Abstract

Higher Education isunder pressure to account for their performance, and this is affecting the academic identity. Chile is a good example because it has had one of the most studied higher education reforms, due to both its scope, and the context in which it occurred. The result is the coexistence of two discourses, the “academy” and the “entrepreneurial university”, that have created an academic identity characterized by the ways in which the speeches are appropriated, and affected the development of higher education. This study addresses the narrative of the aforementioned academic identity through the analysis of interpretative repertoires and subject positions, which construct an identity that negotiates between these discourses. The effects of academics perceptions of university identity are relevant to establish the core values in higher education