scholarly journals La segregación docente en la Universidad de León = Teaching segregation at the University of León

2018 ◽  
Vol 3 (1) ◽  
pp. 161
Author(s):  
Adelina Rodríguez Pacios
Keyword(s):  
Job Insecurity ◽  
Secondary Data ◽  
The Body ◽  
University Teaching ◽  
Equal Opportunities ◽  
University Culture ◽  
Vertical Segregation ◽  
Las Mujeres ◽  
Opportunities For Promotion ◽  
The University

Resumen. Desde la Sociología del Trabajo, la Antropología, la Sociología de Género, la Sociología de la Educación, se viene denunciando los procesos de segregación laboral a los que están sometidas las mujeres: horizontal y vertical. Desde la década de los ochenta del siglo XX, las aulas universitarias españolas están feminizadas. Proporcionalmente, las alumnas son mayoría entre los egresados, pero siguen teniendo más dificultades que sus compañeros para encontrar un trabajo, salir de la precariedad laboral, recibir el mismo salario por el mismo trabajo, tener las mismas oportunidades de promoción, etc. Y nos preguntamos si una institución como la Universidad, formalmente igualitaria, sede de la ciencia, la objetividad, la racionalidad, mantiene mecanismos de cierre y exclusión social que dificultan el acceso de las mujeres a la docencia universitaria, y de las profesoras a la promoción, especialmente la promoción al cuerpo de catedráticos de universidad, produciendo y reproduciendo lo que conocemos como techos de cristal. Se comprueba, a la luz de los datos, que las profesoras universitarias se concentran en determinadas Ramas de Conocimiento (segregación horizontal) y en determinadas categorías docentes (segregación vertical). El acceso y la promoción en la Universidad se asientan en la meritocracia, de ahí, su imagen de objetividad, neutralidad, igualdad de oportunidades. Es difícil entender y hacer entender que la propia cultura universitaria tiene sesgos, códigos de género, que aplican mecanismos de discriminación hacia las docentes. Es importante conocer las situaciones concretas que se viven dentro de las universidades. Y esto es lo que nos hemos propuesto para la Universidad de León (ULE).Adoptando la perspectiva de género y realizando un análisis de datos secundarios, comprobamos la segregación horizontal y vertical a la que están sometidas las docentes. Asimismo, descubrimos la existencia del techo de cristal: la proporción de catedráticas en la ULE es inferior a la media nacional.Palabras clave: género, enseñanza superior, discriminación, igualdad de oportunidades, universidad.Abstract. From the Sociology of Labor, Anthropology, Gender Sociology, and Sociology of Education, the processes of labor segregation to which women are subjected (horizontal and vertical) are being denounced. Since the eighties of the 20th century, Spanish university classrooms have been feminized. Proportionally, female students are the majority of the graduates, but they still have more difficulties than their peers to find a job, get out of job insecurity, receive the same salary for the same job, have the same opportunities for promotion, etc. In addition, we ask ourselves if an institution such as the university, formally egalitarian, seat of science, objectivity, rationality, maintains mechanisms of closure and social exclusion that hinder women’s access to university teaching, and female professors to promotion, especially the promotion to the body of university full professors, producing and reproducing what we know as glass ceilings. In the light of the data, it is verified that female university professors concentrate on certain branches of knowledge (horizontal segregation) and on certain categories of professors (vertical segregation).Access and promotion in the University are based on meritocracy, hence its image of objectivity, neutrality, equal opportunities. It is difficult to understand and make understand that the university culture itself has biases, gender codes, which apply mechanisms of discrimination towards female professors. It is important to know the concrete situations that are lived within the universities. Moreover, this is what we have proposed for the University of León (ULE).By adopting a gender perspective and analyzing secondary data, we verify the horizontal and vertical segregation to which the female professors are subjected. Likewise, we discovered the existence of the glass ceiling: the proportion of female professors in the ULE is lower than the national average.Keywords: gender, higher education, discrimination, equal opportunities, university.

Becoming-teacher as (in)activist: Feeling and refusing the force of university policy

2021 ◽  
pp. 147821032110040
Author(s):  
Barbara M Grant
Keyword(s):  
Teaching Practices ◽  
Policy Making ◽  
Specific Problem ◽  
The Body ◽  
University Teaching ◽  
University Policy ◽  
Critical View ◽  
The University ◽  
Business As Usual

University teaching is the target of intensified policy making. The policies’ purpose is sometimes to solve a specific problem but always to demonstrate the ‘quality’ of the institution. Policies also seek to normalise university teaching practices according to value-laden ideas of what those practices should be. Normalisation exacts a painful price: by necessity it produces the abnormal, the unethical, even the unspeakable. This paper explores the normalising force of teaching policies as they are plugged into the assemblage of a becoming-teacher and wonders about the possibilities for activism in relation to that force. In an open-ended process of clouded agency, the wilful human self of Becoming-TeacherBGstruggles with and against new norms: if she is to stay recognisable as a good academic subject, she must negotiate with them. Yet, it’s not all up to her. Composed from complex alliances between teaching places and technologies, teaching (and taught) selves, teaching policies and curriculum materials, Becoming-TeacherBGis sometimes undone by the new norms and sometimes refuses them. This paper offers a ‘critical view from the body’ ( Haraway, 1988 : 859) with respect to university teaching policies in order to inspire conversation about the varied ground and nature of everyday academic activisms – including some that might look like a lack of activism – with the goal of encouraging them to flourish as spaces of freedom and refusal towards a better university. Such (in)activisms seek to change the business-as-usual of the university, usually at a micropolitical level, but they may also set larger changes in motion.

scholarly journals Perspectives on the information and digital competence of Social Sciences students and faculty before and during lockdown due to Covid-19

2020 ◽  
Author(s):  
Dora Sales ◽  
Aurora Cuevas-Cerveró ◽  
José-Antonio Gómez-Hernández
Keyword(s):  
Social Sciences ◽  
Job Insecurity ◽  
Faculty Members ◽  
Teaching Staff ◽  
Digital Competence ◽  
Student Body ◽  
University Culture ◽  
Face To Face ◽  
Spanish Universities ◽  
The University

We analyze the perceptions of Social Sciences faculty about their own information and digital competence and that of their students, as well as the changes that have occurred as a consequence of the virtualization of learning caused by the coronavirus pandemic (Covid-19). The methodology used is qualitative, being based on the application of two techniques: discussion groups carried out with experienced faculty from three Spanish universities, and interviews carried out with the same sample after the suspension of face-to-face teaching. The results show that the faculty members participating in this study have a critical vision of the information and digital competence of the student body, indicating that they lack capacity for evaluation, critical use, and communication of information despite their mastery of technological tools and extensive use of mobile devices. In addition, they doubt their own ability to train students in this competence, and attribute the difficulty in achieving and promoting such learning to various factors of the university culture: a lack of coordination among teaching staff, who are sometimes in situations of job insecurity, or the way in which the European Higher Education Area has been applied in universities. Faculty recognize the basic and transversal nature of this competence and advocate its incorporation into the real work methodology of all subjects, not in a segregated way. Finally, the effort made towards the “virtual” development of teaching as a consequence of the Covid-19 pandemic has been a shock for faculty, who declare a positive attitude towards reviewing their own digital-informative practices to adapt their teaching, but believe that this has hardly resulted in any improvement in the information and digital competence of their students so far.

Counting the uncounted: contestations over casualisation data in Australian universities

2019 ◽  
pp. 327-336
Author(s):  
Nour Dados ◽  
James Goodman ◽  
Keiko Yasukawa
Keyword(s):  
Higher Education ◽  
Job Insecurity ◽  
Critical Evaluation ◽  
University Teaching ◽  
Research And Teaching ◽  
Academic Employment ◽  
Marketization Of Higher Education ◽  
The University ◽  
The Impact

Recently, insecure work in universities in many countries has grown exponentially, alongside the rapid marketization of higher education. Reflecting the neoliberal ideal of a flexible workforce, research and teaching at universities is routinely carried out by precariously-employed academics. In Australia, for instance, the bulk of university teaching is now carried out by hourly-paid employees. This structural dependence on precarious academics poses a reputational problem for universities, and universities respond by obfuscating the statistical evidence. We present a case study of tracking down the level of this phenomenon in Australian higher education. The academics’ trade union and allies have used the university-level figures to challenge the advance of academic job insecurity, and are now highlighting the incidence of precarious academic employment nationally. Our own work has highlighted the multiple and conflicting figures being reported by universities, and the systematic underestimation of the actual rate of insecure jobs reported by government departments. We question these unreliable estimates, examples of neoliberalism’s ‘funny numbers’, and develop alternative data and arguments Thereby, we aim to reveal the impact of casualisation and enable critical evaluation of trends in the higher education sector, so as to restore industrial justice.

Educational text in the aspect of intellectualization of the university teaching of the russian language

2019 ◽  
Author(s):  
Karina Amaiakovna Oganesian
Keyword(s):  
Literary Text ◽  
Educational Process ◽  
Russian Language ◽  
University Teaching ◽  
Motivational Level ◽  
Linguistic Aspect ◽  
The University ◽  
The Russian Language

The article discusses the issue of intellectualizing the process of learning a language through the prism of studying literary text, describes the multiplicity of approaches and directions in studying an artistic text in order to reveal its nature in the linguistic aspect, increase the motivational level and update the educational process.

Visión social de la estrategia de formación de la competencia investigativa en el profesor universitario

2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Concepción Elizabeth Marcillo García
Keyword(s):  
World Economy ◽  
Research University ◽  
University Teaching ◽  
Social Approach ◽  
University Teachers ◽  
Research Competence ◽  
Research Fields ◽  
University Professor ◽  
Relevant Topic ◽  
The University

El momento que viven las universidades ecuatorianas, se caracteriza por la búsqueda de una mejora significativa en el campo académico, investigativo y de vinculación con la comunidad. La intervención de algunas universidades por parte del CES, ha sido una medida que se constituye en oportunidad para lograr cubrir las expectativas de la sociedad y de las instancias superiores encargadas de velar por el desarrollo de la Academia. Las deficiencias encontradas develaron las causas principales que aquejan a estas comunidades: el pobre desarrollo de la investigación. En este marco, el presente trabajo se constituye en un tema pertinente, al proyectar una propuesta que se sustenta en la necesidad de formación de la docencia universitaria en el ámbito de la investigación. El análisis que se realiza a la propuesta, tiene un enfoque social pensado en función del servicio que presta la Universidad a la colectividad en aras de responder a la sociedad que concomitante al progreso mundial, apuntala su economía en el desarrollo del conocimiento. Considerar una estrategia para el desarrollo de las competencias investigativas en los docentes universitarios, ayudará a fortalecer la función investigativa, consecuentemente, se generará y crearán condiciones que permitan transferir tecnologías tendientes a mejorar las condiciones de vida del sector.  Palabras claves: Docencia universitaria, competencia investigativa, investigación, universidad, estrategia  Social view of the strategy for the formation of the research competence in the university professor    Abstract  The Ecuadorian universities are changing today and that is characterized by the search for a significant improvement in the academic and research fields and the link with the community. The intervention of some universities by the CES has been a measure which constitutes an opportunity to meet the society’s expectations and those of the higher level authorities to ensure the development of the university. The deficiencies found uncovered the main causes affecting these communities: the poor development of research. In this context, the present work constitutes a relevant topic, to project a proposal that is based on the need for training in the field of researching the university teachers. The analysis of the proposal has a social approach, which functions through the service provided by the University to the community in order to respond to the global society concomitant progress that seeks the development of knowledge while developing the world economy. To consider a strategy for the researching competence development in university teachers will help strengthening the researching function. Consequently, it will generate and create conditions for transferring technologies aimed at improving the living conditions of the teachers.  Keywords: University teaching, research competence, research, university, strategy

Location and Size of Coronary Ostia in Normal Autopsied Hearts at the University Teaching Hospital, Lusaka, Zambia

2016 ◽  
Vol 3 (4) ◽  
pp. 199-203 ◽  
Author(s):  
Moono Silitongo ◽  
◽  
Dailesi Ndlovu ◽  
Kasonde Bowa ◽  
Krikor Erzingatsian ◽  
...  
Keyword(s):  
Teaching Hospital ◽  
University Teaching ◽  
Coronary Ostia ◽  
The University

scholarly journals Analysis of Stress Factors for Female Professors at Online Universities

2020 ◽  
Vol 17 (8) ◽  
pp. 2958 ◽  
Author(s):  
Marialuz Arántzazu García-González ◽  
Fermín Torrano ◽  
Guillermo García-González
Keyword(s):  
Risk Factors ◽  
Time Pressure ◽  
Health And Safety ◽  
Stress Factors ◽  
University Teaching ◽  
Psychosocial Risks ◽  
Primary Stress ◽  
Information And Communication ◽  
The University ◽  
Mental Overload

The aim of this paper is to analyze the primary stress factors female professors at online universities are exposed to. The technique used for the prospective and exploratory analysis was the Delphi method. Two rounds of consultations were done with fourteen judges with broad experience in health and safety at work and university teaching who reached a consensus of opinion regarding a list of nine psychosocial risk factors. Among the most important risk factors, mental overload, time pressure, the lack of a schedule, and emotional exhaustion were highlighted. These risk factors are related to the usage and expansion of information and communication technology (ICT) and to the university system itself, which requires initiating more research in the future in order to develop the intervention programs needed to fortify the health of the affected teachers and protect them from stress and other psychosocial risks.

Berufsfelder und -chancen von Wirtschaftsgeographen

2013 ◽  
Vol 57 (1-2) ◽  
Author(s):  
Rolf Sternberg
Keyword(s):  
Economic Geography ◽  
Work Conditions ◽  
University Education ◽  
University Teaching ◽  
Follow Up Study ◽  
Career Opportunities ◽  
Close Relationship ◽  
The University ◽  
Good Career

Occupational fields and career prospects of economic geographers. Empirical evidence from a graduate follow-up study at the Leibniz Universität Hannover and conclusions for teaching at universities. The employability of the alumni has become an important aspect of university teaching in Germany since bachelor and master courses were introduced some years ago. This also applies for the university education of economic geographers. The paper demonstrates the increased and still increasing relevance of employability for economic geographers studying at German universities. Based on data for 295 economic geography graduates from the Leibniz Universität Hannover it is shown that such alumni have rather good career opportunities to achieve both high income and satisfying work conditions. Adequate specialization of the curriculum, excellence in teaching and research, and a close relationship between university teaching (and teachers) and the professional world outside the university are important conditions for successful alumni.

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