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Enrollments in higher education have expanded greatly, but without elimination of all forms of inequality. Research in industrialized countries has shown that the path students follow in their transition from secondary school continues to be associated with their social class. This study provides quantitative evidence of that relationship in a non-industrial country like Chile. Multinomial logistic and linear regression of university admission data managed by the Department of Evaluation, Measurement and Registration describing 130,000 applicants for the years 2015 and 2017 were used to estimate the probability of a member of a particular social class choosing a given university and academic field of study. The results show differences regarding law programs and science, technology, engineering and mathematics programs. Class differences were particularly important in the choice of university. Working-class students were more likely to apply to public universities, avoiding elite and especially private institutions. The findings provide further support for Bourdieu's habitus explanation of class reproduction. They suggest more attention to the level of segregation in Chilean higher education and the factors that produce it.

This study, carried out in Chile, describes difficulties in the incorporation of employability as an objective in the training of psychologists. Prior research emphasized confusion of key actors about how to train and measure employability. To illustrate that confusion, we compared perspectives of university Psychology department heads and employers of their graduates. Semi-structured interviews revealed understandings of various elements in the employment process. The department heads began by describing the process and criteria they follow to design, operate and assess their programs. Employers described the skills they have looked for when hiring graduates. Where possible the study notes the match between university training objectives and employer preferences. The skills promoted by universities and employers match on only some dimensions. 'Employability' varies in meaning across actors, occupations, and contexts. At present, universities and employers have little understanding of what the other seeks to accomplish.

In 2016, Chile implemented a policy of free higher education (gratuity) for secondary school graduates from families in the lower income range. One of the stated objectives of the new policy was to increase the access of secondary school graduates from families with lower levels of education. To answer that concern, we analyzed administrative data from more than 800,000 students seeking university admission in 2012, 2015, and 2019. Our objective was to determine whether an increased proportion of "first-generation" students had been admitted to selective universities. The results show that between 2015 and 2019, the impact of the gratuity on first-generation admissions was marginal. It was of some importance only for those secondary school graduates from public schools and those who had been enrolled in the technical-professional track. The enrollment rate of these groups increased 2.2 and 2.7%, respectively. In sum, the effect of the introduction of gratuity on enrollment of first-generation students was not as impressive as expected. It has acted principally as an alternative source of finance, reducing use of other forms such as bank loans and scholarships. These results challenge directly the hypothesis that inequity in access to university is primarily attributable to financial difficulties.

The objective of this study was to understand which factors contribute most to Psychology and Teaching graduates' satisfaction with their university professional formation. Two factors were assessed: the level of admissions selectivity by the university attended, and the salary received once employed. The participants graduated from three universities in Chile, one public and two private selected as representing three levels of university selectivity. The sample was constructed by random selection among five cohorts of graduates, from 2012 to 2016. A self-report questionnaire was administered on two occasions, in 2015 for the first three cohorts and in 2017 for the last two. The obtained sample included 587 graduates, in Psychology and in Teaching of Basic Education. The results reveal that selectivity is related to graduates' satisfaction with their university experience; the more selective the university in which they are admitted, the more graduates are satisfied. Salary, on the other hand, is related to satisfaction only in the case of the least selective university. The findings provide some directions for how universities can improve graduates' satisfaction.

Educational Data Mining is an emerging discipline which seeks to develop methods to explore large amounts of data from educational settings, in order to understand students' behavior, interests and results in a better way. In recent years there have been various works related to this specialty and multiple data mining techniques derived from this to address different educational problems have been used. The aim of this paper is to present a review of the works in which data mining techniques were used to solve specific problems of education and to do a classification associated to diverse scenarios in which they have been applied.

In this study, we present a multi-product, multi-period inventory control problem under uncertainty in product demands that emerges in the fashion industry. A two-stage stochastic model is proposed to design a planning strategy where the total cost incurred by purchase orders, inventory and shortage is minimised. We incorporate the Conditional Value at Risk (CVaR) within the formulation to address exogenous uncertainty. An industrial case study involving a Mexican fashion retail company was considered to assess the performance of the two-stage stochastic model. Scenarios were considered using historical data provided by the company. A sensitivity analysis was also conducted on risk-aversion parameters to assess how the values of these parameters affect the behaviour of the proposed formulation. The results show that the proposed two-stage stochastic formulation is an efficient and practical approach to handle exogenous uncertainty in industrial-scale capacitated lot-sizing problems. [ABSTRACT FROM AUTHOR]

In recent decades in Chile, generic skills have been made explicit in the graduation profiles and curricula of all programs of higher education institutions, following global trends that relate to labor market expectations on the employability of graduates. The institutional characteristics, mission, educational model, and institutional seal condition the choice of the generic skills that are developed. There are no current standards for the process of definition of generic skills sets in the various programs for the different universities. The same is true for the modality of implementation for them. The present article has the purpose of contributing to the knowledge of both the definition and implementation of generic skills inside higher education institutions in Chile. This process becomes relevant in the context of the new demands of students and graduates who face additional employment challenges.

In 2016, Chile implemented a policy of free higher education (gratuity) for secondary school graduates from families in the lower income range. One of the stated objectives of the new policy was to increase the access of secondary school graduates from families with lower levels of education. To answer that concern, we analyzed administrative data from more than 800,000 students seeking university admission in 2012, 2015, and 2019. Our objective was to determine whether an increased proportion of 'first-generation' students had been admitted to selective universities. The results show that between 2015 and 2019, the impact of the gratuity on first-generation admissions was marginal. It was of some importance only for those secondary school graduates from public schools and those who had been enrolled in the technical-professional track. The enrollment rate of these groups increased 2.2 and 2.7%, respectively. In sum, the effect of the introduction of gratuity on enrollment of first-generation students was not as impressive as expected. It has acted principally as an alternative source of finance, reducing use of other forms such as bank loans and scholarships. These results challenge directly the hypothesis that inequity in access to university is primarily attributable to financial difficulties., Author(s): Oscar Espinoza [sup.1] , Luis Eduardo González [sup.2] , Luis Sandoval [sup.3] , Noel McGinn [sup.4] , Bruno Corradi [sup.5] Author Affiliations: (1) grid.412182.c, 0000 0001 2179 0636, Facultad [...]