Objectives: The goal of the present study is to describe how the transition to remote emergency delivery was addressed in three universities during COVID-19 pandemic, to determine the satisfaction levels of their students and faculty with this new teaching-learning experience, and to gather their opinions about the future of Higher Education. Method: The study uses a mixed methods approach, including faculty and student surveys and focus groups Results: The study shows high satisfaction with the emergency remote delivery, and clearly reflects the relevancy of enhancing the digital components of the future learning experiences in Higher Education and a unanimous preference for hybrid education, providing some interesting recommendations to institutions regarding what students and faculty would like to keep for a more effective learning experience when the new normality comes. Conclusions: COVID-19 has had terrible consequences, however, the authors of this paper believe that this pandemic has brought along some positive effects and improvement opportunities in higher education, and if the results of the present study are any indication, the future of face to face higher education should be hybrid. Implication for Theory and / or Practice: This study may have some impact on future research initiatives, but the aspiration of the authors of this paper would be to inform decision making, and make direct recommendations to institutional leaders and policy makers regarding the necessary enhancement of the digital component of the teaching and learning process in Higher Education. Keywords: COVID-19; emergency remote delivery; hybrid higher education

Una sociedad como en la que vivimos actualmente reconoce que la formación debe darse a lo largo de toda la vida, y que la universidad, en buena medida, debe ser considerada como uno de los contextos más idóneos para llevarla a cabo. Es por ello por lo que se hace necesario fomentar políticas de adaptación, por parte de las entidades universitarias al perfil del discente adulto, que es claramente diferente al del estudiante tradicional, y, por lo tanto, demanda una atención diferenciada. Entendiendo que la universidad debe afrontar de forma planificada y efectiva la formación de adultos, el presente trabajo refleja un análisis documental transversal de algunas experiencias e investigaciones relevantes sobre la formación de adultos en la educación superior, con el objetivo de elaborar propuestas de mejora.

The article addresses the importance of incorporating faculty development as a key priority of higher education institutions. A literature review and some face-to-face and online interviews were conducted at various U.S. institutions, to identify common and best practices regarding this important matter. The article offers some ideas about what is done, and how it is done, to help faculty be ready for the challenging role they need to play: to be effective developers of a diverse student body that meets the evolving needs of industry and that utilizes technological tools that never existed before.

Faculty constitutes one of the most important elements of Higher Education institutions. Their role is key in curriculum development, as well as in guiding students´ learning and driving their engagement, in conducting research and in the overall success of their institutions. This paper presents the results of a number of faculty interviews, and a focus group carried out in nine different Laureate institutions, operating in eight different countries. Faculty were asked about professional recognition, its importance and how it should occur. The results of the study show a lot of consistency, starting with the conviction of its importance, and then the differentiation between an environment of recognition and appreciation, and the need for formal recognition opportunities. Some other interesting ideas and aspirations were shared, providing good guidance for institutions that are interested in enhancing faculty recognition as part of their continuous improvement process.

The engagement of students and faculty in the teaching and learning process of Higher Education is key to ensure the career readiness of graduates, and their future ability to make a positive impact in their communities and the world. It is in this context that Positive Leadership has been piloted in a young, comprehensive Indian university, where the two professors that led this innovative approach were trained so that the delivery of their subjects enhanced the principles of positive meaning, positive climate, positive communication and positive relationships. The research carried out during this pilot study incorporated a mixed-methods approach, which allowed to scientifically assess the very positive impact of the initiative. Both students and faculty appreciated a more human methodology and reported highly satisfactory results, including boosted engagement and improved grades.

Este trabajo presenta un proyecto pionero e innovador, realizado por la Facultad de Ciencias Sociales de la Universidad Europea de Madrid durante el curso académico 2008-2009. El proyecto se denomina Programa DOC, Developing Outstanding Capacities mediante el cual se pretende detectar estudiantes de altas capacidades y con alto rendimiento, contribuyendo activamente al desarrollo de las mismas y proporcionándoles una preparación de máximo nivel que contribuya al éxito personal y profesional del titulado y al progreso global de la sociedad. Al igual que hay programas de apoyo a los estudiantes con dificultades de aprendizaje debe haber programas que ayuden a aquellos con más necesidades de estudio e investigación. En este trabajo se describen los objetivos, contenidos y estructura del programa y se analizan los resultados obtenidos referentes tanto a los rendimientos académicos como a la satisfacción de los participantes.

<p class="MsoNormal" style="margin: 0in 26.05pt 10pt 0in; line-height: normal; text-align: justify;"><span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri;"><span style="font-size: small;">The current educational model for the Europea Higher Education Area (EHEA), demands a greater involvement on the behalf of students in all aspects of their education. In this respect, peer mentorship not only provides effective orientation for newly admitted students, a key element of quality in education, but also the active participation of students mentors, leading to the development of a wide range of skills in both mentor and mentee students. From a research-action perspective, this article describes a program of peer mentoring, in which the student interaction taking place leads to wide-ranging knowledge acquisition (knowledge and know how) for both participants. Within the sphere of mathematics, the program was developed with the aim of developing general skills, as well as the specific objective of improving competence in mathematics. In the results obtained, the profile and educational development of the student mentor, together with the study of the needs of first year students, from the perspective of teachers and students, were especially relevant. The conclusions and recommendations from this study may constitute a good basis upon which future peer mentorship programs may be developed as an approach that is very much in line with the EHEA and of great educational value.</span></span></p><p>------<strong></strong></p><p class="Default" style="margin: 0in 0in 0pt;"><strong><span style="font-family: 'Arial','sans-serif';" lang="ES-PR">La mentoría entre iguales en la Universidad Europea de Madrid: Una estrategia educativa para el desarrollo de competencias generales y específicas</span></strong></p><p class="Default" style="margin: 0in 0in 0pt;"><strong><span style="font-family: 'Arial','sans-serif';" lang="ES-PR"><span style="font-size: small;">Resumen</span></span></strong></p><p class="Default" style="margin: 0in 0in 0pt;"><span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: ES-PR;" lang="ES-PR"><span style="font-size: small;"><br /></span></span></p><p class="Default" style="margin: 0in 0in 0pt;"><span style="font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: ES-PR;" lang="ES-PR"><span style="font-size: 13.0pt; font-family: 'Arial',sans-serif; mso-fareast-font-family: Arial; mso-ansi-language: ES-TRAD;" lang="ES-TRAD">El modelo educativo actual, desarrollado dentro del Espacio Europeo de Educación Superior (EEES), requiere de una mayor implicación por parte de los estudiantes en todos los aspectos de su formación. En este sentido, la tutoría entre iguales no sólo proporciona una orientación efectiva de los alumnos de reciente incorporación en la universidad, elemento clave de calidad, sino una participación activa del estudiante mentor, que resulta en el desarrollo de un amplio abanico de competencias por parte de ambos (estudiante mentorizado y mentor). Este trabajo describe, desde el ámbito de la investigación-acción, un programa de tutoría entre iguales en el que la interacción que se produce en las sesiones de mentoría constituye un interesante medio de adquisición del conocimiento en sentido amplio (saber y saber hacer) para ambos participantes. El programa se desarrolla en el seno de la asignatura de Matemáticas, por lo que se busca la mejora de diversas competencias generales y, como elemento diferenciador,<span style="mso-spacerun: yes;">  </span>un mayor desarrollo de la competencia matemática. En la presentación de resultados resulta especialmente relevante la figura del alumno mentor, su perfil y avance formativo, así como el estudio de las necesidades de los alumnos de primer curso a través de la óptica de los docentes y de los discentes. Las conclusiones y recomendaciones podrían constituir una buena base para el desarrollo de futuros programas de tutoría entre iguales, un ingrediente educativo de máxima coherencia con el EEES y de gran valor formativo.</span></span></p><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:EnableOpenTypeKerning/> <w:DontFlipMirrorIndents/> <w:OverrideTableStyleHps/> </w:Compatibility> <w:DoNotOptimizeForBrowser/> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="&#45;-"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]-->

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