scholarly journals EVALUACIÓN DE CURSOS POR PARTE DE LOS ESTUDIANTES: UN INSUMO INDISPENSABLE PARA UNA GESTIÓN ACADÉMICA DE CALIDAD

2011 ◽  
Vol 1 (2) ◽  
pp. 67-90
Author(s):  
Ariana Gabriela Acón-Matamoros ◽  
Marlon Rojas-Sandí
Keyword(s):  
Distance Education ◽  
Future Research ◽  
Degree Programs ◽  
Academic Quality ◽  
Self Assessment ◽  
Self Evaluation ◽  
Educación A Distancia ◽  
Academic Management ◽  
Essential Input ◽  
Culture Of Quality

EVALUATION OF COURSES BY STUDENTS: AN ESSENTIAL INPUT FOR ACADEMIC QUALITY MANAGEMENTEl objetivo de este trabajo es dar a conocer el mecanismo diseñado e implementado por el Programa de Autoevaluación Académica (PAA) para conocer  la opinión de estudiantes por medio de la evaluación de cursos, y con ello proporcionar un insumo a las carreras, cátedras y escuelas de nuestra universidad para su gestión en el ámbito académico.Es importante destacar que el PAA no pretende realizar interpretaciones, pues estas deben ser producto de los académicos que intervienen en el desarrollo del plan de estudios de las carreras.  Sin embargo el análisis de los resultados obtenidos pueden ser  el inicio de futuras investigaciones que profundicen en temas específicos y con ello lograr el fin primordial de esta instancia el cual es promover la cultura de calidad por medio de la autoevaluación y mejora de las carreras y programas de la universidad.Palabras clave: evaluación de cursos, calidad en la educación a distancia, autoevaluación, acreditación.AbstractThe aim of this paper is to present the methods designed and implemented by the Programa de Autoevaluación Académica (PAA) to hear the views of students through the evaluation of their courses, and thereby provide an input to for the academic management of the degree programs, departments and schools of our university. It is important to remark that the PAA does not intend to interpretate these results, because these must be the product of academics involved in developing the curriculum of the degree programs. However, the analysis results may be the beginning of future research to deepen specific topics and to achieve the main objective of this process which is to promote the culture of quality through self-evaluation and improvement of the degree programs.Keywords: evaluation of courses, distance education of quality, self-assessment, accreditation.

scholarly journals LA AUTORREGULACIÓN Y LA AUTOEVALUACIÓN COMO PARTE DE LA ESTRATEGIA DE APRENDIZAJE EN LOS CURSOS OBLIGATORIOS QUE OFRECE EL CENTRO DE CAPACITACIÓN EN EDUCACIÓN A DISTANCIA. SELF-REGULATION AND SELF-EVALUATION AS PART OF THE LEARNING STRATEGY IN THE CORE CO

2014 ◽  
Vol 5 (2) ◽  
pp. 68-102
Author(s):  
Daniela Ugalde-Hernández ◽  
Julia Pérez-Chaverri
Keyword(s):  
Distance Education ◽  
Learning Strategy ◽  
Online Courses ◽  
Self Regulation ◽  
Self Assessment ◽  
Student Centered ◽  
Self Evaluation ◽  
Educación A Distancia ◽  
Assessment Procedures ◽  
Assessment Strategies

Desde hace tres años el Centro de Capacitación en Educación a Distancia (CECED) empezó a implementar acciones dentro de los cursos que ofrece, con el fin de potenciar la autorregulación y la autoevaluación como estrategias que promuevan y evidencien la centralidad del estudiantado, tal como se menciona en el Modelo Pedagógico de la Universidad Estatal a Distancia (UNED).En ese sentido, esta ponencia pretende exponer la sistematización de la experiencia vivida en dos cursos ofertados en el I cuatrimestre de 2014 (Pedagogía Universitaria y Organización y Diseño de Cursos en Línea), en los cuales se han realizado ajustes metodológicos para promover procesos de aprendizaje a través de la autorregulación y la autoevaluación por parte de las personas participantes, de manera que estas personas, a su vez, puedan implementarlas en sus propios cursos o asignaturas. Dichos ajustes metodológicos se pueden evidenciar en diferentes componentes del curso y no solo en el instrumento de autoevaluación.Palabras clave: autorregulación, autoevaluación, estrategia de aprendizaje, cursos virtuales, modalidad a distancia AbstractThree years ago, the Distance Education Training Center (CECED) began to implement actions to improve self-regulation and self-assessment strategies on its courses and following the student centered orientation indicated in UNED´s Teaching Model.In that sense, this paper aims to describe the systematization of the experience of implementing self-regulation and self-assessment strategies on two courses offered in the first quarter of 2014. The courses Pedagogy for Distance Education and Organization and Design of Online Courses have been modified in terms of methodology, to promote learning processes by using self-regulation and self-assessment procedures. Also, course participants are encouraged to implement these strategies in the courses they teach. These strategies and the methodological adjustments will be evident in different course components of the training sessions not only in the self-assessment instrument.Keywords: self-regulation, self-assessment, learning strategy, online courses, distance mode. 

Entrepreneurship education evaluation: revisiting Storey to hunt for the heffalump

2015 ◽  
Vol 57 (8/9) ◽  
pp. 816-833 ◽  
Author(s):  
Colette Henry
Keyword(s):  
Entrepreneurship Education ◽  
Future Research ◽  
Limiting Factor ◽  
Evaluation Tool ◽  
Self Assessment ◽  
Content Type ◽  
Self Evaluation ◽  
Practical Guidelines ◽  
Potential Benefits ◽  
Reliability And Robustness

Purpose – The purpose of this paper is to consider entrepreneurship education (EE) evaluation. Specifically, it explores some of the challenges involved in applying the HEInnovate tool, and considers ways in which its accuracy and value might be strengthened. Using Storey (2000) by way of reflective critique, the paper proposes an augmented framework to support the application of HEInnovate. It provides a further framework to help signpost those involved in EE towards a more robust consideration of EE evaluation. In so doing, the paper aims to contribute to extant theory in the field of EE by: raising awareness of the continued need for evaluation, highlighting the potential benefits as well as the associated challenges of applying a self-assessment framework such as the HEInnovate and finally, proposing an augmented framework, which enhances the accuracy and value of the HEInnovate tool. Some avenues worthy of future research are identified. Design/methodology/approach – This is a conceptual paper that draws on extant EE evaluation frameworks, specifically Storey’s “Six steps” to Heaven (2000), to explore how a more robust application of the HEInnovate self-evaluation tool might be achieved. Findings – The HEInnovate framework is an easily accessible and widely applicable self-evaluation tool that higher education institutions (HEIs) are encouraged to use to determine their level of innovativeness and entrepreneurialism and, as a proxy, their preparedness to deliver EE programmes. The paper highlights the inherent challenges involved in administering self-evaluation frameworks of this nature, and uses Storey to identify areas for consideration so that the framework’s overall reliability and robustness can be enhanced, and findings rendered more accurate. The search for the “flawless” evaluative framework is likened to that of “Hunting the heffalump”. Research limitations/implications – As a conceptual, perspective paper, the paper is limited by personal opinion. The focus on a single self-assessment institutional evaluative framework is a further limiting factor. That said, this approach prompts those using the HEInnovate framework to reflect on ways in which its application can be rendered more accurate and reliable. Practical implications – The findings offer practical guidelines to enhance the overall robustness and accuracy of the HEInnovate framework. The paper will be of value to HEIs seeking to introduce or increase their EE provision. Originality/value – The paper demonstrates a novel application of Storey’s evaluative framework, allowing users of the HEInnovate tool to greatly enhance its robustness and value. It also provides two new frameworks signposting entrepreneurship educators towards more a more robust consideration of EE evaluation.

Assessment of Academic Management as a Success Factor for Knowledge Management

2016 ◽  
pp. 204-226
Author(s):  
Limin-tzen Esmeralda Bueno Gasca
Keyword(s):  
Knowledge Management ◽  
The Self ◽  
Success Factor ◽  
Ministry Of Education ◽  
Self Assessment ◽  
Value Judgment ◽  
Self Evaluation ◽  
Academic System ◽  
Academic Management

In this research several elements are exposed through a network of processes which build a quality academic system in a sequence “diagnosis-planning-management”. To get the information which would generate these criteria, a Likert questionnaire for 30 students and 8 teachers was designed; also an interview for a manager based on standardized indicators by the Ministry of Education to get the self-evaluation. The gathered information generated the value judgment that when it was applied to the evaluation of the academic management, some results were highlighted. Finally, this research establishs as objective the design of a relevant proposal to ensure that the academic management achieve quality processes based on the application of knowledge management and also get the improvement of its services based on self-assessment.

scholarly journals UNA REFLEXIÓNSOBRE LA EVALUACIÓN DE CURSOS EN LA ESCUELA DE CIENCIAS DE LA EDUCACIÓN DE LA UNED. A REVIEW OF THE EVALUATION OF COURSES IN THE ESCUELA DE CIENCIAS DE LA EDUCACIÓN OF THE UNED

2013 ◽  
Vol 4 (2) ◽  
pp. 71-143
Author(s):  
Ariana Gabriela Acón-Matamoros ◽  
Aurora Trujillo-Cotera ◽  
Roberto Segura-Alvarado
Keyword(s):  
Course Evaluation ◽  
Self Assessment ◽  
Online Tool ◽  
Leading Role ◽  
Educación A Distancia ◽  
Academic Labor ◽  
Academic Management ◽  
Toma De Decisiones ◽  
Para Determinar ◽  
Monitoring Quality

El Programa de Autoevaluación Académica (PAA), en el año 2010, implementó la evaluación de cursoscon el objetivo de conocer la opinión de los estudiantes y proporcionar un insumo a las carreras, cátedras y escuelas de laUniversidad Estatal a Distancia (UNED) para su gestión en el ámbito académico, por lo que esta investigación persigue dar seguimiento a la misma. La Escuela de Ciencias de la Educación ha tenido un papel protagónico en los dos últimos años en cuanto a la autoevaluación y acreditación de sus carreras, lo que a su vez la convierte en el escenario ideal para realizar el seguimiento propuesto. Por medio de un instrumento en línea se leaplica un cuestionario a la directora, a losencargados de cátedra y alprograma de la Escuela, para determinar el uso de esa información en la gestión diaria, en la toma de decisiones y en el mejoramiento continuo de la labor administrativa y académica para la calidad en la educación superior.Palabras clave: evaluación de cursos, seguimiento, calidad en la educación a distancia, autoevaluación, acreditaciónAbstractThe Academic Self-Assessment Program (PAA) implemented in 2010 the Course Evaluation in order to obtain the views of students and provide an input to the careers, professorships and schools of the Universidad Estatal a Distancia (UNED) for the academic management, for it’s this research seeks to track it. The Escuela de Ciencias de la Educación has played a leading role in the last two years, in terms of self-assessment and accreditation on their careers, which in turn makes it the ideal setting for the proposed track.Through an online tool was applied a questionnaire to the director, in charge of teaching and school program to determine the use of such information in the daily management and decision-making and continuous improvement of administrative and academic labor to quality in higher education.Keywords: Course Evaluation, Monitoring, Quality Distance Education, Self-Assessment, Accreditation.

scholarly journals La familia y el juego como estrategia de aprendizaje a distancia durante la pandemia del Covid-19 en México: Una propuesta desde la enseñanza universitaria en ciencias de la salud

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Giovanna Georgina Ramirez Cerón
Keyword(s):  
Distance Education ◽  
Learning Strategies ◽  
Sudden Change ◽  
Health Science ◽  
Negative Effects ◽  
Face To Face ◽  
Self Evaluation ◽  
Virtual Self ◽  
Educación A Distancia ◽  
The Face

La pandemia por Covid-19 ha impactado las formas de aprender, por lo que el cambio repentino de la modalidad presencial a la educación a distancia como medida para prevenir contagios, es un fenómeno que debe ser investigado para brindar alternativas que apoyen el proceso de aprendizaje desde casa. La presente investigación tiene por objetivo diseñar, aplicar, evaluar y proponer estrategias de aprendizaje para que los estudiantes alcancen su máximo potencial por medio de la educación a distancia durante la pandemia. Para ello se llevó a cabo una investigación-acción educativa con ciento veinte estudiantes de ciencias de salud (enfermería y terapia física), de la Universidad de Guadalajara, durante los meses de marzo a octubre de 2020. Las estrategias de aprendizaje se aplicaron en la modalidad a distancia debido a la suspensión de clases presenciales por el Covid-19 y se basaron en la participación de la familia y la introducción del juego en las actividades de aprendizaje del curso de etimologías médicas. La evaluación de las estrategias se llevó a cabo mediante la recogida de las evidencias de los aprendizajes y un cuestionario virtual de autoevaluación de las mismas. Se encontró que incluir a la familia y el juego en la educación a distancia ayudó a mitigar los efectos negativos del confinamiento por la pandemia, lo cual, además ha fortalecido la resiliencia de los estudiantes. The pandemic by Covid-19 has impacted the ways of learning, so that the sudden change from the face to face modality to distance education as a measure to precent contagion, it is a phenomenon that must be investigated to provide alternatives that support the learning process from home. The aims this present study are design, apply, evaluate and propose learnig strategies for students to reach their máximum potential through distance education during the pandemic. For it an educational action research was carried out with one hundred and twenty health science students (nursing and physioterapy) from the Universidad de Guadalajara, during March to October 2020. Distance learning strategies were carried because out to the suspension of face to face clases due to Covid-19, wich they were based on family participation and the insertion on the play in the learning activities of the medical etymologies course. The evaluation of the strategies was carried out by collecting the evidence of learning and a virtual self-evaluation questionnaire. It was found that including family and play in distance education helped mitigate the negative effects of confinement from the pandemic, wich has also strengthened the resilience of students.

Weighting the dimensions in models of excellence – a critical review from a business perspective

2016 ◽  
Vol 20 (3) ◽  
pp. 79-90 ◽  
Author(s):  
Joaquín Gómez-Gómez ◽  
Micaela Martínez-Costa ◽  
Ángel Rafael Martínez-Lorente
Keyword(s):  
Assessment Tool ◽  
Future Research ◽  
Specific Situation ◽  
Self Assessment ◽  
Content Type ◽  
Self Evaluation ◽  
Industrial Companies ◽  
Leadership Strategy ◽  
Efqm Model ◽  
Private And Public

Purpose Despite the widespread use of excellence models as a self-assessment tool in the past two decades, little is known about the underlying logic behind the way that promoting organizations give weight to their criteria, and whether these scores align with business reality. This paper aims to analyze whether these scores coincide with the vision of managers and the real situation of business today. Design/methodology/approach This paper uses three different methods and two kinds of data to review the evolution of scores on criteria in excellence models since their creation and empirically analyses and compares the results with the vision of the managers. Findings The results show that the estimated weight of criteria in the European Foundation for Quality Management (EFQM) model (both directly perceived by managers and obtained with the statistical analysis) do not coincide with the value that the promoting organization has given to them, in its current version or in the previous versions. Research limitations/implications This paper is focused exclusively on industrial companies so one discussion point that can serve as a basis for future research is to study whether there is any difference in the distribution of points between industrial organizations and services, or between private and public organizations. Practical implications The results show that, depending of the methodology used to evaluate the weight of each element of the excellence model, these weights could be different and are different from those proposed by EFQM. Therefore, if managers want to use the EFQM model of excellence for self-evaluation purposes, they should define their own weights for each element, in accordance with their own company characteristics. Leadership, strategy, people, partnership & resources and processes could have more or less importance in promoting the success of a business, according to the specific situation of each company. Originality/value This study has been made using three different methods and two kinds of data.

scholarly journals La evaluación de la educación a distancia. Propuesta de una guía para la autoevaluación Assessment in distance education. A proposal of a guide for self-evaluation

HAMUT AY ◽  
2017 ◽  
Vol 4 (1) ◽  
pp. 31 ◽  
Author(s):  
Ana María Bañuelos Márquez
Keyword(s):  
Distance Education ◽  
Self Evaluation ◽  
Educación A Distancia

La educación a distancia comienza a generalizarse y no es extraordinario identificar en esta modalidad programas académicos que adolecen de calidad. Por ello es necesario examinar sus características y la manera en que operan. Al realizar la evaluación de un programa educativo de esta naturaleza, se puede determinar la forma en que se están desarrollando sus procesos, en busca de una mejora de la calidad educativa o con fines de acreditación. Sin embargo, es recomendable que cualquier valoración de este tipo comience con un ejercicio de autoevaluación, donde los propios actores del proceso educativo sean los responsables de la valoración. La autoevaluación es el primer paso para recoger, sistematizar y globalizar la información acerca del objeto de análisis, al considerar los objetivos, procesos, procedimientos y resultados del modelo educativo que ejecutan, con la finalidad de que la institución tome conciencia de sus fortalezas y debilidades, así como sus áreas de oportunidad. El objetivo de este estudio fue estructurar un instrumento para la autoevaluación de programaseducativos a distancia. Después de aproximadamente cuatro meses de trabajo analítico documental y la depuración de propuestas se desarrolló la Guía de autoevaluación para programas educativos a distancia, instrumento que integra cinco ejes, 17 categorías y 30 indicadores para autoevaluar programas educativos a distancia.

Doctor of Business Administration (D.B.A.): A Viable Credential for Faculty in Programmatically Accredited Business Degree Programs?

10.28945/3529 ◽  
2016 ◽  
Vol 11 ◽  
pp. 217-226 ◽  
Author(s):  
Helen L MacLennan ◽  
Anthony A Pina ◽  
Kenneth A Moran ◽  
Patrick F Hafford
Keyword(s):  
Doctoral Program ◽  
Business Administration ◽  
Academic Programs ◽  
Future Research ◽  
Degree Programs ◽  
Business Programs ◽  
Professional Degree ◽  
Doctor Of Philosophy ◽  
Business Practitioners ◽  
The University

Is the Doctor of Business Administration (D.B.A) a viable degree option for those wishing a career in academe? The D.B.A. degree is often considered to be a professional degree, in-tended for business practitioners, while the Doctor of Philosophy (Ph.D.) degree is por-trayed as the degree for preparing college or university faculty. Conversely, many academic programs market their D.B.A. programs to future academicians. In this study, we investigat-ed whether the D.B.A. is, in fact, a viable faculty credential by gathering data from univer-sity catalogs and doctoral program websites and handbooks from 427 graduate business and management programs to analyze the terminal degrees held by 6159 faculty. The analysis indicated that 173 institutions (just over 40% of the total) employed 372 faculty whose ter-minal degree was the D.B.A. This constituted just over 6% of the total number of faculty. Additionally, the program and faculty qualification standards of the six regional accrediting agencies and the three programmatic accrediting agencies for business programs (AACSB, IACBE, and ACBSP) were analyzed. Results indicated that all these accrediting agencies treated the D.B.A. and Ph.D. in business identically and that the D.B.A. was universally considered to be a valid credential for teaching business at the university level. Suggestions for future research are also offered.

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