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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 areas of…

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.

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.

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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

Article
Publication date: 23 March 2022

Julianna Paola Ramirez Lozano, Leslie Cecilia Bridshaw Araya and María Paulina Brito Ochoa

The pandemic caused by COVID-19 has brought us a serious economic, health and social problem worldwide crisis. In this context, there has been an increase in inequality between…

Abstract

Purpose

The pandemic caused by COVID-19 has brought us a serious economic, health and social problem worldwide crisis. In this context, there has been an increase in inequality between men and women throughout the world. In this situation of home confinement, uncertainty, stress and fear, women have been the most affected, regardless of their education level. The purpose of this study is to know the impact on the perception of academic women who suffered from a lack of gender equality (sustainable development) during the pandemic (SDG 5) and, therefore, the increase in the gender inequality gap (SDG 10) in Latin America (LA).

Design/methodology/approach

This qualitative, exploratory-descriptive study has a nonexperimental field and cross-sectional design that uses the field technique of focus groups.

Findings

This study revealed the deepest feelings of women researchers on this issue, leading to a deep reflection on the need to build the basis to transform unequal gender relations and introduce the gender perspective in a cross-sectional manner in a university context.

Originality/value

This study, analyzed from a gender perspective, aimed to unravel the complexity in which the majority of LA women academics live and to explain the gaps and differences in their lives caused by the inequalities that have increased due to the pandemic in Latin American societies.

Objetivo

La pandemia provocada por el COVID-19 nos ha traído una grave crisis económica, sanitaria y social a nivel mundial. En este contexto, se ha producido un aumento de la desigualdad entre hombres y mujeres en todo el mundo. En esta situación de confinamiento domiciliario, incertidumbre, estrés y miedo, las mujeres han sido las más afectadas, independientemente de su nivel educativo. Los mayores impactos en la percepción fueron la falta de equidad de género (ODS 5) y, por tanto, el aumento de la brecha de desigualdad de género (ODS 10) durante la pandemia en América Latina (AL).

Diseño/metodología/

Este estudio cualitativo, exploratorio-descriptivo, tiene un diseño no experimental de campo y transversal que utilizó la técnica de grupos focales.

Resultados/Hallazgos

Este estudio reveló los sentimientos más profundos de las mujeres investigadoras sobre este tema, lo que llevó a una profunda reflexión sobre la necesidad de construir las bases para transformar las relaciones desiguales de género e introducir la perspectiva de género de manera transversal en un contexto universitario.

Originalidad/valor

Este estudio, analizado desde una perspectiva de género, tuvo como objetivo desentrañar la complejidad en la que vive la mayoría de las académicas latinoamericanas, y explicar las brechas y diferencias en sus vidas provocadas por las desigualdades que se han incrementado a causa de la pandemia en las sociedades latinoamericanas.

Objetivo

A pandemia causada pelo COVID-19 nos trouxe uma grave crise econômica, sanitária e social em todo o mundo. Nesse contexto, houve um aumento da desigualdade entre homens e mulheres em todo o mundo. Nesta situação de confinamento domiciliário, incerteza, stress e medo, as mulheres têm sido as mais afetadas, independentemente do seu nível de escolaridade. Os maiores impactos na percepção foram a falta de igualdade de gênero (ODS 5) e, portanto, o aumento da lacuna de desigualdade de gênero (ODS 10) durante a pandemia na América Latina (AL).

Metodologia

Trata-se de um estudo qualitativo, exploratório-descritivo, de campo não experimental e delineamento transversal que utilizou a técnica de grupo focal.

Resultados

Este estudo revelou os sentimentos mais profundos de mulheres pesquisadoras sobre o tema, o que levou a uma profunda reflexão sobre a necessidade de construir as bases para transformar as relações desiguais de gênero e introduzir a perspectiva de gênero de forma transversal no contexto universitário.

Originalidade

Este estudo, analisado a partir de uma perspectiva de gênero, teve como objetivo desvendar a complexidade em que vive a maioria das acadêmicas latino-americanas e explicar as lacunas e diferenças em suas vidas causadas pelas desigualdades que aumentaram devido à pandemia nas sociedades latino-americanas.

Tipo de artículo

Investigación

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

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

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. 14 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

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

Article
Publication date: 11 November 2020

Reina Ferrández-Berrueco and Lucía Sánchez-Tarazaga

The aim of this paper is to report the motivations and perceived benefits of companies that collaborate with universities by offering student work-placement positions.

Abstract

Purpose

The aim of this paper is to report the motivations and perceived benefits of companies that collaborate with universities by offering student work-placement positions.

Design/methodology/approach

The study follows a mixed methodology based on (1) a literature review on the topic, (2) a case study survey including companies that collaborate with one Spanish university in student work-placements and (3) meetings with collaborating companies in different countries and universities.

Findings

The most important reasons for collaborating in student work-placements were related to social duty, the opportunity of training students in company needs and as a source of staff recruitment. Conversely, the less rated motivators were improving the company's position within the sector, benefitting from university services and saving time in the selection of personnel.

Research limitations/implications

Future research should include a bigger corpus of the number of universities and companies, as well as the type of collaborations with universities, in order to identify any resulting differences.

Practical implications

The conclusions highlight the need to define/improve the mechanisms that contribute to a win-win context. This is the only way that collaboration can advance towards a genuine partnership that will provide an effective framework for universities and companies to effectively share the same objectives in training future employees.

Originality/value

These results are relevant because of the lack of quantitative and qualitative research on this topic.

Details

Higher Education, Skills and Work-Based Learning, vol. 11 no. 4
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 11 August 2023

Ion Yarritu, Nahia Idoiaga Mondragon, Inge Axpe Saez and Cristina Arriaga

The educational community – particularly higher education – should contribute to the new generation’s understanding of what sustainability entails. To do this, teachers must be…

Abstract

Purpose

The educational community – particularly higher education – should contribute to the new generation’s understanding of what sustainability entails. To do this, teachers must be aware of the need for education for sustainability. However, little is known about how university teachers understand or represent sustainability. This study aims to bridge the gap identified in the literature concerning university teachers’ representation of sustainability.

Design/methodology/approach

A total of 403 teachers from the University of the Basque Country participated in the study through a free association exercise based on the grid elaboration method.

Findings

In general terms, teachers are aware of the three dimensions that constitute sustainability, but differences were found in the way sustainability was represented depending on several factors such as the teaching field, previous knowledge of the 2030 Agenda and gender. Despite awareness of the need to incorporate sustainability, there was also reticence toward the way in which sustainability is being addressed in higher education. Those results were discussed considering the previous literature on sustainability.

Practical implications

The results allow the authors to conclude that knowledge of the 2030 Agenda leads teachers to have a more complete representation and greater recognition of sustainability. Thus, it would be necessary for universities to offer more training to teachers to promote a holistic understanding of sustainability and facilitate its incorporation into teaching.

Originality/value

The use of this method made it possible to collect, in a less biased and much more direct way, the teachers’ voices, to know the type of representation (holistic) or partial (only one of its dimensions: environmental, economic or social) that they have of sustainability, and to check whether their representation was linked to specific factors.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 14 May 2018

M. Valle Santos and Rosa M. Mayoral

The purpose of this paper is to explore self-regulated learning among university students, the role played by motivation and its impact on academic performance. This paper…

Abstract

Purpose

The purpose of this paper is to explore self-regulated learning among university students, the role played by motivation and its impact on academic performance. This paper presents a teaching strategy aimed at self-regulation which draws on the educational value provided by the evaluation system.

Design/methodology/approach

This research includes a quantitative analysis to examine the dependency relation between self-regulation, motivational orientation and academic performance. The impact of the teaching strategy on the relation between self-regulation and academic performance is also explored.

Findings

The findings indicate that self-regulation is closely linked to motivational orientation and is a determining factor in academic performance. In addition, implementing a teaching strategy focussing on self-regulation alters said relation.

Practical implications

This research reflects the value of fostering the level of student self-regulation with a view to enhancing not only their current learning, but also the self-directed learning that will ensure professional success. The research also evidences the potential of the evaluation system for encouraging the development of self-regulation.

Originality/value

The conclusions to emerge from this research will help educators gain an awareness of the usefulness of strengthening student self-regulation and the potential offered by the evaluation system as a teaching resource. This research also merges extremely interesting elements – student self-regulation and the evaluation system – which to date have not been explored jointly.

Details

International Journal of Educational Management, vol. 32 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

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