Revista de la Educacion Superior最新文献

This paper evaluates the competitiveness of the higher education systems of Argentina, Brazil, Chile, and Mexico according to the Centre for World University Rankings from 2007 to 2014. The ranking, produced by the World Economic Forum, reviewed universities in 144 countries in 2014. For the four Latin American countries under review, it cited strengths in the following areas: university management, tertiary enrolment rates, and the capacity for local research. Meanwhile, it identified as weaknesses the quality of the higher education systems as a whole, as well as the quality of teaching in mathematics and science. In comparison with four Asian countries, the panorama is markedly different.

Institutions commonly employ three types of mechanisms in an effort to reduce the prevalence of fraudulent evaluation practices: the normative or regulatory; the formative and informative, and detection measures. This paper focuses on the first category of measures, by using content analysis to assess the regulatory systems in place in 72 Spanish universities. We find a general lack of attention to the issue, as well as inadequate or outdated mechanisms in place in many universities. These factors suggest the need for new measures and provisions in order to improve the institutions’ capacity to combat fraud in the evaluation process.

The aim of this study is to examine the factors contributing to the intention to recommend in a university context. The study responds to the need to investigate the effect that academic performance and the tangible quality of a university have on student satisfaction levels and their intention to recommend their institution to others. Following a process of stratified random sampling, partial least squares were used to test the hypotheses and assess the measurement model.

The concept of de-articulation is employed to characterise the negative components within the experience of postgraduate students. This same concept is subsequently applied as a means to evaluate an innovative course offered within the same postgraduate program. The study concludes that it is possible to articulate an epistemological and ontological education (Barnett, 2007), and thus achieve a re-articulation of the imaginary of postgraduate studies with what students experience in reality. The study proposes some principles that help to situate students and teachers at the centre of the formative experience of postgraduate studies.

Notwithstanding the considerable numerical presence of women in higher education, discrimination against them is still common currency. The information obtained from focus groups with students attending three faculties of the National Autonomous University of México shows that female students face an environment in which multiple forms of contempt against women are expressed. Such an environment is the result of a binary and hierarchical understanding of the differences between men and women.

A decade after Brazil adopted the first quotas in university admissions, the country has some of the most extensive affirmative action policies in the world. The measures form part of broader efforts by successive left-leaning governments to combat deep-rooted socioeconomic and racial inequalities by democratising access to higher education. However, the policies have been highly controversial, triggering a raft of court battles and scores of academic studies, which seek to address both the pertinence and the impact of the measures. In this paper, a review is presented of some of the most significant studies conducted over the past decade, in order to take stock of the impact and scope of the policies in Brazil, as well as to identify possible lessons for the global debate over affirmative action.

Reading comprehension is an essential component in the cognitive process of university students. Nevertheless, given the widespread perception of the low level of reading comprehension skills among students, teachers should develop targeted strategies for improving and guiding the comprehension and interpretation of written texts. In this article, we provide a literature review of the key elements involved in reading and the skills that students should acquire at the university level. We then propose a set of actions teachers can take to help improve this skill set among their students.