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Purpose: The purpose of this study was to discern the combination of personality traits that most contribute to effective leadership styles in individuals belonging to Generation Z. Design/methodology/approach: We utilized a structural equation model to analyze data from 244 higher education students in Mexico. This approach allowed us to examine the relationship between personality traits, leadership styles, and perceived effectiveness. Findings: Our findings indicate that the transformational leadership style is the most impactful among Generation Z individuals. Furthermore, the personality traits of openness and conscientiousness emerged as the most influential in relation to effective leadership styles. Research limitations/implications: Despite valuable insights, limitations exist due to small sample size (n=244) from one institution, restricting generalizability. The cross-sectional nature provides a snapshot, not accounting for societal/technological shifts affecting Generation Z over time. Self-reported data may suffer from biases. The cultural context focuses solely on a Mexican educational setting. Future research calls for larger, more diverse samples across institutions/countries with longitudinal data to offer enhanced, nuanced understanding of evolving leadership and personality traits within Generation Z. Practical implications: Organizations could enhance effectiveness by fostering transformational leadership among Generation Z employees through coaching/training programs tailored for this cohort. Academically, business curricula would benefit from integrating insights on aligning leadership styles with inherent personality traits. Social Implications: Transformational leadership emergence within Generation Z may propagate leaders equipped to drive innovation, convey visionary goals, and evoke follower commitment to address pressing societal issues. Originality/value: To our knowledge, this study represents the first investigation within the Mexican, Peer Reviewed

Since the 1980s, the growing consumption of media by various segments of the population has been of concern to education experts, who have warned of the need for teacher training to integrate Media and Information Literacy (MIL) in their curricula. In this article we analyse the curricular plans and teaching guides for subjects related to MIL in Early Childhood Education and Primary Education degrees in Andalusia. Through these documents, we seek to identify the presence of AMI in initial teacher training, its characteristics, potential and limits, as well as the emerging methodologies arising from the relationship between technology and education. In methodological terms, we conducted a quantitative analysis, using simple descriptive statistics, combined with a qualitative analysis, using the principles of content analysis, according to Bardin (1991). The data indicate that training for AMI is very uneven across the universities and courses analysed. Moreover, most of the subjects related to AMI are optional and deal mainly with aspects related to the presence of technology as a support for teaching, with little presence of emerging methodologies, which leads to a marginalisation of aesthetic training and critical training of future teachers for and with the media, Peer Reviewed

In today's educational environment, the convergence of emerging technologies and active methodologies has become a fundamental driver of change in university education. Emerging technologies, such as artificial intelligence, virtual reality, machine learning, and data analytics, are redefining the dynamics of higher education. Active methodologies, such as problem-based learning, collaborative learning, and flipped learning, center the pedagogical focus on the student, encouraging active participation and problem-solving. The combination of emerging technologies and active methodologies creates a powerful synergy, enabling the effective implementation of personalized and immersive learning experiences. This convergence not only enhances learning, but also prepares students to be autonomous learners, critical thinkers, and 21st century problem solvers, Peer Reviewed

This bachelor’s thesis investigates absenteeism at the barcelona school of nautical studies (fnb-upc) following the covid pandemic. It aims to understand the causes and develop methods to improve student attendance. The research focuses on identifying factors contributing to increased absenteeism and evaluating faculty strategies to engage students. The motivation arises from a noticeable decline in attendance, raising concerns about student performance and systemic issues possibly present in other educational institutions. the study uses the barcelona school of nautical studies as a case study to capture the unique aspects of maritime education, such as compliance with international conventions, enhancing the relevance of the findings. Surveys and institutional data will be used to gather information on absenteeism patterns and student attitudes. This methodology aims to explore factors influencing absenteeism. The ultimate goal is to discover effective methods to boost student engagement and attendance at the school.

The under-representation of women in male-dominated STEM fields is a worldwide concern. However, there are other academic fields, like some non-STEM degrees, where female students are over-represented. Previous research has identified five critical factors influencing student participation rates: career choice, satisfaction, self-esteem, discrimination, and dropout. Based on a sample of 402 students, this study examines the educational experiences of female students in male-dominated STEM degrees compared to those in female-dominated non-STEM degrees. The study also compares results between male students in STEM and non-STEM degrees. The findings reveal that STEM female students are less likely to choose their studies based on vocation, associated with dropout intentions. Moreover, STEM female students have higher dropout intentions and feel less self-esteem. For female STEM students, dropout intentions are related to self-esteem, discrimination, and satisfaction. This study highlights differences between minority groups in STEM and non-STEM degrees and offers valuable information to address the under-representation of female students in technical fields, The authors wish to thank all the students from the UPC and the URV who took part in answering the questionnaire and the teachers who facilitated its distribution, Postprint (published version)

Education, in general, is part of a changing and liquid society (Bauman & Donskis, 2019) that has to evolve in tune with the changes occurring in the educational ecosystem. In this context, technologies appear that are gradually being incorporated into the educational environment and, consequently, new forms of teaching appear, i.e., the so-called emerging methodologies (Cabero-Almenara et al., 2022; Villamarin-Reinoso et al., 2022). The incorporation of these require a reflection based on experimentation, research and, therefore, on evidence that can support new educational models in teacher training to meet social challenges and the formation of citizens in the interpretation of reality and their realization as people. These methodologies cause the students to play an active role in the whole teaching-learning process and require teachers to undergo ongoing training in order to incorporate them and work in the classroom from a pedagogical, didactic and technological approach (augmented reality, flipped classroom, design thinking, gamification, m-learning...). Hence, talking about emerging methodologies goes beyond talking about technological renovation and integration, which are key aspects in these approaches, but also means thinking about the inclusion of participating voices in the educational processes from the interaction and democratization of the classroom (educational diversity and inclusion). In this sense, university education is not left behind, since "it must innovate in its teaching-learning processes and provide different means that help students to generate new ideas creatively, acquire skills adapted to the needs of the labor market and learn to respond appropriately to the demands of the environment". (Fernández-Piqueras, et al. 2020, p.185). Therefore, the incorporation of these methodologies can favor the teaching-learning process in all areas of knowledge, but first the following questions should be rethought: how are we currently teaching, for, Peer Reviewed

Digital competence stands as a pivotal element in educational training across all levels, notably within higher education and particularly within the realm of initial teacher training. As prospective educators, these individuals bear the crucial responsibility of championing digital competences and integrating them into their teaching curricula. However, for this integration to materialize effectively, it becomes imperative for them to establish a robust framework for digital competence training. The linchpin of this preparation lies in DigCompEdu. This study adopts a correlational approach with a retrospective ex-post-facto design aimed at scrutinizing the digital competences among future teachers within the Faculty of Education Sciences at the University of Granada. Notably, the research uncovers intriguing insights: self-perceived digital competence exhibits variations based on the gender of the students, with men tending to display a more positive self-assessment in contrast to findings suggesting otherwise. Diverse perspectives exist among authors, some advocating for correlation while others refute it. Conversely, factors such as the academic course or degree do not seem to exert significant influence. A critical revelation surfaces from the majority of students at the Faculty of Education: their self-assessed digital competence level hovers around B1, an assessment considered inadequate for effectively imparting knowledge to future generations. This deficiency persists partly due to the absence of dedicated spaces and training opportunities in this domain, as perceived by students. However, nuances emerge based on the degree pursued, highlighting disparities in perceptions regarding this aspect. Ultimately, this research underscores the urgency to enhance digital competence training within initial teacher education, advocating for a more comprehensive approach to bridge the gap between perceived competence and the actual proficiency required to navigate the d, Peer Reviewed

Descripció del recurs: 10 juny 2024, Textos en català i castellà, 1

En el contexto de crisis y globalización, el Plan Bolonia ha generado un modelo universitario cuya formación se orienta casi exclusivamente hacia el acceso al mercado laboral. Consecuentemente, la subordinación a determinadas temáticas deja fuera asuntos emergentes que no encuentran cabida en los planes de estudio y solo aparecen en proyectos de innovación educativa y proyectos de aprendizaje servicio que favorecen una relación entre la academia y la realidad. Este artículo presenta la experiencia de aprendizaje-servicio llevada a cabo desde un taller experimental en la Escuela de Arquitectura que abordó la necesidad de introducir la consideración de grupos no humanos en los procesos urbanos. Mediante el análisis de la experiencia a través de un registro sistemático cualitativo y de una revisión teórica, los resultados permiten ser valorados positivamente, detectando en el alumnado un creciente interés por promover un compromiso con lo más que humano desde un enfoque situado., Postprint (published version)

In a previous study, already published (Bragós, 2022), we analyzed the correlation between the University access mark to the engineering studies with the grades obtained in projectbased courses and in non-project-based standard courses. A lower correlation with the capstone course performance (R=0.3) than the one obtained with the average of the other courses (R=0.6) was obtained. Probably as a result of the fact that a different kind of skills are promoted in these courses. In this paper, we have changed and extended the scope of the correlation study. We used as a reference of the students’ performance index the individual average marks in the 1st year basic courses. Then we obtained the correlation with different categories of courses of our engineering program: theoretical/practical, mandatory/elective, by disciplines, and the Project-Based Learning (PBL) and Product Development Project (PDP) courses. This is, using internal indicators instead of the access mark, which has an external origin, and improving the granularity of the study. We have analyzed four consecutive cohorts that have completed a coherent set of subjects, n=762 students. We have classified the subjects (40 courses per student in average) in the categories aforementioned. They are compared with the performance in two “classic” PBL courses and a capstone PDP course. There is also a final Engineering bachelor thesis which is usually performed individually in companies or research labs. The very abridged results of the study display differences even higher that the ones obtained with the access mark. The three groups of non-project standard courses show a higher correlation among them (R=0.84 Basic to Mandatory-Disciplinary; R=0.69 Basic to Elective-Disciplinary) that when comparing the Basic courses with the PBL courses (R=0.59) or with the capstone PDP course (a very weak correlation with R=0.26). The complete set of cross-correlations among the categories is displayed in the paper. Like in the, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Objectius de Desenvolupament Sostenible::8 - Treball Decent i Creixement Econòmic, Postprint (published version)

In order to achieve a truly equality society, universities are making significant efforts towards gender mainstreaming. One of the main pillars of this approach is the implementation of a gender dimension in teaching. To assess the degree of progress towards this goal, suitable indicators, both qualitative and quantitative, are desirable. Surveys could be used to gather students’ perceptions or educators’ efforts as indicators, but an underutilised source of information is available in the teaching guides. Teaching guides are understood as those open-access documents where the public can find a subject’s description, goals, and contents, among other universityspecific features.The aim of the study is to analyse whether the teaching guides can become viable tools to assess the degree of implementation of gender perspective in university teaching. In the present study, 16 teaching guides and their evolution over a five-week-long gender-in-teaching training program have been analysed using a combination of quantitative and qualitative methodologies. The former is based on participants’ and the trainer’s perceptions, while the latter is based on the appearance of gender-related terms within the teaching guide. The results show how the teaching guide can provide evidence of the existence of a gender dimension within a subject, but also highlight the urgent need to train educators on how to include this dimension. Additionally, a systematic quantitative analysis of the teaching guides is proposed to assess the degree of gender dimension within a Bachelor’s or Master’s degree. The present study might help academic gender policy design bodies to define strategies towards monitoring and promoting gender dimension in teaching. Furthermore, it provides university educators with indications of how to transform their teaching guides according to a feminist point of view., This work has been partially supported by the contribution of the Menció Encarna Sanahuja YII 2021 award., Postprint (published version)

Purpose: The purpose of our research is to show the point of view of the members of the Board concerning advantages, disadvantages and effectiveness of open ended questions used as a complement to closed response questionnaires. Design/methodology/approach: In this paper, we will describe a pilot experience carried out at a Spanish public university where a short questionnaire with open ended questions was launched, and students were invited to comment on their perception of the teaching received. Findings: The response return rate (about 35%) was relatively high compared to other online closed response questionnaires delivered. Moreover, the students’ comments provided valuable information which made the members of the Board of the Engineering Degree chosen reflect. Their reflection was evidence based and led to initiatives and actions to improve the quality of teaching, as well as to get an extensive view of the Degree. Practical implications: Findings reveal that the information retrieved can also be used in multiple ways such as formative feedback or even for improvement of courses and instruction. Originality/value: Student evaluation of teaching is a powerful tool for continuous teaching improvement but the information provided by conventional closed response questionnaires may not be sufficient, Peer Reviewed

En aquest treball s’analitza el marc normatiu envers la introducció de l’aprenentatge en sostenibilitat i els marcs de qualificacions per a l’Educació Superior, i els marcs competencials de sostenibilitat de referència. Es fa palès que la introducció de la sostenibilitat a l’educació superior és d’obligat compliment, i que cal una harmonització en la definició i ús dels conceptes i categories de classificació per les agències d’acreditació., Objectius de Desenvolupament Sostenible::1 - Fi de la Pobresa, Objectius de Desenvolupament Sostenible::3 - Salut i Benestar, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Objectius de Desenvolupament Sostenible::2 - Fam zero, Objectius de Desenvolupament Sostenible::6 - Aigua Neta i Sanejament, Objectius de Desenvolupament Sostenible::14 - Vida Submarina, Objectius de Desenvolupament Sostenible::13 - Acció per al Clima, Objectius de Desenvolupament Sostenible::10 - Reducció de les Desigualtats, Objectius de Desenvolupament Sostenible::12 - Producció i Consum Responsables, Objectius de Desenvolupament Sostenible::15 - Vida d'Ecosistemes Terrestres, Objectius de Desenvolupament Sostenible::7 - Energia Assequible i No Contaminant, Objectius de Desenvolupament Sostenible::8 - Treball Decent i Creixement Econòmic, Objectius de Desenvolupament Sostenible::11 - Ciutats i Comunitats Sostenibles, Objectius de Desenvolupament Sostenible::17 - Aliança per a Aconseguir els Objetius, Objectius de Desenvolupament Sostenible::16 - Pau, Justícia i Institucions Sòlides, Objectius de Desenvolupament Sostenible::5 - Igualtat de Gènere, Objectius de Desenvolupament Sostenible::9 - Indústria, Innovació i Infraestructura, Postprint (published version)

Entre las metodologías de docencia activas que se aplican en la actualidad, la docencia inversa juega un papel crucial para desarrollar el nivel de compromiso y autonomía del alumnado en educación superior. En este estudio se aplica esta metodología sobre la asignatura de Motores Térmicos y Máquinas Hidráulicas con el fin de evaluar su adecuación al ámbito de educación superior en ingeniería. Para ello, la aplicación de la docencia inversa se hace a través de una estructura por bloques donde se define y coordina el trabajo autónomo, el trabajo dirigido y los actos de evaluación. La metodología propuesta tiene como consecuencia claros niveles de compromiso y aceptación del alumnado, promoviendo de esta forma su autonomía y concentrando el tiempo de trabajo no presencial antes de cada sesión de aula. Además, se encuentra una clara correlación entre el tiempo dedicado a la asignatura y los resultados obtenidos, reforzando así la motivación del alumnado. Esto se ve reflejado en la alta aceptación de la metodología y en el nivel de seguimiento de la asignatura, ya que a aproximadamente el 70% del alumnado le ha gustado la docencia inversa y entre el 80% y 90% ha realizado un seguimiento adecuado de la misma., Postprint (published version)

This paper analyses the effect that the fulfilment of the European Higher Education Area (EHEA) has got among engineers in the information and communication technologies (ICT) sector. The focus is on Spain, and the comparison of the technical and managerial knowledge and skills most demanded by the sector in 2008 and 2018, coinciding with the first decade of the EHEA. The study also examines whether the professional skills acquired by university students are consistent with those required in the job market. The following question is answered: Are ICT students adequately trained a decade after the introduction of the EHEA? An empirical study was carried out on the basis of a cross-section of Spanish ICT sector enterprises. The results reveal a gap between employer expectations and the skills acquired by students. Policy and practice performance is also discussed, Peer Reviewed, Postprint (published version)

This article demonstrates that didactic videos have the potential to enhance quality perception, performance and interest in engineering education. Emergency Remote Learning (ERL) imposed challenging conditions on education, and its impact was especially noticeable in the Science, Technology, Engineering and Mathematics (STEM) disciplines. This is mainly due to intrinsic cognitive load associated with the high presence of abstract concepts and to difficulties to establish connections among subjects to foster generative processing. Suitable integration of multimedia resources might be beneficial in both regards. The use of didactic videos as pedagogical aid is expected to yield positive results in electrical engineering education, mitigating the impact caused by ERL situations. Using concept maps to identify key concepts in the Electrical Engineering BSc, this article proposes the creation and integration of nine videos to enhance conceptual learning and the creation of links among subjects. This study encompassed three academic years (from 2019 to 2022), covering pre-ERL, ERL and post-ERL scenarios, and considering a total sample of 157 students. By using a Mixed Methods research design, this study has demonstrated how the integration of didactic videos mitigated the negative effects of the unprecedented ERL conditions, with positive impact on students’ perception on videos’ implications in enhancing their interest and understanding of the subject’s concepts., Peer Reviewed, Postprint (author's final draft)

Purpose: University learning of a group of competencies, also proposed by Bologna, is currently gaining importance: transversal competencies, already included in the OECD Competencies Report (2019) which, common to all university degrees, bring the student closer to a new reality and to a diverse professional future, where sustainable leaders will be one of the fundamental axes of any decision. Design/methodology/approach: The results of a massive survey that was carried out on how university students perceive and value these skills are analyzed, together with a series of qualitative interviews with employers, analyzing what deficiencies exist. Findings: The results show that soft skills are essential for the professional future of students and that they understand and value it. Likewise, it was observed that it is essential to establish a common system of certified recognition of these competences and that universities must develop instruments that facilitate their accreditation in the workplace through digital badges. implications: For its effective development, it is necessary to incorporate in the different degree studies a type of training anchored in the values and attitudes necessary to achieve a fairer and more balanced society, in line with what the Sustainable Development Goals 3, 4 and 8 mark. Originality/value: This study provides a vision of the need for training in certain skills to achieve a rapprochement between the labor market and the university, Peer Reviewed

Purpose: The objective of this work is to investigate the effect of synchronous and asynchronous activities on the academic performance of university students. For this purpose, the academic results obtained and the involvement and motivation of the student and the teacher in the different learning methodologies involved are analyzed. Students’ perception of the effectiveness of the flipped class with the face-to-face classroom and online methodologies is compared to that of the traditional learning methodology. Design/methodology/approach: Data were collected from undergraduate students in three marketing courses and were analyzed through a quantitative descriptive, quasi-experimental and cross-sectional study. Academic performance with the different learning methodologies and the effect of synchronous and asynchronous activities on academic performance were compared using logistic regression on each course and methodology. Findings: The results showed that academic performance in synchronous and asynchronous activities was better in the flipped class, except for synchronous activities in the online flipped class. In addition, the best academic performance was obtained in the face-to-face inverted classes. The explanatory effect of asynchronous activities on academic performance was also identified. The greatest predictive capacity and the best prognosis were obtained in the online inverted classes. Students expect to obtain satisfactory results with the inverted class methodology and perceive it as effective, although they prefer a mixture of inverted classes and the traditional methodology. Originality/value: We contribute to theoretical and practical research with this new model to study the influence of the flipped learning methodology and asynchronous and synchronous activities on academic performance. We believe that these results, despite the specific and limited scope of the study, will be of great interest to the teaching community and contribute to improv, Peer Reviewed

Purpose: This paper aims to research the strengths and weaknesses of service-learning programs in order to identify the challenges of their application, the educational possibilities of service-learning and the impact on students. Design/methodology/approach: An observational case study model was used, through a qualitative research approach based on participant observation. Additional data collection tools were used before and after the service-learning methodology; these included personal interviews, field diaries and videos. Data analysis was performed using Atlas.ti7 qualitative software. Findings: This paper shows the relevant educational possibilities of service-learning. Students have the potential to take action in response to social problems, using the professional skills they have learned in their degree program, encouraging their critical awareness through reflection processes and promoting their involvement as citizens engaged in their own reality. This work reveals both the strengths and weaknesses of service-learning programs, including the needs assessment, project-based learning, and partnership engagement, all of which are outlined as challenges in terms of their application. Research limitations: The findings of this qualitative paper pertain to one single case, but they are generalizable to related theories. Practical implications: This research could be used to a guide to begin or improve service-learning projects in higher education. Social implications: The findings on the social impact of service-learning for all the agents involved show the positive value of service-learning. Moreover, it shows service-learning is an efficient tool to introduce sustainability and the SDGs in the students’ curriculum. Originality/value: this research reveals the importance of the promotion and evaluation of service-learning in an area where little research has been done in this regard, Peer Reviewed

En aquesta comunicació es presenta el projecte de divulgació científica ECOMEC i el material audiovisual de suport educatiu, en català, que s’ha generat. Els nostres objectius són: reflexionar, amb el col·lectiu docent i l’alumnat, sobre els continguts i competències de l’àmbit de l’Enginyeria Mecànica; relacionar-los amb aspectes ambientals i de sostenibilitat; i posar èmfasi en la seva relació amb els Objectius de Desenvolupament Sostenible (ODS)., Peer Reviewed, Objectius de Desenvolupament Sostenible::9 - Indústria, Innovació i Infraestructura, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Postprint (published version)

Tal y como establece el RD 822/2021 [1], los sistemas de calidad en el ámbito universitario analizan las titulaciones universitarias a través de distintos ámbitos denominados Estándares que, a modo de ejes directivos, determinan aquello que un estudio universitario debe tener en cuenta para poder acceder a un sello de calidad. Uno de estos estándares se centra en la calidad de los programas formativos, y tiene en cuenta la estructura de profesorado, los servicios con que cuenta el centro y los resultados académicos. A partir del análisis de un conjunto de indicadores los centros realizan las valoraciones correspondientes y proponen acciones de mejora cuando los resultados no son lo favorables que deberían. Esta comunicación se centra en el proceso de análisis de resultados de asignaturas del ámbito de la Expresión Gráfica para valorar la realización de medidas correctoras. Según el decreto 142/2008 que establece la ordenación de la enseñanza del bachillerato en Catalunya [2], vigente hasta 20 de setiembre de 2022, las asignaturas de dibujo técnico I y II son materias de modalidad lo que significa que no todos los estudiantes que realizan la modalidad de bachillerato de ciencia y tecnología cursaran esta materia. No obstante, la mayoría de los grados en Ingeniería del ámbito industrial, incluyen en su plan de estudio una asignatura del área de la Expresión Gráfica y recomiendan haber cursado dibujo técnico en bachillerato [3]. A esta realidad, algunos centros que imparten estas enseñanzas optan por realizar cursos introductorios, propedéuticos o cursos cero de manera que el estudiante tenga un primer contacto con la materia antes de realizar la asignatura propiamente dicha. Sucede, no obstante, que no formando parte del plan de estudios su realización está sujeta a la voluntad del estudiante. Así, finalmente, en la asignatura pueden convivir estudiantes que hayan realizado dibujo técnico previamente o no y estudiantes que han cursado el curso cero o no. Ante esta rea, Peer Reviewed, Postprint (published version)

This study investigates the factors that influence how long it takes for master’s-level graduate students to find employment. The original contribution stems from questioning whether the structure and content of university programmes play a role in graduates’ ability to secure jobs. To this end, we focus on three dimensions at three points in time after graduation: competence acquisition, teaching methods and programme characteristics. The dataset comes from a large-scale study on graduates’ employability by the Observatory for University Employability and Employment (OEEU) and contains detailed information about master’s degree graduates in Spain. A multinomial logit estimated by the maximum likelihood method is used to identify the critical factors influencing the likelihood of acquiring a job sooner. The findings indicate that educational programmes fail to provide the necessary competencies to ensure a smooth transition from the university to the job market and that study programme initiatives related to active learning and internships make a difference in this transition. We believe that these results shed light on specific characteristics of academic programmes and should be considered during programme design to enhance graduates’ employability and faster labour market insertion., Peer Reviewed, Postprint (author's final draft)

Purpose: The objective of this study is to determine whether sustainability practices of business schoolsimprove the internationalization of the institution and its notoriety and thereby increase studentsatisfaction.Design/methodology:The sample considered in this study consisted of 272 Spanish business schoolgraduates. The data was collected via an online survey during the first quarter of 2020. To validate thehypotheses and the model, structural equation modelling was carried out using a robust method. Findings:Business schools’ commitment to sustainability not only has an ethical component but alsoimproves their positioning, leading to a greater competitive advantage.Practical implications:The results obtained point to sustainability practices facilitating entry processesinvolving joint agreements among business schools and leading to accreditation and/or sustainabilitypolicies.Originality/value:This study examines external variables which have rarely been tested and areconsidered as being highly relevant to achieving high satisfaction among business school graduates, Peer Reviewed

S'analitza el perfil dels participants en un Programa de Postgrau de Formació del Professorat STEAM basat en competències. Les preguntes de recerca són: 1-En quines competències els participants perceben una millora personal?", i 2- Hi ha un perfil idioni dels participants per aprofitar el programa?". Els resultats mostren que la majoria dels participants milloren la seva pràctica docent, però els requeriments de la carrera acadèmica de moment frenen molts potencials participants a involucrar-s'hi., Postprint (published version)

Sustainability has increasingly become key in universities, as the objectives of sustainable development are essential to establish policies, guidelines and indicators that guide institutions to be more sustainable. This recognition has led many authors to develop methods to assess universities based on their performance in terms of sustainable development. This article presents a review of these methods. The review focuses on identifying existing methods and classifying the methods according to seven characteristics: (1) nature of the data, (2) data collection, (3) scope, (4) level of implementation, (5) pillars of sustainability, (6) university function, (7) country perspective taken, which will allow identifying the differences between methods when assessing sustainability. The seven criteria established for the characterization of the sustainability assessment methods contain a total of 27 sub-criteria distributed among the properties. The main contribution of the study is the analysis of the revised methods through a comprehensive characterization and systematic grouping. In the discussion, the results are examined by looking at the comprehensiveness, heterogeneity and objectivity of the methods reviewed. Together with previous research in the area, this study highlights the need to continue deepening the design of sustainability assessment methods with standardized criteria., Peer Reviewed, Postprint (author's final draft)

Gamification is increasingly used for better content assimilation. However, it is hardly used in theoretical and technical courses related to building and architecture. This study focuses on assessing the use of gamification with Kahoot! to arouse students’ interest and to ease content assimilation. Experimentation was undertaken during the 2020/2021 and 2021/2022 academic years. All students enrolled in the course participated in experimentation: 67 and 65 students, respectively. Gamification sessions took place in the middle and at the end of each academic year (the week before partial exams). Students were also surveyed to assess their degree of satisfaction with gamification sessions. The results showed that gamification dynamics improved students’ performance in exams, obtaining a lower percentage of failures and increasing higher marks. Cluster analysis results also showed that students’ performance in Kahoot! is not a clear indicative of their performance in exams, so it is useful as a self-assessment tool. Moreover, most students positively assessed gamification sessions for better content assimilation. This study stresses the implementation potential of Kahoot! in teaching dynamics in university degrees in architecture and building engineering, Peer Reviewed

The unprecedented growth of universities in recent years has meant that there are more students with learning disabilities attending courses. Consequently, universities have had to adapt, improve and create new resources to ensure greater inclusivity. These resources, their design, and development are managed by inclusion support services, aiming to the full inclusion of students with disabilities and the promotion of community awareness. This article aims to shed light on the current role of inclusion services in supporting students with learning disabilities, and the link these services have with the different university stakeholders, using a thematic analysis from the experiences of this services staff in eight Spanish universities. The results show that: i) there is no uniformity in the support services; and ii) more resources and work are needed to ensure increased inclusion and awareness. The discussion and conclusions drawn highlight the trends, challenges, and opportunities for universities improving their inclusion., Postprint (author's final draft)

Adaptive learning is a method that personalizes the teaching-learning strategies in accordance with the needs and preferences of each student. This article describes the design, the implementation and the tests of a web application developed with adaptive learning in order to improve student knowledge acquisition and to simplify the teacher’s work. The tool uses EventSource technologies combined with heuristic functions to produce a predictive algorithm, which is capable of being adapted to the students in a customized way by presenting the content adjusted according to their cognitive needs. The design is based on the hypothesis that the acquisition of knowledge can be improved by using a computing application which presents a syllabus to be learned in various forms. In this way, the application determines students’ progress within the content of the material, which is classified by branches of knowledge. The tool was applied to one group of students and the data that we obtained was compared with the results of the rest, subject to the usual knowledge transmission system. The results obtained not only improve the academic results, but also enhance the heuristic decision-making about the content to be taught., Peer Reviewed, Postprint (published version)

En septiembre del 2015 Naciones Unidas aprueba la Agenda 2030 de los Objetivos de Desarrollo Sostenible (ODS). La universidad, como institución dedicada a la creación y transmisión de conocimiento a través de la investigación y la docencia, ejerce un gran protagonismo en la difusión de posibles soluciones a los problemas socio-ambientales que enfrenta nuestra sociedad. La sostenibilidad no es una tarea específica sólo de algún tipo de profesional. Todos los estudiantes, a través de la docencia universitaria, deben desarrollar competencias en sostenibilidad, de modo que sean capaces de abordar la complejidad de los problemas con los que se encontrarán., Postprint (author's final draft)

Purpose: To analyse the impact of the compulsory adaptation of teaching brought about by Covid-19 in quantitative subjects, taking into account the technological, pedagogical and content-related aspects of the TPACK model. Design/Methodology: A structured questionnaire with differentiated blocks with closed and open-ended questions is applied. The data collected from 215 students are analysed descriptively and inferentially using Student's t-test. Sentiment analysis is carried out on the text collected from the survey’s open-ended questions. Findings: By applying e-learning under the TPACK model, lessons are redesigned in a way that encourages participation and follow-up. From the results of the survey carried out with students with a face-to-face profile, the positive assessment of the method and the tools used stand out. Practical implications: The use of technological tools and, above all, how they are introduced in the classroom improves student acceptance, thereby reducing the probability of students dropping out, especially among those with a strong face-to-face profile. Originality/value: This evidence-based research offers to address the shortage of conceptual models suitable for teacher training, not only in technology and its use but also in how to apply it effectively, including the knowledge, skills and abilities needed to implement it, Peer Reviewed

Peer Reviewed

Solar Decathlon competitions offer to participating universities a unique opportunity for introducing into higher education a learning by building approach, with students as important drivers of the whole process. Making Solar Decathlon projects available for an intense after-competition use in the field of teaching and research multiplies their impact in the field of research and education. Within Annex 74: Competitions and Living Labs (IEA EBC) 22 living lab projects have been analysed, resulting in a detailed description of their contribution in the fields of new educational methodologies and educational materials, impact on HE curricula and campus as well as the generation of educational networks. Challenges have been identified regarding organization and management, integration into the established academic settings, or sustainability of projects over time, which need to be addressed to integrate more widely living labs as educational tools in higher education., Peer Reviewed, Postprint (published version)

This Methodological Guide has been prepared to offer different strategies for the development of transversal skills (TS) of students (including critical and creative thinking, interpersonal/socioemotional and citizen-oriented skills, and learning to learn)., Peer Reviewed, Postprint (published version)

El presente trabajo tiene como objetivo analizar cómo se presenta mediante la guía docente la asignatura de Proyectos al alumnado del Grado en Ingeniería en Tecnologías Industriales (GRETI) en las diferentes universidades politécnicas españolas. Para realizar dicho análisis, se ha utilizado como instrumento de evaluación una rúbrica validada previamente por el grupo GRAPA (Grupo de Evaluación de la Práctica Académica de la UPC), y se ha aplicado a las guías docentes disponibles en las páginas web de las diferentes universidades de la asignatura de proyectos de GRETI. Los resultados muestran que a nivel global las guías docentes están muy bien elaboradas y obtienen una buena puntuación. Si observamos los resultados por ítems se observa que el que obtiene una puntuación más baja es el correspondiente a los instrumentos de evaluación mientras que los relativos a metodología y actividades son los que resultan mejor valorados. Los resultados sugieren que todavía falta por terminar de definir las competencias que desarrollarán a lo largo de la asignatura, los niveles de desarrollo y cómo se realizará la evaluación de las mismas, para verificar que el alumnado formado será competente en dichas habilidades., Peer Reviewed, Postprint (published version)

La pandemia provocada por la covid-19 durante los años 2020 y 2021 obligó a los centros de enseñanza universitaria de todo el mundo a realizar una adaptación urgente, en la que no fue posible realizar una reflexión profunda. Algunos autores han denominado a esta docencia remota de emergencia. En su transcurso se cometieron muchos errores, la mayoría de ellos debido a la falta de formación de los equipos directivos y del propio profesorado, que no tuvieron claras las dimensiones que debían considerarse en las actividades de enseñanza-aprendizaje. Este capítulo presenta un marco de referencia donde se definen dichas dimensiones. A continuación, se analizan algunos errores habituales que se cometieron en los centros universitarios durante la emergencia sanitaria. Finalmente, se reflexiona sobre las oportunidades que se presentan en la actualidad para llevar a cabo una transformación real y profunda de la educación universitaria teniendo en cuenta las lecciones aprendidas., Peer Reviewed, Objectius de Desenvolupament Sostenible::10 - Reducció de les Desigualtats, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Postprint (published version)

This paper describes the experience carried out within the Bachelor's Degree in Industrial Electronics and Automation Engineering taught at the Eastern Barcelona School of Engineering (EEBE) of the Technical University of Catalonia–BarcelonaTech (UPC). Specifically, the experience is based on the realization of a cross project that is under the framework of the degree intensification named Application Design in Electronics Engineering (ADEE). This intensification, consisting of a block of two courses, taught in the Fall and Spring semesters, and offered for students in their final year, allows the fulfillment, for two semesters, of the aforementioned project. This includes the design, simulation, implementation (assembly), testing and experimental results (corroboration) of an electronic system or equipment within the field of Electronic Engineering., Postprint (published version)

This article presents the first results of the project Architecture 360, which focuses on learning alternatives for developing working skills in higher education courses, and specifically construction competences for architecture students. The project aims to help teachers to choose the best learning solutions for their classes from numerous alternatives of strategies, dynamics and activities. The assistance is based on developing a new approach that combines several methods (strengths, weaknesses, opportunities and threats (SWOT); multi-criteria decision-making; Delphi; and the Knapsack problem) and draws from teachers’ experience, a panel of experts’ expertise, the revised Bloom Taxonomy and neuroscience for education. The new approach to assisting university teachers in choosing the best practical learning alternatives was successfully developed and validated for the case study of a course at Barcelona Architecture School. In general, the approach defined the main strengths, weaknesses, opportunities and threats of 26 learning alternatives. In the case study, the following optimized set of alternatives were identified: blended learning, challenge-based learning, reflective learning, videos of real cases, case studies, site visits, interactive simulation and gamification. Moreover, 23 activities were analysed. It was concluded, for instance, that active alternatives would improve implementation, including teachers’ available teaching materials and dedication outside class., Peer Reviewed, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Postprint (published version)

Within the offer of core courses of the Bachelor’s Degree in Industrial Electronics and Automation Engineering of the Technical University of Catalonia (UPC), which appeared as a result of the current undergraduate study program, within the European Higher Education Area (EHEA), there is a course, Analog Electronics (EAEIA), which allows the Electronic Engineering student to delve into the knowledge of this content. This paper exposes the philosophy of this course, in such a way that it analyzes the orientation that is intended to be given, especially within the new framework of courses offered at the EEBE where, in addition to the hours of lectures and laboratory sessions, there must be room for to the guided activities (GAs) that the current syllabus contemplates., Postprint (published version)

In University environment, it is common to use multiple-choice objective tests with three or four possible answers, of which only one is correct and the rest are erroneous. In this type of tests, usually the wrong answers are penalized in order to avoid the effect of the random answers. However, there are questions that hardly students answer since their difficulty is high. On the other hand, there are also questions that answer virtually all students since their difficulty is simple. While sometimes the course professor chooses to suppress these questions, it is also common to leave them as part of the calculation of the overall score. This communication proposes a way of, without suppressing any question, making a readjustment of the grades based on fuzzy logic techniques. To do this, it is considered, on the one hand, the initial grade obtained by each student and, on the other, the total difficulty index of the test. With these two variables, an approximation can be made to a system of linguistic variables that allows correcting the final grades of each student based on the objective difficulty of the test and a set of rules established by the professor. This will revert to greater “justice” in students’ mark system, since it will be a function of the difficulty of the test., Postprint (published version)

Within the offer of core courses of the Bachelor’s Degree in Industrial Electronics and Automation Engineering of the Technical University of Catalonia (UPC), which appeared as a result of the current undergraduate study program, within the European Higher Education Area (EHEA), there is a course, Analog Electronics (EAEIA), which allows the Electronic Engineering student to delve into the knowledge of this content. This paper exposes the philosophy of this course, in such a way that it analyzes the orientation that is intended to be given, especially within the new framework of courses offered at the EEBE where, in addition to the hours of lectures and laboratory sessions, there must be room for to the guided activities (GAs) that the current syllabus contemplates., Postprint (published version)

Purpose The paper aims to define a dashboard of indicators to assess the quality performance of higher education institutions (HEI). The instrument is termed SMART-QUAL. Design/methodology/approach Two sources were used in order to explore potential indicators. In the first step, information disclosed in official websites or institutional documentation of 36 selected HEIs was analyzed. This first step also included in depth structured high managers’ interviews. A total of 223 indicators emerged. In a second step, recent specialized literature was revised searching for indicators, capturing additional 302 indicators. Findings Each one of the 525 total indicators was classified according to some attributes and distributed into 94 intermediate groups. These groups feed a debugging, prioritization and selection process, which ended up in the SMART-QUAL instrument: a set of 56 key performance indicators, which are grouped in 15 standards, and, in turn, classified into the 3 HEI missions. A basic model and an extended model are also proposed. Originality/value The paper provides a useful measure of quality performance of HEIs, showing a holistic view to monitor HEI quality from three fundamental missions. This instrument might assist HEI managers for both assessing and benchmarking purposes. The paper ends with recommendations for university managers and public administration authorities., Peer Reviewed, Postprint (author's final draft)