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Estilos de aprendizaje que impactan en la educación administrativa o de gestión orientada a los Objetivos de Desarrollo Sostenible (ODS).
Abstract
Diversas investigaciones han documentado la correlación entre los estilos de aprendizaje y el rendimiento académico de los estudiantes, pero se carece de estudios que los relacionen con las materias de administración orientadas a los ODS. Este estudio tiene como objetivo evaluar los estilos de aprendizaje y determinar cuáles favorecen el enfoque del desarrollo sostenible. Se aplicó una encuesta a 388 estudiantes de nivel universitario. Se estableció un modelo estadístico predictivo para ayudar a los actores del sector educativo a tomar decisiones que beneficien a los ODS de la ONU, en materias administrativas. Se halló que los estilos de aprendizaje con mayor peso en la formación orientada a los ODS son los estilos de aprendizaje asimilador y adaptador.
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Since the last century, there has been increasing interest in social capital and human capital. At least 3 out of the 17 sustainable development goals (SDGs) of the United Nations (UN) contemplate capital human as an important factor of social capital. However, this relationship between human capital factors as developers of social capital has not been sufficiently studied in Mexico, including Tamaulipas. The objective of this research was to determine if the variables of education, training, motivation and organizational environment have an impact on the social capital of small and medium sized enterprises. 82 questionnaires were administered to owners, managers or managers of 3 and 4 star hotels affiliated to the Association of Hotels and Motels of Southern Tamaulipas. A multiple linear regression analysis was performed to determine the correlations between the constructs. The results indicated that there is a relationship between the factors of human capital and social capital. A strong link between social capital and training was established.
La presente investigación aborda los resultados financieros del año 2.017 de 2.622 empresas de una ciudad capital de América latina con los cuales se calculan los indicadores financieros de Estructura de capital y Margen de utilidad neta. Se plantea como objetivo central determinar si existe o no una relación directa y significativa entre los indicadores financieros mencionados a través del cálculo del coeficiente de correlación de Pearson. Se aplica una metodología cuantitativa, de tipo explicativa, que procura identificar patrones en los resultados financieros analizados que den luz de la existencia de una estructura de capital general óptima (relación entre el pasivo y el patrimonio). Como conclusión general se obtiene que, con los datos analizados, no se evidencia que exista una relación directa y significativa entre los indicadores trabajados. Queda como futuros temas de investigación realizar el mismo proceso, pero por sectores económicos y/o por tamaño de empresa.
This paper identifies the extent to which circular economy (CE) practices are relevant for the implementation of the Sustainable Development Goals (SDGs). The results of a literature review and a matching exercise to determine the relationship between CE practices and SDG targets show that CE practices, potentially, can contribute directly to achieving a significant number of SDG targets. The strongest relationships exist between CE practices and the targets of SDG 6 (Clean Water and Sanitation), SDG 7 (Affordable and Clean Energy), SDG 8 (Decent Work and Economic Growth), SDG 12 (Responsible Consumption and Production), and SDG 15 (Life on Land). The paper also explores synergies that can be created through CE practices among several of the SDG targets. Furthermore, it identifies several potential trade-offs between targets for decent work, safe working environments, human health and current CE practices relating to recycling of municipal waste, e-waste and wastewater, and provides suggestions how these can be overcome. The paper concludes that CE practices can be applied as a “toolbox” and specific implementation approaches for achieving a sizeable number of SDG targets. Further empirical research is necessary to determine which specific types of partnerships and means of implementation are required to apply CE practices in the SDG context.
Purpose
Higher education institutions have a valuable dual role in disseminating the circular economy (CE) as a new sustainability paradigm. First, the university teaches students about this subject. Second, it prepares future teachers to incorporate sustainability into other educational levels. This paper aims to present the results of implementing a set of activities designed to improve the attitudes and actions of students to reduce their daily impact on campus and to be active agents for change to the CE.
Design/methodology/approach
The participants were students enrolled for the Degree in Primary Education at the University of Corunna. Following a qualitative approach, students’ proposals were analyzed using the key indicators identified by the European Commission to measure progress toward the CE.
Findings
The results demonstrate that these activities make students reflect and act on their daily impact. They propose and develop diverse solutions on campus, such as increased paper-, water- and energy-saving activities and discover the benefits of teaching for action. However, the indicators show that they do not apply the three principles of the CE in a balanced way.
Research limitations/implications
An improvement should analyze the same students in the following year to verify progress.
Originality/value
This experience with preservice teachers may help to extend the values and knowledge associated with integral sustainability and provide CE solutions on campus and in schools throughout the country.
Academic career development refers to the process by which employers as well as scholars working in research, teaching, and/or administrative roles in academic and higher education contexts manage various tasks, behaviors, and experiences within and across jobs and organizations over time, with implications for scholars' work-related identity. In this review article, we address the question: to what extent has conceptual and empirical research on academic career development captured central constructs and processes outlined by two important and comprehensive career development theories? Using social cognitive career theory and life-span, life-space theory as guiding frameworks, we categorized relevant articles published in academic journals into five thematic clusters: (a) individual characteristics, (b) contextual factors, (c) active regulation of behavior, (d) career stages, and (e) work and nonwork roles. Within these thematic clusters, major topics in the existing literature on academic career development include gender differences and women's experiences, mentoring and other career development interventions, and career development in the field of medicine. In contrast, social and cognitive processes, action regulation, later career stages, and the work-nonwork interface have been neglected in the literature on academic career development. We conclude by outlining an agenda for future research, including theoretical and methodological considerations.
Purpose: Experiential learning has been suggested as a framework for planning continuing medical education (CME). We aimed to (1) determine participants’ learning styles at traditional CME courses and (2) explore associations between learning styles and participant characteristics.
Materials and methods: Cross-sectional study of all participants (n = 393) at two Mayo Clinic CME courses who completed the Kolb Learning Style Inventory and provided demographic data.
Results: A total of 393 participants returned 241 surveys (response rate, 61.3%). Among the 143 participants (36.4%) who supplied complete demographic and Kolb data, Kolb learning styles included diverging (45; 31.5%), assimilating (56; 39.2%), converging (8; 5.6%), and accommodating (34; 23.8%). Associations existed between learning style and gender (p = 0.02). For most men, learning styles were diverging (23 of 63; 36.5%) and assimilating (30 of 63; 47.6%); for most women, diverging (22 of 80; 27.5%), assimilating (26 of 80; 32.5%), and accommodating (26 of 80; 32.5%).
Conclusions: Internal medicine and psychiatry CME participants had diverse learning styles. Female participants had more variation in their learning styles than men. Teaching techniques must vary to appeal to all learners. The experiential learning theory sequentially moves a learner from Why? to What? to How? to If? to accommodate learning styles.
This study aimed to examine the effect of Kolb's learning styles on chemical learning activities and achievement of reaction rate taught by inductive guidedinquiry learning. The population was eleventh grade Science students of a senior secondary school having relatively good academic input based on national testing results in Bali, Indonesia. Samples involved the entire students of five classes taken by cluster sampling from the whole nine classes of the population. Data were collected by Kolb's learning style inventory for the learning styles, observation and document recording for learning performances, post-test for the cognitive achievement, and questionnaires for student's perceptions. Data analyses were conducted qualitatively in assigning the learning styles, and describing learning performances and perceptions, and used ANOVA followed by Scheffé's post hoc test for the effect of learning styles on the cognitive achievement. The results showed: (1) the student learning styles were 35.8% Convergers, 30.0% Assimilators, 17.5% Divergers, and 16.7% Accommodators; (2) learning styles significantly affected the achievement with only superiority of the Convergers over the accommodators; and (3) the inductive guided-inquiry learning of chemical topic which involves concrete evidences via laboratory work was fruitful for all learners of all learning styles.
To enhance employability and improve the career prospects of graduating students, this study explores the influence of practical experience on graduate employment outcomes in an Australian setting. To develop our understanding of the relative benefit of different forms of practical experience, the study evaluates the influence of both Work-Integrated Learning (WIL) and paid work in the final year of study on graduate employment and underemployment. Two samples are used, N = 628 and N = 237, to evaluate institutional data on practical experience combined with national data on graduate employment outcomes. Findings indicate that participating in WIL does not produce an increase in full-time employment rates. There is some evidence to suggest that it could lead to higher quality, relevant employment in both the short and long term. Paid employment during the final year of undergraduate study produced higher full-time employment rates, but had little effect on underemployment. Findings will help to inform stakeholders of the relative benefit of curricular and extra-curricular work experience and contribute to the dearth of empirical evidence on the value of activities designed to improve graduate employment prospects. This is particularly important given growth in the supply of graduates, concerns for credentialism, soft graduate labour markets and global economic weakening.
Abstract The Kolb Learning Style Inventory Version 3.1 (KLSI 3.1), revised in 2005, is the latest revision of the original Learning Style Inventory developed by David A. Kolb. Like its predecessors, KLSI 3.1 is based on experiential learn- ing theory (Kolb 1984) and is designed to help individuals identify the way they learn from experience. This revi- sion includes new norms that are based on a larger, more diverse, and more representative sample of 6977 LSI users. The format, items, scoring and interpretative booklet remain identical with KLSI 3. The technical specifications are designed to adhere to the standards for educational and psychological testing developed by the American Educational Research Association, the American Psychological Association, and the National Council on Measurement in Educa- tion (1999). Section 1 of the technical specifications describes the conceptual foundations of the LSI 3.1 in the theory of experiential learning (ELT). Section 2 provides a description of the inventory that includes its purpose, history, and format. Section 3 describes the characteristics of the KLSI 3.1 normative sample. Section 4 includes internal reli- ability and test-retest reliability studies of the inventory. Section 5 provides information about research on the internal and external validity for the instrument. Internal validity studies of the structure of the KLSI 3.1 using correlation and factor analysis are reported. External validity includes research on demographics,educational specialization, con- current validity with other experiential learning assessment instruments, aptitude test performance, academic perfor- mance, experiential learning in teams, and educational applications. 2,, Technical Manual 1. CONCEPTUAL FOUNDATION—EXPERIENTIAL LEARNING THEORY AND
Sin el aporte de la educación superior no se podrán cumplir muchos de los 17 ODS planteados desde el 2015, por ello este artículo aporta ejemplos de qué se puede hacer desde la formación, la investigación y la extensión. Se muestran las acciones que realizan y proponen las Instituciones de Educación Superior de El Salvador recogidas a través de una investigación cuantitativa centrada en la función de investigación, pero que demuestra que sí se hacen trabajos que pueden impactar positivamente a los ODS, desde las tres funciones de la educación superior; sin embargo, no quedan registradas y categorizadas como tal, por tanto, el quehacer de los centros de formación superior pasa de largo de las metas de los ODS.
Este estudio tuvo como propósito determinar la relación entre las Estrategias de enseñanza y la Creatividad del docente de áreas de Ciencias Sociales de Instituciones Educativas de Media General del Municipio San Francisco 1, estado Zulia; categorizada por ser un paradigma cuantitativo en un enfoque positivista, fundamento bajo las teorías de Gouveia y Atencio (2012), Díaz y Hernández (2010), Correa (2010), Cormack (2009), De Bono (2009), López (2009), entre otros. La misma se ubica en el paradigma positivista; a su vez, el tipo de investigación fue descriptivo y correlacional; con un diseño no experimental, transversal y de campo. La población estuvo constituida por tres directores, noventa y tres docentes y setenta y cinco estudiantes. Se elaboró un cuestionario con 45 ítems para ambos, el cual fue validado por 7 expertos en el área de gerencia y metodología de la investigación. Para la confiabilidad se utilizó el alfa Cronbach, arrojando como resultado 0,84 para los docentes y 0,81 estudiantes. Se concluyó que para los estudiantes las estrategias empleadas en la escuela son aceptables, mientras que para los docentes dichas estrategias son muy deficientes, estas divergencias indican una sentida necesidad de mejoramiento de las estrategias empleadas por parte del personal docente. Asimismo, se recomendó capacitar al personal docente de las instituciones de media general en cuanto al uso y manejo adecuado, acerca de las estrategias de enseñanza, formando el camino para el logro de aprendizaje significativo. Además, trabajar la escucha activa de los equipos de trabajo que permitan la solución de situaciones conflictivas, mejorar la toma de decisiones, respetando la opinión de los demás.
It is important that educators understand their students' learning styles. In this study we investigate the learning styles of first-year undergraduate nursing and midwifery university students and whether these learning styles are influenced by student demographic characteristics. A cross-sectional survey including demographic questions and the Kolb Learning Style Inventory was utilised. There was a 78% response rate (n=345). The majority of first-year students investigated in this study were divergers (29.5%), followed by assimilators (28.8%), accommodators (23.9%) and convergers (17.9%). Female students had a higher reflective observation (RO) score than male students (p=0.0078). Those with English as first language showed a higher active experimentation score (p=0.0543) and a lower concrete experience (CE) score (p=0.0038). Australian citizens and permanent residents had a higher RO score (p=0.0560) and a lower CE score (p=0.0100) than migrants and international students. Nursing/arts students had a higher abstract conceptualisation (AC) score than nursing students (p=0.0013). Students enrolled in 4-5 subject units had a higher AC score than those enrolled in 1-2 units (p=0.0244). Nursing and midwifery students are mainly of the diverger and assimilating learning styles. Some student demographic characteristics show a significant influence on learning styles. This study has teaching and research implications.
The present paper aims at contributing to the literature on children welfare evaluation by taking into account for intra-household distribution of resources and, as a consequence, intra-household inequality. This task cannot be accomplished within the standard framework of unitary model of consumption, and equivalence scales helps only partially, since their scope is different. To investigate what happens within the family's black box we refer to collective models, recovering information about the decision of how resources are distributed within the household. We use the estimated sharing rule to draw some conclusions about the role played by intra-household inequality for children welfare in Albania and look at the effects that different public policies can have on child welfare. We find that taking into account for intra-household inequality raises the Gini of children welfare by nearly 10 percentage points and that in-kind transfers are more effective than cash transfers in ameliorating children well-being.
Learning Style and Academic Performance Among Clinical Years' Medical Students
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Ser professor: Um estudo da identidade docente na área de Ciências Contábeis (Dissertação de mestrado
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Estilos de aprendizaje de los estudiantes de partería en Irán: un estudio de revisión basado en la teoría del aprendizaje de Kolb
- H Sourinejad
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los estudiantes de partería en Irán: un estudio de revisión basado en la teoría del aprendizaje de
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Obtenido de Calculadora del Tamaño de la Muestra
Survey Monkey. (2022). Calculadora del tamaño de la muestra. Obtenido de Calculadora del
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Universidad Autónoma de Tamaulipas. Profesor universitario. México. Correo electrónico: mauherrera@docentes
- Mauricio Herrera Rodríguez
Mauricio Herrera Rodríguez. Doctor en Administración. Universidad Autónoma de
Tamaulipas.
Profesor
universitario.
México.
Correo
electrónico:
mauherrera@docentes.uat.edu.mx
RECIBIDO: 23 de junio del 2022.
APROBADO: 6 de agosto del 2022.