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Article
Publication date: 3 November 2014

Adriana Morales Rodríguez, Joan‐Lluís Capelleras and Víctor M. Gimenez Garcia

The purpose of this paper is to identify the nature and factors that influence student evaluation of the teaching performance of university teachers by integrating two…

Abstract

Purpose

The purpose of this paper is to identify the nature and factors that influence student evaluation of the teaching performance of university teachers by integrating two areas of research: services marketing and higher education.

Design/methodology/approach

A set of hypotheses were developed taking into consideration customer (student), employee (teacher) and service (course) characteristics. They were then tested using data from 952 courses for a three‐year period and employing different multivariate techniques.

Findings

Students basically evaluate the expertise, attitude and behavior of teachers. The results also indicate that this evaluation is a complex phenomenon that depends on factors related to teacher, student and course profiles.

Research limitations/implications

Given the nature of the data used here, future studies should extend the scope of research to other institutions, examine quality from an objective standpoint and include teachers’ perceptions and the outcomes of their research activity.

Practical implications

Based on the results of this paper, the authors recommend the following: to permit teachers to teach the same courses repeatedly, allowing them to consolidate their practice; to provide training in teaching techniques and ethics; to pay particular attention to those students who move to another degree program; and to maintain an appropriate class size.

Originality/value

This study integrates two areas of research and proposes a wide range of service quality determinants in the context of higher education, including several factors that had not been previously considered.

Propósito

Este trabajo identifica la naturaleza y los factores que influyen en las valoraciones que realizan los alumnos sobre el desempeño docente del profesorado universitario, integrando para ello dos áreas de investigación: marketing de servicios y educación superior.

Diseño/Metodología/Enfoque

Se desarrolla un conjunto de hipótesis considerando las características del cliente (alumno), el empleado (profesor) y el servicio (curso). Se contrastan con los datos de 952 cursos durante un período de tres años utilizando distintas técnicas multivariantes.

Resultados

Los alumnos evalúan principalmente la pericia así como la actitud y comportamiento del profesorado. Los resultados también indican que esta evaluación es un fenómeno complejo que depende de factores relacionados con el perfil del profesor, del alumno y del curso.

Limitaciones

de la investigación/ImplicacionesConsiderando la naturaleza de los datos utilizados, futuras investigaciones deberían ampliar el ámbito de estudio a otras instituciones, analizar la calidad objetiva e incorporar las percepciones del profesor y los resultados de su actividad investigadora.

Implicaciones prácticas

Se recomienda facilitar la consolidación del profesor en sus cursos; proporcionar capacitación en técnicas didácticas y ética; prestar especial atención a los alumnos que realizan cambios de carrera; y mantener un tamaño adecuado de los grupos.

Originalidad/valor

Este estudio integra dos áreas de investigación y propone un amplio rango de factores determinantes de la calidad en la actividad docente del profesorado universitario, incluyendo algunos que hasta el momento no habían sido contemplados.

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Article
Publication date: 2 September 2014

Jorge Cruz-González, Pedro López-Sáez, José Emilio Navas-López and Miriam Delgado-Verde

– The aim of the paper is to identify the different directions of external knowledge search and to investigate their individual effect on performance at the firm level.

Abstract

Purpose

The aim of the paper is to identify the different directions of external knowledge search and to investigate their individual effect on performance at the firm level.

Design/methodology/approach

The empirical study is based on survey data gathered from two distinct informants of 248 large- and medium-sized high-tech manufacturing Spanish firms. In dealing with concerns on simultaneity and reverse causality, perceived time-lags among dependent and independent variables were introduced. Quantitative methods based on questionnaire answers were used.

Findings

Findings reveal six distinct external search patterns and indicate that, while market sources such as customers and competitors are positively associated with performance, knowledge acquired from general information sources, other firms beyond the core business and patents and databases have no significant effect. Moreover, knowledge obtained from science and technology organizations and from suppliers displays an inversed U-shaped effect on firm performance.

Research limitations/implications

Conclusions can only be generalized to high-tech manufacturing firms from developed countries and, although well-established methodological procedures were followed, the nature of the study remains cross-sectional. Yet, an important implication emerges from this work: more openness to external knowledge is not always better. It is necessary to carefully evaluate the potential gains and pains of each type of partner and source.

Practical implications

This research provides guidance to managers about how to shape their companies’ inter-organizational networks, i.e. the specific external agents on which they should focus, as well as the efforts they should devote to each of these key partners.

Originality/value

By considering distinct directions of external knowledge search instead of a single dimension, the paper contributes to shed some more light to the mixed results reported by the scarce empirical studies that have investigated the effect of openness towards external knowledge on performance at the firm level.

Details

Journal of Knowledge Management, vol. 18 no. 5
Type: Research Article
ISSN: 1367-3270

Keywords

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Book part
Publication date: 28 September 2020

The purpose of this chapter is to present some evidence of an empirical exploration carried out with 178 primary school teachers from the State of Sonora, México,1 about…

Abstract

The purpose of this chapter is to present some evidence of an empirical exploration carried out with 178 primary school teachers from the State of Sonora, México,1 about their perceptions regarding diversity and educational inclusion. A mixed-cut methodology was used that considered the application of a scale questionnaire and focus groups. The results allow to appreciate, in general, a tendency to incorporate diversity in the appreciation and valuation schemes. However, there are also appreciations that make an important set of deficiencies to face diversity in schools evident.

Details

From Pedagogy to Quality Assurance in Education: An International Perspective
Type: Book
ISBN: 978-1-83867-106-8

Keywords

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Book part
Publication date: 9 December 2016

Asunción Ibáñez-Romero and Jon Mikel Zabala-Iturriagagoitia

iNNoVaNDiS started in 2005 at the University of Deusto (Spain) as a program that aimed to train students to perform as entrepreneurs. The aim of the chapter is to share…

Abstract

Purpose

iNNoVaNDiS started in 2005 at the University of Deusto (Spain) as a program that aimed to train students to perform as entrepreneurs. The aim of the chapter is to share the story of this 10-year old experience.

Methodology/approach

The chapter follows a case study approach, describing in a narrative form the evolution had by the program, from the perspective of the people that have been involved in it. It draws on the analysis of the different stages the program has gone through, over these 10 years, until the current structure of the program has been defined. Primary data are used to explain this evolution.

Findings

The chapter illustrates how the approach followed in iNNoVaNDiS has always been action-oriented. The rationale is that being entrepreneurial and innovative is a way of thinking, a mindset, and a personal identity. To achieve this different contexts are built during various workshops, working with real challenges faced by local organizations.

Practical implications

The program is run by a team with very different profiles, including consultants, researchers, academics, coaches, artists, engineers, entrepreneurs, actors, etc. This diversity allows the program to be in constant renewal. The program demystifies prejudices about the entrepreneur, the business idea and failure.

Originality/value

The philosophy behind the program is that entrepreneurship and innovation are not goals or disciplines to learn, and their purposes go far beyond starting a business. The scope of the initiative has not been the development of a business but rather to foster ethical entrepreneurship and innovative behavior in everyday life.

Details

Innovation and Entrepreneurship in Education
Type: Book
ISBN: 978-1-78635-068-8

Keywords

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Book part
Publication date: 28 September 2020

Ernesto López-Gómez, Raúl González Fernández, Antonio Medina and Samuel Gento

Recent decades have witnessed increasing interest worldwide in educational quality. Many international organisations and national education systems have conducted studies…

Abstract

Recent decades have witnessed increasing interest worldwide in educational quality. Many international organisations and national education systems have conducted studies on the meaning of quality, the various ways in which it can be measured and the factors that promote it as a basis for designing education reforms and rendering good practices visible. In this chapter, the authors explore conceptual perspectives on educational quality that are informed by various pedagogical approaches and examine the initiatives implemented in Spain to improve educational quality in non-university contexts, analysing education legislation over the past 30 years. The authors also propose basic elements or strategies that the authors believe would further promote educational quality in non-university settings in Spain and elsewhere. These proposals revolve around the educational project, teacher training and professional development, diversity and inclusion in education and community leadership.

Details

From Pedagogy to Quality Assurance in Education: An International Perspective
Type: Book
ISBN: 978-1-83867-106-8

Keywords

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Article
Publication date: 6 February 2017

Luc Honore Petnji Yaya, Frederic Marimon, Josep Llach, Merce Bernardo and Marti Casadesus

The purpose of this paper is to identifying, discussing and analyzing the existing education and training programs related to quality management system (QMS) in Spain.

Abstract

Purpose

The purpose of this paper is to identifying, discussing and analyzing the existing education and training programs related to quality management system (QMS) in Spain.

Design/methodology/approach

Exhaustive search of the education system database was used to map the multifaceted of Spanish education system and professional training in addition to their relationships with the labor market. Thereafter, a thorough scan of the existing training related to management system standards was used to classify them into different subgroups as well as identifying possible education and the professional trainings related to QMS.

Findings

The overall results showed that general education in Spain and in particular related to QMS can be classified into four different groups including: official university, unofficial university, official non-university and unofficial non-university. Moreover, this study observed that the general concern about the employment and earnings in Spain has led the local, autonomous communities and national government to launch specific measures designed to both continue to increase the quality of the workforce with the QMS backgrounds and to ease the difficulties encountered when entering the labor market.

Originality/value

This study is the first to analyze and map the multifaceted character of Spanish education system and professional training related to QMS. The findings of this study may be useful for organizations trying to evaluate their QMS efforts, thus, engage their people in order to face the competitive challenges that lie ahead.

Details

International Journal of Quality & Reliability Management, vol. 34 no. 2
Type: Research Article
ISSN: 0265-671X

Keywords

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Book part
Publication date: 1 July 2019

Marie-Line Germain

Abstract

Details

Integrating Service-Learning and Consulting in Distance Education
Type: Book
ISBN: 978-1-78769-412-5

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Article
Publication date: 9 April 2018

Adelina Calvo, Gloria María Braga Blanco and Aquilina Fueyo

The purpose of this paper is to demonstrate the potential of Lesson Study (LS) as a tool for dealing with dilemmas in university teaching.

Abstract

Purpose

The purpose of this paper is to demonstrate the potential of Lesson Study (LS) as a tool for dealing with dilemmas in university teaching.

Design/methodology/approach

This paper is the result of a LS project which was developed over two academic years (2015-2016 and 2016-2017) in the Faculties of Education and Teacher Training at the Universities of Cantabria and Oviedo (Spain). The research asked the question “How can better learning be achieved?” The starting point for the research methodology was the identification and analysis of teaching dilemmas. The whole process was based on the triangulation of perspectives through the collection of data using techniques such as peer observation, focus groups, interviews, and the writing of the Teacher’s final report. The methodology the authors used was inspired by the Student Voice “movement.”

Findings

The findings show that the potential of LS methodology for professional development in higher education is very promising, enabling teachers to deal with the questions raised by practice collaboratively, broaden their professional knowledge, introduce improvements, and establish new ways of understanding the teaching profession based on a collegial approach.

Originality/value

LS methodology is beginning to be known in Spain. Developments have only taken place very recently and there are still few experiences within the university context. It is not common practice for teaching in higher education to become a public space for reflection and research breaking from the traditional isolation between teachers and incorporating the voices of students.

Details

International Journal for Lesson and Learning Studies, vol. 7 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

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Article
Publication date: 21 June 2021

Martha Vanessa Agila-Palacios, Ana García-Valcárcel Muñoz-Repiso and María Soledad Ramírez-Montoya

The purpose of this paper is to analyze the influence of two active methodologies on digital competences development using mobile devices. The first methodology is…

Abstract

Purpose

The purpose of this paper is to analyze the influence of two active methodologies on digital competences development using mobile devices. The first methodology is project-oriented learning (POL); the second one is case-based learning (CBL). The analyzed digital competences belong to the communication and collaboration area of framework DIGCOMP.

Design/methodology/approach

This article shows the results of the quantitative stage with a design pre-experimental pre-test–post-test. A questionnaire was designed and applied to an intentional sample from two different courses. In total, 178 students completed the questionnaire in the pre-test, and after five months, 38 students completed the questionnaire in the post-test.

Findings

The results show that students to whom POL was applied increase by 7% competence of interaction with mobile technology. The results also show that the students to whom CBL was applied to increase all four competencies (interaction +8%, share +6%, collaboration +5%, netiquette +4%).

Research limitations/implications

Self-perception for the evaluation of digital competence and the short study time are limitations to generalize the results, so a longitudinal study is necessary and complemented with qualitative analysis, to present a better validation of the contribution of active methodologies to the development of digital competences.

Originality/value

The rapid advance of technology and the results of various investigations make evident the need of digital competences development. The most common process is digital literacy through techno-functional training. However, these research results confirm that it is possible to promote these digital competences from a practical view and implicitly in active methodologies educational practices.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

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Article
Publication date: 20 April 2012

Marta Barandiaran‐Galdós, Miren Barrenetxea Ayesta, Antonio Cardona‐Rodríguez, Juan José Mijangos del Campo and Jon Olaskoaga‐Larrauri

This paper aims to present the opinions of teaching staff at Spanish universities regarding the relative importance of a number of quality factors, and perceived levels of…

Abstract

Purpose

This paper aims to present the opinions of teaching staff at Spanish universities regarding the relative importance of a number of quality factors, and perceived levels of development of those factors in the context of their work.

Design/methodology/approach

The paper takes an empirical approach, with the opinions of teaching staff being collected via questionnaires and by telematic means.

Findings

Lecturers surveyed are particularly pessimistic in regard to the conditions in which students enter university, and probably do not share the priorities that education policy authorities and university management bodies proclaim in their discourses and policies.

Research limitations/implications

This research may be supplemented with the use of more qualitative methods and extended to other geographical and cultural contexts.

Practical implications

The opinions of teaching staff comprise useful information for the design of education policies and quality management systems applicable to Spanish universities.

Originality/value

No studies have to date been conducted in Spain to identify the opinions of university teaching staff in regard to determinants of quality. Taken as a whole, the paper enables a diagnostic analysis to be made of university education quality conditions in Spain from the viewpoint of teaching staff.

Details

Quality Assurance in Education, vol. 20 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

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