Diagnóstico para la implementación de programas de mentoría

Aguilar, Nancy Lorena Aguilar; Zambrano, Rosa Mirian Caamaño; Zamora, Wendy Elena Aguilera; Masache, Diana Teresa Cuenca

doi:10.30827/publicaciones.v50i2.13951

Cited by 2 publications

(2 citation statements)

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“…In any case, it can be concluded that students improved their level of intrapersonal competences due to the mentoring program. These results were confirmed by the interviews with students, in which 84.85% recognised important progress in these competences thanks to the mentoring program, thus confirming that the mentoring is an effective method in fostering the acquisition of key competences (Velasco-Quintana and Benito-Capa, 2011;Aguilar et al, 2020). In this sense, mentoring is considered an effective method for positively influencing university students (Livingstone and Naismith, 2018;Law et al, 2020).…”

Section: Discussionsupporting

confidence: 52%

Mentoring impact on the transversal competence’s development. An experience of educational accompaniment in the integral formation of the university student

Crespí,

López

2023

Front. Educ.

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IntroductionThe adaptation of universities to the new guidelines set by the European Higher Education Area implies relevant changes. Among them, a teaching model more focused on the student and his or her learning than on the teacher and the subject, new active teaching-learning methodologies and the development of competences through the acquisition of learning outcomes; all with the aim of contributing to the integral formation of the university student. The integral formation, enabling each student to discover and realize their own life project, is nourished by educational accompaniment and the development of competences. A concrete form of educational accompaniment is mentoring. The objective of this study is to evaluate the formative effectiveness of an innovative mentoring program in the development of transversal competences as a means to achieve the ultimate mission of the university: to provide a comprehensive education to students.MethodsThe design of this research is quasi-experimental (pretest-posttest). The sample consists of more than 300 first-year students of the Universidad Francisco de Vitoria who participated in the mentoring program. A questionnaire on transversal competences and group interviews were used as measurement instruments.ResultsThe results showed significant differences in the level of acquisition of intrapersonal competences between the pre-treatment and post-treatment periods, in favor of the latter. This fact suggests that students improved their level of intrapersonal competences thanks to the mentoring program. These results are subsequently supported by the analysis of the group interviews.DiscussionTherefore, it can be concluded that this type of mentoring program is a valid example for the development of intrapersonal competences, which in turn contributes to the integral formation of the student.

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Section: Discussionsupporting

confidence: 52%

Mentoring impact on the transversal competence’s development. An experience of educational accompaniment in the integral formation of the university student

Crespí,

López

2023

Front. Educ.

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“…All universities carry out great efforts and systematic processes of improvement in search of models, actions, and strategies that allow the quality improvement of professionals and capacity of graduates (Aguilar et al, 2020); however, one of the difficulties in implementing dropout studies in higher education in Latin American countries is the absence of studies and data (González, 2007). Given this situation, we have used estimation models and indicators that give approximate results.…”

Section: Figure 1 Psychological Model Hierarchy Of the Reasoned Action Theory Of Fishbein And Ajzen (1975)mentioning

confidence: 99%

Analysis of Dropout in the Soná Extension of the University of Panama, Based on the Questionnaire of Díaz and Tejedor, (2017)

2021

JHETP

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The purpose of this research is to analyze the causes of student dropout in a university extension of the University of Panama. It suggests a non-experimental design based on a quantitative approach. It is nonparticipatory, analytical and descriptive. The population includes students who dropped out during the years 2017 to 2020, (n=142). The sample is purposive. However, only 45 persons completed the questionnaire. The questionnaire of Díaz and Tejedor, (2017) called CADESUN was applied. The questionnaire has been validated both nationally and internationally. The technique of expert judges was applied with a rating of 0.99 (content validation) and piloting that reached a Cronbach's Alpha of 0.99, so it was relevant to analyze the phenomenon in a new context. It was possible to verify that the separate analysis of the relevant variables yields valuable results. For the analysis as a whole, the extension emphasizes an Organizational or Institutional Model followed by the Economic Model, causing student dropout.

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Diagnóstico para la implementación de programas de mentoría

Cited by 2 publications

References 1 publication

Mentoring impact on the transversal competence’s development. An experience of educational accompaniment in the integral formation of the university student

Mentoring impact on the transversal competence’s development. An experience of educational accompaniment in the integral formation of the university student

Analysis of Dropout in the Soná Extension of the University of Panama, Based on the Questionnaire of Díaz and Tejedor, (2017)

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