Suchergebnisse

Trabajo presentado al 1st FOSTERC Seminar: "Competence Approach in Designing Educational Programs", celebrado en Minsk (Belarus) el 30 de marzo de 2017. ; Activities addressed in FOSTERC: -Mapping teaching modes and learning outcomes in Belarusian HEIs; -Conducting surveys to: graduates, teachers and employers; -Organisation of training workshops: involving teaching and support staff, technicians, university administrators, managers. -Organisation of training visits of Belarusian partners to EU universities; -Definition of a full model of education on the description of learning outcomes; -Establishing a student-centred teaching model based on competencies development and its implementation as a pilot activity; -Building a constructive process of recognition & validation of competencies & innovative teaching. ; Co-funded by the Erasmus + programme of the European Union. ; Peer Reviewed

Higher Education Institutions are undergoing important changes involving the development of new roles and missions, with implications for their structure. Governments and institutions are implementing strategies to ensure the proper performance of universities and several studies have investigated evaluation of universities through the development and use of indicator systems. In this paper, we review some of the systems applied to the OECD countries, with special attention to Spain. We demonstrate the difficulty involved in establishing classification criteria for existing indicators, on which there is currently no consensus.

Trabajo presentado a la PRIME-ENID Amsterdam Summer School on "Science, Technology and Innovation Indicators and Knowledge Dynamics Visualisation" celebrada en Amsterdan (Holanda) del 1 al 4 de Septiembre de 2009. ; Universities are undergoing changes involving the development of new roles and missions. Governments and institutions are implementing strategies to ensure the proper performance of universities through the use of indicator systems. We review some systems applied to the OECD countries, with special attention to Spain. We demonstrate the difficulty in establishing classification criteria for indicators. ; Peer reviewed

[EN]: Industry-university interactions in a peripheral European region: an empirical study of Valencian firms, Regional Studies. In this paper the interactions among industry and academic staff in the Mediterranean Spanish Region of Valencia are analysed. The information comes from the manufacturing firm survey about industry-university (I-U) collaboration carried out in 2001 by the Valencian administration. The findings show that the factors that had the most influence on I-U interaction are those related to firms' structural characteristics, in particular managers' qualifications and the sector of activity. Firm size was less of an influence. Firms prefer interactions related to the training of students and education of personnel rather than performance of contract research and development (R&D) and joint R&D projects. ; [ES]: Interacciones de la industria con la universidad en una región europea periférica: un estudio empírico con empresas valencianas, Regional Studies. En este artículo analizamos las interacciones entre el personal académico y la industria en la región mediterránea de Valencia. La información procede de un estudio de empresas manufactureras con respecto a la colaboración entre la industria y las universidades (I-U) llevada a cabo en 2001 por la Generalitat Valenciana. Nuestros resultados indican que los factores que influenciaron más en la interacción I-U son aquellos relacionados con las características estructurales de las empresas, especialmente con las calificaciones de directores y el sector de actividades. El tamaño de la empresa no tenía una influencia significativa. Las empresas prefieren una interacción relacionada con la formación de los estudiantes y de su personal más que un rendimiento de I+D contractual y proyectos conjuntos de I+D. ; The authors thank the Valencian government 'Alto Consejo Consultivo de la Generalitat Valenciana' for its support on carrying out the survey 'Encuesta a la Comunidad Empresarial Valenciana sobre las relaciones universidad-empresa' used in this paper. ; Peer reviewed

In this paper we analyse the interactions among industry and academic staff in the Mediterranean Spanish Region of Valencia. The information comes from the manufacturing firm survey about I-U collaboration carried out in 2001 by the Valencian administration. Our findings show that the factors that had the most influence on I-U interaction are those related to firms' structural characteristics, in particular managers' qualifications and the sector of activity. Firm size was less of an influence. Firms prefer interactions related to the training of students and education of personnel rather than performance of contract R&D and joint R&D projects.

This article describes how higher education (HE) can contribute to the economic and social empowerment of young graduates, which will drive innovation and socio-economic devel-opment, and social and cultural change in Europe. We propose that the concept of compe-tence should be enriching with the integration of the professional, social, cultural and political aspects. We suggest that improving HE graduates' competencies and capabilities will affect their self-perception and status, and increase their employability, income and wealth, life suc-cess, resources, mental and physical energy, and social relations and encourage engaged citi-zenship, all of which will shape individual living conditions. ; The research for this paper was conducted as part of the research project ref. EDU- 2013-45177-R 'Education, Employability and Empowerment of the Youth' (3E4Youth), funded by the National R&D Program of the Spanish Ministry of Economy and Competitiveness. ; Peer Reviewed

[ES]: En las últimas décadas, las universidades están experimentando nuevos roles y tendencias que tienen serias implicaciones en su estructura y funcionamiento. Los gobiernos y organismos implicados en la educación superior están implementando estrategias para mejorar la eficiencia en las universidades y así asegurar su correcto funcionamiento. En este sentido, son muchos los estudios que abordan la evaluación de las universidades mediante la utilización de sistemas de indicadores. En este artículo se presenta una revisión bibliográfica de algunas de las propuestas de indicadores utilizados en la evaluación de las universidades en países de la OCDE, dedicando especial atención a los elaborados en España. El trabajo realizado pone de manifiesto la complejidad que conlleva analizar y estructurar la diversidad de indicadores propuestos, y es que el uso de indicadores no es únicamente una actividad técnica o neutra, sino que supone juicios de valor y responde a una serie de objetivos predeterminados. Es principalmente por esta razón que hasta la fecha no se haya alcanzado un consenso entre los diferentes organismos involucrados. ; [EN]: In the last decades, universities are undergoing new roles and tendencies which have important implications in their structure and procedures. Governments and institutions involved in higher education are implementing strategies to improve universities' efficiency and to ensure the proper universities' performance. In this sense, there are some studies that address the assessment of universities through the development and use of indicators' systems. In this paper, we present a bibliographic review of those indicators' systems used for the assessment of universities in the OECD countries, paying special attention to those applied in Spain. The study shows the complexity that means the analysis and the structure of the indicators proposed by the literature, mainly due to the use of indicators is not only a technical or neutral activity, but it implies to make valued judgments and answer predetermined objectives. Therefore, until now, there is not a consensus among all the organizations involved in the approach. ; Peer reviewed

In the last decades, universities are undergoing new roles and tendencies which have important implications in their structure and procedures. Governments and institutions involved in higher education are implementing strategies to improve universities' efficiency and to ensure the proper universities' performance. In this sense, there are some studies that address the assessment of universities through the development and use of indicators' systems. In this paper, we present a bibliographic review of those indicators' systems used for the assessment of universities in the OECD countries, paying special attention to those applied in Spain. The study shows the complexity that means the analysis and the structure of the indicators proposed by the literature, mainly due to the use of indicators is not only a technical or neutral activity, but it implies to make valued judgments and answer predetermined objectives. Therefore, until now, there is not a consensus among all the organizations involved in the approach. ; En las últimas décadas, las universidades están experimentando nuevos roles y tendencias que tienen serias implicaciones en su estructura y funcionamiento. Los gobiernos y organismos implicados en la educación superior están implementando estrategias para mejorar la eficiencia en las universidades y así asegurar su correcto funcionamiento. En este sentido, son muchos los estudios que abordan la evaluación de las universidades mediante la utilización de sistemas de indicadores. En este artículo se presenta una revisión bibliográfica de algunas de las propuestas de indicadores utilizados en la evaluación de las universidades en países de la OCDE, dedicando especial atención a los elaborados en España. El trabajo realizado pone de manifiesto la complejidad que conlleva analizar y estructurar la diversidad de indicadores propuestos, y es que el uso de indicadores no es únicamente una actividad técnica o neutra, sino que supone juicios de valor y responde a una serie de objetivos predeterminados. Es ...

19 pages, 7 tables ; This paper tries to assess the research performance of excellent research groups during the period 1998-2002 in Valencia, a peripheral Spanish region with low-level absorptive capacity. For that purpose, we use a range of qualitative and quantitative indicators to provide a reliable estimate of the contribution to scientific progress and regional scope made by different research groups. In general, we have found that research groups have diversified their performance with different and non-systematic behaviour, according to different research incentives. This later finding shows an important influence on the performance of industry-university collaboration, R&D and innovation activities. ; This study has been supported by the Valencian Regional Government ; Peer reviewed

© 2021 by the authors. ; The interactions between the higher education sector and society and industry have been attracting increased attention in terms of ways to develop social innovation solutions to societal problems. Despite calls from politicians and the existence of some guidelines, we know little about how higher education could incorporate social innovation activities into its structure and missions. This study examines some practice experiences in two southern European public universities in Portugal and Spain. We show that the third mission of universities, which includes social innovation, is both linked to the first two missions of teaching and research, depending on the university's historical and social context. The high dependence of higher education institutions on economic returns increases the importance of political action to drive the development of social innovation activities. This conditioning factor seems to be intrinsic to some of the barriers that have been identified, such as lack of legitimization and recognition of social innovation practices at the formal governmental level. ; This research was funded in part by the National R&D Program of the Spanish Ministry of Science, Innovation and Universities, grant number RTI2018-101722-B-I00 Spanish Universities Involvement in Social Innovation Activities (SUISIA). The views expressed in this paper are not necessarily the views of that organization. This work also received funding from the CIEd—Research Centre on Education, Institute of Education, University of Minho, project UIDB/01661/2020, through national FCT/MCTES-PT funds.