILECarrasco Henríquez, Patricio Ignacio2020https://hdl.handle.net/10533/252982http://purl.org/coar/access_right/c_abf2Ciencias Sociales, interdisciplinariaOtras Ciencias SocialesCiencias SocialesSchool actors perceptions on the implementation of the PACE program of two public universitiesMiranda Rebeco, Patricio OrlandoUNIVERSIDAD DE CHILEChileCarrasco Henríquez, Patricio Ignacio2021-09-28T13:03:26Z2022-08-18T19:28:09Z2021-09-28T13:03:26Z2022-08-18T19:28:09Z2020The recent trend of massification of access to higher education in Latin American countries, which especially benefits young people from vulnerable contexts, has raised new phenomena of exclusion that stress the policy structures that support the countries' access systems and mechanisms. In Chile, in 2014, the Program for Accompaniment and Effective Access to Higher Education (PACE) began to be implemented through universities with the objective of restoring the right to higher education of students through the components of preparation in secondary education (PEM) and support in higher education (AES). To date, there is research evaluating the implementation of the program with respect to the AES component. However, few studies analyze its execution in the PEM phase from a subjective perspective of the school actors involved. For this reason, the purpose of this research was to investigate the perceptions that the management teams and education professionals of educational establishments associated with the PACE of two public universities have on the implementation of the PEM component, based on the success factors in the changes education of Fullan and Stiegelbauer. The study was developed from a non-experimental and qualitative case study. The results were obtained through open and semi-structured interviews, which were applied to two members of the PACE technical teams of the universities and to thirteen actors who represent principals/directives and professionals of scientific-humanist and vocational education institutions associated to these universities. Among the main results, it is concluded that: (i) despite being the same program, each university presents distinctions regarding the organizational management adopted in the PACE implementation models, and that as a consequence they condition the specific ways to develop the change and its subsequent perception on the part of school actors; (ii) the potential problems associated with the characteristics of the change, such as the factors of necessity, clarity, complexity, and quality-feasibility, have been resolved by the permanent presence and support of the universities for the high schools; (iii) despite verifying that school actors have developed a disability in the face of change as a result of a negative history of educational innovation experiences associated with the Ministry of Education, the change proposed by the PACE models of universities represents a turn to that tradition that predisposes them to participate in the implementation; (iv) the close and real perception that the actors have towards the universities to implement the change is not enough to build mutual procedural relationships between the high schools and the Ministry of Education, thus existing a no man's land in which unresolved expectations emerge for schools.La reciente tendencia de masificación del acceso a la educación superior en los países latinoamericanos, que beneficia especialmente a jóvenes de contextos vulnerables, ha levantado nuevos fenómenos de exclusión que tensionan las estructuras de política que sostienen los sistemas y mecanismos de acceso de los países. En Chile, en el año 2014, se comienza a implementar por intermedio de las universidades el Programa de Acompañamiento y Acceso Efectivo a la Educación Superior (PACE) con el objetivo restituir el derecho a la educación superior de los estudiantes por medio de los componentes de preparación en la enseñanza media (PEM) y de acompañamiento en la educación superior (AES). A la fecha, existen investigaciones que evalúan la implementación del programa respecto del componente de AES. Sin embargo, son pocos los estudios que analizan su ejecución en la fase PEM desde una perspectiva subjetiva de los actores escolares involucrados. Por esta razón, el propósito de esta investigación fue indagar las percepciones que tienen los equipos directivos y profesionales de la educación de establecimientos educacionales asociados al PACE de dos universidades públicas sobre la implementación del componente PEM, a partir de los factores de éxito en los cambios educativos de Fullan y Stiegelbauer. El estudio se desarrolló a partir de un estudio de casos de carácter no experimental y cualitativo. Los resultados se obtuvieron por medio de entrevistas abiertas y semi-estructuradas, las que fueron aplicadas a dos miembros de los equipos técnicos PACE de las universidades y a trece actores que representan a directivos y profesionales de la educación de establecimientos científico-humanista y técnicos profesionales asociados a estas instituciones. Entre los principales resultados, se concluye que: (i) a pesar de ser el mismo programa, cada universidad presenta distinciones respecto de la gestión organizacional adoptada en los modelos de implementación del PACE, y que como consecuencia condicionan los modos específicos para desarrollar el cambio y su posterior percepción de parte de los actores escolares; (ii) los potenciales problemas asociados a las características del cambio, como los factores de necesidad, claridad, complejidad y calidad-factibilidad, han sido resueltos por la permanente presencia y apoyo de las universidades hacia los liceos; (iii) a pesar de constatar que los actores escolares han desarrollado una incapacidad ante el cambio producto de un historial negativo de experiencias de innovación educativa asociados al Ministerio de Educación, el cambio propuesto por los modelos PACE de las universidades representa un giro a esa tradición que los predispone a participar de la implementación; (iv) la percepción cercana y real que tienen los actores hacia las universidades para implementar el cambio no es suficiente para construir mutuas relaciones procesales entre los liceos y el Ministerio de Educación, existiendo así un terreno de nadie en el que emergen expectativas no resueltas para los establecimientos educacionales.22160722https://hdl.handle.net/10533/252982instname: Conicytreponame: Repositorio Digital RI2.0info:eu-repo/grantAgreement//22160722info:eu-repo/semantics/dataset/hdl.handle.net/10533/93488http://repositorio.uchile.cl/handle/2250/176635info:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivs 3.0 Chilehttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/Ciencias SocialesOtras Ciencias SocialesCiencias Sociales, interdisciplinariaSchool actors perceptions on the implementation of the PACE program of two public universitiesPercepciones de los actores escolares sobre la implementación del Programa PACE de dos universidades públicasinfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/publishedVersionTesisTesishttps://hdl.handle.net/10533/252982419a387d-2812-480c-84ea-a41c4be46442virtual::61714-1419a387d-2812-480c-84ea-a41c4be46442virtual::61714-1THUMBNAILTesis - 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