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Given the new trends in the higher education system in Colombia, this paper raises the question of how the introduction of credit systems may transform the management system of a university. To answer that question, the paper introduces the case of Universidad del Rosario, one of the most traditional universities in Colombia, transformed its institutional setting to implement this system years before the legal credit system requirement to do so even existed. Reviewing the unsystematic literature on this topic and introducing the concept of credit systems, the paper provides a model which systemizes managerial change due to credit systems into four categories: (i) governance and structure, (ii) culture/values and institutional identity, (iii) managerial practices and techniques, and (iv) the relationship with the environment (internal and external). The paper also presents concerns about cultural and institutional particularities which may affect and distort the expected impact of introducing a credit system, and it finally observes how important it would be to consider process dynamics when dealing with this topic. [ABSTRACT FROM AUTHOR]

The paper compares the past 25 years of evolution in Colombian and Chilean higher education, with a view to establishing tendencies. and development perspectives. University education normative themes were used from both countries because, to a certain degree, they are an indication of the evolution of higher education systems, characterized by the proliferation of institutions, increased coverage, and diversification in the variety or types of higher education institutions. Financing and the level of investigation are also examined. There leads on to an evaluation of the perspectives of change, especially related to the self-evaluation and accreditation processes being implemented by higher education institutions. The conclusions highlight some common points that could be used a starting point by future investigations of this phenomenon in Latin America. [ABSTRACT FROM AUTHOR]