La Influencia de los Regímenes de Gobernanza sobre la Calidad de las Titulaciones Universitarias: Un Estudio Exploratorio desde Chile

Higher education institutions, at their different levels, must respond to the growing demands of the environment and, in turn, to the requirements of the internal members of the university community. Under this view, the aim of this article is to explore the possible links between the dominant types of governance at the level of schools and the quality of their undergraduate degrees. To this end, a case study is carried out in a Chilean university; where through semi-structured interviews to faculty and management team from four schools it will be possible to know the perspective they have in relation to the governance of their own units, while quality will be measured by the proportion of programs accredited by them. Findings suggest that in the case analyzed, the bureaucratic governance regime at the level of Schools is associated with better results in the quality of the degrees, while the collegiate governance regime and even the stakeholder governance regime have lower levels of accreditation in their degrees; It is therefore suggested that the focus on ministerial demands and the requirements of quality agencies contribute to a better response to these demands and allow for greater alignment, which is rewarded with better accreditation.