Higher Education Institutional Transparency of General Education Competencies, Assessment Measures, and Analysis of Assessment Data

McGowan, Veronica

doi:10.5325/jgeneeduc.66.3-4.0252

Cited by 4 publications

(6 citation statements)

References 81 publications

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“…To strengthen the group and institutional teaching exercise through a shared and disclosed strategy, it is proposed to advance the existence of devices that recognize the work of teachers who act as supervisors and mediating agents in front of their students-seeking the installation of dynamic measurement and evaluation processes with instruments that standardize the approach to the student, monitoring, and feedback (Lane & Smith, 2021;McGowan, 2018;Sumarni et al, 2018).…”

Section: Discussion and Conclusion Of The Proposal With A View Toward...mentioning

confidence: 99%

“…The educational system in our country has a strong emphasis on cognitive development. This aspect impacts a predominant culture that makes opportunities to improve the educational systems invisible (García-Blanco & Cárdenas-Sempértegui, 2018; Leihy & Salazar, 2017;McGowan, 2018). It is also directly detrimental to comprehensive academic-professional training that seeks human development throughout life, emphasizing cognitive and emotional-affective processes (Bronfenbrenner & Morris, 2007;.…”

Section: Guidelines For the Development Of Socio-emotional Skillsmentioning

confidence: 99%

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Socio-Emotional Skills: Toward a Metacognition and Emotional Regulation use in Higher Education Internship Process

Barrera¹

2022

Lim

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The teaching-learning process generated within the framework of Higher Education system remain as a constant of analysis and tension. The economic and sociocultural configuration of the 21st century has evoked it a recurring idea about to have professionals who are increasingly prepared to adapt to changes and generate effective social interactions. If we look at the graduation profiles of the undergraduate programs, it is possible to quickly identify many socio-emotional skills that would be developed as part of a teaching-learning process during their undergraduate career. However, it is complex to access those aspects related to methodologies, teaching methods, tests, projects, and feedback strategies that would support this expected development. Due to this situation, the focus of this article is to generate an initial proposal to deepen the context of apprenticeship during an internship process and the possibilities of this being an instance that bring direct benefits to the socio-emotional development of undergraduate students, by emphasizing the role of the teacher who supervises this formative milestone as an actor who plays a role as a mediator using metacognition and emotional regulation. The reflection on this dimension of Higher Education hopes to initiate a discussion about the opportunities for the improvement´s internship process, and Higher Education teaching-learning process that focus on the mediation style for the development of key skills throughout life.

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Section: Discussion and Conclusion Of The Proposal With A View Toward...mentioning

confidence: 99%

Section: Guidelines For the Development Of Socio-emotional Skillsmentioning

confidence: 99%

Socio-Emotional Skills: Toward a Metacognition and Emotional Regulation use in Higher Education Internship Process

Barrera¹

2022

Lim

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“…The "transparency" line examines the demands of stakeholders on HEIs in relation to the results and impacts of HE. In consequence, transparency concerning the activities of universities has become a primary objective of management in HE [116]. Finally, the "environmental management" line refers to management and the active role of the organization related to sustainable development, that is, the triple bottom line approach [117] and the triple helix model university [118].…”

Section: Keyword Analysismentioning

confidence: 99%

Examining the Research Evolution on the Socio-Economic and Environmental Dimensions on University Social Responsibility

Meseguer-Sánchez

Abad-Segura

Ureña

et al. 2020

IJERPH

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Responsible higher education institutions have an impact on society and economic, environmental, and social development. These effects define the axes of the socially responsible management of the universities. The concept of university social responsibility (USR) manages these relationships to produce a positive impact on society through higher education, research, and the transfer of knowledge and technology, as well as education for sustainability. For this study, worldwide research into this subject was studied for the period 1970–2019. A bibliometric analysis of 870 articles was made, obtaining results for the scientific productivity of the journals, authors, institutions, and countries contributing to this research. The main category is business, management, and accounting. The most productive journal is the Business and Society Review, while the California Management Review is the most cited. The authors with the most articles are Stavnezer, Luo, and Lanero. The most productive institution is Wuhan University. The United States is the country with the most publications and citations, and the same country, together with the United Kingdom, make the most international contributions. Evidence shows growing worldwide interest in the economic and environmental impacts of USR. Future research should focus on analysing the links between the responsible and sustainable consumption of universities and their short-term financial, economic, and sustainable impacts.

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“…Thus, sensemaking is a relevant framework for examining assessment; as a theory it focuses on how meaning is constructed through selfreferential processing and social interactions, and provides an explanation for how accumulated data can be pieced together for a new narrative (Weick, 1995). Additionally, the emphasis of sensemaking on contextualizing data is important given that most institutions do not lack empirical data, but do struggle to evaluate, utilize, and communicate assessment results (Blaich & Wise, 2018;Bresciani, 2012;McGowan, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Additionally, the collaborative process that many academic departments use to make sense of assessment data is highly constructionist in nature, especially given that most institutions do not lack empirical data, but struggle to understand results, make assessment meaningful, and communicate action plans (Blaich & Wise, 2018;Bresciani, 2012;McGowan, 2019). In the social sciences, the term "social constructionism" is more common, and though tending to place more emphasis on subjective identity construction and symbolic interactionism, the theory does not adopt a relativist position toward external reality and holds that reality is negotiated through language and within social context (Burr, 2015).…”

Section: Constructionist Epistemologymentioning

confidence: 99%

Assessment as sensemaking: Community college faculty chair perspectives

Neuendorf

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This project would not exist without the candid interviews I conducted with my unnamed participants. The best way I can thank them for their time and directness is to promise that I will heed their suggestions and improve the assessment of student learning outcomes at community colleges using what I have learned from our conversations.Above all I would like to thank my wife and children for encouraging me throughout this process, and I apologize for my repeated absences during Friday Night Pizza and Movie Nights while I was in class. You have had to listen to me use the words "assessment" and "rubric" too many times over the last three years, and you never complained. My wife, Melissa, gave me complete support from the moment I expressed interest in earning a doctorate. She was a consummate cheerleader and always went the extra mile to make sure I could complete my work.Just like everything else in my life, this dissertation is yours as much as it is mine. I can promise you one thing: my days as a (formal) student have finally come to an end!

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Higher Education Institutional Transparency of General Education Competencies, Assessment Measures, and Analysis of Assessment Data

Cited by 4 publications

References 81 publications

Socio-Emotional Skills: Toward a Metacognition and Emotional Regulation use in Higher Education Internship Process

Socio-Emotional Skills: Toward a Metacognition and Emotional Regulation use in Higher Education Internship Process

Examining the Research Evolution on the Socio-Economic and Environmental Dimensions on University Social Responsibility

Assessment as sensemaking: Community college faculty chair perspectives

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