The Evolution of the Argentine University System and Faculty Professionalization

A Pending Challenge for the Twenty-First-Century University

Abstract

The Argentine university system has undergone profound institutional, political, and academic transformations that have redefined its priorities at different historical moments. University autonomy, access to higher education, the development of scientific research, and, more recently, evaluation and quality assurance have played central roles in this process. This article examines the place of faculty professionalization within the evolution of the university system and considers its relevance in light of contemporary challenges in higher education. Drawing on a historical and conceptual analysis, it approaches university teaching as a specific professional practice that requires specialized knowledge and ongoing professional development. It also argues that faculty professionalization cannot rely exclusively on individual initiative but requires institutional conditions and policies that promote continuous learning, reflection on teaching practice, and the academic recognition of teaching. Faculty professionalization, thus, emerges as a pending challenge for the Argentine university system and a strategic priority for universities in the twenty-first century.