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This paper aims to identify any relation between the strategies defined in Chilean higher education institutions strategic planning and the compliance with both national accreditation criteria and the dimensions of an integrated internationalization approach, allowing to determine if standards and funding policies shape internationalization processes.

Strategic plans of 29 universities were analyzed using a nonexperimental qualitative–quantitative methodology. The institutions were categorized according to the scores obtained through the revision of objectives, aims and goals of their strategic plans. Key elements of integrated internationalization were used to identify the assimilation of such dimensions and the actions executed. Data were collected through documentary revision and scrutinized through content analysis using two dichotomous instruments. Results were examined using principal component and cluster analysis.

Chilean universities’ internationalization processes aim to fulfill national accreditation criteria but do not follow a comprehensive internationalization model, as shown by a 53.2% of compliance with the number of elements relating to internationalization accreditation criteria and a 27% of adherence with an integrated internationalization approach. Institutions are slowly evolving, blending isolated internationalization strategic elements and focusing on external guidelines.

This study was performed through documentary analysis. The derived conclusions could further be complemented through interviews or the inclusion of institutional self-assessment reports for institutional accreditation purposes.

This paper demonstrates why Chilean universities need to take a qualitative step toward implementing an integrated internationalization approach, to make an even more tangible contribution to their internal and external communities.

This paper aims to present the lessons learned during the design and implementation of a quality assurance system (QAS) in an academic unit and considers the regulatory changes to institutional accreditation in Chilean higher education, the international standard ISO 21001:2018, and the stakeholders’ requirements.

This study uses an abductive approach to identify and evaluate the key factors to implementing a QAS in higher education institutions (HEI). Qualitative and quantitative data were collected through questionnaires, semistructured interviews, focus groups with stakeholders, a literature review and official institutional documents. Documents and interviews were subjected to content analysis using a process of inductive coding to identify and define topics or categories. A descriptive statistical analysis of categorical variables calculated the marginal frequency of each response. All information aided in designing the QAS for the school and its implementation plan.

This study highlights major challenges universities could face while implementing QAS, illuminating key principles and reflecting relevant practices. The lessons learned in this process show the importance of balancing accountability and continuous improvement while promoting a more receptive organizational culture, aligning the national and international standards in the early design stage, understanding the roles and responsibilities of the staff, having the support of a quality office and performing a gap analysis.

This work provides other HEI in need of designing and implementing a QAS with a conceptual and solid framework to integrate internal, external and international regulations of quality assurance criteria and standards. This paper could become a valuable reference for university managers, practitioners and quality professionals facing similar challenges.

Patient satisfaction is becoming increasingly important for the successful operation of private and public hospitals. The quality of the service provided can be improved if internal and external customers’ opinions are taken into account during the definition of hospital operating objectives. This research presents a new methodology, called the simulation service quality system (SSQS), developed to improve operating performance measures in the light of customer preferences. The motivation for the development of the SSQS methodology arose from the need to achieve timeliness standards at United States Veterans’ Hospitals. The Harry S. Truman Memorial Veterans’ Hospital in Columbia Missouri served as the validation and initial application site for the SSQS methodology. Details one such project: the objective of reducing customer waiting times to 30 minutes or less at an outpatient treatment clinic. Through the identification of relationships and interactions, discrete‐event simulation techniques are applied to model and experiment with the system to ultimately arrive at recommended changes in hospital operating policies which achieve the objective.

This chapter provides a literature review on the topic of emotional intelligence (EI) in the workplace. Quantitative methods were used, with surveys sent to a predetermined sample and processed with the SPSS statistical package. The overall aim of the study was to investigate the effect of EI based on self-awareness, self-management, empathy, and relationship management on work engagement in a public university. One hundred eight professors at the public university. The data for this study were collected by means of a questionnaire. In total, there are 23 questions on a Likert scale. Cronbach's alpha showed that the reliability of the instrument was higher than 0.763. In light of the data, it has been shown that there is correlation between self-awareness, self-management, relationship management, empathy with both work engagement and job satisfaction. Furthermore, the results show that EI is significantly related to both university loyalty and job happiness. Only a conditional link was created between professors' achievements and the success of the public university.

Massive open online courses (MOOCs) have been gaining popularity as non-formal lifelong learning educational platforms. However, they have been criticized for their low completion rate and low ability for networking. The purpose of this paper is to analyze how incorporating entrepreneurial competencies in MOOCs develops attributes of educational innovation and collaborative projects.

The research followed a three-stage process: in first stage, a comprehensive literature review was conducted to identify dimensions of entrepreneurial skills and attributes of educational innovation in MOOCs. In the second stage, a quantitative study was carried out, based on the analysis of pre- and post-test surveys taken by a sample of 6,517 participants. In the last stage, the interaction analysis model/computer-mediated communication analysis model was applied through qualitative analysis, using the MAXQDA tool to identify if entrepreneurship opportunities were generated in the interactions within the discussion forums of the MOOCs.

The results show that the analyzed MOOCs have an overall completion rate of 12.55 per cent, above the average of the rates found in the literature review. However, only 14.29 per cent of the participants expressed at least one opportunity to generate ventures related to the topics of energy in the discussion forums.

This research could help instructional designers and universities to consider the inclusion of entrepreneurship issues in the design of MOOCs’ content and to encourage more activities that promote networking among participants, to identify business potential from the educational materials.

This research is one of the very few studies on entrepreneurship competencies in MOOCs to understand how the inclusion of issues related to entrepreneurship in MOOCs can generate a positive impact on participants.