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INVESTIGACIONES SOBRE GOBERNANZA UNIVERSITARIA Y FORMACIÓN CIUDADANA EN EDUCACIÓN
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El presente libro proporciona una perspectiva de la gobernanza a su contribución en el ámbito de la educación superior, que se orienta
hacia el estudio de las dimensiones del poder y de sus capacidades institucionales en cuanto a la gobernabilidad, gestión y transformación
de las universidades; el papel de las burocracias, los liderazgos y las redes organizacionales en el gobierno universitario; el análisis de los comportamientos estratégicos de los actores y de sus vínculos externos e internos de la universidad; o la determinación del peso y significado
de la teoría de los incentivos en el mejoramiento de la calidad, la
eficiencia y la economía de los desempeños institucionales. Esto permite la formulación de agendas de investigación orientadas hacia la comparación, la exploración de hipótesis, la acumulación sistemática de evidencias que permita establecer las contribuciones y los límites del enfoque para analizar y potencialmente abordar o resolver los problemas gubernativos de la educación superior contemporánea. Los trabajos reunidos en este libro representan parte de ese esfuerzo analítico-reflexivo orientado intencionalmente hacia la exploración de esas relaciones entre contextos y actores.
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... En este sentido, Portocarrero Sierra et al. (29) , subrayan que la sostenibilidad y la gobernanza simplemente son necesarias para asegurar la integración de la toma de decisiones y su posterior implementación en la práctica para mantener el bienestar social y ecológico. Al mismo tiempo, según Brunner (30) , la gobernanza universitaria puede ser presentada en diferentes formas que determinan no solo su eficacia, sino también la capacidad de integrarse en la economía globalizada, de acuerdo al estudio de Brunner existen cuatro modelos de gobernanza (burocrático, colegial, partes interesadas y emprendedores). ...
Introduction: This article addresses university governance as a key element in the management of higher education institutions in the 21st century. The objective is to analyze the paradigm of institutional university governance through a multidimensional methodology. Specifically, the study aimed to evaluate dimensions and variables such as academic autonomy, institutional social responsibility, digitalization, and sustainability.Methods: The qualitative methodology of bibliographic review of academic sources indexed in Scopus, Web of Science, SciELO, and Redalyc databases allowed for the comparison and critique of studies on the subject from Latin America and Europe within the period from 2010 to 2024.Results: The findings suggest that successful governance is compatible with autonomy management under transparency, performance accountability, and social responsibility. Digitalization and sustainability are considered mechanisms to promote equal and quality access to education, particularly regarding data protection policies and user equity.Conclusions: Ultimately, effective university governance in the 21st century is integrated into dynamic, evolving, and adaptive approaches to technological and social transformation. The results of this research assist policymakers in the sector in formulating public policies and strategies that strengthen the institutional mission’s core structure, ensuring that university actors serve as fundamental agents alongside institutions in building and promoting equitable and sustainable societies.
... Además, la investigación sobre experiencias en gobernanza universitaria en América Latina es una categoría científica en construcción (Pérez et al. 2018), cuyos avances quedan plasmados en diversas obras de carácter colectiva y artículos científicos publicados en la última década (Valdés-Montecinos y Ganga-Contreras 2021, Viancos-González et al. 2024), las que exponen el avance del conocimiento en dicha temática y sus proyecciones para los próximos años en la región (Ganga-Contreras 2014, Ganga-Contreras et al. 2018b. ...
Las transformaciones universitarias propiciadas por el modelo de formación por competencias y las estrategias formativas centradas en el estudiantado, favorecen la pertinencia laboral demandada por las organizaciones productivas y de servicio. Esto configura un desafío importante para incorporar nuevos actores, procesos y estructuras en la toma de decisiones relacionada con el servicio educativo entregado por las universidades contemporáneas. El estudio analiza las características y elementos fundamentales de la gobernanza incorporados en los modelos educativos, como principales documentos institucionales que orientan la formación universitaria en Chile. Mediante un análisis de contenido cuantitativo de tipo descriptivo, se examina una muestra de universidades estatales chilenas. Se identifica la presencia de elementos de gobernanza universitaria en la mayoría de la documentación institucional examinada y se concluye que la mayor participación de elementos provenientes desde los niveles ecológicos supranacional y exosistema respectivamente, proporcionarán mejores niveles de legitimidad externa y efectividad interna del proceso formativo universitario.
This study analyzes the research quality assurance processes in Chilean universities. Data from 29 universities accredited by the National Accreditation Commission were collected. The relationship between institutional accreditation and research performance was analyzed using length in years of institutional accreditation and eight research metrics used as the indicators of quantity, quality, and impact of a university’s outputs at an international level. The results showed that quality assurance in research of Chilean universities is mainly associated with quantity and not with the quality and impact of academic publications. There was also no relationship between the number of publications and their quality, even finding cases with negative correlations. In addition to the above, the relationship between international metrics to evaluate research performance (i.e., international collaboration, field-weighted citation impact, and output in the top 10% citation percentiles) showed the existence of three clusters of heterogeneous composition regarding the distribution of universities with different years of institutional accreditation. These findings call for a new focus on improving regulatory processes to evaluate research performance and adequately promote institutions’ development and the effectiveness of their mission.
La Educación Basada en Competencias (EBC) constituye un enfoque de la educación superior que ha gozado de gran predicamento en Europa desde su aprobación en el “Proceso de Bolonia”. Sin embargo, la EBC arrastra una serie de dificultades importantes que en este trabajo se ponen de manifiesto. Su sentido técnico-utilititarista constituye
un obstáculo para el desarrollo del pensamiento crítico, dada la reducción virtual de
toda razón práctica a razón instrumental. Pero, además, las objeciones contra la enseñanza
universitaria tradicional basada en contenidos teóricos se apoyan, en el caso de algunos
proponentes de la EBC, en algunas falacias que se analizan en la segunda parte de
este trabajo. Por último, la recuperación de algunas destrezas y habilidades olvidadas de la ética aristotélica señala la importancia del conocimiento teórico en el desarrollo del espíritu emprendedor e innovador que debería alentar la educación superior
El objetivo de este artículo es estudiar y clasificar los regímenes de gobernanza de las universidades a nivel internacional, sus dinámicas de cambio y tendencias evolutivas. Por gobernanza se entiende aquí la manera en que las instituciones se hallan organizadas y son operadas internamente �desde el punto de vista de su gobierno y gestión� y sus relaciones con entidades y actores externos con vistas a asegurar los objetivos de la educación superior.
Se arranca con la hipótesis, común en la literatura especializada, de que las organizaciones universitarias exitosas son aquellas que logran modificar su gobernanza �esto es, el funcionamiento de su gobierno y sus formas de gestión� para adaptarla a las cambiantes demandas del entorno en que se desenvuelven y a las transformaciones estructurales de aquel. Se construye y fundamenta una tipología básica de regímenes de gobernanza universitaria �v.g., burocrático, colegial, de partes interesadas y emprendedor�. Luego se identifican, para cada tipo, sus principales dinámicas de funcionamiento y tendencias de cambio y adaptación, así como los desplazamientos de sus respectivos centros de gravedad que se producen dentro y entre ellos. Para este efecto se emplean ejemplos tomados de los países desarrollados y la evolución de sus universidades modernas en la doble vertiente «humboldtiana» y napoleónica. Asimismo, se incorporan a este esquema interpretativo las transformaciones experimentadas por las universidades públicas y privadas de otras regiones del mundo, especialmente de América Latina.
Finalmente se aplica este análisis a las tensiones que manifiesta la gobernanza de las universidades latinoamericanas entre los valores tradicionales del autogobierno institucional de amplia base electoral y aquellos de una gestión de carácter emprendedor, y entre valores atribuidos a lo público y fallas imputadas a lo privado en la educación terciaria de la región.
The international demand for tertiary education has grown tremendously as enrolment increased from a mere 6.5 million in 1950 to 88 million in 2000 (Larsen & Vincent-Lancrin, 2002). Boehm et al (2002) predicted that by 2025, there will be 7 million students studying overseas compared to 1.4 million in the early 1990s. This research focus on identifying the underlying factors influencing the decision of students from China and India to pursue tertiary education at Australian institutes of higher education located in Singapore. The study expands the six factor model (Mazzarol, 1997) by incorporating variables relevant to Asian context. The research design adopts a mixed method approach in a survey of the literature and online survey of students from India and China. The findings include a statistical analysis of factors and considerations influencing the decision of these students, the role of education services agents in their home country and a discussion on the conceptual framework of the evoked set of factors influencing the decision of an international student. The study makes important recommendations to stakeholders in higher education sector in Asia-Pacific region.
The current competition regime that characterizes international science is often presented as a quest for excellence. It diversely affects research in Latin America and research in the Organization for Economic Co-operation and Development (OECD) countries. This article asks how this competition regime may orient the direction of research in Latin America, and to whose advantage. It is argued that, by relating excellence to quality differently, a research policy that seeks to improve the level of science in Latin America while preserving the possibility of solving problems relevant to the region can be designed. Competition, it is also argued, certainly has its place in science, but not as a general management tool, especially if the goal is to improve overall quality of science in Latin America. Scientific competition is largely managed through journals and their reputation. Therefore, designing a science policy for Latin America (and for any 'peripheral' region of the world) requires paying special attention to the mechanisms underpinning the production, circulation and consumption of scientific journals. So-called 'international' or 'core' journals are of particular interest as local, national, or even regional journals must struggle to find their place in this peculiar publishing eco-system.
There has been an increase in the number of students from India studying at Australian universities in Singapore. During the same period, there has been a corresponding decrease in the number of this group of students studying in Australia. The study thus seeks to understand why the current group of Indian students studying at an Australian University in Singapore has chosen to study in Singapore rather than at a campus in Australia. The research design employed a qualitative approach using focus group interviews and an online survey. The findings include a combination of factors and considerations influencing the choice of university and overseas study destination for students from India, the role of education service agents in India in influencing the decisions of these students and the demographic characteristics of students from India in Singapore. The study highlights future recommendations for universities in attracting and catering for students from overseas countrieshere and insert abstract your text. Insert an abstract of 50-100 words, giving a brief account of the most relevant aspects of the paper. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu
Academic mobility as the mostly developed form of internationalization of an educational field helps integration of an individual into international educational community. It supports development of intercultural competences, promotes the chances of higher school teachers on professional self-realization and increasing their professionalism in teaching, researches and self-management. The main issues of our research are devoted to a higher school staff academic mobility as a social-cultural phenomenon, investigation of Ukrainian university teachers' mobile activity level, correlation of their academic mobility and professionalism, assessment of the main characteristics of a staff professional self-esteem which is a psychological background for permanent development of professionalism and self-development of a higher school teacher's personality. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari of Cognitive - Counselling, Research & Conference Services C-crcs.
Chinese Students Abroad: Why They Choose the UK and How They See Their Future Chinese students are enthusiastic about UK universities and UK universities are enthusiastic about attracting and enrolling Chinese students. The quality aspect of higher education was very much foremost in the minds of these Chinese students. It was the most frequently mentioned reason for both deciding to study abroad and for deciding to study specifically in the UK Most of the Chinese students, who have invested so much in terms of family finances and effort to come to the UK to study, were optimistic about their career prospects. In explaining their optimism, they most frequently referred to the qualifications they were in the process of acquiring and the skills (especially second language skills) they were developing.