901 research outputs found
Connecting University to labour market needs. Bringing practices from Finland
La política Europea pone cada vez más énfasis en el acercamiento de los programas universitarios a las necesidades del entorno laboral y social. Sin embargo, el sistema de educación superior español parece muy lejano a estos requerimientos. Como consecuencia de esto, puede apreciarse que la tasa de desempleo entre sus titulados es de las más elevadas. En contraste, las los programas de las universidades de Ciencias Aplicadas de Finlandia, que cuentan entre sus requisitos el establecimiento de relaciones permanentes con el mercado laboral del entorno muestran tasas muy inferiores.
Así, el objetivo de este trabajo es realizar un análisis en profundidad de las estrategias seguidas por dichas universidades para conectar las necesidades sociales y laborales con las aulas así como los elementos estructurales que facilitan y dificultan su puesta en marcha. La técnica de recogida de información ha sido el análisis documental y las entrevistas a los principales agentes a través del estudio de nueve universidades de ciencias aplicadas finlandesas.
Para la organización de los resultados se ha seguido el modelo de los tres pilares (3p) básicos para el diseño de planes de estudio integrados: organizaciones Participantes, Estructura del Programa y Personas implicadas.
Los principales resultados nos muestran estrategias de actuación que pueden ser transferibles y aplicables al sistema universitario español, si bien todo parece venir definido por una incorrecta aplicación de los principios del EEES en nuestro contexto.The European policy puts increasing emphasis in linking university programmes to social and labour needs. Nevertheless, the Spanish Higher Education seems to be far away these requirements. As consequence of this, it can be appreciated that the rate of unemployment among graduates is higher than the rest of Europe. In contrast, Finnish Higher Education programmes in Universities of Applied Sciences, which require the establishment of permanent relations with the labour market show very low rates. Thus, the aim of this work is to carry out an analysis of the strategies followed by the Finnish universities of Applied Sciences to connect the social and labour needs to university classrooms as well as the structural elements that facilitate or jeopardize their implementation.
Research Methodology has been documental analysis and the interviews to the principal agents from nine Finnish Universities of Applied sciences.
Results have been organized following the 3p framework for the design of integrated university curriculum: Participant organizations, Programme structure and People involved.
Main results show practices that can be transferable and applicable to the Spanish Higher Education system, though everything seems to come defined by an incorrect application of the EHEA principles in our context
Translation of Pronominal Anaphora between English and Spanish: Discrepancies and Evaluation
This paper evaluates the different tasks carried out in the translation of
pronominal anaphora in a machine translation (MT) system. The MT interlingua
approach named AGIR (Anaphora Generation with an Interlingua Representation)
improves upon other proposals presented to date because it is able to translate
intersentential anaphors, detect co-reference chains, and translate Spanish
zero pronouns into English---issues hardly considered by other systems. The
paper presents the resolution and evaluation of these anaphora problems in AGIR
with the use of different kinds of knowledge (lexical, morphological,
syntactic, and semantic). The translation of English and Spanish anaphoric
third-person personal pronouns (including Spanish zero pronouns) into the
target language has been evaluated on unrestricted corpora. We have obtained a
precision of 80.4% and 84.8% in the translation of Spanish and English
pronouns, respectively. Although we have only studied the Spanish and English
languages, our approach can be easily extended to other languages such as
Portuguese, Italian, or Japanese
Student work-placements from the company perspective. A case study
Purpose: The aim of this paper is to report the motivations and perceived benefits of
companies that collaborate with universities by offering student work-placement
positions.
Methodology: The study follows a mixed methodology based on i) a literature review on
the topic, ii) a case study survey including companies that collaborate with one Spanish
university in student work-placements and iii) meetings with collaborating companies in
different countries and universities.
Findings: The most important reasons for collaborating in student work-placements
were related to social duty, the opportunity of training students in company needs and as
a source of staff recruitment. Conversely, the less rated motivators were improving the
company’s position within the sector, benefitting from university services and saving
time in the selection of personnel.
Research limitations: Future research should include a bigger corpus of the number of
universities and companies, as well as the type of collaborations with universities, in
order to identify any resulting differences.
Practical implications: The conclusions highlight the need to define/improve the
mechanisms that contribute to a win-win context. This is the only way that collaboration
can advance towards a genuine partnership that will provide an effective framework for
universities and companies to effectively share the same objectives in training future
employees.
Originality: These results are relevant because of the lack of quantitative and
qualitative research on this topic
Construcción y validación de un cuestionario de actitudes hacia la innovación educativa en la universidad
El presente trabajo tiene como objetivo la construcción de un cuestionario
para valorar las actitudes del estudiantado y el profesorado universitario
frente a la innovación educativa en la universidad (QUACINE).
En su diseño y elaboración partimos de la teoría de la acción razonada
de Fishbein y Ajzen como modelo de análisis actitudinal, y de las escalas
sumativas (Likert) como instrumento de medida. El cuestionario se
administró a dos grupos de profesorado y estudiantado de la Universitat
Jaume I de Castellón (España). A partir de los resultados obtenidos en el
proceso de validación se presenta una escala actitudinal con niveles altos
de fiabilidad, de validez de contenido y de constructo, para ambos colectivos.
Consideramos que estas características técnicas permiten la utilización
del QUACINE para medir estas actitudes en los procesos de cambio y
mejora educativa en la enseñanza superior.The aim of this paper is to construct a questionnaire to evaluate the attitudes
of students and faculty with regard to educational innovation in the university
(QUACINE). Its design and development was based on Fishbein and
Ajzen’s theory of reasoned action as a model of attitudinal analysis, and the
use of Likert scales as a measuring tool. The questionnaire was administered
to two groups of faculty and students at the Universitat Jaume I of Castellón
(Spain). The results obtained in the validation process generated an attitudinal
scale with high levels of reliability, content and construct validity for
both groups. We believe that these technical characteristics allow the use of
the QUACINE to measure these attitudes in processes of change and improvement
of educational processes in higher education.Este trabajo es continuación de un proyecto I+D anterior (Cod: P1 1B2007-53) subvencionado por BancaixaUniversitat
Jaume I. Castellón (España)
Estudio de la valorización de residuos de almendra para paneles de bajo coste
Debido a los problemas ambientales se está incrementando el uso de recursos renovables y ecológicos y ha aumentado la investigación sobre el uso de fibras vegetales en el desarrollo de nuevos productos. El almendro es un árbol caducifolio originario de las zonas mediterráneas, aunque actualmente Estados Unidos es el principal productor de almendras del mundo. El fruto del almendro tiene tres partes distintas: el núcleo interno o la carne, la parte media dura de la cáscara y la cubierta o casco exterior de la cáscara verde (exocarpo y mesocarpo). En este trabajo se discute el uso de un residuo como es la parte verde exterior de la almendra y obtener un nuevo producto ecológico. Se ha usado como materia prima el exocarpo de la almendra triturado, obteniendo 4 tamaños de partículas. Se han elaborado 8 tipos tableros. No se utilizó ningún tipo de adhesivo. Los tableros eran de una sola capa. Las mantas se consolidaron después de 1 y 2 ciclos de prensado en caliente a 120ºC y bajo una presión de 2.5 MPa. Los paneles experimentales se ensayaron de acuerdo con los procedimientos definidos por los estándares de la Unión Europea (EN). Los tableros eran de alta densidad. Se evaluó el efecto del tamaño de las partículas utilizadas en la elaboración de los tableros en algunas propiedades físicas y mecánicas (módulo de elasticidad, módulo de ruptura y fuerza de unión interna). Los resultados mostraron menores valores MOR, MOE, IB y menor hinchamiento en espesor después del segundo ciclo de prensado. Los tableros tenían un valor medio de IB alto. La resistencia a la flexión dependía del tamaño de partícula utilizado. Son tableros de alta dureza, por lo que podrían utilizarse para entarimado. Este estudio demuestra que es técnicamente posible el desarrollo de tableros con este material.Keywords: Tableros de partículas; exocarpo; Prunus dulcis (Mill) D.A; libre de adhesivos
Communication skills training in undergraduate nursing programs in Spain
Objectives of the present cross sectional study were to analyze the offer of subjects with communication skills in the nursing degree in Spain and to describe the distribution of these subjects. Documentary, systematic and independent search of web pages from Spanish universities was carried out to collect the following variables: subjects with communication skills, course in which the subject is taught, type of teaching (exclusive or combined), type of subject (compulsory or optional) and number of credits on communication skills. Although an average of 3.6 subjects per center was offered, most of the subjects were combined and with little communication content load. In one third of the centers, the offer was below 2.3 credits. Only 1 in 6 centers had exclusive communication skills subjects, and a quarter of them were optional. The teaching load of communication contents was highest in optional subjects. The offer of communication skills contents in Spanish Nursing Schools was scarce and very heterogeneous between centers and between courses in a center, with excessive presence of combined and optional subjects. Our results may be useful when developing the teaching guides for subjects with communication skills, as well as when defining communication competencies in the different Nursing Schools
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