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Article
Publication date: 25 January 2013

Óscar Espinoza and Luis Eduardo González

The purpose of this paper is to analyze and discuss the results that the accreditation system implemented in Chile has brought to higher education institutions and…

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Abstract

Purpose

The purpose of this paper is to analyze and discuss the results that the accreditation system implemented in Chile has brought to higher education institutions and undergraduate and graduate programs, taking into account both its positive and negative implications.

Design/methodology/approach

The examination of the Chilean accreditation regime relies on descriptive statistics based on official data from several sources.

Findings

It appears that the Chilean accreditation regime has helped to establish permanent procedures for quality assurance in higher education institutions which has resulted in improving its internal processes, but still the system faces a series of challenges that have to be addressed in order to improve the higher education system as a whole.

Originality/value

The Chilean accreditation experience is placed within the discussion and context of accreditation systems around the world, and lessons which can be relevant to other countries are drawn.

Details

Quality Assurance in Education, vol. 21 no. 1
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 30 December 2019

Daniel A. López, Maria J. Rojas, Boris A. López and Oscar Espinoza

The purpose of this study is to analyze the relationship between quality assurance, the traditional a priori approach, and a more recently developed empirical…

Abstract

Purpose

The purpose of this study is to analyze the relationship between quality assurance, the traditional a priori approach, and a more recently developed empirical classification of universities, as a means of assessing whether the different classification systems fulfill their original purpose. The study analyzes Chilean university classifications because they have been used in setting up higher education public policies.

Design/methodology/approach

The existing classifications of Chilean universities were identified in the literature. Researchers determined categories, criteria and/or indicators used, as well as their main purposes as described by the authors of the classifications. All the criteria and indicators identified were directly related to the quality of academic activities and to the results of the university accreditation processes. The institutional accreditation outcomes and variables were studied using univariate and multivariate statistical analysis.

Findings

The a priori approach proved to be consistent with the results of institutional quality assurance, despite of the variability in individual performances. The empirical systems, however, do not show any contribution to the improvement of public policies in higher education. The results clearly show that classifications based on performance do not necessarily ensure improvements in institutional quality.

Originality/value

To the authors’ knowledge, this analysis is the first study of the relationship between university classification and quality assurance. The growing number of proposals for different empirical classifications in Chilean universities is evidence of institutional diversity only. However, the classification designs did not respond to purposes such as public policies improvements and other expected results from these instruments.

Details

Quality Assurance in Education, vol. 28 no. 1
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 7 April 2015

Daniel A. López, Maria J. Rojas, Boris A. López and Daniel C. López

The purpose of this paper is to conduct a quantitative analysis of the university accreditation processes in Chilean universities. The aim is to determine the effects of…

Abstract

Purpose

The purpose of this paper is to conduct a quantitative analysis of the university accreditation processes in Chilean universities. The aim is to determine the effects of the different variables, especially the type of institutions (state- and privately owned, with and without state financial support) on the results obtained.

Design/methodology/approach

Univariate and multivariate statistical analysis of official data.

Findings

Results indicate consistency in the accreditation processes in Chilean universities, as those variables directly associated with the processes accounted for approximately 70 per cent of the variation in the length of accreditation periods (between 0 and seven years), these variables being the ones that defined the type of universities. High dispersion was found in six state-owned universities that behaved as if they were private universities and in two private universities that behaved as if they were state universities. However, a high percentage of the universities included in the analysis maintained their affiliation to their corresponding legal group, when their performance in accreditation processes was analyzed.

Originality/value

The results of the university accreditation processes in Chile have been the focus of a intense debate due to the legal and economic conflicts between the different types of universities. This study constitutes the first scientific analysis of the results of these processes, especially in terms of the performance of the different types of universities, thus enabling a better interpretation of the results. This information is useful not only in the terms of the legal reforms that are being carried out in Chile, but they also help the understanding of the processes of accreditation of higher education in other Latin American countries.

Details

Quality Assurance in Education, vol. 23 no. 2
Type: Research Article
ISSN: 0968-4883

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Book part
Publication date: 21 August 2017

Victoria E. Díaz, Pierre Mercier and Celine Pinsent

This chapter presents a new conceptual framework of institutional research (IR). The framework refines previously studied dimensions of IR and integrates them into the…

Abstract

This chapter presents a new conceptual framework of institutional research (IR). The framework refines previously studied dimensions of IR and integrates them into the higher order concept of knowledge management. Previously studied dimensions of IR include the institution’s organizational sectors (e.g., academic, human resources), the functions for which information is used (e.g., operations, strategic management), and the resources supporting IR (e.g., technology, funding). The framework innovates by specifying what competencies are required to carry out IR activities and how to assign a level of development to each competency. This operationalization permits the creation of an assessment tool enabling us to move from general and intuitive statements about development to specific and behavioral levels which are actionable. The framework formulation was validated with a group of IR experts in Chile. The framework can be used to assess one institution, to compare an institution to a peer group, or to compare groups of institutions at the regional, national, or international levels.

Details

Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-78743-222-2

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Article
Publication date: 7 August 2019

Oscar Espinoza, Luis González, Luis Sandoval, Noel McGinn, Javier Loyola and Dante Castillo

The purpose of this paper is to improve future teacher training by assessment of university graduates’ satisfaction with their preparation in Basic Education teaching.

Abstract

Purpose

The purpose of this paper is to improve future teacher training by assessment of university graduates’ satisfaction with their preparation in Basic Education teaching.

Design/methodology/approach

This descriptive study employed a self-administered survey questionnaire to a representative sample of 235 graduates between 2014 and 2016 from three universities in Chile. The questionnaire generated information about the graduates’ background (age, gender, parents’ education and prestige of secondary school attended); an evaluation of three dimensions of their degree program (instructional quality, infrastructure and employability), and experiences in the labor market (including salary). Analysis of variance was used to assess relationships between satisfaction, and other variables.

Findings

In general, graduates were satisfied with all aspects of their training. Satisfaction levels were higher from those assumed to have lower expectations. Contrary to this hypothesis, university prestige is not directly related to satisfaction. Instead, expectations and employability moderate the effect of prestige.

Research limitations/implications

The sample is not representative of the 59 universities in Chile nor of the many other degree programs offered in those universities.

Practical implications

Program directors concerned about improving the public reputation or prestige of their program will benefit from efforts to improve the quality of the program and its infrastructure, and relevance for entrance into the world of work.

Originality/value

This study provides information not previously available about graduate satisfaction in teaching degree programs in Chile.

Details

Higher Education, Skills and Work-Based Learning, vol. 10 no. 1
Type: Research Article
ISSN: 2042-3896

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Article
Publication date: 6 March 2017

Arleen Hernández-Díaz, Theany Calderon-Abreu, Maria Amador-Dumois and Mario Córdova-Claudio

Higher education institutions, particularly in the case of public universities, face the challenge of creating more value in an environment of increasing requirements and…

Abstract

Purpose

Higher education institutions, particularly in the case of public universities, face the challenge of creating more value in an environment of increasing requirements and limitations. The purpose of this paper is to explore the relation of internal marketing (IM) with employees’ attitudinal outcomes, which aim to stimulate and retain motivated and customer-conscious contact employees.

Design/methodology/approach

Survey data of 94 customer-contact employees in a public higher education institution were analysed using partial least squares path modelling to explore and predict key target constructs.

Findings

The results demonstrate the relationship between customer-contact employees’ service empathy (SE), institutional IM initiatives and employees’ attitudinal outcomes in the public sector, specifically higher education institutions.

Research limitations/implications

The current study relies on self-reported data and a small sample of customer-contact employees working only on enrolment-related areas. Further studies should be designed for theory confirmation and generalizability of the results.

Practical implications

Top managers in public higher education institutions must encourage organizational identification through IM initiatives, such as well-established internal communication procedures. Academic management should continuously train and retain customer-contact employees that have developed SE and a sense of belonging to the organization. SE must be incorporated in the job descriptions and training of customer-contact employees.

Originality/value

The study contributes to the limited literature on the use of IM and SE in the public sector, specifically higher education institutions.

Propósito

Las instituciones de educación superior, en particular en el caso de las universidades públicas, se enfrentan al reto de crear más valor en un entorno de necesidades y limitaciones en aumento. El propósito de este estudio es explorar la relación entre el marketing interno y las resultantes actitudes laborales de los empleados. El objetivo del marketing interno es estimular y retener empleados de contacto que estén motivados y sean conscientes de la importancia de los clientes.

Diseño/metodología/enfoque

Se analizaron datos de 94 empleados de contacto de una institución pública de educación superior utilizando modelos de regresión de cuadrados mínimos parciales para explorar y predecir constructos claves.

Resultados

Los resultados demuestran la relación entre los siguientes constructos: niveles de empatía de los empleados de contacto, iniciativas institucionales de marketing interno, y las resultantes actitudes de los empleados del sector público, en particular organizaciones en el sector de la educación superior.

Limitaciones/implicaciones de la investigación

El presente estudio se basa en los datos auto informados de una pequeña muestra de empleados de contacto que trabajan sólo en áreas relacionadas con matrícula. Nuevos estudios deberían ser diseñados para la confirmación de la teoría y la generalización de los resultados.

Implicaciones prácticas

Los altos directivos de las instituciones públicas de educación superior deben fomentar la identificación con la organización a través de iniciativas de marketing interno, tales como procedimientos establecidos de comunicación interna. Los directivos académicos deben continuamente adiestrar y retener a los empleados de contacto que han desarrollado la capacidad de proveer servicios de manera empática y que tienen sentido de pertenencia a la organización. Proveer servicio de manera empática debe ser incorporado en las descripciones de empleo y formación de los empleados de contacto.

Originalidad/valor

El estudio contribuye a la literatura limitada sobre el uso de marketing interno y empatía en los servicios en el sector público, específicamente en las instituciones de educación superior.

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Article
Publication date: 7 September 2020

Sandra Maria Correia Loureiro, Ricardo Godinho Bilro and Fernando José de Aires Angelino

The purpose of this paper is to review studies on the use of virtual reality (VR) and gamification to engage students in higher education for marketing issues to identify…

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3736

Abstract

Purpose

The purpose of this paper is to review studies on the use of virtual reality (VR) and gamification to engage students in higher education for marketing issues to identify the research topics, the research gaps and to prepare a future research agenda.

Design/methodology/approach

A literature review is performed based on two search terms applied to Web of Science, resulting in a final pool of 115 articles. A text-mining approach is used to conduct a full-text analysis of papers related to VR and gamification in higher education. The authors also compare the salient characteristics presented in the articles.

Findings

From this analysis, five major research topics are found and analysed, namely, teaching methodologies and education, experience and motivation, student engagement, applied theories in VR and gamification. Based on this and following the theory concept characteristics methodology framework, the paper provides directions for future research.

Originality/value

There is no comprehensive review exploring the topics, theories, constructs and methods used in prior studies concerning VR and gamification applied to higher education services based on all the articles published in well-regarded academic journals. This review seeks to provide deeper insights, to help scholars contribute to the development of this research field.

Propósito

En este documento se revisan los estudios sobre el uso de la realidad virtual (RV) y la Gamificación para involucrar a los estudiantes en la educación superior en marketing, se identifican los principales temas de investigación tratados, las lagunas de investigación y se sugiere una agenda futura de investigación.

Diseño/metodología/enfoque

Una revisión de la literatura basada en dos búsquedas en Web of Science (WOS) permitió identificar 115 artículos. La minería de textos se utilizó para realizar un análisis de texto completo de los artículos relacionados con RV y gamificación en la educación superior. Los autores también compararon las características más destacadas de los artículos.

Hallazgos

A partir de este análisis, se encuentran y analizan cinco grandes temas de investigación: metodologías de enseñanza y educación, experiencia y motivación, compromiso de los estudiantes, aplicadas a la RV y la gamificación. Basándose en esto y siguiendo el marco del TCCM, el artículo proporciona una agenda futura de investigación.

Originalidad/valor

No hay una revisión exhaustiva que explore los temas, las teorías, construcciones y métodos utilizados en estudios anteriores relativos a RV y gamificación aplicados a servicios de educación superior basados en todos los artículos publicados en revistas académicas. Esta revisión proporciona una panorámica más detallada y sugiere a los académicos nuevas líneas de trabajo para seguir desarrollando este campo de investigación.

目的

本文的目的是回顾为了提高学生参与高等教育而使用虚拟现实(VR)和游戏化的营销方面的研究,以确定它们的研究主题,研究差距,并以此准备未来的研究议程。

文章设计/方法

本文的文献综述是基于Web of Science的两个搜索词进行的,最终搜索出115篇文章。本文采用文本挖掘方法,对与高等教育中的虚拟现实和游戏化相关的论文进行全文分析。作者还比较了这些文章中呈现的显著特征。

研究结果

从这一调查中,我们发现并分析了五大研究主题,即教学方法与教育、体验与动机、学生参与、虚拟现实应用理论和游戏化。在此基础上,遵循理论概念、特征、方法论框架,为今后的研究提供了方向。

本文独创性/价值

目前,在权威学术期刊上发表的所有文章,都没有对以往关于虚拟现实和游戏化应用于高等教育服务的研究的主题、理论、结构和方法进行全面的综述。本文旨在提供更深刻的见解,以帮助学者们为这一研究领域的发展做出贡献。

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Article
Publication date: 22 February 2018

Fernando M. Otero-Saborido, Antonio J. Sánchez-Oliver, Moisés Grimaldi-Puyana and José Álvarez-García

The purpose of this paper is to design and validate a continuous self-assessment tool that involves university students in reflection processes on their Flipped Learning…

Abstract

Purpose

The purpose of this paper is to design and validate a continuous self-assessment tool that involves university students in reflection processes on their Flipped Learning model learning.

Design/methodology/approach

For this, 66 students (18.77±1.36) of the first year of the Degree in Physical Activity and Sports Sciences participated for nine weeks in the weekly completion of a self-assessment tool. The questionnaire followed a content validation by a group of experts and, subsequently, reliability was found from the internal consistency perspective through Cronbach’s α.

Findings

The results obtained show a reliable tool that facilitates the work by competencies in university education under the Flipped Learning model.

Originality/value

This work is the first step that responds to the almost non-existent practices of democratic evaluation in Higher Education. The design and validation of questionnaires that consider the measures adopted by the European Higher Education Area and that takes into account European Credit Transfer and Accumulation System is scarce.

Details

Education + Training, vol. 60 no. 5
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 26 July 2021

Cristian Bedoya-Dorado, Guillermo Murillo-Vargas and Carlos Hernan Gonzalez-Campo

This paper aims to analyze how Colombian Universities have incorporated the 2030 Agenda for sustainable development goals (SDGs) into their missions and visions.

Abstract

Purpose

This paper aims to analyze how Colombian Universities have incorporated the 2030 Agenda for sustainable development goals (SDGs) into their missions and visions.

Design/methodology/approach

The study used a documentary design to analyze the content of the missions and visions of the 86 Colombian Universities registered with the Ministry of National Education (MEN).

Findings

The study shows that universities are primarily aligned with Goal 13 as follows: climate action and this alignment is carried out to a great extent by the university’s governance, culture and activities. In contrast, there was a predominance of intentions to address the social dimension of sustainable development (SD).

Research limitations/implications

The study focused on examining universities’ missions and visions, which leaves out other sources of information that could account for university practices linked to the SDGs and sustainability.

Practical implications

The study’s results reveal the degree to which the universities are aligned with the SDGs in Colombia, which serves as a basis for the formulation of guidelines by the MEN and other organizations to strengthen the processes that contribute to the 2030 Agenda.

Originality/value

Research on how universities align with the SDGs is not a new topic, but it is scarce in the Colombian context. This research contributes to this gap by addressing the topic from a holistic and comparative perspective of SD education.

Details

International Journal of Sustainability in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 2 January 2020

Armando Lozano-Rodríguez, Fernanda Inéz García-Vázquez, Claudia Zubieta-Ramírez and Claudia Susana Lopez-Cruz

Currently, higher education institutions are in charge of the complex task of connecting the knowledge that students acquire in the classroom to the requirements of the…

Abstract

Purpose

Currently, higher education institutions are in charge of the complex task of connecting the knowledge that students acquire in the classroom to the requirements of the working world, preparing the students to face complex situations inherent in professional life. For this reason, the Tecnológico de Monterrey has included as part of the training of its students the modality, Semestre i, sustained through the teaching methodology of challenge-based learning. Recognizing this new way of learning, the purpose of this paper is to address the study of four basic constructs: student engagement, teacher–student relationship, teamwork and time management.

Design/methodology/approach

An exploratory factor analysis was performed on the factors associated with the Semestre i, as well as a correlational analysis between these and the academic achievement of the students in the 2017 August–December period.

Findings

The results indicate that the four constructs analyzed were potentialized under the modality, Semestre i – time management showing the least difference of the four when compared with the educational experience of students being traditionally taught throughout their semesters.

Originality/value

Semestre i is an innovative educational proposal where the undergraduate students learn in immersive, real-world contexts by experiencing semester challenges planned for them by the teaching body of the institution. Recognizing this new way of learning, this research addresses the study of four basic constructs: student engagement, teacher–student relationship, teamwork and time management.

Details

Higher Education, Skills and Work-Based Learning, vol. 10 no. 2
Type: Research Article
ISSN: 2042-3896

Keywords

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