Revista de la Educacion Superior最新文献

This paper is the result of research into the impact of graduate programs in Nayarit, particularly those of the Universidad Autónoma de Nayarit. The results show progress at the graduate level, but also ongoing limitations due to the specific nature of the institution and the economic and social contexts. At the state level, progress in postgraduate studies is relative. A majority of programs are concentrated in preprofessional fields, the social sciences, humanities and administrative studies, while there is dearth of accredited programs. Our findings suggest a failure to take full advantage of this educational level for the benefit of the young people in Nayarit.

Studies of academic efficiency tend to focus on student performance, leaving aside the specific characteristics of the institutions where the students are enrolled. This paper proposes a methodology for evaluating efficiency in higher education institutions, which was applied at the National University of the South, in Argentina. After employing the Stochastic Frontier methodology, we concluded that the efficiency of the production units (university careers) is strongly determined by the students’ profiles and the surrounding conditions.

This phenomenological study explores the experiences of first-generation, Chilean university students (epg) and the ways in which those experiences influence their levels of adjustment and retention. epg is defined as those students with a low socio-economic status and whose parents or guardians have not attended or graduated from a university. In this article, I use 11 semistructured interviews to analyze the experiences of participants from diverse socioeconomic and cultural backgrounds. The results show the limits of universities’ willingness to help and facilitate epg persistence and retention.

This article provides some reflections on the problem of training researchers in the field of education policy. We organize our arguments into three parts. We begin by sharing some considerations on education policy as a theoretical field. The second section discusses the current situation of research on education policy in Latin America, framed within the context of academic working conditions and, in particular, of knowledge production surrounding education. The third section discusses the need to move towards a possible model for training researchers in education policy.

The current assessment of scientific activity is performed by the same international pattern. This has stimulated a remarkable number of critical researches. However, the abundance of critical publications contrasts with the lack of alternative proposals. This paper presents a synthesis of the drawbacks observed in assessment practices, identifying negative consequences for science itself, its members and its public utility, in reference to Higher Education Institutions. A review of alternative voices is also added. Finally, this paper proposes a set of eight principles to assist in promoting a paradigm shift.

Based on the review of research conducted on undergraduate students in Mexico over the last fifteen years. In this article, I analyze the multiple meanings that students build and develop in undergraduate studies, according to their own personal, familiar and academic conditions, as well as to the context in which they are involved. To address the student heterogeneity, I distinguish between several student types that have emerged, or have become visible, in the last few decades such as: the natives and first-generation students, foreigners, grown-ups and parents, international students on exchange programs and immigrants.

This article seeks to resolve the debate over the existence or not of a human right to higher education, by appealing to the perspective of the International Law of Human Rights. The legislation provides the main arguments substantiating this right and establishes its minimum content, the details of which are discussed in this text. The article also links those arguments to recent decisions by the federal courts in Mexico, in order to show that the country's judiciary, with its relevant resolutions, is effectively recognizing the human right to higher education.

This paper seeks to conceptualize the processes of deprivatization in higher education. Trends of de-privatization (and contraction in enrolments) are highly interesting because they go against global trends of privatization (and educational expansion). Deprivatization means a decreasing role for the private component in the changing public-private dynamics. The paper studies its two dimensions (funding and provision) and distinguishes between seven potential empirical organizational/ geographical levels of analysis, stressing the continuing usefulness of a clear-cut distinction between the public and the private in some empirical contexts. The paper draws from data from Central Europe (Poland, Romania, Bulgaria and Estonia). The traditional dichotomous pairing of the public and the private is shown to still be useful in specific empirical contexts, despite it becoming blurred globally.

Higher Education institutions offering distance education face considerable challenges in reconciling the educational, administrative and normative structures of traditional education with the inherent innovation of distance models, a process that often leads to unexpected outcomes in various areas of the organization. This article presents an innovative strategy for incorporating distance education into traditional institutions, which distinguishes different levels of responsibility for institutional transformation. The strategy incorporates transversal innovation as an efficient means of influencing all organizational levels (vertical mainstreaming). However, the strategy also articulates key areas of educational institutions (horizontal transversalization) through democratic and participatory processes involving the entire educational community.