Revista de la Educacion Superior最新文献

This article presents the findings of a qualitative study of students from vulnerable backgrounds at an elite university, where the student body is characterized by high levels of socioeconomic and cultural homogeneity. Drawing on Dubet's sociology of school experience and Tinto's analysis of student persistence, we studied the experiences of 27 students at the University Higher Technical level. We conclude that factors such as the studentś age, employment status and vision of the future result in different experiences. However, the students share a common determination to make the most of their educational opportunity, which they view as a gateway to a more promising future.

This research analyzes the use of learning styles in different university majors and their relationship with the academic performance of entering students in the 2014-A academic year, at the University Center for Economic and Administrative Sciences, University of Guadalajara. The research hypotheses contrast in multivariate and discriminant function analysis with a sample of 338 students who responded to the Honey-Alonso Learning Styles (CHAEA) Questionnaires. The research provides a descriptive analysis of the different learning styles, and reveals moderate preferences among students. In general, the male students showed a greater preference for the Active and Pragmatic learning styles. In addition, there were statistically significant differences with regard to the Theoretical and the Pragmatic styles; students undergoing degrees in tourism showed a preference for the former, while the marketing students preferred the later.

This article reviews the current literature on the most influential international university rankings. These classification systems have been the object of critiques, but have also gained legitimacy in the institutional university context, due to their role as global benchmarks of institutional quality. Given the impact of the rankings on different higher education actors, we have identified both opportunities and disadvantages associated with these comparative systems, in terms of management, resource generation, and the international visibility of the universities.

University policies have undergone a major transformation, in which social and political identities have been subsumed by a new market-based logic. The internationalization of higher education entails a multitude of strategies: student and faculty mobility; the creation of international networks, projects and associations; research initiatives and new academic programs; and the transmission of education in other countries with affiliated universities, in both the traditional and online sectors. In this article, we explore the impact of systems of accreditation and external evaluation on the academic culture, and, in particular, on academic autonomy, given the importance of the concept for the university culture in Argentina.

This article explores the place that graphic designers assign to their initial and academic professions in the construction of their identities. Through biographical interviews, the research collects the experiences of three full-time graphic-design professors at the Autonomous University of San Luis Potosi. Using symbolic interactionism, the study analyses the stage in which the designers must negotiate an academic culture based on knowledge production. This stage poses risks to the graphic designerś identity and the plurality which the university ostensible embraces.

This paper proposes and discusses two categories for the social sciences in Latin America: politicized social science and knowledge mobilization. These two categories provide a frame for conceptualizing the renewed emphasis on priority-based scientific and university policies. Based on preliminary fieldwork conducted in eight Latin American countries, we assess current policies and provide insights into the role and potential of the social sciences in Latin America, both in shaping the new profiles of researchers and in promoting innovative forms of knowledge construction.

This article provides the findings from a qualitative study on the impact of the politics of instrumental rationality on academic group practices and on the ethical development of students. Professors from two universities gathered 17 narratives, which were then analyzed using a combination of grounded theory and ethnographic tools. Among key findings: a) instrumental rationality is refl in academic interactions and priorities; b) it seeks to educate through the recognition of ethnics and commitment, by means of a socialization process and the reification of cooperation. In conclusion, the article argues for an ethical-critical formation.