The purpose of this research is to perform a systematic review of the literature published on the benefits of applying the service-learning methodology with business students. Several works and ...studies identify significant contributions that are important to the student's profile; however, a systematic review of the benefits derived from the methodology application in the profile previously described has not yet been conducted. The main objective of this study is to gather, identify, and classify evidence from 32 studies conducted across global business schools regarding the benefits of service-learning in university students. The applied methodology follows the "Preferred Reporting Items for Systematic Reviews and Meta-Analyses" statement for systematic reviews. The studies were extracted from the World of Science, Scopus, and Educational Resource Information Center databases and were analyzed according to the suggested objectives. The suggested systematic review provides a rigorous analysis of academic literature on the benefits of service learning in the student's personal, social, academic, and civic environment. A theoretical framework that combines all gathered benefits from the 32 studies has been suggested in these pages, by means of grouping these benefits into four categories considering prior research on the academic, personal, social, and citizenship outcomes. Several quantitative, qualitative, and mixed studies support the benefits of this methodology, focusing on the student's profile development. We found that students enjoy plenty of outcomes after participating in the service-learning experience, thus, the most frequent outcome is greater social engagement. With more than 4,000 students involved in the total analyzed studies, we present a list of ranked outcomes that reflects and supports the strength of the methodology. Through this study, institutions as well as teachers may be aware of the potential present in this methodology. Our study also suggested a framework for university coordinators to act.
In 2015, more than 190 countries pledged to meet by 17 sustainable development goals (SDGs) by 2030 that aim to ensure sustainable global social and economic development, and to strengthen universal ...peace. Public institutions, businesses, organizations and individuals are all called upon to contribute to this challenge. Focusing on business schools (BSs), and the potential impact they have on graduates, we ask what they are doing for the deployment of these objectives. To this end, we conducted a systematic review of the literature related to SDGs and business schools in the WOS, SCOPUS and ERIC databases. A multi-stage exclusion process resulted in 16 documents for review. The findings of this study provide key information on the role that business schools have to play in achieving SDGs and the ways in which they can be incorporated into their activity: from more in-depth actions linked to creating awareness, questioning current paradigms, fostering cooperation and interdisciplinarity with stakeholders, and working on coherence; to more specific interventions such as creating student associations, incorporating new teaching methodologies or increasing students’ participation in extracurricular activities. In addition, this study also allows us to identify gaps in the literature, giving ideas on necessary future lines of research.
Adult-onset Still's disease (AOSD) is often refractory to standard therapy. Anakinra (ANK), an interleukin-1 receptor antagonist, has demonstrated efficacy in single cases and small series of AOSD. ...We assessed the efficacy of ANK in a series of AOSD patients. Multicenter retrospective open-label study. ANK was used due to lack of efficacy to standard synthetic immunosuppressive drugs and in some cases also to at least 1 biologic agent. Forty-one patients (26 women/15 men) were recruited. They had a mean age of 34.4 ± 14 years and a median interquartile range (IQR) AOSD duration of 3.5 2-6 years before ANK onset. At that time the most common clinical features were joint manifestations 87.8%, fever 78%, and cutaneous rash 58.5%. ANK yielded rapid and maintained clinical and laboratory improvement. After 1 year of therapy, the frequency of joint and cutaneous manifestations had decreased to 41.5% and to 7.3% respectively, fever from 78% to 14.6%, anemia from 56.1% to 9.8%, and lymphadenopathy from 26.8% to 4.9%. A dramatic improvement of laboratory parameters was also achieved. The median IQR prednisone dose was also reduced from 20 11.3-47.5 mg/day at ANK onset to 5 0-10 at 12 months. After a median IQR follow-up of 16 5-50 months, the most important side effects were cutaneous manifestations (n = 8), mild leukopenia (n = 3), myopathy (n = 1), and infections (n = 5). ANK is associated with rapid and maintained clinical and laboratory improvement, even in nonresponders to other biologic agents. However, joint manifestations are more refractory than the systemic manifestations.
One of the concerns in our time is the need to integrate economic, social and environmental aspects, which is known as sustainable development. The role of higher education is essential for providing ...future professionals with the necessary profiles to respond to the sustainability challenges in increasingly complex and global contexts. That is why numerous authors have sought to define key competencies, skills and learning outcomes for sustainability. However, there is still no agreement on what these key competencies for sustainability in higher education really are. For that reason, the objective of this paper is to determine which are the sustainability core competencies, considering three different geographical regions (Europe, Latin America, and Central Asia), and the perspective of four different stakeholders (graduates, employers, students and academics). The framework of the research is the development of the so-called Tuning projects, which aim to design comparable and compatible higher education degrees in different regions of the world, based on student-centered and competency-based learning. Using an exploratory factor analysis (EFA), the results of this study reveal the existence of a factor intimately related to sustainability, which includes competencies such as commitment to the preservation of the environment, social responsibility or respect for diversity and multiculturality, among others.
Business schools face social, economic, cultural, and technological changes that require constant rethinking not only of teaching and learning, but also of leadership and management. In contrast to ...traditional strategic planning models, this article proposes a new participatory approach for the university community, arriving at a common story and visualizing an exciting future for the school. Applying case study methodology, the paper describes a process of shared strategic reflection at a century-old European business school by following Otto Scharmer's Theory U. The process enabled achievement of shared definitions of vision, values, lines of progress, and strategic projects, and the study itself improved the participants’ perception of the process and its impact on a shared vision's generation. After process implementation, and as a general conclusion, Theory U contributed to promoting shared strategic reflection, with results that are very valuable in the highly uncertain, challenging environment in which business schools are immersed.
Advances in health care have led to an increased life expectancy for the older populations. An increasing body of research warns of the need to provide opportunities for older people to develop their ...potential for physical, mental, and social well-being during the aging process. In this context, universities have incorporated the service-learning (SL) methodology into their curricular and extracurricular programs. They attempt to offer their students experiences that allow them, from their experience and reflection, to advance in knowledge, skills and attitudes toward the older population group. Therefore, this methodology allows linking academic activities with social commitment, involving young people, as genuine agents of social change, in constructing a fairer, more inclusive, and supportive society. Despite the large body of research on the definition and benefits that students generally derive from SL, there are no systematic reviews of the full range of benefits that SL experiences, specifically with older people, provide to all participants. In this context, a rigorous systematic review was conducted by referring to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement and based on Web of Science (WoS), Scopus, and Education Resources Information Center (ERIC) databases, to answer one research question: What benefits do SL experiences that engage university students with older people, provide to the groups of participants? The analysis of the 28 selected research papers provides insights into the academic literature on the benefits of such experiences. On the one hand, they refer to the integral development of the student. On the other hand, they refer to the intergenerational relationships that promote the well-being of the elderly. Finally, the ethical commitment of the university, residences, agencies, and other organizations is mentioned. As a result, the positive impact on the community is highlighted.
Schools face social, economic, cultural and technological change that makes the need to address the process of strategic reflection relevant for leaders. Compared to a traditional model of strategic ...planning, this article proposes a new approach in which the future emerges through the construction of a shared vision. The objective of this study is the development of a framework to promote, in a school or network of schools, a shared reflection about the future based on the Theory U developed by Scharmer. This theory helps make organizations aware of the environment, define the desired future and select projects to achieve it. In addition, it emphasizes the participation of all members of the organization (or network) in the reflection process. This paper presents the case study of the shared reflection process of "Kristau Eskola" (an educational network of schools in Spain), in which 93 school directors participated. The conclusions of the study reveal the usefulness of Theory U to support strategic reflection processes; they highlight the advantages of being part of a network; reveal the generation of a shared mission, vision and values; and finally, point out specific projects to be addressed by the leaders for building the desired future.
Aim
To examine the effects of expert HIV patients acting as teachers to Spanish nursing students both on their HIV‐related knowledge, attitudes and practices and on their approach to the care model ...as well as to explore their learning experience.
Design
Non‐randomized, single‐arm study with quantitative before and after measurements and qualitative data.
Methods
The intervention consisted of five 90‐min workshops led by two women living with HIV. Thirty‐four nursing students participated, and quantitative and qualitative data were gathered from February to June 2018. We used the Patient‐Practitioner Orientation Scale (PPOS) and the KAP questionnaire on HIV/AIDS to collect quantitative data.
Results
Statistically significant differences were found in the global score for care orientation and its two dimensions, caring and sharing. About the changes resulting from the workshops, the quantitative results—more patient‐centred care perception and better attitudes towards people living with HIV—match the qualitative findings in all the aspects studied, except in sharing.
Conclusion
Incorporating expert patients as teachers in the nursing bachelor's degree resulted in more patient‐centred care and improved knowledge, attitudes and practices. The workshops conducted by qualified expert patients showed transformative learning power, as the participants improved professional and personal aspects.
Las sociedades se enfrentan a complejos retos sociales, económicos, políticos o medioambientales, tales como el aumento de las desigualdades sociales y económicas, conflictos violentos en diferentes ...regiones, escasez de recursos naturales y difícil gestión de residuos, etc. En muchos casos estos problemas tienen un trasfondo económico, seguramente conectado con el modelo económico imperante en nuestra sociedad. Nuestra propuesta es que necesitamos equipos directivos y de gestión que tengan en cuenta no sólo el beneficio económico, sino también el desarrollo del bienestar de los distintos stakeholders y de la sociedad en general. Asimismo, se requieren modelos de negocio que vayan en consonancia con esta concepción de la empresa. Este es el desafío al que la literatura se refiere como "gestión humanista" y al que consideramos que las instituciones de educación superior y escuelas de negocio pueden contribuir a través de una determinada manera de educar a sus egresados. Es también el enfoque que defendemos en este artículo. Tras una breve introducción, exponemos el modelo económico tradicional y nuevos modelos de negocio para una economía basada en el humanismo. Seguidamente insistiremos en la importancia del desarrollo del perfil humanista de las personas que se forman en las escuelas de negocios, para a continuación exponer las dificultades y los retos que afrontamos al promover ese perfil humanista de los estudiantes. En estas páginas exponemos la importancia de "educar para el humanismo" y de "educar de manera humanista". Como dos caras de una misma moneda, las estrategias, métodos y actividades para el desarrollo de la dimensión humanista de los estudiantes se han de acompañar siempre de un modo concreto de educar, gestionar e investigar en las escuelas de negocio, que sirva de ejemplo vivo para todos los participantes en programas educativos y comunidad universitaria.
Evaluación de la calidad docente en una facultad de derecho Aláez Martínez, María; García Olalla, Ana; García Feijoo, María ...
Revista de educación y derecho,
2018, 20180101, Letnik:
17, Številka:
Núm: 17 La evaluación de la "docencia" en la educación superior
Journal Article
Recenzirano
Odprti dostop
La puesta en marcha del Espacio Europeo de Educación Superior (EEES) pone de manifiesto la reflexión ya existente en la sociedad sobre el papel y función de las instituciones de educación superior, y ...contribuye a generar un cambio de paradigma educativo. El hasta entonces enfoque centrado en la enseñanza cede paso a un enfoque cuyo protagonista es el aprendizaje del estudiante, al servicio del cual se pone el docente. En ese contexto, la calidad docente se convierte en un elemento central, cuya mejora no puede depender exclusivamente de la voluntad individual del profesorado, sino que ha de trabajarse también a nivel institucional. Este trabajo se basa en la idea de que la evaluación de la calidad docente tiene sentido si se integra en un modelo de desarrollo profesional docente, que a su vez se oriente al logro del proyecto universitario. La participación de diferentes centros en el proceso de diseño y aplicación del modelo, junto con la coherencia con las exigencias del marco nacional e internacional en el que la institución opera, también se considera esencial. Bajo estas premisas, este artículo comienza presentando el marco y antecedentes de la acreditación de la calidad docente en la Universidad de Deusto. A continuación, se describe el modelo propio de evaluación acreditativa, en sus dos niveles: planificación (Label 1), a través de la guía de aprendizaje; y puesta en práctica (Label 2), a través del portafolio docente. Por último, se relata el desarrollo del proceso y resultados obtenidos en el caso de la Facultad de Derecho, para terminar con las conclusiones del estudio. Estas conclusiones ponen de manifiesto la utilidad de los procesos diseñados para la mejora y evaluación de la calidad docente (aun reconociéndose una dificultad mayor en la implantación del Label 2 frente al Label 1), así como la percepción positiva de los agentes implicados y afectados por los mismos, por su impacto positivo en elementos como la planificación docente, la reflexión del profesorado, la colegialidad o la relación docente-estudiante.
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