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COVID-19 has spread so quickly and uninterruptedly that it has put great pressure on the capacities of emerging countries, especially the Latin America area. Its impacts that will have on businesses and entrepreneurs, it can be inferred that the duration of this crisis is still uncertain; thus, the aim on this chapter is to aggregate the current knowledge on how COVID-19 has impacted the entrepreneurship, and their expectations in the short and medium term. We examined 37 articles published between 2020 and 2021. To develop the discussion, we conducted descriptive review including year, affiliation of the first author, type of study, research methods in reviewed papers, and the origin of the empirical sample. We follow our thematic analysis within four broad categories: (1) crisis; (2) digitalization; (3) education; and (4) employment. Our results show that the call to address grand challenges, particularly relate to digitalization, public policies focused on supporting entrepreneurs and education in entrepreneurship in the Latin America context.

Different higher education initiatives derived from the Bologna Process (BP) agenda have been recontextualised in each country depending on their starting points, their needs, their governments' political orientation and different institutions currently in power. This has led to discrepancies in the interpretation of BP objectives. In the case of the BP in Spain, the social dimension discourse (inclusion, equity and social justice) has prevailed in official documents, but pedagogical practices, driven by the actual process, have resulted in some detrimental outcomes. The educational approaches implemented involve student-centred teaching and learning to facilitate the adaptability of future professionals in the neoliberal context. The main interest in this chapter is in different student profiles: traditional students and those whose profile does not match the traditional student profile (because of being of an older age, concurrently working or having family commitments). The main objectives of this chapter are to analyse the effects of student-centred learning approaches related to the BP on different student profiles in terms of engagement, student experiences and academic results, as well as analyse their differential access to higher education. Quantitative analyses of two data sets have been conducted, including relevant data from Via Universitaria II (2018) report and the database of the Spanish Ministry of Education covering the timeframe between academic years 2015–2016 and 2020–2021. While the data from the latter source suggest the decrease of enrolment of non-traditional students (in terms of social class and age) over time, complementary data from the former source, that confirm these results, question the suitability of the so-called innovative student-centred learning approaches for all, as they seem to put traditional students in a more privileged position with regard to opportunities for academic progress. This analysis is essential for shedding light on the educational inequalities regarding non-traditional students in Spain in the framework of the BP.

Administrative reforms in Argentina have followed an irregular trajectory as a result of the penetration of patronage in the state apparatus. Extensive politicization has impeded the development of a univocal and stable civil service at the national level.

In this context, the goal of this chapter is to analyze the characteristics of the federal civil service in its interaction with actors and institutions of the political system during the 2004–2014 period. The study reveals two main findings: (1) a diversity of bureaucratic formats coexist in the country, both formally and informally; and (2) the relationships between the administration and the political system vary according to the predominant bureaucratic format.

Peer-reviewed indexable journals have expanded in recent decades as a result, in part, of the value given to research productivity (measured through citations). Latin American journals have grown prompted by the open access (OA) movement, the emergence of regional repositories/indexes, and policies linking institutional rankings and faculty salaries/promotions to indexed publications. This study’s aim was to map the ways Chilean, Colombian, and Venezuelan universities support journal publication. This qualitative study uses Margison and Rhoades’ (2002) Glonacal Agency Heuristic to describe factors that shape higher education (i.e., global, national, and local dimensions), adding university as unit of analysis. Semi-structured in-depth interviews from a previous study, current institutional documents, and websites of 12 major universities from Chile, Venezuela, and Colombia conformed the data of the study. Besides the most prestigious global indexes (Web of Science and Scopus) three regional repositories/indexes, Latindex, SciELO, and RedALyC, have played an important role as countries link faculty salaries/promotions and university ranking systems to publications included in one or more of these services. Latindex collaborates with national science and technology agencies, SciELO has country chapters based at universities (Colombia and Venezuela), and RedALyC works with individual institutions and journals. At the national level, Chile has mechanisms to provide funding for the publication and/or upgrade of journals and incentives to institutions for publications in indexed journals. Colombia’s journal evaluation system Publindex links articles in indexed journals to salary increases in public universities, standard that is also used by private institutions to grant monetary incentives to faculty for publications. Venezuela used to have a funding and publication incentive system that was discontinued in the last decade. Latin American journals are mainly published by universities. Institutions in this study have implemented strategies to support journals such as institutional repositories, discontinuation of print journals, technology support for OA publication, and funding mechanisms.