Chile
- National Accreditation Commission (CNA)
Purpose
Research accreditation is an optional component of the institutional accreditation process within Chile’s National System for Quality Assurance in Higher Education, primarily used for reputational purposes. Its mission is to evaluate, accredit and promote the quality of universities, professional institutes and autonomous technical training centres, as well as the courses and programmes they offer.
Currently, of the 50 accredited universities in Chile, 31 have received accreditation in research. To qualify for accreditation in the area of research, an institution must demonstrate systematic, high-level research activities. This includes evaluating institutional policies and mechanisms designed to ensure research quality, as well as assessing the participation, results, and impact of research projects at both the national and international levels. The assessment largely serves as a summative evaluation of an institution’s research performance.
The evaluation process consists of three main stages: internal self-evaluation conducted by the institution itself; external evaluation performed by peer evaluators appointed by the CNA; and the CNA’s pronouncement, consisting of the final judgment issued on the basis of the weighting of the information gathered.
While research accreditation provides institutions with quality support, prestige, and recognition, it is important to note that it is not a requirement for an institution to engage in research activities.
Year of Introduction
2006
Census period
The accreditation remains valid until the term specified in the Commission’s resolution. Once this term expires, the institution must undergo a new accreditation process.
Governance agency(s)
Chile’s National Accreditation Commission (CNA)
Purpose
Accountability
Accreditation
Unit of Assessment
The organisation as a whole
Focus of Assessment
Scholarly outputs
Societal Interaction
Competitive grants
Other – availability of resources for research activities
Governance
Research accreditation in Chile is overseen by the National Accreditation Commission (CNA). The CNA is an autonomous body responsible for evaluating, accrediting, and promoting the quality of higher education institutions in Chile, as well as the courses and programs they offer. In 2006, the Ministry of Education established the National System for Quality Assurance in Higher Education, which led to the creation of the CNA. Research was defined as one of the optional areas for institutional accreditation. In 2013, a regulation was approved to specify the content and evaluation criteria for each accreditation area. For an institution to be eligible for accreditation in the area of research, it must demonstrate the development of systematic high-level research activities, characterized by the rigour of its projects and its contribution to disciplinary or scientific progress in various areas of its work, expressed in its integration into the national science and technology system.
Operation of the exercise
The focus of Institutional accreditation in the area of research by the National Accreditation Commission in Chile includes the evaluation of scholarly outputs, societal interaction, competitive grants and availability of resources for research activities.
Research accreditation is part of the institutional accreditation process and evaluates the institution as a whole and individual postgraduate programs.
Research accreditation within the institutional accreditation process employs informed peer review. The assessment includes three key components: internal self-evaluation conducted by the institution, external evaluation carried out by peer evaluators appointed by the Commission, and the Commission’s pronouncement, which is the final judgment based on the weighting of the gathered information.
In its institutional accreditation processes in the area of research, the CNA considers various factors, including quantitative indicators related to the availability of resources for research activities, participation in open and competitive funding opportunities both nationally and internationally, and the results and impact of research projects.
History, reviews and evaluations
The Law on Higher Education (2018) introduced significant changes to the National System of Quality Assurance in Higher Education, introducing quality criteria and standards and implementing a new comprehensive model, which considers the evaluation of all campuses, functions and levels of the programs offered by the institution. Among these changes, institutional accreditation in the area of research, which was previously optional, was incorporated as one of the new evaluative dimensions in the area of research, creation and/or innovation.
Despite the changes introduced, the stages of the evaluation process did not undergo substantial adjustments, maintaining institutional self-evaluation and external peer review. In addition, the research, creation and/or innovation evaluation dimension was introduced in the accreditation processes of both universities and vocational technical institutions. Although this dimension remains voluntary, its inclusion is essential for institutions to be able to aspire to a higher level of accreditation. This dimension considers two criteria: 1) Policy and management; and 2) Results. In the first case, it is assessed whether research, creation and/or innovation are explicitly integrated in the institutional mission and purposes, reflected in the institutional development plan and with adequate management mechanisms and resources for their implementation. On the other hand, the second criterion assesses the impact generated by these activities internally and externally, covering academic, cultural, service, productive or social areas, and their contribution to the formative process of students at all levels.
Last updated: May 2025
Acknowledgement: Information provided by Jorge Maldonado and Leandro Rodriguez.
Chile
- Number of Systems
- 1
- Name of System(s)
- National Accreditation Commission (CNA)
