La educación del siglo XXI y el despertar de las bellas durmientes: una revisión sistemática de la literatura

Laverde, Andrés Chiappe; Samper, Ana María Ternent de; Wills, Alejandro Emilio; Uribe, Ignacio Restrepo

doi:10.14201/eks.22483

Cited by 2 publications

(2 citation statements)

References 39 publications

(35 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To do so, a systematic bibliographic review was done along with a selection of studies following the PRISMA-P protocol [ 45 ] [ 46 ]. The PRISMA-P protocol comes from medical research and has recently begun to be applied in literature reviews in the field of education, to obtain greater rigor and methodological consistency [ 47 ]. However, its use in educational bibiometric research implies that not all of its parts are applicable, since clinical trials are not reviewed.…”

Section: Methodsmentioning

confidence: 99%

Basic business knowledge scale for secondary education students. Development and validation with Spanish teenagers

2020

View full text Add to dashboard Cite

Introduction In the current international context, entrepreneurship education claims a privileged place within educational systems, given that it contributes decisively to innovation and to the set of competences demanded in the new knowledge-based economy. The state of the research in this line highlights the existing formative deficiencies at these basic education levels, despite the fact that numerous initiatives of fostering business culture have already been developed. Among the currently existing gaps, conspicuous by its absence is the lack of instruments capable of efficiently measure the basic business knowledge, needed to progressively constitute a consistent business identity stands out. In this sense, we set ourselves the construction and validation of a basic business knowledge scale for the Secondary Education stage. Methods This study was implemented in two phases. In the first phase, the dimensions and components of the Basic Business Knowledge Scale were identified via a systematic review of the literature following the PRISMA-P protocol and a qualitative study. In the second phase, the scale was developed and validated. On the one hand, a content validation was conducted through interviews of experts and students, studying the content validity (the Content Validity Ratio and the Content Validity Index) and the face validity (Think-aloud protocols). On the other hand, the construct validity was analyzed through an Explanatory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA). Then, the reliability was calculated with the Cronbach Alpha and the test stability with a test-retest. The convergent validity has been validated by the average variance extracted (AVE) and the discriminant validity between constructs was established through the AVE estimated for each construct with the squared interconstruct correlations associated with that factor. The sample was made up of 1440 students (679 girls and 761 boys) from age 11 to 17 (M = 14.6, SD = 1.597). Results The EFA and the CFA showed evidence of a first-order three-factor structure (Knowledge in Business Management (KBM), Legal Knowledge (LK) and Strategic Knowledge (SK)), and a second-order factor, Basic Business Knowledge. In the construct validity two items were eliminated due to their factor loadings being lower than .40. The results of the fit indices contributed acceptable values regarding the proposed model. The three subscales and the scale as a whole revealed a satisfactory internal consistency with Cronbach alphas over .75. The intraclass correlation coefficient (ICC) was above .90, showing an appropriate stability. The convergent validity offers values over .80 in the composite reliability (CR) and the average variance extracted (AVE) is greater than .50. Moreover, in the divergent validity, the values of the square root of the AVE are greater than the correlations with the other constructs. Finally, the Basic Business Knowledge Scale has 18 items. ...

show abstract

Section: Methodsmentioning

confidence: 99%

Basic business knowledge scale for secondary education students. Development and validation with Spanish teenagers

2020

View full text Add to dashboard Cite

show abstract

“…In this sense, regarding the first matter, the assurance of the quality of Education through "standards" would reinforce the idea of a homogenizing Education in which the educational processes should lead to the fulfillment of the standards determined by the Ministry of Education for the students. The foregoing, although it constitutes a very frequent way of understanding the role and importance of educational standards, leaves aside an issue that is highly relevant for Education in the 21st century: conducting learning processes that respond to the interests, expectations, limitations and students' personal learning paths (CHIAPPE et al, 2020). This issue seems to be very relevant for future research processes that address the tensions between flexibility and standardization, at least from the point of view of evaluation.…”

Section: Discussionmentioning

confidence: 99%

Is Assurance of Learning going as it should? A text mining-based review of literature

Laverde

Wills

Rachid

2023

Ensaio: aval.pol.públ.Educ.

Self Cite

View full text Add to dashboard Cite

Guaranteeing quality in Higher Education in today’s globalized and uncertain context strains universities worldwide. Assurance of Learning (AoL) and Curricular Alignment (CA) are some of intimately related key concepts embedded in this situation. Albeit being pervasive in today’s complex Higher Education ecosystem, AoL is not understood the same way everywhere. In order to explore its related meanings a scholarly literature analysis was carried out using text-mining techniques on 576,180 terms of 167 peer reviewed articles. Results reveals that research on AoL/CA is focusing on accreditation-oriented operationalization of assessment rather than synergically synchronizing the Intended Learning Outcomes (ILOs) with teaching and assessment as it should be. Evidence shows that AACSB accreditation guidelines have the heaviest impact on AoL/CA research which entails that a single point of view is globally driving what should otherwise be a dialogue in a diverse international academic ecosystem.

show abstract

La educación del siglo XXI y el despertar de las bellas durmientes: una revisión sistemática de la literatura

Cited by 2 publications

References 39 publications

Basic business knowledge scale for secondary education students. Development and validation with Spanish teenagers

Basic business knowledge scale for secondary education students. Development and validation with Spanish teenagers

Is Assurance of Learning going as it should? A text mining-based review of literature

Contact Info

Product

Resources

About