10 results
Search Results
2. EVALUATING EDUCATION'S IMPACT ON WORKPLACE READINESS: A META-ANALYTICAL EXAMINATION.
- Author
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Mohan, Megha, Sharma, Pooja, Arora, Sheenu, Badesra, Sheetal, Dhankhar, Garima, and Gaur, Rupakshi
- Subjects
HIGHER education ,EMPLOYABILITY ,VOCATIONAL guidance ,COVID-19 pandemic ,ECONOMIC development ,GRADUATES ,CAREER development ,UNIVERSITIES & colleges ,KNOWLEDGE base - Abstract
Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
- Full Text
- View/download PDF
3. Entrepreneurship in Higher Education in Tourism, gender issue?
- Author
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Muñoz-Fernández, Guzmán A., Rodríguez-Gutiérrez, Pablo, and Santos-Roldán, Luna
- Subjects
HIGHER education ,ENTREPRENEURSHIP ,TOURISM education ,BUSINESS education ,TOURISM ,GENDER - Abstract
Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
- Full Text
- View/download PDF
4. Perspectives on Academic Writing in European Higher Education: Genres, Practices, and Competences.
- Author
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Kruse, Otto
- Subjects
- *
ACADEMIC discourse , *SCHOLARLY publishing , *HIGHER education , *UNIVERSITIES & colleges , *TUTORS & tutoring - Abstract
Academic writing in European higher education is a little explored field hidden behind fifty major language and fifty national educational systems of which it is part. The article aims at developing a perspective for studying the diversity of writing in Europe and finding a shared language for analyzing student writing. The article recaps baselines theories for the teaching of writing and reports on three important European writing traditions. The main part of the paper is devoted to three foundational conceptions for writing: The role of genres in understanding student writing, the function of writing practices for the organization of student writing and the meaning of writing competences for the teaching of writing. [ABSTRACT FROM AUTHOR]
- Published
- 2013
5. El portafolio digital como herramienta didáctica: una evaluación crítica de fortalezas y debilidades
- Author
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Olga Moreno-Fernández and Pilar Moreno-Crespo
- Subjects
Educación Superior ,Innovación ,Competencias ,Aprender a aprender ,Aprendizaje significativo ,Higher education ,General Works - Abstract
Resumen: Se presenta un estudio exploratorio sobre el uso del portafolio digital como herramienta educativa. La experiencia se centró en valorar las debilidades, amenazas, fortalezas y oportunidades de esta herramienta a partir de las apreciaciones de los participantes. De igual modo, se pretende conocer hasta qué punto su utilización potencia habilidades y competencias relevantes en el Espacio Europeo de Educación Superior, tanto a nivel individual como grupal. Para ello, se llevó a cabo un estudio de naturaleza descriptiva a través de la técnica de la encuesta (cuestionario). Los resultados muestran que se trata de una herramienta de aprendizaje valorada positivamente que favorece cuestiones como la accesibilidad al aprendizaje cooperativo o el ahorro económico y medioambiental. A partir de estas valoraciones concluimos que el portafolio digital contribuye al proceso de enseñanza-aprendizaje, favoreciendo que el alumnado sea consciente de éste, y acercándole progresivamente a un aprendizaje más autónomo y responsable. Abstract: An exploratory study on the use of the digital portfolio as an educational tool is presented. The experience focused on assessing the weaknesses, threats, strengths and opportunities of this tool based on the participants' assessments. Likewise, it seeks to know to what extent its use enhances skills and competences relevant in the European Higher Education Area, both individually and as a group. To do this, we conducted a study of descriptive nature through technical survey (questionnaire). The results show that this is a positively valued learning tool that favors issues such as accessibility to cooperative learning or economic and environmental cost savings without printing paper. We conclude therefore that the digital portfolio contributes to the process of teaching and learning, encouraging the students to be aware of this, and progressively bringing you to a more autonomous and responsible learning.
- Published
- 2017
- Full Text
- View/download PDF
6. ¿Hacia qué modelo de Universidad converge Europa?
- Author
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Ana María Rioja Nieto
- Subjects
Competencias ,convergencia europea ,Declaración de Bolonia ,educación superior ,Magna Charta Universitatum ,proyecto Tuning ,sociedad del conocimiento ,Skills, European convergence ,Bologna Declaration ,Higher Education ,Tuning ,Education ,Special aspects of education ,LC8-6691 ,Social history and conditions. Social problems. Social reform ,HN1-995 - Abstract
En este artículo no se discute la idea de convergencia entre universidades europeas sino el modelo de universidad elegido para llevar a cabo dicho proceso de convergencia. El profundo proceso de transformación emprendido no viene exigido por la construcción de un espacio europeo de educación superior, sino que más bien se ha aprovechado ese proceso para orientar la universidad a las reglas y valores del mercado. Se podrá estar de acuerdo o en desacuerdo con el camino emprendido, pero lo que resulta imprescindible en una sociedad democrática es la posibilidad de un debate público sobre un tema de tanta importancia para el futuro de España y de Europa. ------------------------------------------------------------------------ This paper is not directed against the idea of convergence between European universities as such. Rather it deals critically with the general model or conception of university that has been put forward to carry on such a process of convergence. I argue that the construction of a European Higher Education Space does not require the comprehensive and deep process of transformation in which we are now involved. Rather politicians have taken advantage of this process to orientate the university system towards the prevailing rules and values of the market. Of course, one may reasonably agree or disagree with the path that has been taken. However it is indispensable in a democratic society to have, at least, the opportunity of engaging in a free public debate about such an important issue for the future of both Spain and Europe.
- Published
- 2007
- Full Text
- View/download PDF
7. Collaborative work in higher education: a professional competence for future professors
- Author
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Inés Lozano Cabezas, Javier Fombona Cadavieco, Marcos Jesús Iglesias Martínez, Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas, and Grupo de Investigación Interdisciplinar en Docencia Universitaria (GIDU)
- Subjects
Process (engineering) ,Comunidades profesionales de aprendizaje ,Competencias ,Compétence ,lcsh:Education (General) ,Education ,Éducation Supérieure ,Didáctica y Organización Escolar ,Professional learning community ,Professional learning communities ,Pedagogy ,0501 psychology and cognitive sciences ,Higher education ,Competences ,05 social sciences ,050301 education ,Collaboration ,Formación inicial del profesorado ,Initial training ,Work (electrical) ,Formación inicial del professorado ,Educación superior ,Initial teacher education ,Formation Initiale des Enseignants ,Psychology ,lcsh:L7-991 ,0503 education ,Colaboración ,Communautés d'apprentissage Professionnelles ,050104 developmental & child psychology - Abstract
RESUMEN: El trabajo colaborativo es un proceso con especial potencial innovador basado en las comunidades profesionales de aprendizaje, por lo tanto resulta importante conocer si las ideas del alumnado se corresponden con las características específicas de esta estrategia. En el presente artículo, se describió y analizó la valoración del trabajo colaborativo desarrollado por un grupo de maestros españoles. Los resultados muestran que los participantes tienen una concepción óptima del trabajo colaborativo, pero no se detecta que el alumnado lo perciba como una competencia profesional docente. Estas aportaciones tienen especial repercusión en el escenario internacional y más específicamente en la comunidad educativa latino americana, donde se exploran las oportunidades para la renovación de la práctica educativa en los niveles formativos iniciales. ABSTRACT: Collaborative work is a process with a special new potential based on professional learning communities, and thus it is important to understand if students' ideas correspond to the specific characteristics of this strategy. In this paper, we have described and analyzed the appraisal of collaborative work in a group of teachers from Spanish universities. The results demonstrate that the participants have a very good understanding of this methodology, but it was not found that the students consider it as a professional teaching skill. These aspects have particular repercussions on the international teaching community, and more specifically on the Latin-American teaching community, where opportunities for the reform of teaching practices should be examined in the pedagogical practice in initial training levels. RÉSUMÉ: Le travail collaboratif est un processus avec un fort potentiel dans le développement de communautés d'apprentissage professionneles, donc il est aussi important de comprendre les idées des élèves sur cette stratégie. Dans cet article nous décrivons et analysons l'évaluation de cette méthodologie par les professeurs d'université espagnole. Le résultat montre que les participants ont une bonne compréhension de cette méthodologie, bien que les étudiants ne considèrent pas cela comme une compétence professionnelle essentielle. Ces aspects ont un impact particulier sur, en particulier la communauté internationale de l'éducation en Amérique latine, où les possibilités de renouveler les pratiques d'enseignement sont spécialement mises en valeur.
- Published
- 2016
8. The digital portfolio as a teaching tool: a critical evaluation of its strengths and weaknesses
- Author
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Moreno-Fernández, Olga, Moreno-Crespo, Pilar, and Universidad de Sevilla. Departamento de Didáctica de las Ciencias Experimentales y Sociales
- Subjects
Educación ,Skills ,Competencias ,Educación Superior ,Learning to learn ,General Works ,Innovación ,Meaningful learning ,Educación superior ,Aprendizaje significativo ,Higher education ,Aprender a aprender ,Innovation - Abstract
Se presenta un estudio exploratorio sobre el uso del portafolio digital como herramienta educativa. La experiencia se centró en valorar las debilidades, amenazas, fortalezas y oportunidades de esta herramienta a partir de las apreciaciones de los participantes. De igual modo, se pretende conocer hasta qué punto su utilización potencia habilidades y competencias relevantes en el Espacio Europeo de Educación Superior, tanto a nivel individual como grupal. Para ello, se llevó a cabo un estudio de naturaleza descriptiva a través de la técnica de la encuesta (cuestionario). Los resultados muestran que se trata de una herramienta de aprendizaje valorada positivamente que favorece cuestiones como la accesibilidad al aprendizaje cooperativo o el ahorro económico y medioambiental. A partir de estas valoraciones concluimos que el portafolio digital contribuye al proceso de enseñanza-aprendizaje, favoreciendo que el alumnado sea consciente de éste, y acercándole progresivamente a un aprendizaje más autónomo y responsable. An exploratory study on the use of the digital portfolio as an educational tool is presented. The experience focused on assessing the weaknesses, threats, strengths and opportunities of this tool based on the participants’ assessments. Likewise, it seeks to know to what extent its use enhances skills and competences relevant in the European Higher Education Area, both individually and as a group. To do this, we conducted a study of descriptive nature through technical survey (questionnaire). The results show that this is a positively valued learning tool that favors issues such as accessibility to cooperative learning or economic and environmental cost savings without printing paper. We conclude therefore that the digital portfolio contributes to the process of teaching and learning, encouraging the students to be aware of this, and progressively bringing you to a more autonomous and responsible learning
- Published
- 2017
9. Managing informal learning in higher education contexts: the learners’ perspective
- Author
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Marques, María A, Viegas, Clara, Alves, Gustavo R., Zangrando, Valentina, Galanis, Nikolas, Brouns, F., Waszkiewicz, Elwira, García-Peñalvo, Francisco J., Universitat Politècnica de Catalunya. SUSHITOS - Grup de recerca en serveis per a tecnologies d'informació socials, ubiqües i humanístiques, i per a software lliure, and RS-Research Line Learning Networks and Learning Design (part of CO program)
- Subjects
informal learning ,Motivation ,Informal learning ,Trailer ,Competencias ,58 Pedagogía ,Curricula management ,competences ,motivation ,curricula management ,higher education ,Educación superior ,Ensenyament i aprenentatge::Ensenyament universitari [Àrees temàtiques de la UPC] ,Higher education ,Motivación ,Informàtica::Aspectes socials [Àrees temàtiques de la UPC] ,Competences ,Ensenyament universitari -- Aspectes metodòlogics ,Gestión del currículo ,Aprendizaje informal - Abstract
Informal Learning is present in everyone's life but its awareness only recently has been reported. The need to keep track of the knowledge acquired this way is increasing as its sources diversity also increases. This work presents the pilots trials on the use of a tool developed to help keeping track of the learners’ informal learning, within a number of European higher education schools. This tool developed through the European Commission founded project TRAILER, is still under development, which will allow integrating the set of improving suggestions obtained from users during the piloting phase. The overall idea of managing one’s informal learning was well accepted and welcomed, which validated the emerging need for a tool with this purpose. In higher education schools, this tool also allows students to have a better insight on their academic curricula and the key competences they need to develop further.
- Published
- 2013
10. Competencies : the current reality and perspectives in the Spanish context. A case study research
- Author
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García San Pedro, María José and Gairín Sallán, Joaquín
- Subjects
Educational change ,Spain ,Educación superior ,España ,Case study ,Competencias ,Cambio ,Higher education ,Competencies ,Estudio de casos - Abstract
El Proceso de Bolonia implica cambios en el sistema universitario español que afectan tanto a los planes de estudio, la enseñanza y el aprendizaje, la metodología y evaluación, como a la cultura de la universidad. Por su parte, el lenguaje de las competencias se hace cada vez más presente en la formación. Este trabajo presenta los resultados de un estudio de casos, realizado en cinco titulaciones universitarias españolas. Explora, además, desde una perspectiva cualitativa, la experiencia y las concepciones de los profesores acerca de la formación por competencias, sus supuestos y sus consecuencias para la educación superior. Los resultados muestran que es necesario reflexionar críticamente sobre las conceptualizaciones de competencias identificadas entre los profesores y responsables académicos. También muestran las dificultades, los aspectos positivos y los desafíos que enfrentan a diario a fin de facilitar la aplicación de este modelo de formación The Bologna Process involves broader changes in the Spanish higher education system. These changes affect the structure of degrees, syllabuses, teaching and learning methodology and assessment, but fundamentally affect the culture of the university. Meanwhile, the language of competencies is becoming increasingly important in the area of the certification and recognition of learning. This paper presents the findings of a case study research project conducted with five Spanish university degree programmes. It explores, from a qualitative perspective, the experiences and conceptions of teachers about training by competencies, its assumptions and its consequences for higher education. The results show that it is necessary to critically reflect on the identified conceptions of competencies amongst teaching staff and deans, as well as the positive aspects, difficulties and prospects that they face on a daily basis and which they can anticipate, in order to facilitate implementation of this training model
- Published
- 2011
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