scholarly journals A Qualitative and Quantitative Study on Critical Thinking in Social Education Degree Students

2021 ◽  
Vol 13 (12) ◽  
pp. 6865
Author(s):  
Francisco José García-Moro ◽  
Diego Gómez-Baya ◽  
Alicia Muñoz-Silva ◽  
Nuria Martín-Romero
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Social Education ◽  
Professional Performance ◽  
Qualitative And Quantitative ◽  
The Social ◽  
The Subject ◽  
Education Degree ◽  
The University ◽  
Qualitative And Quantitative Study

Critical thinking is present in the educational intentions in higher education with more or less programmatic development. In the training of social educators, such thinking is considered a fundamental pillar for a good performance of their functions in the social field. By means of qualitative and quantitative instruments, we set ourselves the objective of knowing the opinions of 72 Social Education degree students of the University of Huelva (Spain) about critical thinking, higher education, and their position on the subject. The results obtained showed that students have an approximate general knowledge of what critical thinking is, but a clear lack of knowledge of how it is developed. In addition, it is observed that there is a great contradiction between what they say and what they actually do, as, although they value its development in the degree and professional performance, they do not develop or commit themselves de facto to this competence. Moreover, they recognize that the university is a context that favors critical competence, but at the same time they are very critical about the teachings offered in this regard.

scholarly journals Formación de educadores sociales en Cataluña: reflexiones acerca de los grados de Educación Social ofrecidos por dos universidades de Barcelona (p. 45-64)

2017 ◽  
Author(s):  
Marina Minussi Franco
Keyword(s):  
Professional Training ◽  
Educational Institutions ◽  
Social Education ◽  
Academic Context ◽  
Autonomous Region ◽  
The Social ◽  
Education Careers ◽  
The Subject ◽  
The University ◽  
Intense Debate

Este artigo trata de descrever os processos de formação profissional de educa-dores sociais no âmbito da educação universitária na Comunidade Autônomada Catalunha, na Espanha. Nos últimos anos, devido ao surgimento de novasformas de exclusão social, ao aumento das desigualdades e à crescente globali-zação, verifica-se um aprofundamento do debate sobre a profissão do educadorsocial, suas competências e funções e, ao mesmo tempo, sobre a necessidade derepensar sua formação. Este trabalho faz parte de um projeto mais amplo sobreo assunto e apresenta uma revisão bibliográfica baseada no contexto acadêmicoespanhol, com uma descrição das propostas formativas dos cursos de graduaçãode Educação Social de duas universidades catalãs de importante reconhecimentointernacional: Universidade de Barcelona e Universidade Autônoma de Barce-lona. Os resultados evidenciam a necessidade de uma maior aproximação entreo processo formativo que os educadores recebem no âmbito universitário e asnecessidades reais presentes nas instituições socioeducativas.Palavras-chave: Educação social. Educador social. Formação profissional.Competências.ResumenEste artículo trata de describir dos procesos de formación profesional de educa-dores sociales en el ámbito de la educación universitaria en la Comunidad Autó-noma de Cataluña, España. En los últimos años, a consecuencia del surgimientode nuevas formas de exclusión social, del aumento de las desigualdades y de lacreciente globalización, se verifica una intensificación del debate sobre la profe-sión del educador social, sus competencias, sus funciones y a la vez sobre la ne-cesidad de repensar su formación. Este trabajo forma parte de un proyecto másamplio acerca del tema y presenta una revisión bibliográfica basada en el contex-to académico español, al lado de una descripción de las propuestas formativas delas carreras de Educación Social de dos universidades catalanas de importante re-conocimiento internacional: Universidad de Barcelona y Universidad Autónomade Barcelona. Los resultados evidencian la importancia de la aproximación entreel proceso formativo que los educadores reciben en el ámbito universitario y lasnecesidades reales presentes en las instituciones socioeducativas.Palabras clave: Educación social. Educador social. Formación profesional.Competencias.AbstractThis article looks at the courses offered at two higher-education institutions fortraining social educators in the autonomous region of Catalonia, Spain. In recentyears, due to new forms of social exclusion, the escalation of inequality andincreasing globalization, there is a more intense debate on the profession of thesocial educator, their competences, roles and, at the same time, on the need torethink their training. This work is part of a larger project on the subject and pre-sents a bibliographical review based on the Spanish academic context, along witha description of the training proposals of the Social Education careers withintwo Catalan universities: University of Barcelona and Autonomous University ofBarcelona. The results show the importance of combining the training processoffered to social educators in the university context with the real needs of thesocio-educational institutions where they will practice their profession.Keywords: Social education. Social educator. Professional training. Competencies.

scholarly journals Educação superior no campo: universidade e movimentos sociais em diálogo na formação de educadoras e educadores

2020 ◽  
pp. 1-25
Author(s):  
Maria Divanete Sousa da Silva ◽  
Salomao Antonio Mufarrej Hage ◽  
Hellen do Socorro de Araujo Silva
Keyword(s):  
Higher Education ◽  
Social Movements ◽  
Rural Education ◽  
Graduate Program ◽  
Field Research ◽  
Dialectical Materialism ◽  
Documentary Analysis ◽  
The Social ◽  
Education Degree ◽  
The University

This article reflects on the Formation of teachers from the field in the Rural Education Degree Course offered by the Federal University of Pará, Campus of Cametá/PA, in the territory of the Amazon Tocantina, with the participation of the rural social movements. It results from research developed in the Graduate Program in Education, at the Federal University of Pará, plus contributions accumulated by the Group of Studies and Research in Rural Education in the Amazon, with the participation of its members in the Universitas/Br Network, researching higher education in Brazil. It aims to analyze the process of implementing the Rural Education Degree Course - Ledoc, with the participation of social movements, as well as understanding the importance of these collectives in strengthening rural higher education in this territory. The methodology was anchored in Historical and Dialectical Materialism to understand the real movement that involved the articulation between the University and social movements, in the realization of the course, with the accomplishment of bibliographical, documentary analysis and field research. The results revealed that the political strength of the social movements drove the implementation of the formation policy for teachers in the field, in public universities, specifically in the Tocantina Amazon, which has a strong presence of social movements representing traditional and peasant peoples.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

scholarly journals Las políticas supranacionales de educación superior ante la «tercera misión» de la Universidad: el caso del aprendizaje-servicio

2020 ◽  
pp. 256
Author(s):  
Juan García-Gutiérrez ◽  
Carlos Corrales Gaitero
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Global Scale ◽  
Third Mission ◽  
Social Commitment ◽  
Social Mission ◽  
The Social ◽  
American Citizenship ◽  
The University ◽  
The Relationship

The constant transformation that the institutions of higher education experiment and, particularly, the university assumes a re-consideration of their shapes, methodology, and missions, as well as the relationships established with society. Therefore, we shall consider that a “social mission” of the university or their “third mission” constitutes an umbrella that shelters a wide diversity of reflex conceptions, and at the same time, the relationship university – society. Additionally, take into consideration that this civic and social commitment in higher education should incorporate an integrator approach, involved with an idea of European or Latin-American citizenship, in any case, incorporated in the development of their supranational policies. Therefore, the objective of our work is double. On one side, to meet and analyze the notion of a “social mission” or “third mission” of the university and their conceptual network, to clarify the language and in which sense the different denominations are used, according to the different economical, sustainability or civic approaches to be adopted. Secondly, the treatment of these ideas will be addressed at the supranational policies of higher education both in Europe and Ibero America, according to what had been structured at the Higher Education European State and whether it has been promoted by the OEI. Also, it will be attended the way that this supranational policy aboard the civic and identity components, that linked to the social mission cooperate for the promotion of common citizenship. As a result of the analysis made we can affirm that the approach of the learning-service constitutes an emergent tendency on a global scale, appropriate to develop effectively the third mission or social mission of the university.

SOCIO-PSYCHOLOGICAL PROBLEMS OF TRAINING THE HEAD OF A SOCIAL SERVICE ORGANIZATION AT A UNIVERSITY (MASTER'S LEVEL)

2020 ◽  
Author(s):  
Мария Валерьевна Созинова
Keyword(s):  
Higher Education ◽  
Social Service ◽  
Professional Training ◽  
Psychological Problems ◽  
Service Organization ◽  
Master's Level ◽  
Social Service Organization ◽  
The Social ◽  
The University

В статье автором раскрывается необходимость подготовки руководителя организации социального обслуживания в вузе на уровне магистратуры. Выделяются особенности подготовки руководителя организации социального обслуживания в высшей школе, а также дана характеристика социально-психологических проблем их профессиональной подготовки. In the article, the author reveals the need to train the head of the social service organization at the University at the master's level. The article highlights the features of training the head of a social service organization in higher education, as well as the characteristics of socio-psychological problems of their professional training.

Higher Education, Social Welfare, and Corruption

2019 ◽  
pp. 54-78
Author(s):  
Marlene M. Mendoza-Macías
Keyword(s):  
Higher Education ◽  
Human Development ◽  
Wealth Distribution ◽  
Sustainable Human Development ◽  
The Social ◽  
The World ◽  
Primary Focus ◽  
The University ◽  
Social Management

The world is facing multiple changes and challenges; the environment shows inequalities, poverty, and corruption. Ecuador is not the exception. The man is declared the primary focus of the Ecuadorian Constitution to meet such changes. The objective of decreasing poverty, improving wealth distribution, and contributing to sustainable human development is unavoidable. In that context, the university has the pivotal role in generating interaction with society and its reality, to train professionals social and humanly responsible towards such facts, to promote the social management of knowledge from different action fields. The goal of this chapter is to specify the role of higher education institutions (HEIs) in a society where they take part, to draw up social responsibility of universities in Guayaquil and the challenges they face, as well as actions that contribute to the eradication of corruption and greater wellbeing of the society.

The Critical Success Factors in Higher Education

2021 ◽  
pp. 84-108
Author(s):  
Tuncer Asunakutlu ◽  
Kemal Yuce Kutucuoglu
Keyword(s):  
Higher Education ◽  
Success Factors ◽  
Success Factor ◽  
Critical Success ◽  
Ranking Systems ◽  
The Future ◽  
The Subject ◽  
Education Administrators ◽  
The University

This study reviews some of the prominent ranking systems with a view to shed more light on what may constitute a critical success factor in the field of higher education. In the first part, the ranking systems are reviewed and the key principles are explained. A brief description of how institutions use ranking information is also included. In the second part of the study, the subject of internationalization in the context of ranking systems is discussed. The main challenges of competitiveness in higher education and the increasing role of internationalization are expressed. The chapter also describes threats and opportunities for the future of higher education. This section also includes suggestions for higher education administrators. In the third part, the subject of ranking with particular focus on the university-industry collaboration and its effects on the future of higher education are discussed. The role of the industry and the changing mission of the universities in the new era are explained.

Digital Advertising Practices and its Impacts on Students

2017 ◽  
pp. 1239-1257
Author(s):  
Ibrahim Kircova ◽  
Dilaysu Cinar
Keyword(s):  
Higher Education ◽  
Young People ◽  
Social Networking ◽  
Mobile Applications ◽  
Special Interest ◽  
Content Management ◽  
Video Sharing ◽  
The Social ◽  
The Subject ◽  
Education In Turkey

The subject of this chapter is the universities listed on the website of the Council of Higher Education in Turkey. This study aims to reveal the importance of digital advertising in these universities. In this study, firstly, the websites of these universities were examined. Secondly, the social networking and mobile applications listed in these websites were examined. The results of the current study states those Turkish universities' efforts are inadequate. This is clearly seen in mobile application and video sharing tendencies. Although most of them use social networking websites, the contents of their profiles are not attractive enough to draw the attention of young people. Therefore, special interest has to be given to content management on social networking profiles.

scholarly journals Sustainability Higher Education in the Context of Bearn’s University of Beauty

2020 ◽  
Vol 12 (24) ◽  
pp. 10533
Author(s):  
Lesley Le Grange
Keyword(s):  
Higher Education ◽  
Sustainability Education ◽  
Concept Analysis ◽  
Traditional Concept ◽  
Present Generation ◽  
The World ◽  
Role Players ◽  
The Subject ◽  
The University

Sustainability and its relationship with education has been the subject of much contestation in recent decades. This article reviews some of the debates on sustainability in the context of higher education and raises concern about the narrowing of the discourse on sustainability and sustainability education in the neoliberal university. The methods used in this article are philosophical, combining traditional concept analysis with concept creation. The later method holds that philosophical concepts are created or reimagined so that they have transformative effects in the world. The key finding of this conceptual exploration is that sustainability (education) can be liberated from the fetters of neoliberalism and can be imagined differently. This might be possible in the “University of Beauty”. Moreover, the potential for reimagining sustainability higher education already exists within the neoliberal university and in those who inhabit it. This is because sustainability higher education and those who inhabit the neoliberal university are always in the process of becoming. The article concludes that the present generation of students should be viewed as key role players in rethinking sustainability higher education.

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