La educación superior particular en tiempos de pandemia. Incertidumbre y vivencias de la academia.

Abstract

El objetivo del trabajo fue analizar la situación prevaleciente entre profesores de Instituciones de Educación Superior Particulares (IESP) en Mexicali, Baja California, México, durante la pandemia COVID-19. Se realizó un estudio cualitativo de tipo fenomenológico durante los meses de mayo a junio del 2020, donde se aplicaron entrevistas a profundidad a seis profesores pertenecientes a este tipo de instituciones. Los resultados obtenidos dan cuenta de la carencia de infraestructura y acciones concretas por parte de las IESP para garantizar de manera óptima la continuidad del servicio educativo, así como una desvalorización de la función docente en tiempos de contingencia sanitaria. Las IESP no han hecho una labor de apoyo hacia sus docentes, enfrentándolos a situaciones de estrés e incertidumbre.

The innovative competence of university teachers to improve learning: A comparative study of Bolivia, Spain and Mexico

“…It is important to analyse, tentatively, the differences found between the countries studied, understanding that they may respond to structural difficulties, specific sociocultural processes or different educational conceptions in Latin American institutions, and that, consequently, they do not emphasise the development and quality criteria that operate in European universities (EHEA). In this sense, the differences recognised in this study may derive from certain limitations for the development of innovation in the field of higher education in Latin America, in contrast to the European context (Martínez-Iñiguez, 2018; Ríos-Cabrera and Ruiz-Bolivar, 2020). Some of the difficulties are:• Lack of formulation of specific public policies to develop innovation in university institutions.• Lack of financial resources for the development of innovative initiatives aimed at the acquisition of equipment, teaching materials, teacher training, technical/pedagogical advice, equipment maintenance, etc.• No promotion of leadership and motivation of the leadership and management of HEIs vis-à-vis the entire educational community to get involved in the innovation process.• Limited updating of the curriculum of university degrees to the current socio-economic contextual requirements.• Lack of training of competent and innovative teachers who allow student autonomy and responsibility in their learning, the use of active methodologies in the classroom and the incorporation of technological resources.…”

“…It is important to analyse, tentatively, the differences found between the countries studied, understanding that they may respond to structural difficulties, specific sociocultural processes or different educational conceptions in Latin American institutions, and that, consequently, they do not emphasise the development and quality criteria that operate in European universities (EHEA). In this sense, the differences recognised in this study may derive from certain limitations for the development of innovation in the field of higher education in Latin America, in contrast to the European context (Martínez-Iñiguez, 2018;Ríos-Cabrera and Ruiz-Bolivar, 2020). Some of the difficulties are:…”

“…Its initial objective was aimed at the development of student competences rather than the acquisition of academic content. However, according to research carried out (Aboites, 2010; Martínez-Iñiguez, 2018; Mendoza et al, 2021), this process apparently did not consider regional specificities (cultural, social and political diversity), being an imitation or copy of a European model without applying changes in Latin American higher education institutions. Furthermore, studies analyse some negative repercussions of such implementation, such as the fragmentation of university student education and the negative impact on teachers and students as central elements of change in university institutions (Aboites, 2010).…”