University Drop-Outs. A Systemic Play of Subjects, Institutions and Macro Contexts

Aparício, Miriam

doi:10.5901/jesr.2014.v4n2p466

Cited by 5 publications

(2 citation statements)

References 37 publications

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“…Taking into account the interaction between individuals and organizations, which is the base of resilience, cooperation and collaboration, we adopted a strategy of macro-micro-meso-macro analysis for our research based on a systemic sui generis approach: subject and structure in sustained interaction (Aparicio 1978(Aparicio -2014 According to this strategy, the individual exists within a context which imposes structural restrictions but is not determinant (Boudon, 1973). This is a context with both conflicts and opportunities for academic and professional development, one which can both favor or diminish the possibility of overcoming socio-professional obstacles and seeing life projects played out in terms of personal/professional achievement.…”

Section: Specific Theoretical-methodological Framework Of the Researchmentioning

confidence: 99%

Resiliency and Cooperation or Regarding Social and Collective Competencies for University Achievement. An Analysis from a Systemic Perspective

Aparício¹

2018

European Journal of Social Science Education and Research

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This research is found within the framework of the issue of University Quality. It was carried out using a sample of subjects from 6 different university schools in Argentina who extended their studies (1985-2004). The objective was to determine the factors underlying this extension. The methodology used was quantitative qualitative. The model integrates base variables, pedagogical-institutional variables, structural variables, organizational variables, and psychosocial variables. Among the latter, we focus on Cooperation - nucleus of Resilience - in relation to university success (US), taking into account that cooperation is a social/collective competence which is highly valued in the new organizational models looking toward student success (PISA, 2015; OECD 2018). The results show the impact of this factor on achievement, as well as the importance of building collective competencies.

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Section: Specific Theoretical-methodological Framework Of the Researchmentioning

confidence: 99%

Resiliency and Cooperation or Regarding Social and Collective Competencies for University Achievement. An Analysis from a Systemic Perspective

Aparício¹

2018

European Journal of Social Science Education and Research

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“…Additionally, at the academic/professional level, this new world for which we are not prepared will have an impact on dropout rates 1 , particularly for the most vulnerable groups. These rates were already high in Argentina and Latin America (Aparicio, 1995;2014) 2 . It is predicted that dropout rates will influence equity and equality of opportunities (Aparicio, 1973(Aparicio, /1983) and quality of global life.…”

Section: Introductionmentioning

confidence: 99%

Resilience: A “Psychosocial” Competency and Its Role in the Pathways of University Students in Intercultural Research (Pre and Post-COVID19)

Aparício

2022

European Journal of Interdisciplinary Studies

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Rapid changes to the workplace, even more so after the pandemic, demand education in competencies different from strictly disciplinary competencies, competencies which allow the individual to deal with emergencies and which imply a renewal of professional and institutional identity, favoring restructuring, employability and professionalization focused on future needs. In this paper, the focus is on what the author describes as a “psychosocial competency” in light of her theory, or Resilience. Like resilience, this theory, the Three Dimensional Spiral of Sense, involves three interacting and self-sustained levels: micro (individual), meso (organizational) and macro (national). We present two studies in which the impact of Resilience was observed: a) on academic achievement for delayed students, associated with institutions that do little to promote resilience and b) its importance in the shared representations of university students with respect to the competencies necessary for facing new challenges in the workplace. This group was taking part in a bilateral exchange program in France. COVID-19 suddenly placed them in an emergency situation, which demanded flexibility and the ability to adapt (stranded, without financial or health resources and lacking psychosocial support). Both research studies refer to the Quality of university education as regards Achievement, Professionalization, Identity and Employability. Both reveal deficiencies in the education system in terms of coping with crises. The methodologies, respectively, were quantitative (bivariate and multivariate level) and qualitative (techniques: interview and hierarchical evocation). The results of both studies show: a) the relevant role of Resilience with respect to Achievement; b) the lack of development in this regard. Finally, with a view towards transfer and intervention, a proposal is made to create and/or improve resilience and other psychosocial competencies by means of agreed-upon psychosocial support programs.

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The Three Dimensional Spiral of Sense: A New Paradigm Systemic Applied a Six Areas Disciplinares and Two Axis: Identity and Professionalization

Aparício

2023

European Journal of Formal Sciences and Engineering

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This article introduces a new systemic theory called “The Three Dimensional Spiral of Sense”, applied to Identity and Professionalization. The epistemological mainstays of the theory are stressed here, a theory supported by more than 30 years of empirical research at CONICET (National Council of Scientific Research, Argentina), with individuals belonging to different populations, some of them covering periods of over 20 years (intra-generational studies), and others covering three generations in-line (inter-generational studies). This article presents the most specific theoretical frameworks, and it formulates the six disciplinary areas in which the new analysis of the social data was carried out: Education, Health, Science, Media, International Relations and Interculturality. The first area – Education – is dealt with through different levels (secondary level, tertiary level, University and PhD training. Here, we only make reference to the studies carried out, returning to some epistemological issues in this theory. The methodology used was quantitative (statistical analysis, a semi-structured survey) but mainly qualitative (hierarchical evocations, interviews). The approach was macro-micro-meso-macro, micro, not quite common yet. It consists of a kind of sui generis systemism which recovers relationships (links, back and forth) between individuals and contexts, without overlooking neither the former nor the latter, thus, avoiding any type of reductionism. Individuals, organizations and frameworks interplay and feedback themselves. The results, particularly the qualitative ones, show the rich interactions underlying the continuance or innovation processes, which favor or hinder the individuals’ development and identity in times of abrupt change; at the same time, these results reveal the need for Professionalization in emerging countries.

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University Drop-Outs. A Systemic Play of Subjects, Institutions and Macro Contexts

Abstract: This paper is a part of a wider research program concerning the assessment of quality at

Cited by 5 publications

References 37 publications

Resiliency and Cooperation or Regarding Social and Collective Competencies for University Achievement. An Analysis from a Systemic Perspective

Resiliency and Cooperation or Regarding Social and Collective Competencies for University Achievement. An Analysis from a Systemic Perspective

Resilience: A “Psychosocial” Competency and Its Role in the Pathways of University Students in Intercultural Research (Pre and Post-COVID19)

The Three Dimensional Spiral of Sense: A New Paradigm Systemic Applied a Six Areas Disciplinares and Two Axis: Identity and Professionalization

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