Abstract
This study presents the specifics of de that constitute challenges for this type of education is institutionalized in higher education institutions. We conducted a survey of academic managers associated with undergraduate courses on offer in UFRN by establishing a profile of these through the identification of their roles, units of capacity and service time. This study takes a qualitative nature, through participatory research, considering that it was intentional non-probabilistic sample. The results indicate that the process of institutionalization is still in an embryonic stage, although they acknowledge the efforts of academic managers in understanding the importance of distance mode at the moment, with the inclusion of information and communication technologies.
Distance education; Higher education; Institutionalization
