Browsing by Author "Santelices M.V."

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Introduction to the Special Issue: Student Experience in Latin American Higher EducationIntrodução ao número especial: Experiência estudantil no ensino superior na América LatinaIntroducción a número especial: Experiencia estudiantil en la educación superior de América Latina
    (Arizona State University, 2022) Santelices M.V.; Celis S.
    © 2022, Arizona State University. All rights reserved.In this introduction, the guest editors present an overview of the 11 articles that make up the special issue on student experience in Latin American higher education. The introduction provides context about the higher education sector in Latin America, draws attention to the main features of the articles, and highlights common themes across them. The guest editors also comment on the parallels and contrasts with the student experience discussed by the literature from other geographical locations. Based on the preparation and publication of the special issue, suggestions for further research are provided.
  • No Thumbnail Available
    Item
    Is it worth attending higher education? Lessons from a systematic review on institutional contribution to learning outcomes
    (Springer Science and Business Media B.V., 2024) Cifuentes Gomez G.; Santelices M.V.
    © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.There is a growing interest in understanding more precisely the contribution of HE to student learning outcomes. We present a systematic review of the literature published between 2000 and 2023 in the WoS and Scopus databases. We identified 49 research articles that analyse individual and institutional variables related to student’s academic and employment outcomes. Most focus on establishing non-causal relationships between students’ entry characteristics and outcomes. In parallel, work estimating institutional contribution has evolved. Until 2015, there was an interest in comparing different methods and outcome variables. Since then, there has been more interest in using causal techniques to identify factors related to institutional contribution. Methodologically, VA research shows variations in results depending on the type of outcome used and the inclusion of institutional selectivity in the estimates. In addition, the results show gains in student learning; however, academic gaps related to gender, SES, or ethnicity remain or even increase after HE completion. In parallel, some value-added research has identified institutional variables that may be related to academic outcomes, such as expenditure per student, type of teachers’ contract, and teaching practices such as discussions outside the classroom and participation in research projects. However, the predominance of descriptive techniques in the literature does not allow conclusive results.
  • Thumbnail Image
    Item
    The role of an equity policy in the reproduction of social inequalities: High School Ranking and university admissions in Chile
    (SAGE Publications Ltd, 2022) Catalan X.; Santelices M.V.; Horn C.
    © The Author(s) 2022.The High School (HS) Ranking is an equity policy aimed at increasing the enrolment of students from underprivileged contexts in selective higher education institutions in Chile. However, HS Ranking is considered as an admission criterion for all applicants, regardless of their contextual characteristics. In this study, we delve into how students from different high school settings interpret and deploy actions to increase their HS Ranking score. Through a Structural Equation Model with validated survey data (9 schools, N = 1.831), our results show that the role of the schools’ context in the deployment of academic strategies to increase HS Ranking score is significant, even after controlling for academic individual motivation. In a scenario of a highly segregated secondary system these results are relevant for the discussion of the role of HS Ranking – an equity-oriented admission policy – in maintaining the higher education inequalities.