Una revisión sistemática del concepto de actividad extracurricular en Educación Superior

Abstract

Recientemente se está desarrollando una línea de investigación en educación superior que muestra evidencia de que las actividades fuera de programa o extracurriculares estructuradas tienen un impacto positivo en la formación integral del alumnado (Ivanova & Logvinova, 2017). Los trabajos existentes son mayoritariamente empíricos e identifican algunas contribuciones relevantes, sin existir una revisión sistemática del conjunto de funciones y beneficios derivados de estas. Además, el término y tipología de actividad extracurricular (ECA) siguen siendo ambiguos y todavía no existe una definición ni una clasificación generalmente aceptada para este concepto (Greenbank, 2015).En este contexto, el trabajo que se presenta en este artículo tiene como objetivos: (a) describir el concepto y tipología de las actividades extracurriculares en educación superior; y (b) identificar las funciones y beneficios de estas en el desarrollo humano integral del alumnado universitario. La metodología llevada a cabo siguió la declaración PRISMA para las revisiones sistemáticas (Moher, Liberati, Tetzlaff & Altman, 2009). Los estudios se seleccionaron de las bases de datos WoS, Scopus y ERIC y se analizaron de acuerdo a los objetivos planteados.El análisis de los 50 trabajos de investigación seleccionados aporta luz a la literatura académica no solo en torno al concepto y tipología de actividad extracurricular sino también respecto a los efectos de esta en la empleabilidad, rendimiento académico, bienestar, adaptación a la vida universitaria y participación y transformación social. Asimismo, se exponen los beneficios que aportan dichas actividades en cuanto al desarrollo de habilidades personales, sociales y profesionales. Finalmente, se pone de relieve la necesidad de abordar investigaciones sobre lo que supone la formación extracurricular en el ámbito universitario, así como la importancia de potenciar dicha formación para promover el desarrollo humano integral del alumnado en educación superior.

Transport Poverty with Special Reference to Sustainability: A Systematic Review of the Literature

“…It is characterised by being specific, systematic, reproducible, critical and rigorous [25,26]. To carry it out, different phases have been used [24][25][26][27], as indicated below.…”

“…Language: English/Spanish Not related to the topic "Poverty and Transport" [27] Primary works [34] Restricted access to full text [36] Unquoted articles [37] Articles in scientific journals [33] Works of less than 4 pages [34] • Phase 3: Procedure for the selection of the articles.…”

“…Once the inclusion and exclusion criteria were defined, we proceeded to select the articles in several stages (Figure 1): In the first stage, we identified 551 items, as indicated above, where they were exported to Endnote, and the duplicates were removed (n = 119). In the second stage, we manually examined the title, abstract and keywords of the remaining 432 articles, discarding all those papers whose analysis did not focus on poverty and transport [27] (n = In the first stage, we identified 551 items, as indicated above, where they were exported to Endnote, and the duplicates were removed (n = 119). In the second stage, we manually examined the title, abstract and keywords of the remaining 432 articles, discarding all those papers whose analysis did not focus on poverty and transport [27] (n = 37) and those that had no citations (n = 39) since to determine the relevance of the articles, the number of citations they receive is taken into account as the best indicator of influence [37].…”

“…In the second stage, we manually examined the title, abstract and keywords of the remaining 432 articles, discarding all those papers whose analysis did not focus on poverty and transport [27] (n = In the first stage, we identified 551 items, as indicated above, where they were exported to Endnote, and the duplicates were removed (n = 119). In the second stage, we manually examined the title, abstract and keywords of the remaining 432 articles, discarding all those papers whose analysis did not focus on poverty and transport [27] (n = 37) and those that had no citations (n = 39) since to determine the relevance of the articles, the number of citations they receive is taken into account as the best indicator of influence [37]. In the third stage (n = 356), we excluded all articles that had restricted access to full text [36] (n = 126) and those papers that were less than 4 pages long [34] (n = 9).…”

“…In this phase, the research questions (RQ) [26][27][28] that will allow the objective set out in this work to be achieved are raised.…”