INTRODUCTION
Si no cambiamos la educación superior, no habrá futuro para el país
If we do not change higher education, there will be no future for the country Rafael Correa to the National Assembly of Ecuador (Mena Erazo, 2010a)
In the 21st century, Latin America has made significant strides to enhance higher education, focusing on key demands such as equity, quality, and relevance (Tünnermann, 1999) Countries across the region have established national quality assurance and evaluation mechanisms aimed at addressing longstanding issues like lack of transparency, under-qualified faculty, and absent research agendas (Bernasconi, 2006, 2008; Ferrari & Contreras, 2008; Montoya et al., 2014; Rengifo-Millán, 2015; Schwartzman, 1993; Van Hoof et al., 2013).
The global emphasis on neoliberal views of the knowledge economy and globalization has prompted many Latin American developing countries to prioritize higher education as a key driver of social, cultural, and economic development To enhance their status as knowledge producers, these nations are focused on improving the quality of post-secondary institutions and reforming faculty roles within universities to achieve better outcomes.
Historically, Latin American universities have relied on part-time faculty without doctoral degrees or research involvement, placing the academic profession on the fringes of higher education (Altbach, 2003; Bernasconi, 2006; Schwartzman, 1993) However, as quality assurance and knowledge production have become central to higher education, the role of faculty has evolved significantly Faculty members now play a crucial role in enhancing the quality and effectiveness of institutions (Austin, 2002) The professionalization of academic positions has led to the emergence of faculty as independent experts with doctoral credentials, fully committed to academic responsibilities, engaged in research, and contributing to their university's culture (Berrios, 2014) Despite this growth, Altbach, Reisberg, and Rumbley (2009) noted that advancements in degree programs and competitive salaries have not kept pace, hindering the recruitment of top talent in developing knowledge economies Additionally, the emphasis on faculty research production has outstripped universities' capacity to provide adequate research facilities and support (Ferrari & Contreras, 2008).
In recent decades, Chile and Mexico have made significant strides to enhance the quality of their higher education faculty These initiatives include providing scholarships for faculty members to pursue PhD studies abroad, implementing stricter faculty evaluation processes, and increasing academic salaries, allowing educators to focus solely on their academic careers (Bernasconi, 2006; Montoya et al., 2014).
Bernasconi (2006) highlights the emergence of the "entrepreneurial professor" in Chilean higher education, characterized by highly productive researchers who secure and manage substantial research grants, provide government advice, consult on various projects, and contribute significantly to their fields while earning competitive salaries This shift represents a new paradigm resulting from ongoing reform efforts in the academic landscape.
The Mexican Vice Ministry of Higher Education established in 1996 La
Programa de Mejoramiento del Profesorado (PROMEP), a program still existing today which is aimed at improving faculty performance and enhancing academic productivity through incentivization (Montoya et al., 2014; Navarro-Leal & Contreras, 2014)
PROMEP provides financial incentives and scholarships for postgraduate and post-doctoral studies, fostering research collaboration and networks (Montoya et al., 2014) As a result, Mexico has seen enhanced research productivity and an increase in the number of faculty holding doctoral degrees (Montoya et al., 2014; Navarro-Leal & Contreras, 2014).
Situated within the overall context of Latin American higher education reform is the transformation and standardization of the higher education sector in Ecuador since
Since 2007, Ecuador, a small country on the west coast of South America, has implemented government-led reforms aimed at enhancing the quality of its professors and advancing the overall university system Despite these efforts, the evolution of higher education in Ecuador remains underrepresented in the literature on Latin American educational reform The region emphasizes the dual role of universities, not only to educate its citizens but also to foster knowledge production essential for regional development.
Furthermore, the transformation of the role of the faculty member in higher education in
This study explores the transformation of faculty members in Ecuador from part-time instructors to dedicated educators, highlighting their experiences and perceptions within the context of neo-institutional higher education policy reforms.
Contemporary Higher Education Reform in Ecuador
Since 2007, higher education institutions in Ecuador have experienced significant changes due to increased government oversight and regulatory reforms initiated during Rafael Correa's presidency Prior to this period, universities operated with considerable autonomy, managing their own policies on student admissions, budgeting, and hiring However, the introduction of new constitutional mandates and a government-run accrediting body has shifted the landscape, leading to a system where public universities now rely heavily on the central government for budget allocations, student admissions, and administrative decisions These reforms aim to enhance the quality of higher education in the country, transforming the operational framework of Ecuador's universities from a tuition-based model to one that is fully dependent on government support.
The transition from a deregulated and decentralized higher education system, which lacked accountability, to a more centralized and regulated framework has sparked significant debate University administrators have accused the government of undermining institutional autonomy, claiming that such actions violate constitutional principles.
The constitution explicitly guarantees universities institutional and political autonomy from government interference (Lloyd, 2010; Saavedra, 2012) However, there are concerns that reform initiatives may lead to heightened bureaucracy and impose additional financial burdens on the state, rather than enhancing quality (Saavedra, 2012).
In Ecuador, significant policy changes have transformed higher education, notably with the adoption of a new constitution in 2008 under President Rafael Correa This constitution established free undergraduate education for Ecuadorian citizens, shifting funding from tuition to increased government support (Johnson, 2017; Van Hoof et al., 2013) It also mandated that the State not only fund public universities but also oversee and regulate the national higher education system Additionally, the constitution emphasized the role of higher education in national development while ensuring university autonomy and academic freedom.
In 2008, Correa's Constitution mandated the establishment of a significant law governing higher education in Ecuador Following this, the La Ley Orgánica de Educación Superior (LOES) was enacted in 2010, amidst discussions between the government and university officials This legislation outlined the essential quality, transparency, and accountability standards for the higher education system and its institutions Additionally, LOES led to the creation of a new accrediting body to oversee higher education in Ecuador, ensuring compliance with the defined requirements.
The Consejo de Evaluación, Acreditación y Aseguramiento de la Calidad de la Educación Superior (CEAACES) has taken over the responsibilities of the former accrediting organization, tasked with ensuring that universities adhere to the national accreditation standards.
In 2012, CEAACES implemented an institutional ranking system to ensure compliance with accreditation standards, resulting in the closure of 15 universities that collectively enrolled over 30,000 students due to their failure to make necessary changes in a timely manner (Neuman, 2012b).
REVIEW OF LITERATURE
After more than nine years of the Citizen Revolution, it is now time to assess the depth of our democratic roots, evaluate our progress, and understand our capabilities.
After over nine years of the Citizens Revolution, it's essential to evaluate the strength of our democratic foundations, assess our progress, and explore our potential for the future.
René Ramírez (2016), former secretary of SENESCYT
This chapter reviews the existing literature on the impact of contemporary higher education reform policies in Ecuador on faculty roles and work It begins with an overview of the historical development of higher education in the country, followed by an in-depth discussion of reforms from 2007 to 2017 Finally, the chapter explores the theoretical frameworks that provide insight into the ongoing changes in the institutional sector of higher education, particularly concerning faculty roles and responsibilities since 2007.
History of Higher Education in Ecuador
Ecuador has experienced significant political, economic, and social upheaval throughout its history, spanning nearly 500 years Originally part of the Inca Empire, this geographical area has been profoundly influenced by the broader historical changes that have shaped Latin America.
In 1528, a small force of 24 Spanish conquistadores, led by Francisco Pizarro, profoundly impacted Ecuador, as well as the broader Latin American region, through the imposition of cultural, social, and economic institutions This article explores the historical evolution of higher education and reform movements in Ecuador, examining how they have been shaped by the country's social, economic, and political developments over time.
The Spanish colonial era, spanning from the 1520s to the 1800s, was marked by a tumultuous atmosphere, as noted by conquistador Francisco Vásquez, who described the lingering scent of gunpowder and the ongoing preparations for battle (Tünnermann, 2001, p 41) Amidst this historical context, the first university in the region now known as Ecuador was established in 1586 The Universidad de San Fulgencio de Quito holds the distinction of being the second oldest university in Latin America, following the Universidad de Santo Tomás de Aquino in Santo Domingo, Dominican Republic, and is recognized as the oldest university in Ecuador (“La Universidad más Antigua,” 2011).
Tünnermann, 2001) During Spanish rule, over 25 universities were created (Bernasconi,
The Catholic Church played a crucial role in colonial universities by facilitating the transmission of the Spanish Crown's social and political philosophy to the colonies As noted by Cruz (1973), these educational institutions emerged as a response to the needs of the New World and were integral to the Hispanic colonial phenomenon The Universidad de San Fulgencio de Quito exemplifies the long-standing tradition of colonial universities in Latin America, where education served as a means to instill social norms and reinforce the hegemony of Spanish colonial powers (Arocena & Sutz, 2005; Bernasconi, 2008; Figueiredo-Cowen, 2002).
The “‘colonial university’ was an imported institution that aimed to copy the medieval model and was directly subordinated to the Crown and the Church” (Arocena & Sutz,
Spanish colonial institutions in Latin America were modeled after the medieval Universidad de Salamanca and Alcalá, reflecting Spain's spiritual, political, and cultural frameworks (Bernasconi, 2008; Tünnermann, 2001) These colonial universities played a crucial role in shaping early American society by providing education primarily for the elite, preparing them for civil, bureaucratic, and religious roles (Tünnermann, 1991, 2001) They also served as centers for religious education, aiding the Catholic Church in its efforts to evangelize indigenous populations (Figueiredo-Cowen, 2002; Tünnermann, 1991, 2001) Notably, mestizos and the indigenous people of Ecuador were largely excluded from higher education opportunities.
Unlike the Portuguese Crown, which did not establish any universities during Brazil's colonial era, the Spanish Crown founded around 25 universities by its conclusion (Balán, 2013; Bernasconi, 2008; Figueiredo-Cowen, 2002) These institutions, primarily categorized as universidades pontificias y reales (pontifical and royal universities), focused on four key disciplines: Art, Theology, Law, and Medicine (Chacón Burbano, 1996; Tünnermann, 2001) A significant milestone in Ecuador's higher education history occurred with the arrival of the Jesuits in 1586, leading to the establishment of Universidad San Gregorio Magno in 1620, which was authorized by King Philip III and modeled after Jesuit educational principles (Chacón Burbano, 1996).
In 1676, King Charles III expelled the Jesuits from the Spanish colonies, leading to the management of San Gregorio Magno being taken over by the Dominican order By 1688, San Gregorio Magno had closed, and the Santo Tomás de Aquino university was established Eventually, the two remaining colonial universities merged under the leadership of Simón Bolívar.
Founded in 1826, Universidad Central del Ecuador is the largest university in the country, boasting an enrollment of over 60,000 students Additionally, Table 3 illustrates the religious affiliations of the three colonial universities established in Ecuador during the 14th and 15th centuries.
Ecuadorian Universities Founded during the Spanish Colonial Era
Santo Tomás de Aquino 1688 Dominican
Note Adapted from “A New Model of Ecuadorean Higher Education: Its Impact on
External Efficiency, innovations, and Economic Growth” by M Chacón Burbano, 1996, p 16
In the 17th century, university leaders in Latin America started to embrace the concept of "acriollamiento de la estructura salmantina," signifying a shift towards the Americanization of higher education This movement marked a departure from the traditional educational models established by Salamanca and Alcalá.
(Tünnermann, 2003) It was not until the 19th century, however, that the colonial model
27 of higher education was replaced by a new model—the Republican university (Arocena
Despite Ecuador's independence from Spanish rule, the traditional characteristics of the colonial university remained unchanged, as noted by Sutz (2005), Bernasconi (2008), and Tünnermann (1991, 2001).
During the Republican Era of the 1830s, higher education continued to be overseen by clergymen, reflecting a persistent influence of religious and colonial ideals of privilege Despite shifts in central governmental authority, the fundamental nature of higher education in the early 1800s remained deeply intertwined with these traditional values.
In the 1800s to 1900s, the Spanish monarchy's long-standing rule over the region ended when Simón Bolívar unified Ecuador, Colombia, Venezuela, Panama, northern Peru, parts of Guyana, and northwest Brazil into Gran Colombia in 1819 To foster a distinctly Latin American culture known as pensamiento bolivariano, Bolívar established the Universidad Central del Ecuador in 1826 This initiative aimed to promote Bolivarian thought, leading to the opening of additional campuses, including one in Bogotá, to further disseminate his vision.
METHODS
This qualitative multiple case study explores how Ecuadorian faculty perceive their roles and work within five universities impacted by national reform policies since 2007 The chapter details the research design, paradigm, case sites, participants, and sampling methods It also examines the data sources and collection techniques, data analysis methods, and measures taken to ensure the findings' trustworthiness Additionally, the chapter discusses the study's delimitations, limitations, and assumptions, guided by specific research questions.
Faculty members in Ecuador have navigated their roles and work experiences significantly since the national policy reforms of 2007 Their experiences vary across different types of institutions, showcasing distinct challenges and opportunities Additionally, comparisons reveal differences in how faculty perceive their roles based on whether they are at public or private institutions Furthermore, the geographical location of these institutions also influences faculty experiences, highlighting the diverse educational landscape in Ecuador.
2 How have institutional policies, practices, and organizational structures emerged since the inception of national policies related to faculty work?
This study explores how Ecuadorian faculty perceive their roles and work within higher education institutions amid contemporary policy changes, utilizing a multi-case design for in-depth analysis Case study research in education facilitates a comprehensive understanding of participants' experiences and sensemaking (Yin, 2014) Guided by an interpretivist research paradigm, the study emphasizes the significance of human meaning, focusing on how participants construct meaning from their environments (Bakker, 2010).
The research method employed in this study is naturalistic or qualitative inquiry, which is a discovery-oriented approach that minimizes investigator interference and does not impose prior constraints on research outcomes (Patton, 2002) Specifically, the methodology is a case study, focusing on cross-case comparison, also known as multisite or multi-case study This approach involves the collection and analysis of data from multiple cases, distinguishing it from single case studies that may include subunits or subcases (Merriam, 2009; Yin, 2014).
In 2006, it was emphasized that a multicase study begins by identifying a unifying concept among the cases, with a focus on purposive sampling to enhance variety and enable in-depth analysis This study specifically examines five comprehensive universities in Ecuador, selected based on criteria including the type, control, and location of the institutions.
66 unit of analysis for each case is faculty members and their sensemaking of their roles within each case university as subcases
Cross-case analysis significantly enhances the generalizability of findings while deepening the understanding of the studied phenomenon (Miles & Huberman, 1994) This approach not only identifies commonalities across cases but also highlights unique aspects of each case (Stake, 2006) Although case study research typically faces challenges with limited generalizability, employing cross-case comparisons mitigates this issue (Yin, 2014) In this study, the analysis of five cases, along with subcases from faculty participants, provides a broader perspective compared to research based solely on a single case study.
This study is based on an interpretivist research paradigm, which highlights the significance of understanding human meaning through case study research (Bakker, 2010) The interpretivist approach asserts that reality is socially constructed, emphasizing the importance of participants' perspectives in the research context (Creswell, 2013; Mertens, 2005).
In my research on faculty sensemaking regarding their roles within Ecuador's current policy environment, I found that a multiple perspective approach is particularly significant (Bakker, 2010) Scholars in the interpretivist paradigm assert that human behavior is influenced both by environmental factors and individual experiences.
“their subjective perception of their environment—their subjective realities” (Willis,
2007, p 6) Reality is co-constructed between the researcher and the researched; thus the
67 role of the researcher is one in which the researcher interprets the reality of the participant (Creswell, 2013)
This section outlines the methodology of a cross-case comparison study, detailing the recruitment of participants and the selection of higher education institutions in Ecuador Criterion sampling was employed to identify informants, resulting in the selection of five universities, with at least two faculty members from each institution chosen to participate based on specific criteria.
Ecuador is home to around 200 higher education institutions, including 51 fully accredited four-year universities and 56 accredited institutos superiores that provide 2-3 year professional undergraduate programs While over 100 of these institutos are conditionally accredited, the country also boasts three postgraduate universities Notably, four national universities were established during Correa's presidency, but they were excluded from this study due to their less than 10 years of operation.
This study examines the perceptions of faculty regarding their roles across five diverse universities, highlighting differences based on institutional types, governance, and geographical locations The selected institutions were identified using one primary criterion and two secondary criteria, as detailed in Table 7 Each university falls into either the teaching university or teaching-research university category, providing a comprehensive overview of faculty perspectives in these varying educational environments.
The selection of universities is primarily guided by criteria outlined in their strategic plans or on the CEAACES website Secondary criteria include the control and location of these institutions In this research, university control is classified into three categories: public institutions that depend on government funding, private institutions that rely solely on student tuition, and those that utilize a combination of both tuition and state resources (Asamblea Nacional de Ecuador).
In Ecuador, this research focuses on 52 universities, of which only five are classified as teaching-research institutions, comprising four public and one private university These institutions are distinguished by their rural or urban settings and their locations within the country's two major geographical regions For comprehensive details on all 52 universities, please refer to Appendix A.
Five universities were selected for a cross-case comparison from 52 accredited four-year institutions established prior to Correa's presidency This approach allows for a deeper understanding of specific cases by examining both similar and contrasting examples (Miles & Huberman, 1994) Initially, six sites were chosen to ensure diversity in location, control, size, and mission; however, I could not interview faculty at one Amazon institution due to the lack of a gatekeeper to facilitate introductions In Ecuador, having "palanca," or a network of connections, significantly impacts access to institutions, ultimately limiting my outreach.
69 leverage in Ecuador did not extend to the Amazon and thus I was unable to use palanca to attract interest in my research from an institution in this region
Institutional type I sought to have both teaching universities and teaching- research universities represented as cases The primary criterion of institutional type is defined as follows:
Teaching university: This type of university, established in the Reglamento
The Transitorio for the Typology of Universities and Polytechnic Schools in Ecuador emphasizes the importance of teaching, mandating that 40% of faculty members possess a PhD or equivalent qualification This framework applies to both public universities, which receive full state funding, and private universities that are either self-financed or partially supported by the government Currently, Ecuador is home to 46 teaching universities.
FINDINGS
I have always strongly believed in the transformative power of universities, emphasizing the crucial role that quality education plays in preparing future professionals Additionally, the vital importance of research cannot be overlooked, particularly when it enables the paradigm shifts that we desperately need.
I have always held a firm belief in the transformative power of universities, emphasizing the crucial role of quality teaching in shaping future professionals Additionally, I recognize the vital importance of research, particularly when it facilitates the significant advancements we require.
Rafael Correa (2011) at the International Congress on University Development and
This study aims to enhance the understanding of faculty members' sensemaking of their roles amid neo-institutional reforms in Ecuador's higher education system It highlights new expectations related to research, publication, university administration, and community engagement Notably, existing literature on higher education in Latin America has largely overlooked the transformation of the professoriate and national reform initiatives in Ecuador The findings are derived from an analysis of semi-structured interviews conducted with faculty at both public and private comprehensive institutions in the country.
The study analyzed 110 institutional and national documents, including university accountability reports, newspaper articles, and legislative texts, alongside field notes from faculty interviews and community observations Findings indicate that, a decade after Correa's presidency and the introduction of constitutional mandates and the LOES, faculty members and institutions continue to navigate the complexities of sensemaking Additionally, faculty at the five case universities are facing varying degrees of role ambiguity and conflict in response to national and institutional policies stemming from reform efforts initiated in 2007.
This chapter is structured into three key sections It begins with an exploration of code mapping, highlighting its role in enhancing transparency and connecting data to reveal a broader perspective The chapter then presents findings from interviews with faculty participants, focusing on their experiences in adapting to new roles, which include navigating uncertainty, building professional networks, legitimizing their work, managing autonomy, and undergoing transitions Finally, the chapter concludes by summarizing these findings, offering an overview of the primary themes supported by relevant data.
To ensure trustworthiness in the data analysis process, I employed code mapping to enhance transparency Based on the code maps from Anfara, Brown, and Mangione (2002), the following map illustrates the multiple coding iterations applied during the analysis This table aims to provide readers with a comprehensive view of the interconnected findings, highlighting the importance of organizing, structuring, and interpreting the extensive data collected (Marshall & Rossman, 1999, p 150).
The first iteration of coding identifies parent codes derived from legislative documents related to faculty roles, which align with all research and interview questions The second iteration introduces child codes, created to simplify data from 15 interviews, each lasting between 1 to 1.75 hours, and these codes are sub-categories linked to the parent codes The third iteration enhances the analysis by filtering and emphasizing key features of the qualitative data, leading to the development of major themes Finally, the fourth iteration employs a holistic analysis to formulate propositional statements that organize the researcher’s insights into a coherent framework of explanations.
Code Mapping: Four Levels of Analysis
Code Mapping for Faculty Sensemaking of Roles in Ecuador
RQ1: How do faculty members in
Ecuador make sense of their roles and work experiences after the 2007 national policy reforms?
RQ1A: How do these roles and work experiences compare across institutional types?
RQ1B: How do these roles and work experiences compare across control of institutions?
RQ1C: How do these roles and work experiences compare across location of institutions?
RQ2: How have institutional policies, practices, and organizational structures emerged since the inception of national policies related to faculty work?
First Iteration: A Priori Codes/Parent Codes
Teaching Researching Managing Advising Engaging
Bureaucracy Funding Work expectations Network of colleagues
Alumni Preparing students for research
Opportunities Old vs new Mentoring
Evaluation of work Oversight Trust Academic freedom Political power
Policy-making Enabling/disabling system
Access Instability Institutional decision-making
Workload Publishing Change Resources Autonomy
Loyalty Transition Authorities Academic capitalism
Building networks Legitimizing work Constraining autonomy
Faculty members are navigating a state of professional uncertainty as they reassess their daily work experiences, facing changes that require either adaptation or resistance within the limitations of their job expectations.
Faculty benefit from building networks to respond to the role expectations, especially related to notions surrounding research
They engage in opportunities to connect with peers, students, build relationships, and create meaningful relationships globally, nationally, and institutionally
Nevertheless, faculty find the new processes that legitimize their work to be onerous and to decrease the efficiency of intuitional decision-making
Transparency in policy-making is crucial, and individuals acknowledge their responsibility to engage in the policy-making process related to their roles at both local and national levels.
They view their role as an important component to the transition of the higher education system and to building sustainability for human and institutional capacity.
As noted in the Table 19, specifically in the third iteration, five dominant themes emerged during analysis of the interviews of the 15 participants at five case universities
The analysis reveals five key themes regarding faculty members' perceptions of role expectations amid institutional and national reforms, based on insights from 15 participants Firstly, faculty expressed uncertainty about reforms, noting a disconnect between national policies and their actual roles Secondly, they established various networks—institutional, national, and international—to navigate these expectations, which often provided personal rather than just professional support The third theme highlights faculty concerns about increased workloads and bureaucratic processes linked to reforms, which they feel undermine trust from their institutions and government, despite assurances of academic freedom.
The 2008 Constitution has led faculty to perceive expectations for research and publication as unrealistic, often hindered by institutional and governmental constraints They feel that existing policies restrict their decision-making regarding resource access, publication in their native language, publication venues, and research topics Additionally, faculty associate the concept of "transitional" with their generation of academics, reflecting their views on reform efforts in the country These findings will be explored in greater detail in the subsequent sections.
Research Themes, Sub-themes, and Participant Support
Ad Re Intl Nat Inst Ev Inst Ac Pu La Tr Sus
Note Adapt, Re=Resist, Int=International, Nat=National, Inst=Institutional, Ev=Evaluation of Work,
Inst=Institutional Decision-Making, ACcess to Resources, Pu=Publication Outlets, La=Language of Publication, Tr=Transitional Generation, Sus=Sustainabilty of Reform Efforts
Between 2007 and 2017, faculty at higher education institutions in Ecuador experienced significant uncertainty due to fluctuating government policies and institutional responses Participants in the study expressed concerns over the instability of both national and university administrations, highlighting a lack of clear policies and procedures They criticized the absence of faculty representation in national higher education policy-making and noted a troubling lack of transparency at both national and institutional levels The term "authorities" was frequently used by faculty to describe university administrations and government officials, reflecting their frustration over frequently changing regulations In response to this ongoing uncertainty, faculty have either adapted to the changes or resisted them.
Faculty members express frustration with the rapid changes in policies and procedures implemented by both their universities and the government Despite this, they perceive these shifts driven by national policy as part of an ongoing process of adaptation.
The need for forbearance among universities has emerged as they navigate the challenges brought by recent reforms, with many recognizing the previous system's shortcomings They see this change as a chance to innovate and adapt their practices David from Case C University emphasized that institutions and faculty who effectively manage the evolving policy landscape will succeed Similarly, Martin from Case B University highlighted his ability to forge collaborations despite the instability caused by top-down policies Facing funding obstacles for a community outreach project, he sought partnership with a university established during Correa's presidency to secure the necessary resources.
Policy makers frequently change regulations, creating challenges for planning and continuity in community outreach projects Many initiatives overlook the financial aspects, leading to difficulties in securing necessary funding Without access to public funds, collaboration becomes essential For instance, Engineers Without Borders established a partnership with a prominent university in Correa to obtain funding, enabling the organization to engage with the community and develop infrastructure to support local needs.
DISCUSSION AND IMPLICATIONS
La universidad es del pueblo, no del gobierno
The university belongs to the people, not the government
Student protest chant in response to LOES (Mena Erazo, 2010b)
The drive for change in higher education in Ecuador aims to transform universities and reshape academic work This qualitative cross-case comparative study explores faculty perceptions of national policy reforms since 2007 and their impact on professorial roles Historically characterized by part-time instructors with limited responsibilities, faculty work in Ecuador has evolved to encompass research, administration, and full-time commitments Through interviews with 15 faculty members from three public and two private universities, along with field notes and relevant documents, the research highlights how professors have adapted to these reforms and redefined their roles within the academic landscape.
The analyses of faculty perceptions of these reforms unveiled the ways professors have navigated a variety of changes to their work since 2007 across types, control, and
This chapter addresses the geographical location of institutions and highlights the implementation gap in organizational policies since the onset of reform efforts It begins by outlining the research questions that guided the study, followed by a summary and analysis of the findings, contextualized within existing literature and framed by the theoretical approach employed Finally, it offers recommendations for policy enhancements, practical applications, and directions for future research.
In light of significant changes to faculty roles in Ecuador, this study aimed to explore faculty responses to and implementation of educational reforms Two research questions were formulated to gain in-depth insights into faculty perceptions of higher education reform and the ways universities have adapted to these changes in faculty responsibilities.
In Ecuador, faculty members have adapted their roles and work experiences in response to the national policy reforms implemented in 2007 These adaptations vary significantly across different types of institutions, reflecting diverse educational environments and missions Additionally, the control of institutions—whether public or private—further influences how faculty perceive and navigate their responsibilities Furthermore, the geographical location of these institutions plays a critical role in shaping faculty experiences, as regional differences can impact resources, student demographics, and institutional support.
2 What institutional policies, practices, and organizational structures have emerged since the inception of national policies related to faculty work?
Qualitative interviews, field notes, and document analysis highlighted the widespread issues of role ambiguity and conflict among faculty as they navigated national and institutional higher education reform policies Faculty responded to uncertainty through adaptation or resistance, interpreted heightened research expectations by forming networks, and assessed the legitimacy of their work Their perspectives on academic freedom, along with their views on transition and sustainability, illustrate a higher education system undergoing significant challenges and transformations.
Faculty in Ecuador are navigating a changing landscape in higher education amid new policies that redefine their roles and expectations While they express hope for the future, they are critical of the reform's implementation, pointing out a significant gap between policy intentions and actual practices Many faculty members feel transformed into public servants, burdened by bureaucratic tasks and the demands of a standard 40-hour workweek Additionally, they have voiced concerns regarding government authorities like CEAACES, highlighting the challenges they face in adapting to these changes.
The recent rise in evaluations by SENESCYT and university administration has led faculty members to perceive this action as a lack of trust in their decision-making abilities and effectiveness as educators.
Faculty participants also felt left out of the policy-making process, but generally viewed themselves as agents of change in their respective institutions despite their lack of
Campus implementers play a crucial role in the policy creation process, often facing limitations in resource access and research opportunities Despite these constraints, they recognize their important role in paving the way for future scholars.
This study enhances existing theories in higher education by exploring faculty sensemaking of their roles following the 2007 policy reforms It is structured into three key sections: the first examines faculty perceptions in light of these reforms; the second categorizes sensemaking based on university type, control, and location, linking findings to relevant literature; and the final section discusses the implications of university policy implementation on faculty roles since 2007, integrating pertinent scholarly insights.
Faculty sensemaking following the 2007 national policy reforms revealed significant insights into how educators perceive their roles and responsibilities This research highlighted the impact of new expectations related to administration, research, and community engagement on faculty decision-making Participants expressed that their understanding of the reformed higher education policy and its implementation on campus greatly influenced their professional practices.
In 2017, faculty members are increasingly required to go beyond their conventional responsibilities of teaching and supporting students They are now expected to actively conduct and share research, secure research funding, engage in community service, and contribute to the administration of their institutions.
The evolving roles of faculty at a university in Ecuador reflect significant shifts in expectations, particularly for full-time professors, indicating broader reforms in higher education within developing countries This research aligns with key themes in the literature, including change theory, faculty agency, bureaucratization, and academic capitalism, as outlined by various scholars These findings contribute to the understanding of how educational institutions are adapting to new demands and challenges in a global context.
Since 2007, Ecuadorian universities have experienced profound transformations driven by top-down policies, shifting from a decentralized and loosely connected structure to a highly centralized system (Johnson, 2017).
In response to government directives with minimal faculty involvement in policy development, educators are proactively organizing initiatives aimed at enhancing their practices and adapting to changes This has led to the establishment of faculty development institutes focused on improving evaluation processes As noted by Martin from Case B, faculty members have opted for a 360-degree evaluation approach to gain a comprehensive understanding of the dynamics among professors, students, and administration Additionally, faculty participants are advocating for research review policies to meet the government's heightened research requirements With the increasing expectations placed on their roles, faculty members are launching grassroots efforts to effectively address these governmental changes.
Research on higher education change has predominantly centered on countries in the global North, particularly the United States and Europe This study, however, highlights the unique context of Ecuador, where the planned nature of change in the higher education sector suggests a synthesis of both planned and emergent change models in response to reform efforts.