¿Pueden los MOOC cerrar la brecha de oportunidades?: La contribución del diseño pedagógico social inclusivo

Massive Open Online Courses (MOOCs) are open courses made available online at no cost to the user and designed to scale up, allowing for a large number of participants. As such, they are a disruptive new development which has the potential to widen access to higher education since they contribute to social inclusion, the dissemination of knowledge and pedagogical innovation. However, assuring quality learning opportunities to all cannot be simply reduced to allowing free access to higher education. On the contrary, it implies assuring equitable opportunities for every participant to succeed in their learning experience. This goal depends on the quality of the learning design. To be successful, a massive open online learning experience has to empower learners and to facilitate a networked learning environment. In fact, MOOCs are designed to serve a high heterogeneity of profiles, with many differences regarding learning needs and preferences, prior knowledge, contexts of participation and diversity of online platforms. Personalization can play a key role in this process. In this article, the authors describe the iMOOC pedagogical model and its later derivative, the sMOOC model, and explain how they contributed to the introduction of the principles of diversity and learner equity to MOOC design, allowing for a clear differentiation of learning paths and also of virtual environments, while empowering participants to succeed in their learning experiences. Using a design-based research approach, a comparative analysis of two course iterations each representing each model is also presented and discussed.Los cursos en línea abiertos y masivos (MOOC) son cursos abiertos disponibles en línea sin costo para el usuario y diseñados para ampliarse, permitiendo un gran número de participantes. Como tales, son un nuevo desarrollo disruptivo que tiene el potencial de ampliar el acceso a la educación superior, ya que contribuyen a la inclusión social, la difusión del conocimiento y la innovación pedagógica. Sin embargo, garantizar oportunidades de aprendizaje de calidad para todos no puede reducirse simplemente a permitir el acceso gratuito a la educación superior. Por el contrario, implica asegurar oportunidades equitativas para que cada participante tenga éxito en su experiencia de aprendizaje. Este objetivo depende de la calidad del diseño de aprendizaje. Para tener éxito, una experiencia de aprendizaje en línea abierta y masiva debe empoderar a los alumnos y facilitar un entorno de aprendizaje en red. De hecho, los MOOC están diseñados para servir a una gran heterogeneidad de perfiles, con muchas diferencias con respecto a las necesidades y preferencias de aprendizaje, conocimiento previo, contextos de participación y diversidad de plataformas en línea. La personalización puede jugar un papel clave en este proceso. En este artículo, los autores describen el modelo pedagógico iMOOC y su derivada posterior, el modelo sMOOC, y explican cómo contribuyeron a la introducción de los principios de diversidad y equidad en el diseño MOOC, lo que permite una clara diferenciación de las rutas de aprendizaje y también de entornos virtuales, al tiempo que permite a los participantes tener éxito en sus experiencias de aprendizaje. Usando un enfoque de design-based research, también se presenta y discute un análisis comparativo de dos iteraciones del curso, cada una representando cada modelo

The determinants of technology transfer efficiency and the role of innovation policies: a survey

The diversity found in the various Technology Transfer Offices (TTOs), besides being a consequence of the capacities and motives of the different stakeholders involved (public research organisations, industry, consulting firms and public authorities) also reflects the specificities of public incentives or policies and their differing degrees of commitment to technology transfer. Notwithstanding the fact that the literature on technology transfer is voluminous, few studies (up to the present date) have investigated the role of innovation policy on TTOs efficiency and the instruments available for governments to improve technology transfer from publicly funded research. The present paper surveys the literature on the determinants of TTOs efficiency, highlighting in particular the role of innovation policy. Additionally, evidence within the context of the European Union on innovation policies for technology transfer improvement is detailed.Technology transfer, innovation policies, technology transfer efficiency

A cross-country evaluation of cheating in academia: is it related to ‘real world’ business ethics?

Today’s economics and business students are expected to be our future’s business people and potentially our tomorrow’s economic leaders and politicians. Thus, their beliefs and practices are likely to affect the definition of acceptable economics and business ethics. The empirical evaluation of the cheating phenomenon in academia has been almost exclusively focused on the US context, and the non-US studies involve, in general, a narrow scope of countries. In the present paper we perform a wide cross-country study on the determinants of economics and business undergraduate cheating which involves 21 countries from the American (4), European (14), Africa (2) and Oceania (1) Continents and 7213 students. We found that the average magnitude of copying among the economics and business undergraduates is quite high (62%) but with a significant cross-country heterogeneity. The probability of cheating is significantly lower in students enrolled in schools located in the Nordic or the US plus British Isles blocks when compared with their South Europe counterparts; quite surprisingly that probability is also lower for the African block. Distinctly, students enrolled in schools from the Western and especially from the Eastern Europe observe statistically significant higher propensities for perpetrating academic fraud. Our findings further suggest that average cheating propensity in academia is significantly correlated with ‘real world’ business corruption.cheating; corruption; university; economics; business; countries

Crime without punishment: An update review of the determinants of cheating among university students

The issue of cheating is a serious problem since it can call the efficiency of an education system into question. Furthermore, it is a devaluing factor in the country's stock of human capital. A student who copies is a free-rider, in the sense that he/she gains a higher grade than that merited by the actual amount of effort expended on study. In addition, it makes it impossible for teachers to fully achieve the goal of effective dissemination to, and acquisition of knowledge by, students. This paper conceptually and methodologically systematizes the phenomenon of academic fraud. Distinct forms of theorizing illegal behaviours are examined, adapting Becker’s crime model (1968) to cheating. A systematic review of the literature has allowed certain direct determinants of the probability of “copying”, not yet investigated, to be identified, viz: 1) the ‘advantages’, in terms of a higher grade, that students see themselves as gaining from fraudulent behaviour in comparison with not indulging in it; 2) the breakdown of students’ grades by nature of discipline - “reasoning” versus “cramming”; and 3) the existence or otherwise of a code of honour in universities. As a result, this paper proposes a new, ‘expanded’, econometric specification for estimating cheating (i.e., the probability of “copying”) based on an analysis of the expected cost-benefit, according to Becker’s model.crime, cheating, university, human capital

Organizational Characteristics and Performance of Export Promotion Agencies: Portugal and Ireland compared

Export Promotion Agencies (EPAs) have been in operation in developed countries since the beginning of the 20th century to improve the competitiveness of firms by increasing knowledge and competences applied to export market development. Some studies exists on the influence of organizational characteristics on EPAs’ performance, but, to the best of our knowledge, no studies have yet been conducted that analyze, detail and explain which of the EPAs’ organizational characteristics are associated to their differing levels of success. In the present paper we compare a laggard (Portuguese) and a highly efficient (Irish) EPA in terms of export promotion. A questionnaire was applied to the employees of the two EPAs who deal directly with firms in terms of exports promotion. Using the non-parametric test of Kruskal Wallis and factor analysis we found that there are clear differences between the agencies regarding organizational dimensions. In particular, Agência para o Investimento e Comércio Externo de Portugal (AICEP) emerges as an organization without any clear component of intentionality, being more concerned with internal matters rather than with actions directed at the market. In contrast, Enterprise Ireland (EI)’s philosophy is more market-oriented and taking the clients’ needs into consideration is a priority.Export Promotion Agencies; Organizational Performance; Portugal; Ireland

College cheating in Portugal: results from a large scale survey

The phenomenon of cheating among academics is of overwhelming importance in that the students engaging in it are most unlikely to have the skills necessary for their future professional life. Despite its relevance, the empirical evaluation of college cheating has been almost exclusively focused on the US context. Little is known about college cheating at the European level let alone Portugal. Less even in investigated at the regional level. In this paper we present evidence on cheating perception by Portuguese undergraduate students of economics and business courses. We undertake a large scale survey, involving 2675 students from all Portuguese mainland public universities. We found that (1) the likelihood of copying is increased when the expected benefit in terms of grade is positive; (2) copying-favourable environments – the high frequency with which students observe the act of copying, familiarity with someone that copies regularly, and the students’ opinion regarding copying – are associated with higher cheating propensity; (3) the higher and more serious students perceive sanctions, fewer incentives they have to perpetrate dishonest behaviours – in universities where ‘codes of honour’ exist, the propensity for copying among students is lower; (4) the propensity for copying seems to be highly influenced by regions’ cultural systems and social related factors - students who reside on a permanent basis in southern, inland regions, especially in Alentejo-related areas, present a significantly higher propensity to academic fraud than students from other areas of Portugal.cheating; university; cost/benefit; regions

Beyond the straight path: obstacles and progress for atheism in Turkey

Having long inspired Middle Eastern countries attempting to pursue a secular government while maintaining Islam as a reference, Turkey is often described as a bridge between civilizations; a functional blend of East and West, preserving the best of both worlds. However, a closer look will reveal a contemporary struggle for women’s rights, freedom of speech and freedom of belief – or, more specifically in the case of belief, the freedom to express a lack thereof. President Recep Tayyip Erdoğan, representing the conservative Justice and Development Party (AKP) in power since 2002, has been internationally criticized for allegedly attempting to build a Neo-Ottoman Era, in which international human rights standards would suffer in favor of Islamic principles. However, despite President Erdoğan’s pledge in 2002 to raise generations of devout Muslims, academic author Volkan Ertit claims Turks are walking away from religion: “The prohibition of selling alcoholic beverages on high-speed trains in Turkey, the desire to ban extramarital sex, the discussion of boys and girls living under the same roof, the statements that the Justice and Development Party is raising a ‘pious generation’…all these are about the relation between the state and religion. But I am talking about the relation between religion and society. Society is not becoming more pious, the political arena is. The two are separate things.” One thus realizes government policy and social behavior are not necessarily interchangeable. In Turkey, they often collide

The Interpretation of Verbal Probability Expressions Used in the IAS/IFRS: the auditors Registered with the portuguese securities market commission

One of the main arguments in favour of the adoption and convergence with the international accounting standards published by the IASB (i.e. IAS/IFRS) is that these will allow comparability of financial reporting across countries. However, because these standards use verbal probability expressions (v.g. “probable”) when establishing the recognition and disclosure criteria for accounting elements, they require professional accountants to interpret and classify the probability of an outcome or event taking into account those terms and expressions and to best decide in terms of financial reporting. This paper reports part of a research we carried out on the interpretation of “in context” verbal probability expressions used in the IAS/IFRS by the auditors registered with the Portuguese Securities Market Commission, the Comissão do Mercado de Valores Mobiliários (CMVM). Our results provide support for the hypothesis that culture affects the CMVM registered auditors’ interpretation of verbal probability expressions through its influence on the accounting value (or attitude) of conservatism. Our results also suggest that there are significant differences in their interpretation of the term “probable”, which is consistent with literature in general. Since “probable” is the most frequent verbal probability expression used in the IAS/IFRS, this may have a negative impact on financial statements comparability