This thesis analyses curriculum policies in three universities undergoing radical changes in Chile. Using the four contexts of the ?policy trajectory? framework, and guided by an interpretivist approach, grounded theory and critical theory, interviews and documents were analysed. 33 participants were included. Results include themes related to hegemony exercised by first world universities and international organisation (OECD), the effects of globalisation and Its associated neoliberal ideology, local responses to those pressures, the impacts of the changes on university staff and students, and issues relating to quality, equity and social justice. Recommendations and possibilities for further research are also provided.
|Qualification||Doctor of Philosophy|
|Award date||15 Apr 2019|
|Publication status||Unpublished - 2019|