scholarly journals Cambio climático y salud ambiental en carreras de salud de grado en Latinoamérica

2021 ◽  
Vol 55 ◽  
pp. 17
Author(s):  
Yasna K Palmeiro-Silva ◽  
María Teresa Ferrada ◽  
Jorge Ramírez Flores ◽  
Ignacio Silva Santa Cruz
Keyword(s):  
Higher Education ◽  
Latin American ◽  
American University ◽  
Academic Ranking ◽  
De Medicina

OBJETIVO: Analizar la incorporación de cursos de cambio climático y salud ambiental en las mallas curriculares del grado en Medicina, Enfermería, Nutrición y Psicología clínica en universidades latinoamericanas. MÉTODOS: Revisión documental de tipo descriptiva y transversal. Se analizaron las mallas curriculares de las diez primeras universidades latinoamericanas según los rankings QS Latin American University 2020, Times Higher Education World University 2020 y Academic Ranking of World Universities 2019. En cada malla curricular se buscó la presencia de cursos relacionados al cambio climático y la salud ambiental. RESULTADOS: De las 161 universidades que se incluyeron en el estudio, 104 ofrecían la carrera de Medicina, 93 de Enfermería, 77 de Nutrición y 118 de Psicología clínica. La mayor parte de las mallas curriculares incorporaron cursos de salud pública y/o epidemiología (más del 70%), sin embargo, entre el 22% y el 41% incluyeron cursos de salud ambiental, y solo una malla curricular tuvo un curso en cambio climático en Medicina y Enfermería (1%). CONCLUSIONES: Los cursos de cambio climático y salud ambiental han sido introducidos, de forma escasa, en las mallas curriculares del campo de la salud en universidades latinoamericanas. Esto podría debilitar el importante rol que cumplen los profesionales de la salud en la asistencia sanitaria a la población.

Latin America's Need for Regional Research Centers

1967 ◽  
Vol 9 (1) ◽  
pp. 1-6
Author(s):  
Felipe Herrera
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Latin American ◽  
Regional Research ◽  
Development Bank ◽  
American University ◽  
The Republic ◽  
The University ◽  
Powerful Incentive

The degree conferred upon me by the University of America with the concurrence of the 24 universities of the Republic of Colombia is a powerful incentive to the work of the Inter-American Development Bank in the field of higher education and research in Latin America. You will forgive me, then, if I take this occasion to mention the role of the Inter-American Bank as the “Bank of the Latin American University,” a role which has placed it in the vanguard of an impressive process of international cooperation for the modernization and decisive expansion of higher education in the Hemisphere. The $55 million it has loaned to 71 institutions in 17 countries bear eloquent testimony to an abiding preoccupation of the Bank in its brief years of existence.

scholarly journals Tendencias metodológicas universitarias en los siglos XX y XXI. Estudio comparativo / │ 125 │ 125 Tendencias metodológicas universitarias en los siglos XX y XXI. Estudio comparativo University methodological trends in the twenty and twenty-first centuries. A comparative study

Ciencia Unemi ◽  
2016 ◽  
Vol 9 (17) ◽  
pp. 125
Author(s):  
Gonzalo Morales Gomez ◽  
Mary Arteaga Rolando ◽  
Ana Gallegos Samaniego ◽  
Nelly Yanchapaxy Sanchez ◽  
Javier Stay Zuñiga
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Exploratory Research ◽  
State University ◽  
Panoramic View ◽  
University Professors ◽  
American University ◽  
Self Evaluation ◽  
Pedagogic Practices ◽  
Preliminary Classification

En el presente ensayo se aborda el tema de las metodologías universitarias de los siglos XX y XXI como tendencias pedagógicas en la educación superior occidental, el cual constituye el marco teórico referencial de una investigación exploratoria sobre tendencias metodológicas entre los docentes de una muestra seleccionada en las Universidades de Guayaquil y Estatal de Milagro, en Ecuador, en el año 2014. Se ofrece en primer lugar una mirada panorámica a las características pedagógicas de los siglos XX y XXI; luego se exponen los modelos curriculares y metodológicos más empleados en las prácticas pedagógicas de numerosos docentes universitarios en los países occidentales, y finalmente se intenta, con fines autoevaluativos, una clasificación preliminar de algunas metodologías de los siglos XX y XXI que han logrado un mayor posicionamiento en las experiencias pedagógicas de los docentes universitarios latinoamericanos. AbstractThis essay reviews the topic about university methodologies of the XX and XXI centuries as pedagogic trends in Western higher Education, which is the theoretical framework of an exploratory research on methodological trends among teachers in a selected sample in the State University of Guayaquil and State University of Milagro, Ecuador, in 2014. It is offered, first of all a panoramic view to the pedagogic characteristics of the XX and XXI centuries; it is further presented the most used curricular and methodological patterns in pedagogic practices of many university professors in Western countries; and, with self-evaluation purposes, a preliminary classification is attempted about some methodologies of the XX and XXI centuries which have achieved greater positioning of pedagogic experiences in the Latin American university professors.

scholarly journals Is There a Latin American University Model?

2015 ◽  
Author(s):  
Andres Bernasconi
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Latin American ◽  
Research Universities ◽  
Normative Influence ◽  
American University ◽  
American Universities ◽  
Latin American Universities ◽  
The University ◽  
Idea Of The University

Postindependence Latin American universities developed during the 19th and most of the 20th century largely under the normative influence of a Latin American idea of the university institution. In the last few decades, factors both related to the development of higher education and external to it have combined to challenge the clout of that model. As a result, notwithstanding the persistence of elements of the old paradigm, the model of the Latin American university is now related chiefly to US research universities.

scholarly journals Cognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC)

2021 ◽  
Vol 12 ◽  
Author(s):  
Jesús-Nicasio García-Sánchez ◽  
Judit García-Martín
Keyword(s):  
Higher Education ◽  
Reading Comprehension ◽  
Latin American ◽  
Cognitive Strategies ◽  
Published Data ◽  
Online Questionnaire ◽  
American University ◽  
Perceptions Of Students ◽  
Survey Monkey ◽  
Textual Strategies

In the last decade, published data on the performance of Colombian students have concerned educators and researchers, making critical reading one of the priorities of Colombian education. That is why this article presents the results of a study carried out in a Latin American university in which the perceptions of students and professors are analyzed regarding the strategies and textual genres used to work and cross-evaluate the advanced reading comprehension (ARC). This study is materialized in the application of an ad hoc online questionnaire, in its two versions (students and teachers), designed through Survey Monkey. For this, it has the participation of 182 teachers and 2,775 students. There are several trends in the use of specific textual strategies and typologies to work and evaluate ARC, by both, depending on the department of assignment. The evidence found is provided and evaluated considering the implications for cross-curricular instruction and assessment in higher education in Latin America, including study limitations and prospects for overcoming them.

Quality Assessment of Higher Education in Latin American University

2020 ◽  
pp. 327-354
Author(s):  
Rafael Ignacio Pérez-Uribe ◽  
Gloria Sierra ◽  
Sandra Bibiana Clavijo-Olmos
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Latin American ◽  
Quality Management System ◽  
Institutional Culture ◽  
American University ◽  
Face To Face ◽  
Institutional Evaluation ◽  
The University

The purpose of the chapter is to present the experience of the evaluation based on competences, through an institutional evaluation program that verifies the quality of the training as a process of quality assurance and as part of the Quality Management System in a Latin American university. It will describe the academic process called Assessment Center that designs, manages, and implements the program of undergraduate and postgraduate evaluation in face-to-face and virtual modality, and that has an objective to develop the project of Evaluation in Higher Education by Competences based on the Pedagogical Model of the College. Finally, this chapter aims to demonstrate from an experience in higher education the importance of quality as an integral part of the institutional culture of a Latin American university, as well as the collective and individual intentionality of the educational communities, in such a way that it is reflected in the processes and tasks that are carried out in the university institutions.

scholarly journals SITUACIÓN ACTUAL Y POSIBILIDADES DE INCORPORACIÓN DE LA EDUCACIÓN SUPERIOR A DISTANCIA EN LA UNIVERSIDAD LATINOAMÉRICANA (CURRENT SITUATION AND PROSPECTS OF INCORPORATION OF DISTANCE HIGHER EDUCATION IN LATIN AMERICAN UNIVERSITY)

2011 ◽  
Vol 1 (1) ◽  
pp. 1-13
Author(s):  
Liberio Victorino-Ramírez
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Current Situation ◽  
Educación Superior ◽  
Information And Communications Technologies ◽  
American University ◽  
Educacion Superior ◽  
New Information ◽  
Nuevas Tecnologías ◽  
Exhaustive Study

Este artículo pretende describir la situación actual, así como las  perspectivas  de la educación superior a distancia (ESaD) en Latinoamérica.  Se basa precisamente en las buenas experiencias en la incorporación de distintas variantes de la ESaD en universidades presénciales tradicionales, incluyendo el análisis de la oferta, la metodología y los recursos utilizados. Sin realizar un estudio exhaustivo, se tomaron como unidades de análisis algunas universidades públicas de diferentes países latinoamericanos.Palabras clave: Globalización, Informacionalismo, Nuevas tecnologías de la información y comunicación, Educación superior  a distancia y Calidad.AbstractThis article aims to describe the current situation and prospects of distance higher education (ESaD) in Latin America. It is exactly based in good experiences integrating different variations of ESaD at traditional face-to-face universities, including an analysis of supply, methodology and resources used. Without conducting an exhaustive study, some public universities from different Latin American countries were taken as units of analysis.Keywords: Globalization, informational, new information and communications technologies, distance higher education and Quality.

scholarly journals El concepto de excelencia universitaria medido a través de los rankings internacionales / The Concept of University Excellence Measured by International Rankings

2016 ◽  
Vol 3 (1) ◽  
pp. 43-60
Author(s):  
Jairo Alexander González Bueno ◽  
Gladys Elena Rueda Barrios
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Descriptive Analysis ◽  
Classification Systems ◽  
University Rankings ◽  
University Ranking ◽  
International Context ◽  
Academic Ranking ◽  
The Times ◽  
The University

ABSTRACTDespite ongoing discussions and reviews regarding their application and validity, the university rankings are a popular means for comparing the Institutions of Higher Education at national and international level. These classification systems cover only 1 % of universities worldwide and focuses mostly on scientific research of these entities. Through this article will be presented a brief investigation of the origins of university rankings. Likewise, the position of Latin American universities will be discussed, in particular the Colombian in the international context. This descriptive analysis will be based on the results of the 2013 Academic Ranking of World University, the Times Higher Education Ranking, QS World University Ranking and SIR Scimago Institutions Rankings. Finally, will be analyzed the effects and impacts of using rankings to classify, compare and rank universities globally analyzed.RESUMENA pesar de los debates y críticas continuas con respecto a su validez y aplicación, los rankings universitarios son un medio popular para comparar las Instituciones de Educación Superior a nivel nacional e internacional. Estos sistemas de clasificación sólo abarcan el 1% de las universidades a nivel mundial y se enfocan en su gran mayoría en la investigación científica de estas instituciones. A través del presente artículo se realizará una breve investigación de los orígenes de los rankings universitarios. Así mismo, se analizará la posición de las universidades latinoamericanas, y en particular las colombianas, en el contexto internacional. Para ello se realizará un análisis descriptivo tomando como base los resultados al año 2013 del Academic Ranking of World University, del Times Higher Education Ranking, del QS World University Ranking y del SIR Scimago Institutions Rankings. Por último, se analizarán los efectos e impactos de usar los rankings para clasificar, comparar y calificar las universidades a nivel mundial. Contacto principal: [email protected]

Translating Internationalization Initiatives From the Macro to the Micro

2021 ◽  
pp. 1-19
Author(s):  
Kathleen A. Corrales ◽  
Lourdes Rey Paba ◽  
Paige Michael Poole
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Latin American ◽  
Theory And Practice ◽  
Internationalization Of Higher Education ◽  
Pedagogical Strategies ◽  
American University ◽  
The World ◽  
Micro Level ◽  
Internationalization At Home

Internationalization of higher education is a phenomenon affecting universities around the world in their effort to prepare students to interact in international and intercultural environments. This chapter presents a three-phased, professor-led, grassroots study aimed at, first, characterizing the state of internationalization at a particular Latin American university; second, defining what international and intercultural competences (IICs) should be adopted as the institutional goal for all students; and lastly, piloting pedagogical strategies and activities to bring the IICs into the classroom. Ultimately, this chapter hopes to serve as an example for how institutions can translate internationalization initiatives from the macro-level into the micro-level (the classroom) in a more inclusive way that better impacts student learning within the realm of internationalization at home. Likewise, this experience aims to help fill the current gap in the theory and practice of internationalization in Latin America.

Winds of the South: Intercultural university models for the 21st century

2016 ◽  
Vol 16 (1) ◽  
pp. 7-16
Author(s):  
Manuela Guilherme ◽  
Gunther Dietz
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Teaching Staff ◽  
American University ◽  
Development Models ◽  
Arts And Humanities ◽  
American Perspective ◽  
Western Development ◽  
Doctoral Supervision ◽  
The Relationship

This issue of Arts and Humanities in Higher Education focuses on innovative initiatives which are emerging in different Latin-American university contexts as well as a few other experiments in traditionally established universities. Sometimes these initiatives are newly created higher education institutions that are rooted inside indigenous regions, in other cases conventional universities start to “interculturalize” their student population, their teaching staff, or even their curricular contents and methods. Despite certain criticisms, community leaders frequently claim and celebrate the appearance of these new higher education opportunities as part of a strategy of empowering ethnic actors of indigenous or afro-descendant origin. After an interview to Boaventura de Sousa Santos, Laura Selene Mateos Cortés, and Gunther Dietz, analyze the different ways in which the Mexican intercultural education subsystem conceives “interculturalidad.” The next article, by Guillermo Williamson, also “expresses interculturality polyphonically from the Latin-American perspective” and reports “the nature and condition of the academic reflection on interculturality carried out in universities, in supposedly intercultural contexts.” Then, Carlos Octavio Sandoval brings the focus back to Mexico and the Intercultural University of Veracruz; in the article that follows, Isabel Dulfano explores the relationship between antiglobalization, counterhegemonic discourse, and indigenous feminist alternative knowledge production. She bases her article on the autoethnographic writing of some Indigenous feminists from Latin America that questions the assumptions and presuppositions of Western development models and globalization, while asserting an identity as contemporary Indigenous activist academic women. Christine D. Beaule and Benito Quintana’s article adds to the topic of this special issue with the argument of interdisciplinarity bringing together both an archaeological and anthropological perspectives of indigeneity to the higher education classroom. And finally, Catherine Manathunga focuses on the issue of intercultural doctoral supervision.

Regional Development through Continual Improvement of Higher Education in Latín American Countries Case Study

2018 ◽  
Vol 5 (1) ◽  
pp. 89-101
Author(s):  
Jaime Rodrigo Moreno Vallejo ◽  
Fajardo Romo ◽  
Gabriel Frank
Keyword(s):  
Higher Education ◽  
Regional Development ◽  
Latin American ◽  
Process Management ◽  
Management Strategies ◽  
Balanced Score Card ◽  
University Management ◽  
Social Mission ◽  
Quality Of Higher Education ◽  
Latin American Countries

Abstract Aiming to promote the social mission of higher education and their integration in Latin American countries, this research has a qualitative focus and it has the objective to study the normative context and the main theoretical references for the assurance of the quality of higher education for Colombia and Ecuador, examines how the continuous improvement of higher education contributes to regional development; and proposes methodological strategies that contribute to the purpose for the regional development, in a systemic, objective, measurable and achievable in time way, like are the process management and the balanced score card for University Management Strategies and to built a public policy for Latin American Universities.

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