Revista de la Educacion Superior最新文献

In the current reality of developing countries, including Mexico, economic institutions such as patents, technological innovation and the commercialization of knowledge generated in universities acquire great importance, under the assumption that knowledge can quickly be translated into new products and processes of high technology. However, there is considerable theoretical and conceptual confusion as to the relationship between these variables. The present article draws attention to the need to place in perspective the importance of university patenting, by taking into account aspects that are not necessarily related to direct economic returns.

This article demonstrates the influence and importance of Intercultural Bilingual Education in the plurinational and intercultural state-building process in Ecuador. It also highlights the tensions and contradictions generated within the Ecuadorian educational system, when faced with the task of creating spaces for dialogue between scientific and traditional knowledge systems. The analysis of the Universidad Comunitaria Intercultural de Nacionalidades y Pueblos Indígenas Amawtay Wasi (uinpi-aw) makes clear that, beyond state discourse, interculturality is still a concept under construction. Apart from a limited practice at the institutional level, the establishment of interculturality as a guiding, organic principle of such a diverse society requires a critical thinking approach as well as political will.

Universities in the world have continued to evolve, developing new capabilities. However, Latin America, including Mexico, has lagged behind in terms of the research and entrepreneurial capacities of its universities. We present results from an analysis of aggregate patterns in the development of such capabilities in the Mexican context. We use data on the number of high-level researchers and scientific publications and patents, as indicators of research and knowledge-transfer capabilities in the country's public universities. Results show a great disparity among institutions in the level of development of such areas. Even though those disparities are gradually decreasing, they are still far from what the scientific, economic and social development of the country requires.

This article contrasts certain features of members of the National System of Researchers (sni) in the fields of Physics-Mathematics with those of the Social Sciences. The central hypothesis is that, for the first field, the characteristics established as suitable for researchers coincide with the processes of formation and development intrinsic to their disciplines (mirror effect), while for the second field, the traits became a model to emulate. To achieve the research objective, we compared these areas according to the following indicators: number of researchers, internal evaluation criteria, and age when the PhD was obtained, combined with the researchers’ levels within the system. These features suggest that the sni has permeated disciplinary cultures to standardize the behavior of its members. Lastly, we highlight future areas for research into the impact of the sni on the formation of the scientific profession in Mexico.

In Latin America, education research groups are both an actor and an object of study in search of greater recognition. Each group builds its academic identity with an eye to achieving cohesion and a sense of belonging, as well as to delimit its area and alliances within possible research fields. This identity is reflected in the groupś names and research areas. In this article, I propose a typology for education research groups that allows for a multiple classification in relation to: academic disciplines, cross-disciplinary issues, subjects and environments. For this purpose, I selected representative research groups from top Brazilian universities. The article concludes with a discussion of possible ways to frame these groups from a multi reference perspective.

The aim of this paper is to emphasize the student participation in constructing and deconstructing the meaning of their youth. It focuses on the disputes between them and the university authorities in regard of social representations of young people in higher education, and underlines the process whereby the students disengaged from the institution, during the 20^th and 21^st centuries.

This research seeks to determine the main factors associated with students persistence in the Bachelor of Nursing program at the Multidisciplinary Academic Unit of the Universidad Autónoma de Tamaulipas, in Matamoros, Mexico (UAMM-UAT). The research was non-experimental, quantitative, transversal, descriptive and correlational, and was applied to 597 university students. Using structural equation modeling, we constructed a conceptual theoretical frame that included factors such as: motivation, commitment, attitude and behavior, and socio-economic origin. As a result, we identified the following factors associated with students persistence: academic integration, institutional commitment, social and family interactions, and external motivation.

Colombian public policies related to dropouts in higher education urge universities to formulate and monitor their institutional retention plans. In order to analyze these government guidelines, we propose a novel combination of Graph Theory and Decision Trees to model the spontaneous interaction of students in some social networks. Our goal is to estimate the contribution of this interaction to social and academic integration. The proposal was validated with a case study showing the algorithms implemented with computational tools.