Institutional Ethos of Less Selective Massive Private Universities in Chile: Organizational Identities in a Competitive and Marketized University System
Abstract
:1. Introduction
2. Contextualization and Theoretical Framework
2.1. The Democratization of Higher Education and the Creation of New University Profiles: The Case of Less Selective Massive Private Universities in Chile
2.2. Analyzing the Concept of Ethos in Education
3. Materials and Methods
4. Results and Discussion
4.1. Pluralism and Student Diversity
“They are students from vulnerable sectors, coming from low socioeconomic levels. They represent the first generation in their families to attend university, carrying an additional burden. Many come from single-parent families and have often taken on work or responsibilities from a young age, and they bear a high emotional and social burden. They can be described as individuals of great effort and a strong desire for self-improvement. They are motivated to progress and uplift their families. Behind them, they have a family providing support and holding onto hope. They exhibit a strong work ethic and a determination to forge ahead” (female, University B, Social Worker).
“…the identity of the university is there, in the students and in the proposal that relates to students who traditionally could not access universities, neither public nor private, for various reasons…” (male, University B, program director).
“The distinctive hallmark which the students always talk about is the closeness they have, what we call an open-door policy. We have direct communication with the students; in other institutions, that doesn’t exist…” (female, University C, Program Director).
“For two hours, various topics are presented, many of which even extend beyond the boundaries of Chilean education and pedagogy. As mentioned earlier by the faculty authority, the seminar aims to internationalize the education faculty with perspectives on current issues” (Fieldnotes, University B, 13 October 2022, International Pedagogy Seminar).
4.2. The Pursuit of Excellence as a Competitive Horizon
“We are advocating for a university that goes beyond the complexity of what we had before. Throughout our history, University C has always been a teaching-focused institution. Today, it has evolved into a university with promising research indicators and successful community engagement. This transformation puts us in a different league, no longer confined to competing solely with technical training centers or institutes…” (male, University C, Student Affairs Coordinator).
“We were the first non-traditional university to offer the pharmacy program. Previously, institutions such as the University of Chile or the Pontifical Catholic University of Chile were established as traditional institutions. However, we successfully positioned ourselves and validated our program. Nowadays, in the market, many sectors prefer pharmacists from University A […]. I believe this preference arises from the distinctive imprint that University A leaves on you. It operates much like a traditional university in terms of management and academics. Indeed, it can be closely compared to traditional universities. We faced numerous challenges; it was not an easy journey” (male, University A, Program Director).
“…University A, even though it’s not selective in admissions, does seek to provide an excellent education and that excellence is also sought in terms of the university’s positioning (…) to be recognized as a university of excellence, which is a tough road, because fundamentally we are a young university, 30 years old.” (male, University A, Program Director).
4.3. The Construction of Merit as a Family, Personal, and Institutional Effort
“Effort, dedication, and commitment seem to be the underlying themes of each intervention in these ceremonies. In this graduation ceremony [at University A], various participants repeatedly refer to the existence of a “long and challenging path” in many cases. However, as they point out, all the students successfully achieved their goals, enriching themselves not only as professionals but above all as individuals, equipped to ‘undertake, succeed, and contribute socially’” (Fieldnotes University A, 7 December 2022, graduation ceremony).
“The speech was filled with emotion, primarily addressing what it means to be a professional in today’s society. It mentions that being a professional signifies an achievement resulting from personal sacrifice and effort. However, this speech emphasizes that families ‘are relevant throughout this entire process’” (Fieldnotes University C, 13 December 2022, graduation ceremony).
“At this graduation ceremony, most of the speeches aimed at supporting families in students’ educational trajectories. While not explicitly mentioned, there is also an institutional spirit to highlight that the future of these students will be different thanks to their university experience and that, without the education they received, their destinies would be limited by their backgrounds. Emphasis is placed on the university’s motto, which means “reach higher” (…). Moreover, we can see that in this event the student’s speech constantly refers to symbolism related to effort, dedication, and family support, suggesting that students achieved their goals due to a combination of factors involving families, the university, and personal effort” (Fieldnotes University B, 2 November 2022, graduation ceremony).
4.4. Education for Employability Underpinned by Professional Ethics and Social Commitment
“Their hallmark is much more oriented towards employability (…) achieving that their students acquire a combination of knowledge and personal skills that allow them to develop well in the work environment…” (male, University A, Program Director).
“I believe that the strong work we have done, precisely as you were talking about establishing as a hallmark, is reflected in our 97% employability rate” (female, University B, Program Director).
“We want to educate students to be professionals with civic awareness, civic responsibilities, and a sense of participation, who also feel engaged with their work” (male, University C, Student Affairs Coordinator).
“What we seek is for [our graduates] to be teachers who effectively have a high commitment to schools (…) first, a commitment to what they develop as professionals; second, a commitment to their context, which varies depending on where they are situated; third, a high degree of social and moral commitment to the students.” (female, University B, Program Director).
“…more than the part of “no, now they will be lawyers, they will be able to generate money”, the opposite, like “you can make a contribution to society”, like that aspect is always strongly emphasized especially towards the end of the degree, in the fifth year.” (female, University B, Program Director).
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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University | Type of University | Year Founded | Total Students 2022 1 | Nr. of Campuses | Nr. of Degrees | Degree Length | Research | Free Tuition Option | Points Score Average (1st Year) (PSU) 2 | % Students Who Attended Public Schools 3 | % Students Who Attended Private Subsidized Schools 4 |
---|---|---|---|---|---|---|---|---|---|---|---|
University A | Private (Non-traditional) | Late 1980s | Approx. 57.000 | 3 | Approx. 80 | 5 years | Yes | No | Approx. 530 | Approx. 19 | Approx 59 |
University B | Private (Non-traditional) | Early 1990s | Approx. 31.000 | 4 | Approx. 50 | 5 years | Yes | Yes | Approx. 510 | Approx. 32 | Approx. 65 |
University C | Private (Non-traditional) | Late 1980s | Approx. 27.000 | 3 | Approx. 60 | 4 years | No | No | Approx. 490 | Approx 34 | Approx. 60 |
University | Program | Position | Number of Interviewees | Gender |
---|---|---|---|---|
University A | Computer Engineering | Program directors | 2 | Females |
Chemistry and Pharmacy | Program directors | 2 | Male and Female | |
N/A | Psychologist | 1 | Female | |
N/A | Students’ affairs coordinators | 3 | 2 Males and 1Female | |
N/A | Community engagement representatives | 1 | Female | |
University B | Pedagogy in elementary education | Program directors | 2 | Male and Female |
Law | Program directors | 3 | 2 Males and 1 Female | |
N/A | Psychologist | 1 | Female | |
N/A | Social worker | 1 | Female | |
N/A | Students’ affairs coordinators | 3 | 1 Male and 2 Females | |
N/A | Community engagement representatives | 1 | Male | |
University C | Veterinary | Program directors | 4 | 1 Male and 3 Females |
Management | Program directors | 3 | 1 Male and 2 Females | |
Management | Student affairs coordinators | 1 | Male | |
Veterinary | Student affairs coordinators | 1 | Female | |
Veterinary | Community engagement representatives | 1 | Female | |
Management | Community engagement representatives | 1 | Female |
University | Context | Campus | Number of Observations | Date |
---|---|---|---|---|
University A | Everyday instances | Central Zone | 9 | Between November 2022 and April 2023 |
East Zone | 3 | |||
University B | Everyday instances | East Zone | 7 | Between September 2022 and March 2023 |
North Zone | 3 | |||
Official ceremonies | East Zone | 4 | ||
University C | Everyday instances | Central Zone | 7 | Between November 2022 and April 2023 |
East Zone | 4 | |||
Official ceremonies | Central Zone | 2 | ||
South Zone | 1 |
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Quaresma, M.L.; Villalobos, C.; Rojas-Murphy, A.; Molina-Salas, F. Institutional Ethos of Less Selective Massive Private Universities in Chile: Organizational Identities in a Competitive and Marketized University System. Educ. Sci. 2024, 14, 903. https://doi.org/10.3390/educsci14080903
Quaresma ML, Villalobos C, Rojas-Murphy A, Molina-Salas F. Institutional Ethos of Less Selective Massive Private Universities in Chile: Organizational Identities in a Competitive and Marketized University System. Education Sciences. 2024; 14(8):903. https://doi.org/10.3390/educsci14080903
Chicago/Turabian StyleQuaresma, Maria Luísa, Cristóbal Villalobos, Andrés Rojas-Murphy, and Francisco Molina-Salas. 2024. "Institutional Ethos of Less Selective Massive Private Universities in Chile: Organizational Identities in a Competitive and Marketized University System" Education Sciences 14, no. 8: 903. https://doi.org/10.3390/educsci14080903