Experiences of International Women Faculty at One Striving University, Journal of Women and Gender in Higher Education , 13 (1) 37-55
Autores: Daniela Véliz
Abstract: This study examined how the professional experiences of international women faculty are shaped by the institutional culture at one striving university. A qualitative design allowed for capturing unanticipated phenomena through three data sources: interviews, a focus group, and document analysis. All 12 participants in this study held tenure-track appointments, were foreign-born, and were raised outside the United States. Findings suggest that the institution studied exhibits many elements of a striving institutional culture. International status influenced the experiences of these faculty in different ways. Issues of gender were also present in their experiences, with many participants believing that being a woman was not professionally advantageous.
Higher education research in Chile: Publication patterns and emerging themes, Education Policy Analysis Archive (EPAA), 27, 100.
Autores: Álvaro Luis Salinas, Tamara Rozas, Pablo Cisternas & Carlos González
Abstract: Este artículo describe la frecuencia con la cual estudiantes de pedagogía realizan prácticas reflexivas, y analiza factores que pueden explicar esta frecuencia. Para ello se empleó una perspectiva cuantitativa que incluyó una encuesta a una muestra de 650 estudiantes de 134 programas de formación de profesores en Chile. Los resultados muestran que los factores más importantes para explicar la práctica reflexiva se relacionan con el supervisor. Los factores relacionados con los compañeros de estudio y con la discusión sobre la profesión docente contribuyen menos a la práctica reflexiva.
Factores asociados a la práctica reflexiva en estudiantes de pedagogía, Magis. Revista Internacional de Investigación en Educación, 11(23) 95-114
Autores: Álvaro Luis Salinas, Tamara Rozas, Pablo Cisternas & Carlos González
Abstract: Este artículo describe la frecuencia con la cual estudiantes de pedagogía realizan prácticas reflexivas, y analiza factores que pueden explicar esta frecuencia. Para ello se empleó una perspectiva cuantitativa que incluyó una encuesta a una muestra de 650 estudiantes de 134 programas de formación de profesores en Chile. Los resultados muestran que los factores más importantes para explicar la práctica reflexiva se relacionan con el supervisor. Los factores relacionados con los compañeros de estudio y con la discusión sobre la profesión docente contribuyen menos a la práctica reflexiva.
Desarrollo de una escala de prácticas y concepciones de evaluación de profesores universitarios, Formación Universitaria, 12 (6) 15-26
Autores: Percy Peña, Carlos Gonzalez & Helena Montenegro
Abstract: Objetivo de este estudio fue el diseño y validación de un instrumento que mide concepciones y prácticas de evaluación de profesores universitarios (EPCEP). Se aplicó en una muestra (n=237) de académicos de una universidad privada tradicional regional pertenecientes a las facultades de Medicina, Ingeniería y Humanidades. El Análisis Factorial Confirmatorio sugiere una estructura de cuatro factores con un buen ajuste que coincide con lo hipotetizado en la literatura. Se concluye que el EPCEP posee adecuadas propiedades psicométricas para su uso en población docente. Sin embargo, se debe continuar la investigación para mejorar su confiabilidad. Este instrumento de fácil aplicación puede contribuir a la comprensión de los perfiles de evaluación de los académicos en el contexto de la educación superior.
Undergraduate research or research-based courses: Which is most beneficial for science students? Research in Science Education. 49(1), 91 – 107
Autores: Olivares, R; & González, C.
Abstract: Over the last 25 years, both research literature and practice-oriented reports have claimed the need for improving the quality of undergraduate science education through linking research and teaching. Two manners of doing this are reported: undergraduate research and research-based courses. Although there are studies reporting benefits of participating in these experiences, few synthesize their findings. In this article, we present a literature review aimed at synthesizing and comparing results of the impact of participating in these research experiences to establish which approach is most beneficial for students to develop as scientists. Twenty studies on student participation in undergraduate research and research-based courses were reviewed. Results show that both types of experiences have positive effects on students. These results have implications for both practice and research. Regarding practice, we propose ideas for designing and implementing experiences that combine both types of experiences. Concerning research, we identify some methodological limitations that should be addressed in further studies.
Reaction Is Not Enough: Decreasing Gendered Harassment in Academic Contexts in Chile, Hong Kong, and the United States. Educational Philosophy and Theory, Vol 69 (1), 17-33
Autores: Liz Jackson & Ana Luisa Muñoz‐García
Abstract: In diverse academic spaces around the world, sexual and gendered harassment is increasingly recognized as a problem. High‐profile cases continue to emerge that underscore how gendered harassment is normalized in elite research contexts. In this article, Liz Jackson and Ana Luisa Muñoz‐García analyze three recent policy cases for decreasing sexual and gendered harassment. These cases involve three levels of analysis and three cultural contexts. The first is that of the higher education community in Chile; the second is the University of Hong Kong; and the third is the Philosophy of Education Society, an international academic society based in North America. In each case we analyze how sexual and gendered harassment has been (1) conceptualized, (2) responded to, and (3) contextualized. Through their analysis of these cases, Jackson and Muñoz‐García invite readers to reflect on practical and philosophical recommendations for moving forward antiharassment policies and programs, seen broadly.
La investigación en educación superior en Chile: una perspectiva sobre patrones de publicación y temas emergentes. Education Policy Analysis Archives (EPAA), Vol 7(100),
Autores: Muñoz, A.L., Queupil, J.P., Bernasconi, A. & Véliz, D.
Abstract: En el contexto de un aumento en los últimos años de la producción de conocimiento en el área de estudios de educación superior en Chile, este artículo busca develar algunas de las tendencias que esa producción exhibe, así como los principales temas de investigación que ella aborda. Para ello, se revisan el número y distribución institucional de los proyectos de investigación financiados en el área, se presenta un análisis bibliométrico de las publicaciones del campo en Web of Science (WoS) y Scopus, y se ensaya un análisis de contenido de los trabajos indexados en WoS y en Scopus, todo ellos para el período 2005 a 2015. Nuestros resultados muestran una clara tendencia al alza en la cantidad de proyectos financiados y de artículos publicados. Las capacidades de investigación en este campo muestran estar distribuidas a través de varias universidades a lo largo de Chile, e involucrar no sólo a escuelas y facultades de educación, sino a otras unidades de diversos campos disciplinarios y profesionales. Los temas que emergen del análisis de contenido pueden agruparse en cuatro líneas principales de investigación: currículum, enseñanza y aprendizaje, trayectorias y experiencias de los estudiantes, profesión académica, y políticas de educación superior. Palabras clave: investigación educacional; investigación en educación superior; América Latina; universidades; análisis bibliométrico; análisis de contenido.
Intellectual Endogamy in the University: The Neoliberal Regulation of Academic Work Learning and Teaching
Autores: Ana Luisa Muñoz-García
Abstract: This article aims to analyse the multiple ways in which the neoliberal regulation of knowledge is negotiated by returning Chilean scholars. The data gathered suggest the construction of knowledge is highly regulated by a principle of intellectual endogamy. Intellectual endogamy is characterised by conservatism, reflected in a lack of diversity in research themes and problems and maintained by a peer-review system that controls scholars’ access to research funds. However, it is also characterised by instrumentalism, which is reflected in the requirements for obtaining research funds, such as publications in indexed journals and discourses of efficiency and productivity. Both facets engender a neoliberal regulation of academic work. This research encourages an expansion of the conversation about how academic mobility affects knowledge construction.
Patterns of theory use in qualitative research in higher education studies in Latin America: a geopolitical interpretation. International Journal of Qualitative Studies in Education, Vol 32 (5),
477-492
Autores: Guzmán- Valenzuela, C. & Barnett, R.
Abstract: The relationship between theory and qualitative research has been extensively examined in the literature and has emerged as a problematic matter. This debate has been driven forward mainly in Anglo-Saxon countries and has done scant justice to an understanding of these issues in regions of the South. This paper addresses this matter by drawing on a geopolitical perspective. The study here provides an analysis of 24 papers by Latin-American researchers in higher education, as included in the Web of Science between 2006 and 2015. Theories in Latin America are mainly produced in the North and exhibit two patterns: (i) critical perspectives are used to address local problems – ‘epistemic problematization’; and (ii) a nuancing of Northern theories so as to contextualize them – ‘epistemic nuancing’. Suggestions are also made for a new configuration of knowledge production in higher education studies – a model of knowledge from and for the South.
Generational Perceptions of Promotion and Tenure Expectations by Faculty in a Striving University: A Quest for Legitimacy? Higher Education Quaterly. Vol 73, 359–373.
Autores: Daniela Véliz, Susan K. Gardner
Abstract: Striving universities seek to gain prestige in the academic market. One characteristic of striving universities is a change in the faculty reward system. In this study, we examined historical promotion and tenure criteria in five disciplinary units at one striving university and then conducted interviews with senior faculty and recently tenured faculty in each unit to better understand the striving dynamics at play. Findings demonstrated that pressures to seek legitimacy were a result of the faculty themselves, the institution’s desire to gain legitimacy through an increased research profile and the disciplinary ties outside the university.
The role of women scholars in the Chilean collaborative educational research: a social network analysis.Higher Education: The International Journal of Higher Education Research, v78 n1 p115-131
Autores: Queupil, Juan Pablo; Muñoz-García, Ana Luisa
Abstract: Collaboration is an indispensable tool to promote and increase research. However, little is known about the role of women in collaborative efforts among educational scholars, especially in developing countries, such as Chile. We apply social network analysis (SNA) to examine the relationships and patterns that emerge from a dataset retrieved from Web of Science (WoS) of coauthored scholarly publications. Using sociograms and networks’ centrality indicators (density, degree, betweenness, and closeness) and bibliometric results, this study focuses on detecting the role of women in the collaborative networks. Our results show that the presence of women in the research space is stable across time, but they tend to collaborate more than men, acting as important “bridgers” since 2000, and that their contribution is relevant in promoting networking. This paper invites a reflection about the policies of research and gender, as well as the positionality of women doing knowledge on education.
Neoliberalism, Gender and Education Work. Routledge, 1st Edition
Autores: Sarah Ann Robert, Heidi Pitzer, Ana Luisa Munoz Garcia.
Abstract: How does neoliberalism in the education field shape who teachers are and what they can be? What are the effects of neoliberal logic on students? How is gender at the core of what it means to teach and learn in neoliberal educational institutions? Neoliberalism, Gender and Education Work examines the everyday labour of educating in a variety of contexts in order to answer these questions in new and productive ways. Neoliberal ideals of standardisation, accountability and entrepreneurialism are having undeniable effects on how we define teaching and learning. Gender is central to these definitions, with care work and other forms of affective labour simultaneously implicated in standards of teacher quality and undervalued in metrics of assessment. Gathering research from across four continents and education settings ranging from elementary school to higher education, to popular social movements, the methodologically diverse case studies in this book offer insight into how teachers and students negotiate the intertwined logics of neoliberalism and gender. Beyond an indictment of contemporary institutions, Neoliberalism, Gender and Education Work provides inspiration with its documentation of the creative practices and selfhoods emerging in the “cracks” of the neoliberal ideological apparatus.
Undergraduate students’ approaches to studying and perceptions of learning context: A comparison between China and Chile. Higher Education Research & Development. 37(7), 1530 – 1544.
Autores: Hongbiao, Y. & González, C.
Abstract: Based on responses from 2043 Chinese and 1669 Chilean undergraduate students, this study compared Chinese and Chilean students’ approaches to studying and perceptions of the learning context. The results show that Chinese students and male students were generally in a more unfavorable situation in terms of their approaches to studying and course experiences than their Chilean and female counterparts, and that students who were pursuing majors in science and engineering performed worse than students who were pursuing majors in the humanities and social sciences. Although the results regarding the relationship between approaches to studying and course experiences were largely consistent with previous findings, we highlight the different roles of good teaching and appropriate workload in the two samples. In our opinion, these findings reflect the characteristics of student learning in these two higher education systems and may relate to the cultural traditions of learning in China and Chile.
Biology and medicine students’ experience of the relationship between teaching and research. Higher Education. 76(5), 849 – 864.
Autores: Olivares, R; & González, C.
Abstract: In this study, we aim to deepen our understanding of how biology and medicine undergraduate students experience the relationship between teaching and research. Employing a phenomenographic approach, 34 final-year students of a Bachelor in Biological Sciences and a Bachelor of Medicine, from one research-oriented Chilean university, were interviewed. Four categories of description emerged from interviews analysis. These categories range from experiencing teaching and research as disconnected activities to experiencing the relationship between teaching and research as a space to develop higher order thinking skills. Additionally, three dimensions of variation presented a more detailed picture of their experience: role of students in the research process, teaching focus and learning spaces where research is experienced. Also, when comparing the students’ experiences, we found that medicine students, unlike those of biology, do not experience teaching and research as disconnected activities (category A). Besides, although both biology and medicine students experience the relationship between teaching and research as a space to develop thinking skills (category D), there is a difference between them regarding the type of skills that they can develop: analysis and problem-solving in biology and the ability to make informed decisions and raise scientific questions in medicine. These results provide useful insights on how students experience teaching and research activities and its relationship. This might prove useful to the university community to improve the way in which teaching and research are linked in the curriculum of undergraduate programmes, particularly in the biological sciences.
The impact of a university teaching development programme on student approaches to studying and learning experience: evidence from Chile. Assessment & Evaluation in Higher Education. 43(5), 597 – 709.
Autores: Marchant. J., González, C. & Fauré, J.
Abstract: In this paper, we analyse the impact of teacher participation in a University Teaching Diploma on student approaches to studying and learning experience. A quasi-experimental and multilevel design was employed. University teachers answered the Approaches to Teaching Inventory and students completed the Course Experience Questionnaire and the Study Process Questionnaire. In addition, contextual variables were included for both teachers and students. The total sample included 44 teachers and 686 students. Of these, 25 university teachers had completed the University Teaching Diploma and 19 had not; 373 students were in courses with a diploma teacher and 313 in courses were not. Results show that those university teachers who have completed the programme have, in their courses, students who were more likely to declare having adopted a deep approach to studying than those teachers who have not participated in the diploma. At the same time, no significant impact was found on the student learning experience. For practical purposes, this investigation provides evidence for the value of teaching development programmes in promoting deeper approaches to studying. For research purposes, it proposes the use of multilevel models to evaluate the impact of university teaching diplomas.
Acquiring skills in malignant hyperthermia crisis management: Comparison of high-fidelity simulation versus computer-based case study. Brazilian Journal of Anesthesiology. 68(May-June), 292 – 298.
Autores: Corvetto, M., González, C., Mejía, V., Altermatt, F. & Delfino, A.
Abstract: The primary purpose of this study was to compare the effect of high fidelity simulation versus a computer-based case solving self-study, in skills acquisition about malignant hyperthermia on first year anesthesiology residents. Methods: After institutional ethical committee approval, 31 first year anesthesiology residents were enrolled in this prospective randomized single-blinded study. Participants were randomized to either a High Fidelity Simulation Scenario or a computer-based Case Study about malignant hyperthermia. After the intervention, all subjects’ performance in was assessed through a high fidelity simulation scenario using a previously validated assessment rubric. Additionally, knowledge tests and a satisfaction survey were applied. Finally, a semi-structured interview was done to assess self-perception of reasoning process and decision-making. Results: 28 first year residents finished successfully the study. Resident’s management skill scores were globally higher in High Fidelity Simulation versus Case Study, however they were significant in 4 of the 8 performance rubric elements: recognize signs and symptoms (p = 0.025), prioritization of initial actions of management (p = 0.003), recognize complications (p = 0.025) and communication (p = 0.025). Average scores from pre- and post-test knowledge questionnaires improved from 74% to 85% in the High Fidelity Simulation group, and decreased from 78% to 75% in the Case Study group (p = 0.032). Regarding the qualitative analysis, there was no difference in factors influencing the student’s process of reasoning and decision-making with both teaching strategies. Conclusion: Simulation-based training with a malignant hyperthermia high-fidelity scenario was superior to computer-based case study, improving knowledge and skills in malignant hyperthermia crisis management, with a very good satisfaction level in anesthesia residents
Centralized student performance prediction in large courses based on low cost variables in an institutional context. The Internet & Higher Education. 37(April), 76 – 89.
Autores: Sandoval. A., González, C., Alarcón, R., Pichara, K. & Montenegro, M.
Abstract: An increasing number of higher education institutions have deployed learning management systems (LMSs) to support learning and teaching processes. Accordingly, data-driven research has been conducted to understand the impact of student participation within these systems on student outcomes. However, most research has focused on small samples or has used variables that are expensive to measure, which limits its generalizability. This article presents a prediction model based on low-cost variables and a sophisticated algorithm, to predict early which students attending large classes (with more than 50 enrollments) who are at risk of failing a course. Therefore, it will enable instructors and educational managers to carry out early interventions to prevent course failure. The results overperform other approaches in terms of accuracy, cost, and generalization. Moreover, LMS usage information improved the model by up to 12.28% in terms of root-mean-square error, enabling better early identification of at-risk students.
Enhancing Equity in Higher Education: Institution-level Admissions Initiatives in Chile, Studies in Higher Education.
Autores: Santelices, M. V., Horn, C. & Catalán, X.
Abstract: During the last 10 years, a group of selective universities in Chile has started to implement admissions programs that consider the achievement of students in the context of the educational opportunities they have had, thus reducing reliance on the national college entrance exam. This study explores the program theories in a sample of these programs and their effects on access and academic outcomes. We use a mixed method approach: program theory is explored through the analysis of program documents and interviews, and the effects on access and outcomes are explored through descriptive and inferential statistics of institutional data. This study aims to contribute to the research exploring the evolution and outcomes of institutional admission reforms intended to tackle the problem of equity in higher education.
High School Ranking in University Admissions at a National Level: Theory of Action and Early Results from Chile. Higher Education Policy
Autores: Santelices, M.V., Catalán, X., Horn, C., Venegas, A
Abstract: Alternative university admissions models like the recent consideration of high school ranking by universities in Chile offer the promise of increasing access to higher education by considering academic performance in context of opportunities to learn. The intent is to employ this policy without sacrificing predictive validity of college success. This study explores the theory of action of the high school ranking policy, as well as the high school ranking’s ability to predict students’ persistence in higher education system and in Chile’s higher education institutions using logistic regressions with fixed and random effects (intercepts) and country-wide data. The theory of action shows a main focus on access and a less intense emphasis on the goal of predicting academic success. The access goal is addressed through considerations during the admission process, and there are few efforts geared toward recruitment and graduation. Results also suggest that the high school ranking marginally helps predict college persistence at the institutional level, but only among students attending traditional universities. In light of results, it is recommended that traditional institutions keep working collaboratively to provide new admissions processes that are transparent, equitable, efficient and predict college success.
Academic Language as a Predictor of Reading Comprehension in Monolingual Spanish‐Speaking Readers: Evidence From Chilean Early Adolescents. Reading Research Quarterly, 53(2), 223–247.
Autores: Meneses, A., Uccelli, P., Santelices, M. V., Ruiz, M., Acevedo, D., & Figueroa, J.
Abstract: Although literacy achievement has improved in Chile, adolescents’ underperformance in reading comprehension is still a serious concern. In English, core academic-language skills (CALS) have been found to significantly predict reading comprehension, even controlling for academic vocabulary knowledge. CALS are high-utility language skills that support reading comprehension across school content areas. Guided by an operational definition of Spanish CALS (S-CALS), three goals drove this study: to develop two psychometrically reliable tests, the S-CALS Instrument and the Spanish Academic Vocabulary (S-AVoc) Test; to explore the dimensionality of core academic-language proficiencies, as measured by these two tests; and to examine the contribution of core academic-language proficiencies to reading comprehension. A cross-sectional sample of 810 Chilean students (grades 4–8) participated in four assessments that measured standardized reading comprehension, word-reading fluency, Spanish academic vocabulary, and S-CALS. Using classical test theory and item response theory analyses, results yielded robust reliability evidence for both instruments. Consistent with prior research, S-CALS and academic vocabulary scores displayed upward trends in higher grades yet considerable within-grade variability. Confirmatory factor analysis revealed that S-CALS and S-AVoc were best conceptualized as part of a higher order construct, the Spanish core academic-language and vocabulary skills (S-CALVS). The aggregated S-CALVS scores predicted reading comprehension, beyond the contribution of grade, school factors, and word-reading fluency. This study advances our scientific understanding of CALS as relevant for adolescent literacy beyond the English language. The high-utility school-relevant language and vocabulary skills offer promising tools to inform and evaluate innovative reading comprehension interventions for Spanish-speaking adolescents.
Impacto de la Ayuda Financiera en la Persistencia: el Caso de la Universidad de Chile. Revista Iberoamericana De EvaluacióN Educativa, 11(2).
Autores: Alarcón Valenzuela, M., Santelices, M., Horn, C., & González Soto, P.
Abstract: La literatura internacional acerca de la persistencia en la educación superior sugiere que la ayuda financiera entregada a los estudiantes afecta positivamente sus resultados académicos. Sin embargo, en Chile existe escasa investigación respecto a este tema, y en particular no se diferencian los efectos de los distintos tipos de ayuda. De acuerdo a esto, el presente estudio tiene por objetivo explorar en qué medida los diferentes tipos y cantidades de ayuda financiera impactan la probabilidad de persistencia de los estudiantes de la Universidad de Chile. Métodos: se utilizó el modelo cuantitativo de supervivencia para el análisis de eventos históricos, el cual permite, a partir de datos longitudinales, estudiar cómo distintos factores se relacionan con la aparición de un evento en diferentes momentos del tiempo y determinar si estos tienen efectos que cambian en función del tiempo. Las variables utilizadas fueron académicas (carrera, notas, etc.), financieras (tipo de ayuda, montos, etc.) y socio-económicas (región de origen, tipo de establecimiento de educación secundaria, etc.). La información se obtuvo de tres bases de datos de la Universidad de Chile y se analizaron las cohortes de ingreso 2009 y 2010. Resultados y Discusión: los resultados muestran que el otorgamiento de una combinación de becas y préstamos estatales, institucionales y/o de origen privado aumenta la probabilidad de permanecer en la Universidad. En particular, se destaca que las becas de mantención tienen un mayor efecto que las ayudas de arancel, y, a su vez, el crédito tiene un mayor impacto que las becas.
Institution-level Admissions Initiatives in Chile: Enhancing Equity in Higher Education?, Studies in Higher Education, 44(4) 733-761
Autores: María Verónica Santelices, Catherine Horn & Ximena Catalán
Abstract: During the last 10 years, a group of selective universities in Chile has started to implement admissions programs that consider the achievement of students in the context of the educational opportunities they have had, thus reducing reliance on the national college entrance exam. This study explores the program theories in a sample of these programs and their effects on access and academic outcomes. We use a mixed method approach: program theory is explored through the analysis of program documents and interviews, and the effects on access and outcomes are explored through descriptive and inferential statistics of institutional data. This study aims to contribute to the research exploring the evolution and outcomes of institutional admission reforms intended to tackle the problem of equity in higher education.