Trends in Mentoring at Higher Education: A bibliometric analysis

[EN] Learning is a complex process that requires elements that favour its development.  In higher education this process can be complicated not only by the stage of education, also by the associated organisation and formalities. Universities, concerned to facilitate the inclusive participation of their members, have developed support systems. Mentoring is a reciprocal learning relationship development between the mentor whose expertise in a particular field allows him/her to guide and assist the mentee in his/her academic, professional and personal growth (Etzkorn and Braddock, 2020). In this framework, mentoring programmes have become particularly relevant as a tool to help facilitate the integration of both students and teachers. The importance of mentoring in higher education has attracted a significant amount of research. An analysis of the state of the art would therefore provide an insight into the most researched concepts associated with mentoring. This paper presents a hybrid methodology, using  a bibliometric approach and in-depth literature review of the most influential articles during the last period.  A co-occurrence analysis is carried out by VOSviewer software whose search formula was "mentoring" and (university or "higher education"), retrieving a sample of 232 articles from Web of Science. The thematic organization shows three main topics. Firstly, the benefits of mentoring on students' transitions in university by enhancing their experiences are analysed. Secondly, universities develop programmes related to psychological aspects such as increasing satisfaction or decreasing stress and programmes related to procedures that enable self-efficacy, protection, support and retention. Thirdly, programmes related to job training related to soft skills such as leadership are analysed. The research trends during 2020 and 2021 focus on new mentoring models oriented towards mentoring training and support actions (Etzkorn and Braddock, 2020), female mentoring (Hsieh and Nguyen, 2020) and disability support (Rillotta et al., 2020; Thompson et al., 2020).Alonso-Muñoz, S.; Torrejón-Ramos, M.; Medina-Salgado, M.; González Sánchez, R. (2023). Trends in Mentoring at Higher Education: A bibliometric analysis. Editorial Universitat Politècnica de València. 1-9. https://doi.org/10.4995/INN2022.2022.157041

Technology development as a tool towards circularity: a research agenda

New technological development enables to implement circular economy (CE) practices. This phenomenon is taking particular interest for the Academy. The aim of this study is to analyse the cognitive and intellectual structure of the relationship between CE and technology. The proposed research questions seek to answer how the evolution of the number of publications per year, the main authors, journals, institutions and countries in this field, and the most relevant topics and papers in the research area are. It is used a bibliometric approach of co-word analysis of 996 articles published on Web of Science. In addition, it is proposed a research agenda after reviewing the most cited articles and points the research trend topics. There is a need to include topics associated with the social sphere, since most of the research is focused on environmental aspects and economic effects. In recent years, research has been polarised towards the blockchain, Big Data and biorefinery technologies. Although these technologies are in demand, it should not ignore other emerging technologies that could be key to circularity, such as those related to product redesign or changes in production infrastructures

La metodología del aprendizaje-servicio como herramienta facilitadora de la educación para el desarrollo sostenible (EDS)

INTRODUCCIÓ. Un entorn educatiu que faciliti la participació i el pensament crític dels estudiants és essencial per a l’èxit de l’educació per al desenvolupament sostenible (EDS) d’acord amb els disset objectius de desenvolupament sostenible (ODS). Per a això calen eines que afavoreixin l’aprenentatge des d’un nou enfocament, que requereixi un component social i consideri les habilitats suaus dels estudiants.METODOLOGIA. La proposta educativa de l’aprenentatge-servei (ApS) estableix relacions fructíferes amb la societat, en les quals les dues parts se’n beneficien. En aquest treball es proposa l’aplicació de la metodologia ApS per aconseguir una implementació reeixida de l’EDS.RESULTATS. D’acord amb l’objectiu 11 (ciutats i comunitats sostenibles), aquesta proposta pretén que els alumnes contribueixin a fer que les ciutats siguin més inclusives, segures, resilients i sostenibles. Per això, s’ha dut a terme una activitat d’ApS a la Universitat Rey Juan Carlos on van participar 140 alumnes de l’assignatura Transports Turístics.DISCUSSIÓ. Aquest treball demostra la utilitat de la metodologia ApS en la transmissió dels valors associats a la sostenibilitat mediambiental, social i econòmica. A través de la conferència, l’alumnat presta un servei de trasllat de valors a la societat alhora que perfecciona les habilitats de comunicació i treball en equip.INTRODUCTION. An educational environment that facilitates student engagement and critical thinking is essential for the success of Education for Sustainable Development (ESD) according to the 17 Sustainable Development Goals (SDGs). This requires that the tools favour learning from a new approach, which involves a social component and takes into account the students’ soft skills.METHODOLOGY. The Service-Learning (S-L) for educational proposal establishes fruitful relationships with society, in which both parties benefit. This paper proposes the application of the S-L methodology to achieve a successful implementation of ESD.RESULTS. In line with Goal 11 (SDGs) ‘Sustainable Cities and Communities’, this proposal aims for students to contribute to making cities more inclusive, safe, resilient and sustainable. To this end, a S-L activity was carried out at the Rey Juan Carlos University with the participation of 140 students of the subject “Tourist Transport”.DISCUSSION. This work demonstrates the usefulness of the Service-Learning methodology in the transmission of values associated with environmental, social and economic sustainability. In the activity, the students provide a service of transferring values to society while improving their communication and teamwork skills.INTRODUCCIÓN. De acuerdo con los 17 Objetivos de Desarrollo Sostenible (ODS), un entorno educativo que posibilite el pensamiento crítico y la participación de los estudiantes resulta fundamental para el éxito de la Educación para el Desarrollo Sostenible (EDS).METODOLOGÍA. El trabajo propone la aplicación de la metodología ApS para lograr una implementación exitosa de la EDS. Así, tanto los alumnos, trabajando en equipo, aplicando sus capacidades y conocimientos adquiridos, como la sociedad, a la cual se le presta un servicio a través de esta metodología, resultan beneficiados.RESULTADOS. Este estudio muestra un proyecto en el que se relaciona el Objetivo 11 de los ODS ‘Ciudades y Comunidades Sostenibles’ con un enfoque ApS en la asignatura ‘Transportes Turísticos’ de los Grados en Turismo de la Universidad Rey Juan Carlos de Madrid. Por medio de este proyecto se implementa la EDS y los estudiantes tienen la oportunidad de contribuir a que las ciudades sean más seguras, inclusivas, sostenibles y resilientes.DISCUSIÓN. El trabajo proporciona evidencia práctica sobre la aplicación de los ODS en el ámbito universitario y la utilidad de la metodología ApS para transmitir valores vinculados con la sostenibilidad medioambiental, social y económica

Forward-central two-particle correlations in p-Pb collisions at root s(NN)=5.02 TeV

Two-particle angular correlations between trigger particles in the forward pseudorapidity range (2.5 2GeV/c. (C) 2015 CERN for the benefit of the ALICE Collaboration. Published by Elsevier B. V.Peer reviewe

Event-shape engineering for inclusive spectra and elliptic flow in Pb-Pb collisions at root(NN)-N-S=2.76 TeV

Peer reviewe

Elliptic flow of muons from heavy-flavour hadron decays at forward rapidity in Pb-Pb collisions at root s(NN)=2.76TeV

The elliptic flow, v(2), of muons from heavy-flavour hadron decays at forward rapidity (2.5 <y <4) is measured in Pb-Pb collisions at root s(NN)= 2.76TeVwith the ALICE detector at the LHC. The scalar product, two- and four-particle Q cumulants and Lee-Yang zeros methods are used. The dependence of the v(2) of muons from heavy-flavour hadron decays on the collision centrality, in the range 0-40%, and on transverse momentum, p(T), is studied in the interval 3 <p(T)<10 GeV/c. A positive v(2) is observed with the scalar product and two-particle Q cumulants in semi-central collisions (10-20% and 20-40% centrality classes) for the p(T) interval from 3 to about 5GeV/c with a significance larger than 3 sigma, based on the combination of statistical and systematic uncertainties. The v(2) magnitude tends to decrease towards more central collisions and with increasing pT. It becomes compatible with zero in the interval 6 <p(T)<10 GeV/c. The results are compared to models describing the interaction of heavy quarks and open heavy-flavour hadrons with the high-density medium formed in high-energy heavy-ion collisions. (C) 2015 CERN for the benefit of the ALICE Collaboration. Published by Elsevier B.V.Peer reviewe

U-Learning. El futuro está aquí, de Eva Fernández Gómez (coord.) (2009)

En el contexto tecnológico actual se multiplican las formas de acceder a la información y al conocimiento, lo que nos permite aprender en cualquier momento y lugar. Ello ha cambiado sustancialmente el panorama de la formación tanto universitaria como empresarial, y ha dado lugar al denominado "u-learning" o aprendizaje universal. Esta obra favorece el conocimiento y la aplicación de este nuevo paradigma, y alcanza con rigor el objetivo que se plantea: contribuir a la comprensión de este fenómeno mediante la proporción de conceptos, claves y experiencias prácticas para analizar y reflexionar.In today's technological context, the number of ways to access information and knowledge is growing exponentially, allowing us to learn anywhere, anytime. This has substantially changed the higher education and business training scene, and has given rise to "u-learning" or ubiquitous learning. This work provides an insight into the application of this new approach and comprehensively covers the objective set out in it: that of contributing to our understanding of u-learning by describing the concepts, keys and practical experiences associated with the phenomenon in order to facilitate analysis and reflection.En el contexto tecnológico actual se multiplican las formas de acceder a la información y al conocimiento, lo que nos permite aprender en cualquier momento y lugar. Ello ha cambiado sustancialmente el panorama de la formación tanto universitaria como empresarial, y ha dado lugar al denominado "u-learning" o aprendizaje universal. Esta obra favorece el conocimiento y la aplicación de este nuevo paradigma, y alcanza con rigor el objetivo que se plantea: contribuir a la comprensión de este fenómeno mediante la proporción de conceptos, claves y experiencias prácticas para analizar y reflexionar

THE INFORMATION AND COMMUNICATION THECNOLOGIES (ICT) TRAINING IN TOURISM DIPLOMA: IS SUITABLE?

This study analyses to what extent the knowledge acquired in ICT field fits the requirements asked for the tourism sector companies. First-year tourism students become familiar with the use of many ICT devices but they do not have sufficient background for using it properly in a professional context. In addition, the reality of the higher education in tourism studies reflects an apparent need for a greater number of credits for ICT knowledge and a greater number of places to study it. Hence, our aim is to evaluate the gap between the level- and the kind- of ICT knowledge acquired and the labour markets required one. For that purpose, we carried out a three-phase empirical study, based on the assessments of students and the enterprises where they do their “ course. The results support the need to optimize computing and information management courses content in order to meet the specific needs of the companies. Finally, some recommendations arise for helping professors to optimize the class work.Este trabajo profundiza en la detección del grado de ajuste entre los conocimientos adquiridos en materia de TIC y los requerimientos demandados por las empresas del sector turístico a sus futuros profesionales. Los alumnos que acceden a la titulación de Turismo están familiarizados con el uso de las TIC pero no tienen los conocimientos suficientes para un adecuado manejo en un ámbito profesional. Por otro lado, la realidad del ámbito de la formación superior en estudios turísticos refleja una aparente necesidad de un mayor número de créditos que abarquen estos conocimientos y de un mayor número de plazas para cursarlos. Se realiza un estudio empírico en tres fases a los alumnos que realizan el y a las empresas en que lo realizan. Los resultados apoyan la necesidad de optimizar los contenidos de las asignaturas genéricas de informática, contemplando las necesidades específicas de la empresa. A través de la interpretación de los datos obtenidos se establecen una serie de recomendaciones que pueden servir de apoyo a los docentes para optimizar el trabajo en el aula

LA FORMACIÓN EN TECNOLOGÍAS DE LA INFORMACIÓN Y DE LAS COMUNICACIONES (TIC) EN LA TITULACIÓN DE TURISMO: ¿ES ADECUADA? THE INFORMATION AND COMMUNICATION THECNOLOGIES (ICT) TRAINING IN TOURISM DIPLOMA: IS SUITABLE?

Este trabajo profundiza en la detección del grado de ajuste entre los conocimientos adquiridos en materia de TIC y los requerimientos demandados por las empresas del sector turístico a sus futuros profesionales. Los alumnos que acceden a la titulación de Turismo están familiarizados con el uso de las TIC pero no tienen los conocimientos suficientes para un adecuado manejo en un ámbito profesional. Por otro lado, la realidad del ámbito de la formación superior en estudios turísticos refleja una aparente necesidad de un mayor número de créditos que abarquen estos conocimientos y de un mayor número de plazas para cursarlos. Se realiza un estudio empírico en tres fases a los alumnos que realizan el practicum y a las empresas en que lo realizan. Los resultados apoyan la necesidad de optimizar los contenidos de las asignaturas genéricas de informática, contemplando las necesidades específicas de la empresa. A través de la interpretación de los datos obtenidos se establecen una serie de recomendaciones que pueden servir de apoyo a los docentes para optimizar el trabajo en el aula. This study analyses to what extent the knowledge acquired in ICT field fits the requirements asked for the tourism sector companies. First-year tourism students become familiar with the use of many ICT devices but they do not have sufficient background for using it properly in a professional context. In addition, the reality of the higher education in tourism studies reflects an apparent need for a greater number of credits for ICT knowledge and a greater number of places to study it. Hence, our aim is to evaluate the gap between the level- and the kind- of ICT knowledge acquired and the labour markets required one. For that purpose, we carried out a three-phase empirical study, based on the assessments of students and the enterprises where they do their “practicum” course. The results support the need to optimize computing and information management courses content in order to meet the specific needs of the companies. Finally, some recommendations arise for helping professors to optimize the class work.</p