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The problems linked to the training trajectories of those who enter the university are not limited to social issues, personal history or the mere transition between levels, but have strong institutional conditioning factors. This paper questions the devices that national universities have designed to regulate access to the level. The objective is to present a mapping of these devices in the national universities in Argentina built from a comparative perspective. A survey of institutional regulations was carried out, as well as information available on the official website of the institutions. After the construction of a systematized data matrix, trends are identified from a cross-sectional reading of the constructed map. There is a high presence of regulatory devices for admission in national universities, with variable characteristics regarding their mode of organization, curricular components, duration and planned evaluation methodology. [ABSTRACT FROM AUTHOR]

This study is an exploratory review about teaching practices at Argentinean public universities published between 2010 and 2019. The sample was constituted by 20 papers. The methodology was qualitative based on content analysis in three axes: work methodology, teaching practices description and characterization of the public university. The results showed a predominance of qualitative methodology, in particular of narrative approach. The aim of studies was teaching practices themselves in most of the papers, followed by directly related issues and, finally, in a few papers teaching practices were part of the aim of the study. Almost all of the papers collected data on public universities, but only a small number included the analysis of the university context in their studies. The results are discussed based on the particularities of university education in the local context. [ABSTRACT FROM AUTHOR]

This paper results from the intersection of two research projects devoted to teacher education processes at a University in Argentina. It wonders about the role of unpaid teaching assistants, specifically in the English Teaching Education Program, in order to explore the value that pre-service teachers recognize in those experiences. Framed under qualitative research and influenced by narrative inquiry, the methodological design includes two recursive steps with focus groups, document analysis, and autoethnographic records. This study uses the resulting polyphony to produce contents that not only narrate the virtues of inhabiting intermediate spaces but also point in the direction of mentorship and guided practice as fruitful instances in the construction of the teacher self in these contexts. [ABSTRACT FROM AUTHOR]

Accreditation in higher education has become omnipresent and, on many occasions, has been used as a synonym for quality assurance. The establishment of accreditation agencies as a worldwide phenomenon, however, is relatively recent in the history of higher education. Through a predominantly qualitative approach, this paper aims to analyze how programs from different academic disciplines perform in terms of the accreditation of graduate programs in Argentina and how different programs respond to the same accreditation process. Additionally, it analyzes the performance of private sector programs. As expected, academic disciplines play a vital role in the accreditation process, programmatic performance, and responses to this quality assurance mechanism while sector may not play a vital role. Surprisingly, soft pure programs perform better than both hard and soft applied programs. The results highlight the importance of considering both the paradigm (hard or soft) and level application (pure or applied) when analyzing the role of academic disciplines in higher education studies. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to study how quality assurance (QA) has impacted Argentina's higher education system, how QA tasks are reflected on the organizational structure of institutions, which kind of professional profiles the new QA staff assume and to what extent university life is reconfigured from these changes. Design/methodology/approach: The authors draw on data from three work fields: collection and analysis of institutional data; survey applied to a stratified sample of staff who perform QA functions; and in-depth interviews with institutional QA professionals. Results show that universities have created specific areas and developed new functions and roles in QA. Findings: The authors have observed a growing presence of dedicated personnel trained in developing these functions, positioned further down a path that had formerly distanced academics from administrative and institutional decision-makers. Unlike European universities, no evident tension was found between traditional sectors and the new professionals. Research limitations/implications: The limited number of responses of the quantitative data collection technique (survey) only allowed for a general and descriptive analysis. This limitation is compensated with two other methodological processes (documental analysis and in-depth interviews), that allowed to incorporate "type of university" as a variable analyse the data obtained. Practical implications: Results can be useful for public policy to move toward new forms of monitoring internal institutional QA systems. Originality/value: The research that supports this article aims at constructing our own categories to understand the same object that has been studied in developed countries, but in the Argentine-specific context. [ABSTRACT FROM AUTHOR]

Despite their common historical roots, two higher education systems in Latin America differ dramatically in their financing mechanisms. In Argentina, the national government completely subsidizes undergraduate programs in public institutions, while Chile relies mostly on tuition fees charged to individuals attending public institutions. Through quantitative and qualitative secondary sources, this paper shows that class interests (structural approach) and economic policies (ideational approach) played a major role in explaining comparative policy outcomes in these nondemocratic regimes. The article makes an explicit contribution to the understanding of comparative policy choices in nondemocratic regimes. [ABSTRACT FROM AUTHOR]

His paper aims to verify differences and similarities between the meaning of work and organisational culture in the perception of Brazilian and Argentinean higher education teachers. It is an exploratory study with a quantitative approach. The participants were 354 professors from public universities, 154 from western Argentina and 200 from southern Brazil. The Meaningful Work Scale and the Brazilian Instrument for the Evaluation of Organisational Culture were used (Portuguese version) adapted or validated for the Spanish. A structural model was proposed Using partial structural equations based on multigroup analysis to compare and test the hypotheses. The perception of the meaning of work is related to cultural elements of the organisation and the experiences of the subjects configured as a social construction. The analysis identified that there are more similarities than differences in the perceptions of these professionals since of the twelve hypotheses tested, the data showed disagreement in only two of them. [ABSTRACT FROM AUTHOR]

This paper assesses how Argentine public universities responded to the crisis of the Covid-19 pandemic in three dimensions: teaching and learning, scientific research and community engagement, and internationalization activities. For each of the dimensions, the actions developed, and the challenges encountered are presented. I argue that the response was quick and consistent: it is related to an academic culture that is framed in the right to university, both individual right (access, permanence, and graduation to all citizens) and collective right (benefit socio-community development). The article concludes with a preliminary analysis of the agenda items to advance regulations and policies. On several occasions a self-reflective exercise is carried out, as part of a community that is going through this situation of extraordinary urgency. [ABSTRACT FROM AUTHOR]

This paper approaches educational linguistics, focusing the explicit teaching of reading and writing across the curriculum, following a genre-based theory based on systemic functional linguistics. It reports the experience with students of two courses at the degree of Administration, at Universitiy of Flores in Argentina. To do this, the macrogenre "Scenario" is described, paying attention to its schematic structure and the most significant discourse-semantic resources. Then, the foundations of the pedagogic proposal implemented are presented as well as the analysis tools applied to the texts produced by the students in order to present the quantitative results obtained. Finally, we argue that this explicit genre-based teaching of literacy contributes to the inclusion of students in higher education, and also into the disciplinary and professional community. [ABSTRACT FROM AUTHOR]

The dawn of Public Relations in Argentina has been characterized by a practical and professional imprint, which determined /set a different course from the ones in other areas of communication. In effect, theoretical discussion has been meager in local academic scopes. Discussion on the question regarding conceptual reflection about its nature, object, methodology and objectives has been, in our judgement, "restrained" by the dominant paradigm, focused on a functional and systematic perspective, that offers, as we will argue, an overly narrow approach, even reductionist, about what it implies to "interact publicly". This state of art has been gestated, as we will argument, from a ferrous commitment with the famous dichotomy between facts and values. This research paper aims to offer a critical elaboration that (i) accounts for a possible (and necessary) resignification of Public Relationships and (ii) that opens a conceptual newfangled horizon to explore the way in which this transpires when reorienting its teaching in higher education. [ABSTRACT FROM AUTHOR]

This paper aims to analyze higher education policies during the period when Néstor Kirchner was president of Argentina. Seeking to understand the context and meaning of public policies developed in the area, we affirm that there was a rupture in the neoliberal practiced in the 90s in that country (Menem government) but this rupture was not total, as it was observed a slowness by the government to promote reforms and strengthen private education, as well as a slowness in transforming policies, due to the innumerable interests and groups that lodged in the government and in the Ministry of Education, with points of view and different and conflicting interests in higher education and the role that the State should play in this sector of education. [ABSTRACT FROM AUTHOR]

The relationship between “marginal” and “mainstream” science has, in recent decades, become a matter of discussion. Traditional perspectives must be reexamined in the wake of transformations in the international circulation of knowledge and the subsequent diversification of scientific “peripherality”. Argentina represents an interesting case with which to explore the structure of “peripheral centres” and new forms of scientific development. While it has recently experienced an expansion in terms of institutionalization, professionalization, and internationalization, that process has been coupled with entrenchment of existing institutional asymmetries and persistent intra-national inequalities; academic prestige is distributed according to opposite principles of legitimation (local/international). Our main task is to explore the current state of research capacities pursuant to that expansion in order to analyze the diverse styles in which knowledge is produced. In our analysis, we make critical use of Bourdieu’s concept of field and the Latin American category of “structural heterogeneity,” while also focusing on the question of circulation. The paper outlines how professionalization has developed locally over time, and the historical tension between the National Council for Scientific and Technical Research and the public universities. It describes the current structure of the scientific field in terms of researchers, institutes, publishing circuits, and institutional evaluative cultures. It focuses on geographical asymmetries in order to assess the distribution of new human and material resources throughout the country. Finally, it addresses the current situation under the new government, and raises concern over recent regressive actions. [ABSTRACT FROM AUTHOR]

In the paper we present progress of a research project that aims at studying the political-pedagogical project and actions of popular education with youth and adults in the Department of University Extension of the University of Buenos Aires which ran between 1956 and 1966.The Department of University Extension attempted to articulatethe university with the people. The focus of its actions was in the Maciel Island. There, for ten years, they developed educational, health and welfare actions in order to solve the problems of the inhabitants of the island, from a joint effort between the university and the community. [ABSTRACT FROM AUTHOR]

The researches on the Belief in a Just World (BJW) started in the 60' with the experimental studies carried out by Lerner (Lerner, 1965, 1980; Lerner & Clayton, 2011; Lerner & Simmons, 1966). Those studies pointed out that social injustices are frightening for individuals, therefore they need to belief that everyone gets what deserve during his or her life to maintain the control over their environment. If people do not believes that things happen as consequences of their acts, they will feel exposed to undesirable situations that today happen to others, but tomorrow could happen to them. Then, to deny this threat, they blame the victims of injustice, attributing to them the responsibility for their suffering. During the last decades, different studies have shown that individuals from different cultures around the world believe that the world is a just place, and the relations between this belief and socio-political factors (Furnham, 1993, 1998, 2003). In this vein, the system justification theory proposes that the BJW, together with the social dominance orientation (SDO; Jost & Hunyady, 2005; Pratto, Sidanius, Stallworth & Malle, 1994), contributes to support and rationalize the social order denying social injustices by appealing to the merit of the dominant social groups. Moreover, there are evidence that the BJW is positively associated to right wing authoritarianism (RWA - Altemeyer, 1996; Dalbert & Yamauchi, 1994; Moore, 2008) and political ideology self positioning (PI - Schlenker, Chambers & Le, 2012). The aim of this paper is to adapt and validate a Spanish version of the Global Belief in a Just World Scale (GBJWS) by Lipkus (1991) in a sample of university students. Hence, a self-reported questionnaire was administered to 328 university students of the Autonomous City of Buenos Aires (Argentina) aged between 18 and 40 years old (M = 24.1, SD = 3.88), 36.6% were male (n = 120) and 63.4% female (n = 208). Besides, 61.28% of the participants studied Psychology and the remaining 38.72% studied Sociology, both at the University of Buenos Aires. Firstly a descriptive analysis of the items was performed. Secondly, the reliability of the scale was tested studding its internal consistence (a = .83). Simultaneously, the construct validity was test by an exploratory factor analysis and a confirmatory factor analysis. Finally, the validity of criteria was studied by analyzing the relations between the GBJW, RWA, SDO, and PI. The results suggest adequate psychometric properties of the GBJWS in this sample of university students and verified the unidimensionality of the scale (x2(df) = 54,01(14); S-B x2(df) = 41,77(14); S-B x2 / (df) = 2,98; NNFI = .93; CFI = .96; A2 = .96; RMSEA = .08). Furthermore, GBJWS was positively associated with RWA (r = .35; p < .01), SDO (r = .36; p < .01) and negatively with PI (r = -.37;p < .01). It is considered that this paper contributes to the measuring of the GBJW since presents an adaptation and validation of a scale that wasn't available in Spanish. This study had been done with a university sample because the construction and following adaptations of the original scales were made in such population (Bègue, 2002; Dalbert, Lipkus, Sallay, & Goch, 2001; O'Connor, Morrison, T. & Morrison, M., 1996). The relations between political conservatism are coherent with the support of the status quo, since if the world is thought as a just place, there is no reason to transform it (Furnham, 2003; Jost & Hunyady, 2005). This study had been done with a university sample because the construction and following adaptations of the original scales were made in such population (Bègue, 2002; Dalbert, Lipkus, Sallay & Goch, 2001; O'Connor, Morrison, T. & Morrison, M., 1996). However, it's necessary to point out that this limitation doesn't allow the generalization of the results to a general population. Hence, it is recommended for future studies to consider other populations to improve the generalization and representatively of the results pre- sented in this paper. [ABSTRACT FROM AUTHOR]

More years of formal education are usually associated with better opportunities throughout life. Additionally, differences related to the completion of the course of studies are expected not only by years of schooling, but also by the degree. This paper aims to highlights the differences in the employment situation of those with differing educational attainment. The Argentinean population, aged 25 to 44 years is considered in the following segments of interest: those who reached up to the secondary level;; those who began a university major but did not completed it, and finally, those who completed a degree in higher education. Considering Home Surveys, the information available in urban Argentinean conglomerates allows to exhibit differences in indicators regarding job quality and work situation, in the three groups compared. In all aspects considered, those who managed to obtain a degree find themselves, on average, in a better situation than those who started their higher studies education but dropped out. The third segment (those who finished high school but did not start higher education studies) were found, predominantly, in a worse situation than other individuals. [ABSTRACT FROM AUTHOR]

In the paper we present progress of a research project that aims at studying the political-pedagogical project and actions of popular education with youth and adults in the Department of University Extension of the University of Buenos Aires which ran between 1956 and 1966.The Department of University Extension attempted to articulatethe university with the people. The focus of its actions was in the Maciel Island. There, for ten years, they developed educational, health and welfare actions in order to solve the problems of the inhabitants of the island, from a joint effort between the university and the community. [ABSTRACT FROM AUTHOR]

The main purpose of this paper is to share research results. These are about the reconstruction that students do on their previous school experiences and how they contrast them with the changes in their university life. The central problem was linked to the need to know the characteristics of young people who are in fact living at the stage of university. We have as a goal to show some of their psychosocial references in order to identify issues related to the experiences in this new step and their ways of action on the construction of their institutional place. The research was conducted in 2014. It is a mixed methodological approach, because we gave a questionnaire with closed and open questions, but also, we took individual and group interviews. The population consisted of students who were enrolled in their second year of Chemical and Veterinary Sciences at the Catholic University of Córdoba. [ABSTRACT FROM AUTHOR]

Taking into consideration the gap between the explosive growth of enrollment of new students and the small number of graduates, this paper explores the processes of attrition and slowing that increase the distance between theoretical duration and real duration of university courses. Taking as an object of analysis the behavior of students in the University Technical Degree in Cultural Management, -Faculty of Architecture, Planning and Design, UNMDP, we have made a cut on the Cohort 2009 to explore the current dynamics, among the factors that enhance the low rate of graduation, persistence or prolongation of studies and the attrition process of students in the institution. [ABSTRACT FROM AUTHOR]

This paper analyzes the beginnings of Psychology Education in Argentina and then focusing on the organization of undergraduate programs in the whole country. The aim is to carry out a complete updating information of all universities including psychology programs. Subsequently, the impact of the process of accreditation of undergraduate psychology programs is analyzed. Accreditation began in 2009 and it is not finish at all. On the other hand, graduate programs and organizations of psychology are also examined. It also confirms the professional and clinic bias that characterized Argentina psychology since the early 1960s. [ABSTRACT FROM AUTHOR]

The FCH at UNLPam is one of the first universities in the country to give signs of commitment regarding gender. Among these is the Interdisciplinary Institute of Women Studies, created in 1993. In 2008, UNLPam legislates for the use of non-sexist language when applied in the degrees granted. In 2010, in the view of the changes on the Teaching Studies curricula, an Integral Sexual Education Seminar was incorporated; and nowadays, Extracurricular and public lectures are given in the form of Cátedra Libre named Educación Sexual Integral y Derechos Sexuales y Reproductivos. It emerges along with the local forum for the rights to legal, safe and free abortion. The creation of this Chair reflects the interest in studying the complexities of the bodies, sexuality and gender in education, particularly at schools, as a socializing space in different levels. University functions are not only formative, but also being a central part in formulating public policies in education. This paper attempts to account for the articulation between the activism processes that have been taking place in the city and the accessibility found at the university decision- spaces. [ABSTRACT FROM AUTHOR]

This paper analyses the effect of massive access to higher education on teaching at a public Argentine Law School. It describes the general background of the phenomenon and outlines the main consequences of teaching Law in overcrowded classrooms. Then, it defines the underlying epistemology, the theories of learning and the predominant educational approach applied by law school professors. Next, it observes how expanded access to Law School defies the educational goals of the institution. It concludes by offering an alternative educational proposal to still achieve the objectives in overcrowded classrooms. [ABSTRACT FROM AUTHOR]

The interaction between contextual characteristics, the way students learn and the way teachers teach opens up a range of issues and obliges teachers to be aware of the factors that influence what constitutes effective teaching. Identifying teaching styles requires adequate tools for evaluation that consider not only the didactic elements that shape the way teachers teach, but also the theoretical aspects. This paper is an attempt to identify the teaching styles typically used by college professors in different disciplines. The Questionnaire on the Teaching Orientation of the University Professor (Feixas, 2006) was used to evaluate teaching styles in a sample of 188 teachers from private universities in the Argentine educational system. No differences, from a descriptive point of view, were observed in the styles adopted by teachers in the disciplines that were analyzed. The authors found teachers in the various fields of knowledge who adopt both the teacher-centered style and the student-centered style. [ABSTRACT FROM AUTHOR]

In this paper the problem investigated is linked to the need to know the characteristics of young people entering university life and some of their psychosocial references. Also, we identify characteristics on the population of different careers so we could relate particular psychosocial characteristics to personal and school paths. In addition, we aimed to investigate distinctive features of each population to establish relationships between prior arrangements, career choice and college journey. We worked with the population of three different careers: Psychology, Graphic Design and Public Accountant, at a private university in the city of Córdoba. The methodology used was a mixed approach, using surveys and interviews. In this opportunity, we present the first results concerning sociodemographic aspects, career choices and changes occurring in the new student life. [ABSTRACT FROM AUTHOR]

The term “geospatial technologies” encompasses a large area of fields involving cartography, spatial analysis, geographic information system, remote sensing, global positioning systems and many others. These technologies should be expected to be available (as “natural tools”) for a country with a large surface and a variety of climates, such as Argentina. The present paper offers a brief description of the geographical features of Argentina, its facilities and resources related to geospatial technologies, and consequently examines the extent to which these techniques are being taught at higher education in this country. Hence, the aim of this paper is to stimulate the teaching of geospatial technologies in the universities, in order to improve the welfare of the Argentinan society. [ABSTRACT FROM AUTHOR]

This paper deals with the processes of self-regulation of learning, feedback and the transfer of academic knowledge in students majoring in education at the Universidad Nacional de Río Cuarto, Argentina. With the aim of impacting the acquisition of knowledge, the transfer of concepts in the field of teaching and the development of self-regulated learning, we applied, by means of design-based research methodology, two sequences of tasks that allowed us to analyze the answers that the students developed to complex problems similar to those they might face in their future professional practice. The theoretical framework of the study was structured based on current developments of the social constructivist approach of educational psychology. The joint analysis of the results shows the importance of giving university students assignments that employ the processes of interpretation and the transfer of problematic situations, group elaborations, and instances of feedback that permit the revision and improvement of answers. [ABSTRACT FROM AUTHOR]

This paper is based in the idea of State's obligation regarding the care and welfare of citizens. This is related to State's interests in ensuring adequate training and proper practice, aimed at safeguarding involved people and communities. From this perspective, two ways by which State controls training and practice of psychology in Argentina are described, an academic and a professional one. The academic way emphasizes the role of the State in relation to the professional laws, the creation of the professional associations, and the delegation of the control of professional practice of psychology, within the construction of their own ethical standards. The academic way is centered on the idea that the State also regulates the psychology establishing general guidelines for university education in this field through different kind of policy and academic proposals, such as curriculum and curriculum content. This frame is related to social responsibility of psychology and to a State's role which does not ignore citizens' welfare. [ABSTRACT FROM AUTHOR]

The paper reports an enquiry aimed at: (1) assessing the spatial reasoning level reached by students admitted to the university entrance course at the Architecture, Design and Urban Planning School of the University of Buenos Aires, (2) examining the relation between spatial reasoning and academic achievement, (3) exploring the relation between spatial reasoning and secondary schooling, (4) evaluating spatial reasoning progress at the end of the course, and (5) ascertaining possible gender - related differences in spatial reasoning and academic achievement. Current literature is reviewed, focusing on the concept of spatial reasoning, the skills involved, gender - related differences and academic achievement, with special reference to technology studies. Two prevailing trends are identified: the factorial approach and cognitive. Explanations of male spatial skills advantage stress biological or environ mental aspects or a combination of both. Students' poor spatial reasoning performance at the start of university highlights the need to develop spatial competence at the lower levels of schooling, particularly in secondary school, within an integral education approach. This would encompass all the essential dimensions of the human being, rather than concentrate on disembodied rationality. Research points to mental visualisation and graphic communication abilities as necessary components of drawing and design. Training in object manipulation, block building and the sketching of observed objects has been found to enhance performance in activities specifically related to the contents taught, although transfer to test situations would seem harder to accomplish. Spatial skills training should, therefore, become part of university curriculum, especially in the case of technology courses. The sample was made up of 596 students enrolled in the Drawing Course. A quasi-experimental pre-test post-test intact group design was used and the results were linked to gender-related attribution patterns. Students' initially low spatial reasoning level would point to secondary schooling shortcomings. Significant differences in spatial reasoning level have been observed between the beginning and the end of the course, which might be ascribed to instructional intervention, consistently with research findings on the effects of training on spatial reasoning ability. Results for the whole sample reveal that male subjects scored higher on spatial reasoning ability, but no significant gender-related differences have been detected in the case of subjects with a technologically oriented secondary education. This might be associated with gender-based differences concerning the role of specific training. Drop-out rates were lower among women, who, together with higher post-test score increases and final achievement scores would point to the part played by effort in compensating for skills deficits. Female subjects would appear to make better use of the instruction received. Spatial reasoning has been found to be a good predictor of achievement, with initial spatial reasoning level combined with first semester achievement predicting 60% of the final achievement scores. Academic achievement levels were lower than spatial reasoning ones, especially in the first test. The gap narrowed in the second, which suggests that students learned to use their ability to better advantage during the course. It is concluded that the spatial reasoning capacity of students newly admitted to university may be characterised as limited, which might pose a major hurdle to the completion of technology entrance courses. Secondary schooling should be redefined in terms of the relationship between spatial skills and the capacity to assign representational content to conceptual knowledge, which is required for the latter to become fully possessed and transferable. Far from being restricted to the sphere of technical performance, the need to integrate the conceived and the perceived is rooted in the very nature of human knowledge. A relation has been identified between differences in spatial reasoning and drop-out rates, on the one hand, and degree course choice, on the other. [ABSTRACT FROM AUTHOR]