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Perspectivas de los líderes sobre la financiación de la educación superior. Encuesta Delphi

El principal motivo por el que se ha decidido incluir una encuesta Delphi en esta publicación ha sido el de dar voz a los expertos, rectores, financiadores y a la sociedad civil para que, a partir de sus opiniones colectivas, exista un material complementario, al resto del que ya contiene la publicación, que permita tener un panorama global e identificar líneas de trabajo para el futuro, en referencia a la financiación de la educación superior (ES).Peer Reviewe

Professors responding to the new challenges on engineering profession: bringing new values into the classroom

Professors responding to the new challenges on engineering profession: bringing new values into the classroom Josep Lobera* 1 , Agustí Pérez-Foguet 2 , Cristina Escrigas 1 1 Global University Network for Innovation (GUNI) Universitat Politècnica de Catalunya (UPC) Edifici TG (S1), C/ Jordi Girona, 31, 08034 Barcelona – Spain e-mail: [email protected] du 2 E.T.S de Ingenieros de Caminos, Canales y Puertos de Barcelona Universitat Politècnica de Catalunya Módulo C2, Campus Nord, c/ Jordi Girona 1-3, 08034 Barcelona – Spain ABSTRACT Education in values is seen as a continuous process that begins at the childhood. It is unquestionably influenced by the family and the society. University should consolidate the formation of the political, ethical and moral values acquired in the former educational levels, as well as to form and to develop the professional values (Lourdes Zumalacárregui and Alonso, 2002). Formation of values is not an addition al content in the curriculum, but a reality that should be considered in the whole work system and activi ties at the university through all the dimensions of the educational process. In the engineer education, values are and always have been present. Yet these values not always have been adapted to the reality of the society in which engineers develop their profes sional careers and lives. The last decade has seen a remarkable change in the economic and social landscape of society. Many societal trends and needs call fo r engineers to broaden t heir outlooks, have more flexible career options, and work closely and e ffectively with persons of quite different backgrounds. Yet the education and general orientation of engineers have been directed inward toward the profession, rather than outward toward the rest of society and the world (King, 2006), and in some classrooms there are transmitted va lues that were for the first or the second industrial revolution. The convergence of the Spanish te rtiary education system into the European Higher Education Area (EHEA) represents an opportunity to introdu ce new educational methodologies that could facilitate the development of the knowledge, atti tudes and procedures that are needed to the new professional and personal contexts. Some teachers at the Technical University of Catalonia (UPC) are developing a project of educational innovation in which they aim to inco rporate the following issues transversally into the technical subjects that they give nowadays: values and ethics in engineering, participative learning, transdisciplinarity, multiculturalism and diversity, and human sustainable development. This paper draws on this experience and it treats the opportunities and difficulties which teachers face bringing new values into the classroomPeer ReviewedPostprint (published version

V.1. Transformative Knowledge to Drive Social Change: Visions for the Future

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Editor's Introduction. Knowledge, Engagement and Higher Education: Contributing to Social Change

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Prólogo: la acreditación para la garantía de la calidad y el compromiso social de las universidades: ¿qué está en juego?

La acreditación en la educación superior es una forma de regulación. Garantiza que las universidades cumplan una serie de criterios, que pueden aplicarse al conjunto de la institución o a los programas académicos, para luego presentar los resultados a la sociedad. Siempre que se haga un buen uso de ella, la acreditación no sólo estará ligada al control de la calidad sino también a la mejora de la calidad. Esto significa que las universidades deben ser capaces de adaptar todos sus servicios a las nuevas demandas y ser conscientes de su compromiso social.Peer Reviewe

Beyond outputs: pathways to symmetrical evaluations of university sustainable development partnerships

As the United Nations Decade of Education for Sustainable Development (2005–2014) draws to a close, it is timely to review ways in which the sustainable development initiatives of higher education institutions have been, and can be, evaluated. In their efforts to document and assess collaborative sustainable development program outcomes and impacts, universities in the North and South are challenged by similar conundrums that confront development agencies. This article explores pathways to symmetrical evaluations of transnationally partnered research, curricula, and public-outreach initiatives specifically devoted to sustainable development. Drawing on extensive literature and informed by international development experience, the authors present a novel framework for evaluating transnational higher education partnerships devoted to sustainable development that addresses design, management, capacity building, and institutional outreach. The framework is applied by assessing several full-term African higher education evaluation case studies with a view toward identifying key limitations and suggesting useful future symmetrical evaluation pathways. University participants in transnational sustainable development initiatives, and their supporting donors, would be well-served by utilizing an inclusive evaluation framework that is infused with principles of symmetry

Famílies botàniques de plantes medicinals

Facultat de Farmàcia, Universitat de Barcelona. Ensenyament: Grau de Farmàcia, Assignatura: Botànica Farmacèutica, Curs: 2013-2014, Coordinadors: Joan Simon, Cèsar Blanché i Maria Bosch.Els materials que aquí es presenten són els recull de 175 treballs d’una família botànica d’interès medicinal realitzats de manera individual. Els treballs han estat realitzat per la totalitat dels estudiants dels grups M-2 i M-3 de l’assignatura Botànica Farmacèutica durant els mesos d’abril i maig del curs 2013-14. Tots els treballs s’han dut a terme a través de la plataforma de GoogleDocs i han estat tutoritzats pel professor de l’assignatura i revisats i finalment co-avaluats entre els propis estudiants. L’objectiu principal de l’activitat ha estat fomentar l’aprenentatge autònom i col·laboratiu en Botànica farmacèutica

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