scholarly journals Comparative Inclusion: What Spanish Higher Education Teachers Assert

2021 ◽  
Vol 9 (3) ◽  
pp. 94-105 ◽  
Author(s):  
Amparo Pérez‐Carbonell ◽  
Genoveva Ramos‐Santana ◽  
María‐Jesús Martínez‐Usarralde
Keyword(s):  
Higher Education ◽  
Comparative Education ◽  
Institutional Commitment ◽  
Teaching Resources ◽  
Diversity And Inclusion ◽  
Teachers Beliefs ◽  
The Difference ◽  
Spanish Universities ◽  
Spanish Higher Education ◽  
Beliefs And Attitudes

From a critical comparative perspective (far from more naive and resolute trends) this study delves into the problematisation that comes with recognising comparative education as ‘the science of the difference’ (Nóvoa, 2018). Despite the cementation of discursive, regulatory, and normative governance, of a new higher education regime (Zapp & Ramirez, 2019) revealing the growing isomorphism in the global political and educational discourse of academics, some idiosyncratic characteristics can be detected as a result of the policy implemented in each context. The aim of this article is to compare the beliefs and attitudes of professors from seven Spanish universities regarding diversity, as well as the level of inclusion in higher education, by means of an exploratory, descriptive, and comparative survey. A total of 977 educators participated in a purposive sampling. Descriptive techniques, contrasting differences and comparing proportions allowed us to detect that, although there are no major differences between the teachers’ beliefs and attitudes, some of the minor ones are still worth highlighting. Some of these are the commitment to incorporate diversity in methodologies and teaching resources, in their attempt to meet the needs of diverse people, or the way they perceived personal or institutional commitment to diversity. In conclusion, it is necessary to take a stance on diversity and inclusion that supports the need to stop and reflect on the richness they can provide, from a comparative position and constantly distancing ourselves (Kim, 2020) from today’s university system.

scholarly journals Dealing with heterogeneity: An analysis of Spanish universities

2019 ◽  
Vol 13 (3) ◽  
pp. 58-77 ◽  
Author(s):  
Jasmina Berbegal-Mirabent ◽  
Dolors Gil-Doménech ◽  
Rocío De la Torre
Keyword(s):  
Higher Education ◽  
Cluster Analysis ◽  
Technology Transfer ◽  
Group Analysis ◽  
Higher Education System ◽  
Regulatory Frameworks ◽  
Teaching Goals ◽  
Scientific Outputs ◽  
Spanish Universities ◽  
Spanish Higher Education

Universities are highly dependent on regulatory frameworks, the geographical setting as well as on requirements for the creation of the different outputs they pursue. As a result, universities are heterogeneous organizations. This study analyses universities’ heterogeneity in Spain. By using a dataset from the Spanish higher education system, we model the objective function of universities and investigate which factors help explain universities’ performance, in terms of the three missions that they mostly perform (teaching, research and technology transfer). Also, a cluster analysis is performed to categorise Spanish universities. The findings contribute to better understand the different behaviours shown by universities. The findings underline the heterogeneity of Spanish universities: while some universities focus more on formation (teaching) goals, other universities excel at disseminating knowledge through different scientific outputs. The study concludes with a detailed inter- and intra- group analysis.

Social Media in Higher Education

2019 ◽  
pp. 898-922
Author(s):  
Laura Aymerich-Franch
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Focus Group ◽  
Social Networking ◽  
Undergraduate Students ◽  
Teaching Resources ◽  
American University ◽  
Privacy Concerns ◽  
Spanish Universities ◽  
The University

This chapter analyses privacy concerns of students and faculty resulting from the adoption of social media as teaching resources in higher education. In addition, the chapter focuses on privacy concerns that social media can cause to faculty when they are used for social networking. A trans-cultural study was carried out which involved three Spanish universities, a Colombian university, and an American university. A focus group was organized with PhD students to brainstorm the topic. Afterwards, 94 undergraduate students completed a survey and 18 lecturers participated in a written interview. Results indicate that social media are widely adopted in the university and are perceived as valuable resources for teaching. However, privacy concerns can easily emerge among students and faculty when these applications are used for this purpose. Concerns may appear when social media are used for social networking as well. The text also offers some guidelines to overcome them.

El régimen de dotación y cobertura de plazas de profesorado universitario tras la legislatura 2011-2015

2016 ◽  
pp. 23-65
Author(s):  
Carlos-Alberto AMOEDO-SOUTO
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Human Resources Management ◽  
Legal Framework ◽  
Academic Environment ◽  
Replacement Rate ◽  
Border Line ◽  
Resources Management ◽  
Spanish Universities ◽  
Spanish Higher Education

LABURPENA : 2013an, Alba Nogueira López irakaslearekin batera, lehen une haietan (2012 urtea) unibertsitateko irakasleei oinarrizko berriztapen-tasa aplikatzeak sortzen zituen arazo juridikoak gai hartuta argitaratutako lan bati jarraipena emanez, artikulu honetan, lanpostuak kudeatzeko esparru berri honetan 2012-2015 legegintzaldi osoan zehar izandako bilakaera aztertzen da. Ondorioztatu da a) unibertsitateko irakasleei dagokienez, erreforma langileen arloko gastuaren murrizketa soila baino harago joan dela, bai ordainsari-murrizketen bitartez eta bai sarrera berriko lanpostuak debekatzearen bidez, argi eta garbi barneratuz hornikuntza- edo estaldura-araubidean; b) unibertsitateko lanpostuetako gastu publikoa kontrolatzeko aparteko neurriei amaiera eman ordez, legegintzaldiak, azkenean, neurri horiek unibertsitateko araudi estrukturalean txertatu dituela. Ondorio horietatik abiatuta, zalantzan jartzen da langile arloko politika honen eta Espainiako unibertsitatea erreformatzeko helburu estrategikoen arteko koherentzia, eta hurrengo urteotan gure ekosistema akademiko partikularraren bilakaerak izango dituen gakoak identifikatzen saiatzen da. RESUMEN: Continuando un trabajo previamente publicado en 2013 con la profesora Alba Nogueira Ló pez sobre los problemas jurídicos que suscitaba en aquellos primeros momentos (año 2012), la aplicación de la tasa de reposición básica al profesorado universitario, el presente artículo analiza la evolución experimentada por este nuevo marco de gestión de plazas a lo largo de toda la legislatura 2012-2015. Se concluye así que a) en materia de profesorado universitario la reforma ha ido más allá de la simple reducción del gasto en personal, bien a través de recortes retributivos, bien a través de la prohibición de plazas de nuevo ingreso, adentrándose claramente en su régimen sustantivo de provisión o cobertura; b) lejos de constituir el punto final de las medidas extraordinarias de control del gasto público de las plazas universitarias, la legislatura ha concluído con su consagración normativa estructural. A partir de estas conclusiones, se discute la coherencia de esta política de personal con los objetivos estratégicos de reforma de la universidad española, intentando desentrañar las claves de probable evolución de nuestro particular ecosistema académico durante los próximos años. ABSTRACT : Retaking a paper previously issued in 2013 with professor Alba Nogueira López about the legal problems raised at the time (2012) by professor´s replacement rate in spanish higher education sector due to staff cuts policies, the present paper reviews the evolution of this new legal framework in the provision of new academic positions, both non tenured and tenured, in Spanish universities, during the term of X legislature (2012-2015). We conclude that a) in this subject, the reform has been gone further than a simple budget cut, crossing the border line of covering job positions; b) far from being the end point of excepcional package of budget cut measures, this legislature has concluded with its permanent setting throughout Universities Law. Drawing from this conclusions, we discuss the consistency of that human resources management with reform politics of spanish higher education, triyng to highlighting the keys of upcoming changes in our particular academic environment.

Environmental management and sustainability in higher education

2015 ◽  
Vol 16 (4) ◽  
pp. 440-455 ◽  
Author(s):  
Yolanda León-Fernández ◽  
Eugenio Domínguez-Vilches
Keyword(s):  
Higher Education ◽  
Environmental Management ◽  
Sustainable Development ◽  
Significant Proportion ◽  
University System ◽  
Content Type ◽  
International Trends ◽  
Permanent Working ◽  
Spanish Universities ◽  
Spanish Higher Education

Purpose – This paper aims to analyse trends in implementing the main initiatives in the field of environmental management and sustainability in Spanish universities, taking as a reference point the guidelines adopted by a number of universities in countries most committed to sustainable development. Design/methodology/approach – An analysis of information available on the Internet and of data collected from a questionnaire completed by a significant proportion of Spanish higher education institutions was carried out. Findings – The research found that the Spanish university system follows international trends: it possesses permanent working structures, applies a variety of environmental management and sustainability tools and carries out other activities related to the environment and sustainable development. But there still appears to be scope for improvement in some aspects, including to increase the visibility of the efforts in the environmental area, and other aspects such as the varying terminology used to refer to similar tools and processes and, conversely, of the same nomenclature to refer to distinct concepts. Originality/value – This paper provides new data and updated information on sustainability in Spanish universities and some recommendations for improvement.

scholarly journals The industry of testing and mutual recognition in southern Europe

2016 ◽  
Author(s):  
Joaquin Manuel Cruz
Keyword(s):  
Higher Education ◽  
Central Government ◽  
Mutual Recognition ◽  
Policy Makers ◽  
Autonomous Communities ◽  
Language Tests ◽  
The Common ◽  
Common Policies ◽  
Spanish Universities ◽  
Spanish Higher Education

Following the publication of the Common European Framework of Reference, Spain’s central government has been unable to unify common policies for foreign language requirements in Spanish Higher Education. Language requirements are in Spain both partially unregulated and deemed compulsory to finish Higher education degrees. In the absence of national policies, different areas of the country have implemented different policies in this respect and, inevitably, Spanish universities have developed their own internal legislation, high-quality suites of language tests and mutual recognition systems. These vary greatly from university to university, and are now competing in the industry of testing at both a national and a global level. The universities in Andalusia, one of the 17 autonomous communities of Spain, have been able to agree on a set of unified criteria which favors mutual recognition of language certifications for +13K candidates on a yearly basis and have driven policy makers’ attention to their network, which is being regulated a posteriori. 

Social Media in Higher Education

2015 ◽  
pp. 1-24
Author(s):  
Laura Aymerich-Franch
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Focus Group ◽  
Social Networking ◽  
Undergraduate Students ◽  
Teaching Resources ◽  
American University ◽  
Privacy Concerns ◽  
Spanish Universities ◽  
The University

This chapter analyses privacy concerns of students and faculty resulting from the adoption of social media as teaching resources in higher education. In addition, the chapter focuses on privacy concerns that social media can cause to faculty when they are used for social networking. A trans-cultural study was carried out which involved three Spanish universities, a Colombian university, and an American university. A focus group was organized with PhD students to brainstorm the topic. Afterwards, 94 undergraduate students completed a survey and 18 lecturers participated in a written interview. Results indicate that social media are widely adopted in the university and are perceived as valuable resources for teaching. However, privacy concerns can easily emerge among students and faculty when these applications are used for this purpose. Concerns may appear when social media are used for social networking as well. The text also offers some guidelines to overcome them.

scholarly journals Evaluation of Diversity Programs in Higher Education Training Contexts in Spain

2021 ◽  
Vol 11 (5) ◽  
pp. 226
Author(s):  
David Pérez-Jorge ◽  
Eva Ariño-Mateo ◽  
Ana Isabel González-Contreras ◽  
María del Carmen Rodríguez-Jiménez
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Educational Needs ◽  
Social Conditions ◽  
Dropout Rates ◽  
Educational Institutions ◽  
Educational Systems ◽  
University Teachers ◽  
Diversity Programs ◽  
Spanish Universities

Measures adopted by educational systems to improve and adapt the educational response of pupils with disability or diversity conditions arising from their personal and social conditions, have enabled them to gain tenure throughout the various stages of education. Educational institutions have been progressively adapting and responding to the educational needs of students who start university, and this fact highlights the lack of inclusive culture in university institutions. The lack of training of university teachers in the educational response to the needs of students with disabilities is evidenced by the high dropout rates of this group and in successive complaints of teachers who do not have the skills or tools to cope with this situation successfully. The review of a set of 75 programs developed by different Spanish universities to meet the needs of these students shows an insufficient institutional and administrative response while reflecting the lack of unity of jointly developed criteria.

scholarly journals Shape-shifting and pushing against the odds: staff perceptions of the experiences of first generation students in South Africa and the UK

2021 ◽  
Author(s):  
Rachel Forsyth ◽  
Claire Hamshire ◽  
Danny Fontaine-Rainen ◽  
Leza Soldaat
Keyword(s):  
Higher Education ◽  
South Africa ◽  
First Generation ◽  
Teaching Practice ◽  
First Generation Students ◽  
Staff Perceptions ◽  
Staff Members ◽  
Diversity And Inclusion ◽  
University Life ◽  
The Uk

AbstractThe principles of diversity and inclusion are valued across the higher education sector, but the ways in which these principles are translated into pedagogic practice are not always evident. Students who are first in their family to attend university continue to report barriers to full participation in university life. They are more likely to leave their studies early, and to achieve lower grades in their final qualifications, than students whose families have previous experience of higher education. The purpose of this study was to explore whether a mismatch between staff perceptions and students’ experiences might be a possible contributor to these disparities. The study explored and compared staff discourses about the experiences of first generation students at two universities, one in the United Kingdom (UK), and the other in South Africa (SA). One-to-one interviews were carried out with 40 staff members (20 at each institution) to explore their views about first generation students. The results showed that staff were well aware of challenges faced by first generation students; however, they were unsure of their roles in relation to shaping an inclusive environment, and tended not to consider how to use the assets that they believed first generation students bring with them to higher education. This paper explores these staff discourses; and considers proposals for challenging commonly-voiced assumptions about students and university life in a broader context of diversity and inclusive teaching practice.

Improving Learning Quality of Advanced Manufacturing Engineering

2014 ◽  
Vol 484-485 ◽  
pp. 239-241
Author(s):  
Shao Lin Wang
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Teaching Quality ◽  
Advanced Manufacturing ◽  
Teaching Resources ◽  
Teaching Management ◽  
Management Reform ◽  
Excellent Teaching ◽  
Manufacturing Engineering

Higher education and traditional forms of teaching and management system are difficult to adapt to the individualized requirements and the cultivation of personalized talents. higher education information technology is a new trend in the world, and it plays an important role in promoting universities personalized education and innovation, training personnel, improving the integrated use of the excellent teaching resources, deepening teaching management reform and improving the teaching management level, enhancing teaching quality of advanced manufacturing engineering. Colleges and universities should attach great importance to the building and information on the quality of the teaching environment of information technology and promote information technology in education for major of manufacturing engineering.

POSTPARTUM AMENORRHOEA IN RURAL EASTERN UTTAR PRADESH, INDIA

1998 ◽  
Vol 30 (2) ◽  
pp. 227-243
Author(s):  
K. N. S. YADAVA ◽  
S. K. JAIN
Keyword(s):  
Higher Education ◽  
Uttar Pradesh ◽  
Current Status Data ◽  
North India ◽  
Current Status ◽  
Data Sets ◽  
Survival Status ◽  
The Mean ◽  
The Difference ◽  
Using Data

This paper calculates the mean duration of the postpartum amenorrhoea (PPA) and examines its demographic, and socioeconomic correlates in rural north India, using data collected through 'retrospective' (last but one child) as well as 'current status' (last child) reporting of the duration of PPA.The mean duration of PPA was higher in the current status than in the retrospective data;n the difference being statistically significant. However, for the same mothers who gave PPA information in both the data sets, the difference in mean duration of PPA was not statistically significant. The correlates were identical in both the data sets. The current status data were more complete in terms of the coverage, and perhaps less distorted by reporting errors caused by recall lapse.A positive relationship of the mean duration of PPA was found with longer breast-feeding, higher parity and age of mother at the birth of the child, and the survival status of the child. An inverse relationship was found with higher education of a woman, higher education of her husband and higher socioeconomic status of her household, these variables possibly acting as proxies for women's better nutritional status.

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