La autonomía en la educación superior: Reflexiones desde los actores en el contexto del financiamiento por desempeño en Chile

This research explores the perception that members of the academic community have regarding the autonomy of universities in the context of performance-based funding in Chile. For this purpose, semi-structured interviews were carried out with twenty members of the academic community of two Chilean state universities. The method used to carry out this study was the Grounded Theory, where the processes of sampling, collection, and analysis are closely linked. The information collected was transcribed and processed using the NVivo 11 software. Here the construction was first performed to the discovery of concepts, through the constant comparison method, subsequently generating the categories in free nodes. The results indicate that autonomy in the context of financing by performance is closely linked to the concept of accountability and that this occurs within a regulatory framework defined by the State.