Harald Beyer
Harald Beyer
Rector

The 2020 accreditation process is an opportunity to show the progress made by Universidad Adolfo Ibáñez since its last accreditation, and to ratify the commitment it has with ongoing improvements throughout its processes.

UAI is one of five universities in the country that are accredited in the five areas considered in current legislation: institutional management, undergraduate teaching, research, community engagement and graduate teaching. Progress has been significant in all five dimensions. For example, in 2014, a year prior to accreditation, the WoS academic publications affiliated with UAI totaled 111. This year we estimate this number to be higher than 250. Likewise, we have been consolidating a pioneer undergraduate training model in Chile, and we are convinced that it is the best way to shape young people for a world of disruptive changes. All of our bachelor’s and doctoral degrees are accredited.

We are currently working on the accreditation of our master’s degree programs. We offer graduate certificates in diverse areas that respond to the needs of Chilean and foreign professionals. Our growth in online programs is gradual but systematic. The academic team has grown consistently and teacher evaluations have been increasingly more positive. UAI students show high levels of satisfaction with the education received, support from the institution and the university project they observe. We have increased our engagement with the community around us through diverse initiatives. Finally, we have clear financial solvency that enables us to project our university into the future.

Although we are proud of our progress, we also face this accreditation process with a great deal of humility. We still have a long way to go to be a model university. Herein lies our commitment to ongoing improvements. Self-assessment, which is a core part of our new accreditation process, will enable us to identify our weaknesses and make new plans to improve and continue to raise the standards of quality that should characterize a university of excellence. Our financing comes primarily from undergraduate and graduate student tuition. Our students should be first and foremost in our mind as we develop our university project. They are looking for a first-rate education and we must be prepared to give it to them. Society expects a high-level intellectual contribution from us. We cannot let them down. This task must contribute to scientific progress, but also to resolving the needs of different public and private organizations for their development. Our university project also benefits from its engagement with different social, cultural, scientific, economic and political stakeholders. This engagement requires us not only to share our project with these stakeholders but also to incorporate feedback to enrich it and make it more relevant. As a university, we cannot shut ourselves off to the world; we have a duty to learn from the community around us.

The self-assessment process, and the accreditation process in general is a good opportunity to re-examine ourselves as a university in a broader sense. It is also a moment to share experiences and opinions on the current state of the University and its future. Therefore, we aspire to make this a participative process that helps us to better define the necessary improvement plans to become a better university. Feedback from the community is irreplaceable in this process, because it enriches the university project and also helps us to recognize deficits that we may overlook or even if we see them, we may forget about them as we go about our daily activities. I have always believed that the activities carried out by all of our employees, academic and otherwise, are very noble. From the creation of the university figure almost one thousand years ago (as we know it) or almost 1,700 years ago in its initial form, it has been a key institution in the progress of nations. However, its role is not always recognized in its true dimension. And it is often the subject of criticism, however unjustified. This new accreditation process also provides an opportunity to present the virtues of our university project while recognizing its limitations. I am certain that this initiative, which is so relevant for the future of the university, will have the support of the community.

News
January 15, 2020

Parte del proceso de Acreditación Institucional 2020 consta de revisar aspectos medulares del Proyecto Educativo UAI.

January 13, 2020

Jornada permitió a cada una de las comisiones trabajar en la construcción ampliada del Plan de Mejora.

December 16, 2019

Amplia participación de la Comunidad UAI.

Process Stages

  1. November
  2. December
  3. January - April
  4. April - May
  5. June
  6. August
  7. September - October
  8. December - March
  9. External assessment stage
  10. CNA Decision
  1. 2018
    November

    - Start of process
    - Creation of steering committee
    - Teams define fixed committee members
    - Definition of tasks and responsible parties

  2. 2018
    December

    - Definition of key internal and external sources

  3. 2019
    January - April

    - Consultation with key internal and external sources
    - Focus groups for each area of self-assessment

  4. 2019
    April - May

    - Review of perception surveys completed by students, professors, alumni and employers.

  5. 2019
    June

    - Sharing with key external sources
    - First draft of the Institutional Self-Assessment Report

  6. 2019
    August

    - Start collaborative improvement plan process Reflection, analysis and development workshops
    - Reflection, analysis and development workshops

  7. 2019
    September - October

    - Sharing and validation of improvement plan
    - Sharing for feedback on self-study report
    - Report completion
    - Upload report to website

  8. 2019-2020
    December - March

    - Request for incorporation to start process with CNA
    - Send documentation to CNA

  9. 2020
    External assessment stage

    - Formal review by CNA
    - Response to formal review by CNA
    - External financial consulting
    - Visit from external peer evaluators

  10. 2020
    CNA Decision

Download Calendar


Assessment Committees

The university has established different committees for this new institutional accreditation process. The primary duties of the committees in the self-assessment process are:

  • Review the initial proposal of report contents.
  • Identify and periodically consult internal expert sources.
  • Request reports from internal expert sources.
  • Prepare initial report for the respective area.
  • Consult the opinion of key internal and external sources per area, to ensure the participation and representativity of the self-assessment process.

To learn more about the different committees and their respective members, download the document available below.

Download
Assessment Committees

Assessment Areas*

The accreditation process considers five assessment areas: two required and three optional (CNA-Chile, 2016, pp. 12-18 and Regulation on Accreditation Areas, Exempt Resolution 01, February 5, 2013, CNA).

The assessment areas are established by the CNA under the framework of Law 20.129. With the implementation of Law 21.091, these will be subject to amendments that have not yet been reported. When these changes arise, they will be notified through the same channel.

Institutional management (minimum, required)

This is understood to refer to a set of policies and mechanisms designed to organize the actions and material, human and financial resources of the institution, in keeping with its declared purpose and goals. It considers the institutional organization and structure, the governance system and the administration of human, material and financial resources.

Undergraduate teaching (minimum, required)

This area considers the set of institutional policies and mechanisms designed to ensure the quality of undergraduate education, with special emphasis placed on aspects related to the design and approval of the programs offered; their implementation and follow-up; and an analysis of their results and mechanisms to review and modify the curriculum, the organization of programs, teaching methods, human and material resources assigned to programs or any other aspect that affects the quality of the education offered.

Graduate teaching

Institutions that opt for this area should consider all graduate activities undertaken by the university. If they only meet the conditions established for doctorate or master’s programs, CNA Chile will determine whether the institution is subject to assessment in the area.

Research

Research is understood to refer to systematic activities in the search for new knowledge, which substantially impact the field, issue or area in question. Their results are expressed in publications or patents.

To opt for this area, the institution should undertake systematic advanced research through in-depth projects that contribute to disciplinary or scientific development in diverse areas, expressed as a meaningful set of research projects integrated into the national science and technology system. Assessment for accreditation covers institutional policies and mechanisms aimed at ensuring the quality of research.

Community engagement

Community engagement refers to the networks established with the disciplinary, artistic, technological, productive or professional community to improve institutional performance, facilitate the academic and professional development of members of the institution and their continuing education, or compliance with institutional goals.

To opt for this area, institutions should have systematic community engagement mechanisms in place, which involve a substantial part of the institution’s activities and have a significant impact on its area of influence.
The assessment for accreditation covers institutional policies and mechanisms aimed at ensuring the quality of this activity.

Materials for self-assessment
Materials for self-assessment
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Operationalization of Assessment Guidelines for Institutional Accreditation
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CNA Orientations
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Regulation of Accreditation Areas
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Regulation of Institutional Accreditation Process Development
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