1 Policies of accountability, decentralization, efficiency, quality and relevance: a description of their adoption and practice in Mexican Higher Education. Elizabeth Ocampo Gómez José Luis Suárez Domínguez Universidad Veracruzana, Mexico Introduction Mexican Institutions of Higher Education, in tune with most of their Latin American counterparts underwent neoliberal-based reforms more than two decades ago. These reforms have been studied in conjunction with other topics; some emphasizing the benefits from having a more thought-out institutional administration that pays attention to minuscular details achieving results by rewarding or punishing practices (Acosta, 1999; Brunner, 1987; Rama, 2006), while others are questioning and criticizing their objectives, means and end results (Acosta, 1999; Grediaga, et al., 2003; Torres & Schugurensky, 2001). Without a doubt these have been among the most studied topics due to their relevance in reconstituting the field of higher education, but also due to the link they have had with the very foundation of the institutions and the people that work in them. It is our objective to analyze the role that financial techniques have had as drivers of change, problematize the implications of linking financial methods with educational policies, and provide the most up-to-date arguments, controversies and alternatives surrounding this topic. We start by providing background and historical information about the field of higher education in Mexico, including a description of the pre-reform period and a description of the most current characteristics of each policy. We continue by adding background, theoretical, and