Purpose
In recent years, a process of reform and innovation in higher education has been witnessed. A change in the evaluation of student learning in universities is necessary for new teaching-learning proposals to be developed. The authors propose implementing a learning assessment process based on the idea of participatory evaluation, verifying the benefits of this method in the acquisition of cross-disciplinary skills.
Design/methodology/approach
The method implemented follows the principles of action research.
Findings
The Kahoot! app has an effect on the teaching-learning process and on the training skills and academic performance measured through the student’s grades.
Originality/value
This paper presents an innovation proposal that aims to observe how students acquire more competences.
INTRODUCCIÓN. Los requerimientos para la inserción laboral de los egresados universitarios exigen a las instituciones de educación superior el desarrollo tanto de competencias específicas propias de cada titulación, como de competencias transversales con alto valor en el mercado. Sin embargo, es todavía escasa la introducción de estas competencias en los grados y másteres oficiales. No obstante, en los últimos años se ha producido una creciente demanda de formación en competencias personales que ha propiciado la aparición de diversos posgrados y másteres propios en las universidades españolas. En este trabajo se estudia la eficacia del posgrado en Educación Emocional y Bienestar en el desarrollo de las competencias socioemocionales de sus estudiantes. MÉTODO. Se utilizó un diseño cuasiexperimental con medidas repetidas pretest-postest con grupo control. La muestra es de 503 adultos, 288 del grupo experimental y 215 del grupo control con características semejantes. Se utilizan dos instrumentos: el Cuestionario de Desarrollo Emocional (CDE-A) que evalúa la competencia emocional total y cada una de sus dimensiones, y el test situacional G basado en un caso práctico que mide la comprensión emocional y la respuesta cognitiva y conductual con la que se afronta una situación conflictiva. RESULTADOS. Los resultados del contraste de medias (t-Student) muestran mejoras significativas en la competencia emocional total y en cada una de las dimensiones al final del posgrado. El tamaño del efecto muestra que los cambios son de una magnitud importante en todas las dimensiones. Del estudio cualitativo se desprende que la intervención permite mejorar la precisión en la identificación de las emociones, aumentar el patrón de pensamientos reguladores y las conductas asertivas. DISCUSIÓN. Todo ello permite concluir que el desarrollo de las competencias transversales en educación superior es posible y necesario para la formación de profesionales cualificados.
Introduction: Labor insertion for young people is probably more difficult nowadays than it was a few decades ago in all productive sectors and in academic education. A few decades ago, having a university degree was a guarantee of quick labor insertion, but nowadays, although having a university degree may somewhat alleviate the unemployment rate, it is still high among recent university graduates. In this paper, we show the differential profile of the companies who do hire recent graduates as compared to those who do not.Methodology: We worked with a sample of 1,325 employers from the business world of Catalonia, who were administered the questionnaire prepared adhoc during 2014. Results: The main results show that the more workers a company has, the higher the probability that they will hire recent graduates. Companies with a high percentage of graduated workers are more likely to hire recent graduates. Companies who are willing to work with Agency for the Quality of the University System of Catalonia hire more than those who are not. And finally, the service sector hires more than construction or industry.Conclusions: In the present study we have shown a differential pattern between the companies that hire recent graduates or not, a very important aspect because this could help define university policies to facilitate the transition to the labor market.
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