A model to assess students’ social responsibility behavior within a classroom experiment

Rodrigo-González, Amalia; Caballer-Tarazona, María

doi:10.1016/j.iree.2015.01.002

Cited by 7 publications

(4 citation statements)

References 40 publications

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“…La investigación de Rodrigo-González y Caballer-Tarazona 193 , se enfoca en examinar el proceso de enseñanza y aprendizaje de valores como el respeto, la solidaridad y la justicia social, para evaluar el efecto que tiene sobre los estudiantes con respecto a la responsabilidad social.…”

Section: Egresadosunclassified

Evaluating standards-based assessment rubrics in a postgraduate public health subject

Kite

Phongsavan

2016

Assessment & Evaluation in Higher Education

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LISTA DE CUADROS pág. Cuadro 1. Metodología Cuadro 2. Criterios de revisión de la literatura Cuadro 3. Artículos pertinentes para la revisión de la literatura Cuadro 4. Documentos por año Cuadro 5. Documentos por país Cuadro 6. Tipos de documento Cuadro 7. Documentos por área temática Cuadro 8. Palabras clave por función sustantiva Cuadro 9. Ecuación de búsqueda (Docencia) Cuadro 10. Ecuación de búsqueda (Investigación) Cuadro 11. Ecuación de búsqueda (Extensión) Cuadro 12.Ecuaciones de búsqueda Cuadro 13. Artículos por función sustantiva Cuadro 14. Elementos claves de docencia Cuadro 15. Elementos claves de la función de extensión Cuadro 16. Ficha técnica indicador de deserción Cuadro 17. Ficha técnica indicador ambientes virtuales de aprendizaje (AVA) Cuadro 18. Ficha técnica indicador rendimiento académico Cuadro 19. Ficha técnica indicador plan de estudios Cuadro 20. Ficha técnica indicador de retroalimentación Cuadro 21. Ficha técnica indicador de evaluación de procesos Cuadro 22. Ficha técnica indicador de aprendizaje Cuadro 23. Ficha técnica de indicador de estrategias de aprendizaje Cuadro 24. Ficha técnica de indicador de enseñanza Cuadro 25. Ficha técnica de indicador de formación Cuadro 26. Ficha técnica de indicador de emprendimiento Cuadro 27. Ficha técnica de indicador de triple hélice Cuadro 28. Ficha técnica indicador de egresados Cuadro 29. Ficha técnica indicador de mercado laboral Cuadro 30. Ficha técnica indicador de responsabilidad social Cuadro 31. Ficha técnica indicador de educación continuada Cuadro 32. Ficha técnica indicador de empleo Cuadro 33. Ficha técnica indicador de educación empresarial Cuadro 34. Ficha técnica indicador desempleo Cuadro 35. Ficha técnica indicador del personal Cuadro 36. Ficha técnica indicador de equipos Cuadro 37. Ficha técnica indicador de patentes Cuadro 38. Ficha técnica indicador de laboratorios Cuadro 39. Ficha técnica indicador de biblioteca Cuadro 40. Ficha técnica indicador de sociedad Cuadro 41. Ficha técnica indicador de producción científica pág. Cuadro 42. Ficha técnica indicador de innovación tecnológica Cuadro 43. Ficha técnica indicador de perspectivas laborales Cuadro 44. Ficha técnica indicador de segundo idioma Cuadro 45. Ficha técnica indicador de investigadores extranjeros Cuadro 46. Ficha técnica indicador de movilidad de los investigadores Cuadro 47. Ficha técnica indicador de becas Cuadro 48. Ficha técnica indicador de internacionalización del personal Cuadro 49. Ficha técnica de indicador de investigación avanzada Cuadro 50. Ficha técnica indicador de estudiantes internacionales

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Section: Egresadosunclassified

Evaluating standards-based assessment rubrics in a postgraduate public health subject

Kite

Phongsavan

2016

Assessment & Evaluation in Higher Education

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“…To finish, this activity helped students to develop the ability to critically assess concepts and reflect on alternative economic paradigms. Introducing this kind of activity in class may stimulate students to enhance their awareness about their participation in society, as well as encourage them to think and reflect in broad contexts beyond theoretical teaching [53].…”

Section: Discussion and Further Extensionsmentioning

confidence: 99%

Active Learning on Trust and Reciprocity for Undergraduates

2019

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We propose a teaching activity aimed at promoting social values, such as trust and reciprocity, among undergraduate students in economics and related degrees. We present our pilot experience of what we call RED–‘Reading–Experiment–Discussion’, a three-step activity as part of a class of a specific module at the University of Valencia. During the Reading step, we encourage students to reflect, learn, and critically think about social values. In the second step, Experiment, students make decisions in a trust game experiment, a game created to measure trust and reciprocity in economic environments. Students then give opinions through a post-experiment questionnaire. Our research hypotheses are tested by using non-parametric methods. We also investigate the association between students’ decisions and their attitudinal and sociodemographic characteristics by linear regression analysis. Experimental data show that decisions on trust and reciprocity are dependent on earnings information and that, on average, females trust more than males. Finally, in the Discussion step, the learning is reinforced by sharing the readings about morals and the experimental decisions. In short, RED may be of great help in transmitting to students the role of social preferences in individual decision making.

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“…In addition, some authors emphasize the fact of that students who are involved and engaged in a process to provide a solution to a real problem learn better and assimilate knowledge in a more permanent way than students following passive learning styles (Ramírez and Grau-Grau, 2016;Comeig and Jaramillo-Gutiérrez, 2011;Hernández and Rodrigo, 2013;Rodrigo-González and Caballer-Tarazona, 2015) In the implemented SLP experience, a three-side cooperation relationship is established: the student, the academic coordinator/mediator-tutor, and the research group. Therefore, the student receives academic and scientific support from both the coordinator/supervisor and the "client" group with which the student works in finding out a solution to a real problem.…”

Section: Cooperative Work and Service Learning Methodologymentioning

confidence: 99%

Reaching professional skills with the Final Master Thesis: Collaboration towards actual solutions

Comeig

Grau-Grau

Pinar-García

et al. 2018

Proceedings INNODOCT/18. International Conference on Innovation, Documentation and Education

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In order to motivate the student through a professional experience, and to improve the teaching-learning process by letting the student gain experience, we implement a collaborative learning-through-service methodology. This method increases the student involvement level and the deep understanding of the tools. As a matter of example, we present the implementation of this method in the Final Master Thesis (FMTh) of the Master on Corporate Finance at the University of Valencia (UV). In these FMTh, students have to valuate an actual innovation developed by UV researchers (on chemistry, in this case) with the goal of helping them to transfer (sell) this innovation to the industry. This collaborative learning-through-service methodology helps students put into practice the technics learned in the Master and give them a strong sense of the financial professional practice.

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A model to assess students’ social responsibility behavior within a classroom experiment

Cited by 7 publications

References 40 publications

Evaluating standards-based assessment rubrics in a postgraduate public health subject

Evaluating standards-based assessment rubrics in a postgraduate public health subject

Active Learning on Trust and Reciprocity for Undergraduates

Reaching professional skills with the Final Master Thesis: Collaboration towards actual solutions

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