Let us define what we mean by student selectivity. Strictly speaking, in a university system that seeks to drive its various processes under the paradigm of quality, selectivity is defined as the selection of academic vacancies reserved exclusively for certain elites of students (in terms of prestige, we could insert it into the dimension Vertical Strategic Plan of the institution.) In the words of Brunner (2007, p. 223), "the reputation of different institutions (generated by the prestige of their academics, Selective level of their students and reputational trajectory) is transmitted to the credentials of its graduates. " That is, are critical factors for success in obtaining jobs and prestige of the institution of origin. Indeed, "academic position" involves the provision of quotas by race based on scientifically supported educational provision in market research and offered in relation to the conditions of infrastructure, facilities and human resources that effectively does the institution to lead a responsible university teaching.
Therefore, the selectivity is directly related to the internal and external context of the institution, ie the best of cases, should be evident a sort of balance between the institutional reality (responsiveness) and the national situation (socio-educational demands). In this respect, the institutions that responsibly direct their academic work into teaching, research, extension and management, usually enjoy greater prestige and therefore necessarily establish mechanisms for student selection. Thus, Chilean universities Governing Council members used various tests to select their students. The latest standardized instrument that we know is the package of four University Selection Test (PSU), which are developed, managed and managed by the DEMRE (Department of Evaluation, Measurement and Registration Education), University of Chile. Applicants to universities should be held in a mandatory test language and communication and mathematics test and test to choose between History and Social Sciences, and Sciences (the latter including Biology, Physics and Chemistry).
These tests are assessment tools that measure reasoning ability of applicants in basic areas of General Training Plan for High School. However, some universities in Chile, due to its domestic context, not in a position to make a selection of students through this set of tests, and in many cases, through any mechanism of selection. In this regard, Brunner (2009, p. 1) argues that "the University Selection Test must be revised, since it vitally important to a small group of universities that are more selective. There are many others that do not. We should have many different instruments, one of which would be a test of the PSU style. " And he is right, because the contextual reality of some private universities are not allowed to compete as equals for selective students. Here clearly we have a serious problem in educational policy, which aimed at all institutions alike, without looking at the differences that arise as a result of very different contextual realities.
However, this does not want to justify the lack of selectivity. Quite the contrary, I am simply describing the reality that many private universities are facing in terms of student recruitment. In other words, this means that if these universities acting coach on the same basis, they would literally without students. That is the cold reality. Moreover, neoliberalism in education often acts coldly calculating. Well, back to the merits. Selectivity in many private colleges may restrict entry de estudiantes a sus planteles. Desde mi óptica, en rigor, éste no constituye un problema sino más bien una oportunidad para demostrar la responsabilidad social universitaria que les corresponde asumir a las instituciones de educación superior ante las nuevas demandas sociales. Por cierto, esto implica el diseñar, instalar y evaluar un conjunto de prácticas institucionales que forman parte de la estrategia corporativa de las universidades y que tienen como propósito evitar y/o producir daños sociales a todas las partes involucradas de alguna forma en el quehacer académico (estudiantes, docentes, administrativos, directivos, accionistas, comunidad y entorno).
Entonces, cabe preguntarse, si no hay selección students, "universities are in charge of what? In fact, it is critical that universities do not have student selection processes, since this PSU is not to require as a condition of admission, or not have different admission processes, such as special testing and / or personal interviews. If there are no mechanisms of selectivity, then the university should be willing to assume their social responsibility to make that decision. It is precisely this aspect which opens an interesting social opportunity for the institution taking over as responsible for the lack of basic skills of their students in the areas of reading, writing, arithmetic and certain social skills necessary for normal development and healthy living academic university.
Therefore, the grave mistake made in some private universities contextual weaknesses, is to start training the freshmen, simply applying the curriculum as it they were made taking as reference other university contexts prestige. In other words, to a very diverse student population, academic and cognitive weaknesses visible, a wise decision to make a diagnosis is first input to determine the corresponding shares his introductory and / or remedial. Otherwise, the chances of academic failure completed rapidly in high failure rates and / or desertion. It is precisely in these actions, where universities have a great social opportunity so take responsibility for its openness to all.
Moreover, the provision of programs propaedeutic and / or student-centered remediation to tackle a non-selective admissions process is highly valued from the perspective of the external evaluation. Ultimately, this reflected a growing process of institutional awareness of the need to promote measures aimed at entry level skills of students at a greater disadvantage academic. Additionally, the institution must have systematic evaluations of the impact of these actions in the students' academic performance and in relation to all the subjects included in the curriculum of every race.
In this regard, synergistic academic work is a critical success factor (EGF) in the assessment of student size, teacher and institutional. On the other hand, do not forget that the reputation of universities lies mainly in their academics. For reference, the university ranking system of the World University Rankings The Times Higher Education (THE), which assesses comparative prestige colleges, highlights a significant academic indicator with 40% of the total weight of the scale.
In short, no student selectivity becomes an excellent opportunity for universities to demonstrate their social action with a reputation gained through their academic performance through proactive, in the paradigm of educational quality, responsive effective, and strong social responsibility of universities, both of which, taken together, position the tertiary institutions in a leadership position in the competitive market of university prestige.
BIBLIOGRAPHY
Brunner, JJ (2009). Type and characteristics of Chilean universities. Document for comment. Retrieved on July 25, 2010, from: http://mt.educarchile.cl/MT/jjbrunner/archives/Tipol% 26Caract_080209.pdf
Ordorika, I. and Rodriguez, R. (2009). The Times ranking in the market for prestige university. Article. Retrieved on August 6, 2010, of: - http://www.dgei.unam.mx/ranking_time.pdf
Vera, F. (2010). Market research: a tool for intelligent educational institutions. Article. Retrieved on July 29, 2010, from: http://trabajosfernandovera.blogspot.com/2010/02/la-investigacion-de-mercado-una_26.html
