Relación docencia-investigación en Educación Superior: Diferentes perspectivas y enfoques
Palabras clave:
Educación superior, docencia, investigación, perspectivas, calidad académica
Resumen
Las percepciones de los actores involucrados proporcionan valiosos insights sobre la efectividad de la docencia y la investigación, ofreciendo perspectivas enriquecedoras para su optimización. El objetivo del estudio es examinar las percepciones asociadas a la docencia y la investigación dentro del ámbito de la educación superior. Con un enfoque cualitativo y exploratorio se analizan las experiencias en este ámbito a través de una revisión bibliográfica exhaustiva y actualizada en bases de datos académicas destacadas como Scopus y Web of Science. A lo largo del análisis emergieron aspectos clave. Se identificó la importancia de la perspectiva individual y reflexiva del profesorado, así como la interconexión entre la docencia y la investigación. Se subrayó, además, cómo el contexto influye en esta relación y se destacó la relevancia de la perspectiva fenomenológica en este vínculo. Se prestó especial atención a la exploración de las percepciones sobre la enseñanza y su impacto en la práctica docente. Se concluye subrayando la necesidad de entender profundamente las perspectivas sobre el aprendizaje y la investigación para robustecer su vínculo, mejorando así la calidad educativa. Se evidencia una creciente sinergia entre docencia e investigación en la literatura académica, subrayando la necesidad de su reconocimiento en futuras políticas universitarias.
Descargas
La descarga de datos todavía no está disponible.
Citas
Adhikari, D. R., y Shrestha, P. (2023). Knowledge management initiatives for achieving sustainable development goal 4.7: Higher education institutions’ stakeholder perspectives. Journal of Knowledge Management, 27(4), 1109-1139. https://doi.org/10.1108/JKM-03-2022-0172
Annan-Diab, F., y Molinari, C. (2017). Interdisciplinarity: Practical approach to advancing education for sustainability and for the Sustainable Development Goals. The International Journal of Management Education, 15(2- Part B), 73-83. https://doi.org/10.1016/j.ijme.2017.03.006
Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Nincarean, D., Abdullah, A., Ming, G. L., Shukor, N. A., Nordin, M. S., y Baba, S. (2019). Exploring the role of blended learning for teaching and learning effectiveness in institutions of higher learning: An empirical investigation. Education and Information Technologies, 24(6), 3433-3466. https://doi.org/10.1007/s10639-019-09941-z
Arinaitwe, D. (2021). Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces. Empirical Research in Vocational Education and Training, 13(1), 13. https://doi.org/10.1186/s40461-021-00117-z
Beard, C. (2018). Dewey in the world of experiential education. New Directions for Adult and Continuing Education, 2018(158), 27-37. https://doi.org/10.1002/ace.20276
Bernate, J. A., y Vargas, J. A. (2020). Desafíos y tendencias del siglo XXI en la educación superior. Revista de Ciencias Sociales (Ve), XXVI(E-2), 141-154. https://doi.org/10.31876/rcs.v26i0.34119
Bonilla, S. H., Silva, H. R. O., Terra, M., Franco, R., y Sacomano, J. B. (2018). Industry 4.0 and sustainability implications: A scenario-based analysis of the impacts and challenges. Sustainability, 10(10), 3740. https://doi.org/10.3390/su10103740
Brew, A., y Boud, D. (1995). Teaching and research: Establishing the vital link with learning. Higher Education, 29(3), 261-273. https://doi.org/10.1007/BF01384493
Cao, Y., Postareff, L., Lindblom-Ylänne, S., y Toom, A. (2023). A survey research on Finnish teacher educators’ research-teaching integration and its relationship with their approaches to teaching. European Journal of Teacher Education, 46(1), 171-198. https://doi.org/10.1080/02619768.2021.1900111
Cejas, M. F., Rueda, M. J., Cayo, L. E., y Villa, L. C. (2019). Formación por competencias: Reto de la educación superior. Revista de Ciencias Sociales (Ve) XXV(1), 94-101.
Chávez, K. J., Ayasta, L., Kong, I., y Gonzales, J. S. (2022). Formación de competencias investigativas en los estudiantes de la Universidad Señor de Sipán en Perú. Revista de Ciencias Sociales (Ve), XXVIII(1), 250-260. https://doi.org/10.31876/rcs.v28i1.37689
Cropley, A., y Knapper, C. (2021). Lifelong learning in Higher Education. Routledge. https://doi.org/10.4324/9780203969281
De Wit, H., y Altbach, P. G. (2021). Internationalization in higher education: Global trends and recommendations for its future. Policy Reviews in Higher Education, 5(1), 28-46. https://doi.org/10.1080/23322969.2020.1820898
Donelan, H. (2016). Social media for professional development and networking opportunities in academia. Journal of Further and Higher Education, 40(5), 706-729. https://doi.org/10.1080/0309877X.2015.1014321
Elassy, N. (2013). A model of student involvement in the quality assurance system at institutional level. Quality Assurance in Education, 21(2), 162-198. https://doi.org/10.1108/09684881311310692
Escorcia J., y Barros D. (2020). Gestión del conocimiento en Instituciones de Educación Superior: Caracterización desde una reflexión teórica. Revista de Ciencias Sociales (Ve), XXVI(3), 83-97. https://doi.org/10.31876/rcs.v26i3.33235
González, G. A. (2022). Gerencia de la investigación y del conocimiento en las universidades colombianas: Algunas reflexiones. Revista de Ciencias Sociales (Ve), XXVIII(1), 187-201. https://doi.org/10.31876/rcs.v28i1.37684
Gora, A. A., Ștefan, S. C., Popa, Ș. C., y Albu, C. F. (2019). Students’ perspective on quality assurance in higher education in the context of sustainability: A PLS-SEM approach. Sustainability, 11(17), 4793. https://doi.org/10.3390/su11174793
Guo, Y., y Guo, S. (2017). Internationalization of Canadian higher education: Discrepancies between policies and international student experiences. Studies in Higher Education, 42(5), 851-868. https://doi.org/10.1080/03075079.2017.1293874
Haro-Soler, M. D. M., y Kiraly, D. (2019). Exploring self-efficacy beliefs in symbiotic collaboration with students: An action research project. The Interpreter and Translator Trainer, 13(3), 255-270. https://doi.org/10.1080/1750399X.2019.1656405
Haug, B. S., y Mork, S. M. (2021). Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms. Teaching and Teacher Education, 100, 103286. https://doi.org/10.1016/j.tate.2021.103286
Haverhals, B. (2007). The normative foundations of research-based education: Philosophical notes on the transformation of the modern university idea. Studies in Philosophy and Education, 26(5), 419-432. https://doi.org/10.1007/s11217-007-9053-3
Hernández, I. B., Lay, N., Herrera, H., y Rodríguez, M. (2021). Estrategias pedagógicas para el aprendizaje y desarrollo de competencias investigativas en estudiantes universitarios. Revista de Ciencias Sociales (Ve), XXVII(2), 242-255. https://doi.org/10.31876/rcs.v27i2.35911
Iivari, N., Sharma, S., y Ventä-Olkkonen, L. (2020). Digital transformation of everyday life – How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55, 102183. https://doi.org/10.1016/j.ijinfomgt.2020.102183
Jagers, R. J., Rivas-Drake, D., y Williams, B. (2019). Transformative Social and Emotional Learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184. https://doi.org/10.1080/00461520.2019.1623032
Jung, J. (2012). Faculty research productivity in Hong Kong across academic discipline. Higher Education Studies, 2(4). https://doi.org/10.5539/hes.v2n4p1
Kim, J., Merrill, K., Xu, K., y Sellnow, D. D. (2020). My teacher is a machine: Understanding students’ perceptions of ai teaching assistants in online education. International Journal of Human–Computer Interaction, 36(20), 1902-1911. https://doi.org/10.1080/10447318.2020.1801227
Kim, K. T. (2019). The structural relationship among digital literacy, learning strategies, and core competencies among south Korean college students. Educational Sciences: Theory & Practice, 19(2), 3-21. https://jestp.com/article-detail/?id=745
Kivunja, C., y Kuyini, A. B. (2017). Understanding and applying research paradigms in educational contexts. International Journal of Higher Education, 6(5), 26-41. https://doi.org/10.5430/ijhe.v6n5p26
Klemenčič, M. (2017). From student engagement to student agency: Conceptual considerations of European policies on student-centered learning in higher education. Higher Education Policy, 30(1), 69-85. https://doi.org/10.1057/s41307-016-0034-4
Laurie, R., Nonoyama-Tarumi, Y., Mckeown, R., y Hopkins, C. (2016). Contributions of Education for Sustainable Development (ESD) to quality education: A synthesis of research. Journal of Education for Sustainable Development, 10(2), 226-242. https://doi.org/10.1177/0973408216661442
Lora-Loza, M. G., Loza-Fernández, W., Mucha-Hospinal, L., y Hernández-Angulo, J. (2022). Percepción del estudiante de secundaria sobre desempeño docente y calidad educativa en tiempos COVID-19, Puno-Perú. Revista de Ciencias Sociales (Ve), XXVIII(E-6), 18-31. https://doi.org/10.31876/rcs.v28i.38821
Lyons, S., y Kuron, L. (2014). Generational differences in the workplace: A review of the evidence and directions for future research. Journal of Organizational Behavior, 35(S-1), S139-S157. https://doi.org/10.1002/job.1913
Magennis, S., y Woodward, R. J. (1992). Research, teaching and the concept of the research driven curriculum. European Association for Institutional Research 14th International Forum, Brussels.
Mardiha, S. M., y Alibakhshi, G. (2020). Teachers’ personal espistemological beliefs and their conceptions of teaching and learning: A correlational study. Cogent Education, 7(1), 1763230. https://doi.org/10.1080/2331186X.2020.1763230
Marsh, H. W., y Hattie, J. (2002). The relation between research productivity and teaching effectiveness. The Journal of Higher Education, 73(5), 603-641. https://doi.org/10.1080/00221546.2002.11777170
Martawijaya, M. A., Rahmadhanningsih, S., Swandi, A., Hasyim, M., y Sujiono, E. H. (2023). The effect of applying the Ethno-STEM-Project-based learning model on students’ higher-order thinking skill and misconception of physics topics related to lake Tempe, Indonesia. Jurnal Pendidikan IPA Indonesia, 12(1), 1-13. https://doi.org/10.15294/jpii.v12i1.38703
McCharen, B., Song, J., y Martens, J. (2011). School innovation. Educational Management Administration & Leadership, 39(6), 676-694. https://doi.org/10.1177/1741143211416387
Miles, E. W. (2016). The past, present, and future of the business school. Springer International Publishing. https://doi.org/10.1007/978-3-319-33639-8_2
Mishra, L., Gupta, T., y Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
Misiaszek, G. W., y Torres, C. A. (2019). Ecopedagogy. In C. A. Torres (Ed.), The Wiley Handbook of Paulo Freire (pp. 463-488). Wiley. https://doi.org/10.1002/9781119236788.ch25
Mohrman, K., Ma, W., y Baker, D. (2008). The research university in transition: The emerging global model. Higher Education Policy, 21(1), 5-27. https://doi.org/10.1057/palgrave.hep.8300175
Pearce, J. L., y Huang, L. (2012). The Decreasing Value of Our Research to Management Education. Academy of Management Learning & Education, 11(2), 247-262. https://doi.org/10.5465/amle.2011.0554
Petri, G., y Gresse, C. (2017). How games for computing education are evaluated? A systematic literature review. Computers & Education, 107, 68-90. https://doi.org/10.1016/j.compedu.2017.01.004
Polit, D. F., y Beck, C. T. (2010). Generalization in quantitative and qualitative research: Myths and strategies. International Journal of Nursing Studies, 47(11), 1451-1458. https://doi.org/10.1016/j.ijnurstu.2010.06.004
Prince, M. J., Felder, R. M., y Brent, R. (2007). Does faculty research improve undergraduate teaching? An analysis of existing and potential synergies. Journal of Engineering Education, 96(4), 283-294. https://doi.org/10.1002/j.2168-9830.2007.tb00939.x
Quesada, V., Gómez, M. Á., Gallego, M. B., y Cubero-Ibáñez, J. (2019). Should I use co-assessment in higher education? Pros and cons from teachers and students’ perspectives. Assessment & Evaluation in Higher Education, 44(7), 987-1002. https://doi.org/10.1080/02602938.2018.1531970
Rana, S., Verma, S., Haque, M. M., y Ahmed, G. (2022). Conceptualizing international positioning strategies for Indian higher education institutions. Review of International Business and Strategy, 32(4), 503-519. https://doi.org/10.1108/RIBS-07-2021-0105
Risku, H. (2016). Situated learning in translation research training: Academic research as a reflection of practice. The Interpreter and Translator Trainer, 10(1), 12-28. https://doi.org/10.1080/1750399X.2016.1154340
Sakharova, E., y Revyakina, N. (2020). Pragmasynergetic potential of educational-pedagogical discourse as a new form of reflection. E3S Web of Conferences, 210, 18040. https://doi.org/10.1051/e3sconf/202021018040
Sam, C., y Van der Sijde, P. (2014). Understanding the concept of the entrepreneurial university from the perspective of higher education models. Higher Education, 68(6), 891-908. https://doi.org/10.1007/s10734-014-9750-0
Sheate, W. R., y Partidário, M. R. (2010). Strategic approaches and assessment techniques—Potential for knowledge brokerage towards sustainability. Environmental Impact Assessment Review, 30(4), 278-288. https://doi.org/10.1016/j.eiar.2009.10.003
Smolentseva, A. (2023). Contributions of higher education to society: Towards conceptualisation. In S. Marginson, B. Cantwell, D. Platonova y A. Smolentseva (Eds.), Assessing the Contributions of Higher Education (pp. 38-60). Edward Elgar Publishing. https://doi.org/10.4337/9781035307173.00011
Toy, B. Y., y Ok, A. (2012). Incorporating critical thinking in the pedagogical content of a teacher education programme: Does it make a difference? European Journal of Teacher Education, 35(1), 39-56. https://doi.org/10.1080/02619768.2011.634902
Uiboleht, K., Karm, M., y Postareff, L. (2019). Relations between students’ perceptions of the teaching-learning environment and teachers’ approaches to teaching: A qualitative study. Journal of Further and Higher Education, 43(10), 1456-1475. https://doi.org/10.1080/0309877X.2018.1491958
Välimaa, J. (2019). A history of finnish higher education from the middle ages to the 21st Century. Higher Education Dynamics. Vol. 52. Springer. https://doi.org/10.1007/978-3-030-20808-0_2
Varpio, L., Paradis, E., Uijtdehaage, S., y Young, M. (2020). The distinctions between theory, theoretical framework, and conceptual framework. Academic Medicine, 95(7), 989-994. https://doi.org/10.1097/ACM.0000000000003075
Visser‐Wijnveen, G. J., Van Driel, J. H., Van der Rijst, R. M., Visser, A., y Verloop, N. (2012). Relating academics’ ways of integrating research and teaching to their students’ perceptions. Studies in Higher Education, 37(2), 219-234. https://doi.org/10.1080/03075079.2010.536913
Zhao, H., y Zhao, B. (2023). Exploring the consistency between self- and teacher assessment: Using co-constructed assessment descriptors in EAP writing in China. In S. W. Chong and H. Reinders (Eds.), Innovation in learning-oriented language assessment. New language learning and teaching environments (pp. 81–103). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-18950-0_6
Zhu, Z.-T., Yu, M.-H., y Riezebos, P. (2016). A research framework of smart education. Smart Learning Environments, 3(1), 4. https://doi.org/10.1186/s40561-016-0026-2
Annan-Diab, F., y Molinari, C. (2017). Interdisciplinarity: Practical approach to advancing education for sustainability and for the Sustainable Development Goals. The International Journal of Management Education, 15(2- Part B), 73-83. https://doi.org/10.1016/j.ijme.2017.03.006
Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Nincarean, D., Abdullah, A., Ming, G. L., Shukor, N. A., Nordin, M. S., y Baba, S. (2019). Exploring the role of blended learning for teaching and learning effectiveness in institutions of higher learning: An empirical investigation. Education and Information Technologies, 24(6), 3433-3466. https://doi.org/10.1007/s10639-019-09941-z
Arinaitwe, D. (2021). Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces. Empirical Research in Vocational Education and Training, 13(1), 13. https://doi.org/10.1186/s40461-021-00117-z
Beard, C. (2018). Dewey in the world of experiential education. New Directions for Adult and Continuing Education, 2018(158), 27-37. https://doi.org/10.1002/ace.20276
Bernate, J. A., y Vargas, J. A. (2020). Desafíos y tendencias del siglo XXI en la educación superior. Revista de Ciencias Sociales (Ve), XXVI(E-2), 141-154. https://doi.org/10.31876/rcs.v26i0.34119
Bonilla, S. H., Silva, H. R. O., Terra, M., Franco, R., y Sacomano, J. B. (2018). Industry 4.0 and sustainability implications: A scenario-based analysis of the impacts and challenges. Sustainability, 10(10), 3740. https://doi.org/10.3390/su10103740
Brew, A., y Boud, D. (1995). Teaching and research: Establishing the vital link with learning. Higher Education, 29(3), 261-273. https://doi.org/10.1007/BF01384493
Cao, Y., Postareff, L., Lindblom-Ylänne, S., y Toom, A. (2023). A survey research on Finnish teacher educators’ research-teaching integration and its relationship with their approaches to teaching. European Journal of Teacher Education, 46(1), 171-198. https://doi.org/10.1080/02619768.2021.1900111
Cejas, M. F., Rueda, M. J., Cayo, L. E., y Villa, L. C. (2019). Formación por competencias: Reto de la educación superior. Revista de Ciencias Sociales (Ve) XXV(1), 94-101.
Chávez, K. J., Ayasta, L., Kong, I., y Gonzales, J. S. (2022). Formación de competencias investigativas en los estudiantes de la Universidad Señor de Sipán en Perú. Revista de Ciencias Sociales (Ve), XXVIII(1), 250-260. https://doi.org/10.31876/rcs.v28i1.37689
Cropley, A., y Knapper, C. (2021). Lifelong learning in Higher Education. Routledge. https://doi.org/10.4324/9780203969281
De Wit, H., y Altbach, P. G. (2021). Internationalization in higher education: Global trends and recommendations for its future. Policy Reviews in Higher Education, 5(1), 28-46. https://doi.org/10.1080/23322969.2020.1820898
Donelan, H. (2016). Social media for professional development and networking opportunities in academia. Journal of Further and Higher Education, 40(5), 706-729. https://doi.org/10.1080/0309877X.2015.1014321
Elassy, N. (2013). A model of student involvement in the quality assurance system at institutional level. Quality Assurance in Education, 21(2), 162-198. https://doi.org/10.1108/09684881311310692
Escorcia J., y Barros D. (2020). Gestión del conocimiento en Instituciones de Educación Superior: Caracterización desde una reflexión teórica. Revista de Ciencias Sociales (Ve), XXVI(3), 83-97. https://doi.org/10.31876/rcs.v26i3.33235
González, G. A. (2022). Gerencia de la investigación y del conocimiento en las universidades colombianas: Algunas reflexiones. Revista de Ciencias Sociales (Ve), XXVIII(1), 187-201. https://doi.org/10.31876/rcs.v28i1.37684
Gora, A. A., Ștefan, S. C., Popa, Ș. C., y Albu, C. F. (2019). Students’ perspective on quality assurance in higher education in the context of sustainability: A PLS-SEM approach. Sustainability, 11(17), 4793. https://doi.org/10.3390/su11174793
Guo, Y., y Guo, S. (2017). Internationalization of Canadian higher education: Discrepancies between policies and international student experiences. Studies in Higher Education, 42(5), 851-868. https://doi.org/10.1080/03075079.2017.1293874
Haro-Soler, M. D. M., y Kiraly, D. (2019). Exploring self-efficacy beliefs in symbiotic collaboration with students: An action research project. The Interpreter and Translator Trainer, 13(3), 255-270. https://doi.org/10.1080/1750399X.2019.1656405
Haug, B. S., y Mork, S. M. (2021). Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms. Teaching and Teacher Education, 100, 103286. https://doi.org/10.1016/j.tate.2021.103286
Haverhals, B. (2007). The normative foundations of research-based education: Philosophical notes on the transformation of the modern university idea. Studies in Philosophy and Education, 26(5), 419-432. https://doi.org/10.1007/s11217-007-9053-3
Hernández, I. B., Lay, N., Herrera, H., y Rodríguez, M. (2021). Estrategias pedagógicas para el aprendizaje y desarrollo de competencias investigativas en estudiantes universitarios. Revista de Ciencias Sociales (Ve), XXVII(2), 242-255. https://doi.org/10.31876/rcs.v27i2.35911
Iivari, N., Sharma, S., y Ventä-Olkkonen, L. (2020). Digital transformation of everyday life – How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55, 102183. https://doi.org/10.1016/j.ijinfomgt.2020.102183
Jagers, R. J., Rivas-Drake, D., y Williams, B. (2019). Transformative Social and Emotional Learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184. https://doi.org/10.1080/00461520.2019.1623032
Jung, J. (2012). Faculty research productivity in Hong Kong across academic discipline. Higher Education Studies, 2(4). https://doi.org/10.5539/hes.v2n4p1
Kim, J., Merrill, K., Xu, K., y Sellnow, D. D. (2020). My teacher is a machine: Understanding students’ perceptions of ai teaching assistants in online education. International Journal of Human–Computer Interaction, 36(20), 1902-1911. https://doi.org/10.1080/10447318.2020.1801227
Kim, K. T. (2019). The structural relationship among digital literacy, learning strategies, and core competencies among south Korean college students. Educational Sciences: Theory & Practice, 19(2), 3-21. https://jestp.com/article-detail/?id=745
Kivunja, C., y Kuyini, A. B. (2017). Understanding and applying research paradigms in educational contexts. International Journal of Higher Education, 6(5), 26-41. https://doi.org/10.5430/ijhe.v6n5p26
Klemenčič, M. (2017). From student engagement to student agency: Conceptual considerations of European policies on student-centered learning in higher education. Higher Education Policy, 30(1), 69-85. https://doi.org/10.1057/s41307-016-0034-4
Laurie, R., Nonoyama-Tarumi, Y., Mckeown, R., y Hopkins, C. (2016). Contributions of Education for Sustainable Development (ESD) to quality education: A synthesis of research. Journal of Education for Sustainable Development, 10(2), 226-242. https://doi.org/10.1177/0973408216661442
Lora-Loza, M. G., Loza-Fernández, W., Mucha-Hospinal, L., y Hernández-Angulo, J. (2022). Percepción del estudiante de secundaria sobre desempeño docente y calidad educativa en tiempos COVID-19, Puno-Perú. Revista de Ciencias Sociales (Ve), XXVIII(E-6), 18-31. https://doi.org/10.31876/rcs.v28i.38821
Lyons, S., y Kuron, L. (2014). Generational differences in the workplace: A review of the evidence and directions for future research. Journal of Organizational Behavior, 35(S-1), S139-S157. https://doi.org/10.1002/job.1913
Magennis, S., y Woodward, R. J. (1992). Research, teaching and the concept of the research driven curriculum. European Association for Institutional Research 14th International Forum, Brussels.
Mardiha, S. M., y Alibakhshi, G. (2020). Teachers’ personal espistemological beliefs and their conceptions of teaching and learning: A correlational study. Cogent Education, 7(1), 1763230. https://doi.org/10.1080/2331186X.2020.1763230
Marsh, H. W., y Hattie, J. (2002). The relation between research productivity and teaching effectiveness. The Journal of Higher Education, 73(5), 603-641. https://doi.org/10.1080/00221546.2002.11777170
Martawijaya, M. A., Rahmadhanningsih, S., Swandi, A., Hasyim, M., y Sujiono, E. H. (2023). The effect of applying the Ethno-STEM-Project-based learning model on students’ higher-order thinking skill and misconception of physics topics related to lake Tempe, Indonesia. Jurnal Pendidikan IPA Indonesia, 12(1), 1-13. https://doi.org/10.15294/jpii.v12i1.38703
McCharen, B., Song, J., y Martens, J. (2011). School innovation. Educational Management Administration & Leadership, 39(6), 676-694. https://doi.org/10.1177/1741143211416387
Miles, E. W. (2016). The past, present, and future of the business school. Springer International Publishing. https://doi.org/10.1007/978-3-319-33639-8_2
Mishra, L., Gupta, T., y Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
Misiaszek, G. W., y Torres, C. A. (2019). Ecopedagogy. In C. A. Torres (Ed.), The Wiley Handbook of Paulo Freire (pp. 463-488). Wiley. https://doi.org/10.1002/9781119236788.ch25
Mohrman, K., Ma, W., y Baker, D. (2008). The research university in transition: The emerging global model. Higher Education Policy, 21(1), 5-27. https://doi.org/10.1057/palgrave.hep.8300175
Pearce, J. L., y Huang, L. (2012). The Decreasing Value of Our Research to Management Education. Academy of Management Learning & Education, 11(2), 247-262. https://doi.org/10.5465/amle.2011.0554
Petri, G., y Gresse, C. (2017). How games for computing education are evaluated? A systematic literature review. Computers & Education, 107, 68-90. https://doi.org/10.1016/j.compedu.2017.01.004
Polit, D. F., y Beck, C. T. (2010). Generalization in quantitative and qualitative research: Myths and strategies. International Journal of Nursing Studies, 47(11), 1451-1458. https://doi.org/10.1016/j.ijnurstu.2010.06.004
Prince, M. J., Felder, R. M., y Brent, R. (2007). Does faculty research improve undergraduate teaching? An analysis of existing and potential synergies. Journal of Engineering Education, 96(4), 283-294. https://doi.org/10.1002/j.2168-9830.2007.tb00939.x
Quesada, V., Gómez, M. Á., Gallego, M. B., y Cubero-Ibáñez, J. (2019). Should I use co-assessment in higher education? Pros and cons from teachers and students’ perspectives. Assessment & Evaluation in Higher Education, 44(7), 987-1002. https://doi.org/10.1080/02602938.2018.1531970
Rana, S., Verma, S., Haque, M. M., y Ahmed, G. (2022). Conceptualizing international positioning strategies for Indian higher education institutions. Review of International Business and Strategy, 32(4), 503-519. https://doi.org/10.1108/RIBS-07-2021-0105
Risku, H. (2016). Situated learning in translation research training: Academic research as a reflection of practice. The Interpreter and Translator Trainer, 10(1), 12-28. https://doi.org/10.1080/1750399X.2016.1154340
Sakharova, E., y Revyakina, N. (2020). Pragmasynergetic potential of educational-pedagogical discourse as a new form of reflection. E3S Web of Conferences, 210, 18040. https://doi.org/10.1051/e3sconf/202021018040
Sam, C., y Van der Sijde, P. (2014). Understanding the concept of the entrepreneurial university from the perspective of higher education models. Higher Education, 68(6), 891-908. https://doi.org/10.1007/s10734-014-9750-0
Sheate, W. R., y Partidário, M. R. (2010). Strategic approaches and assessment techniques—Potential for knowledge brokerage towards sustainability. Environmental Impact Assessment Review, 30(4), 278-288. https://doi.org/10.1016/j.eiar.2009.10.003
Smolentseva, A. (2023). Contributions of higher education to society: Towards conceptualisation. In S. Marginson, B. Cantwell, D. Platonova y A. Smolentseva (Eds.), Assessing the Contributions of Higher Education (pp. 38-60). Edward Elgar Publishing. https://doi.org/10.4337/9781035307173.00011
Toy, B. Y., y Ok, A. (2012). Incorporating critical thinking in the pedagogical content of a teacher education programme: Does it make a difference? European Journal of Teacher Education, 35(1), 39-56. https://doi.org/10.1080/02619768.2011.634902
Uiboleht, K., Karm, M., y Postareff, L. (2019). Relations between students’ perceptions of the teaching-learning environment and teachers’ approaches to teaching: A qualitative study. Journal of Further and Higher Education, 43(10), 1456-1475. https://doi.org/10.1080/0309877X.2018.1491958
Välimaa, J. (2019). A history of finnish higher education from the middle ages to the 21st Century. Higher Education Dynamics. Vol. 52. Springer. https://doi.org/10.1007/978-3-030-20808-0_2
Varpio, L., Paradis, E., Uijtdehaage, S., y Young, M. (2020). The distinctions between theory, theoretical framework, and conceptual framework. Academic Medicine, 95(7), 989-994. https://doi.org/10.1097/ACM.0000000000003075
Visser‐Wijnveen, G. J., Van Driel, J. H., Van der Rijst, R. M., Visser, A., y Verloop, N. (2012). Relating academics’ ways of integrating research and teaching to their students’ perceptions. Studies in Higher Education, 37(2), 219-234. https://doi.org/10.1080/03075079.2010.536913
Zhao, H., y Zhao, B. (2023). Exploring the consistency between self- and teacher assessment: Using co-constructed assessment descriptors in EAP writing in China. In S. W. Chong and H. Reinders (Eds.), Innovation in learning-oriented language assessment. New language learning and teaching environments (pp. 81–103). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-18950-0_6
Zhu, Z.-T., Yu, M.-H., y Riezebos, P. (2016). A research framework of smart education. Smart Learning Environments, 3(1), 4. https://doi.org/10.1186/s40561-016-0026-2
Publicado
2023-10-03
Cómo citar
Álvarez-Muñoz, P. R., Guevara-Viejo, J. F., Castro-Castillo, G. J., & Pinela Cárdenas, R. A. (2023). Relación docencia-investigación en Educación Superior: Diferentes perspectivas y enfoques. Revista De Ciencias Sociales, 29, 288-301. https://doi.org/10.31876/rcs.v29i.40954
Sección
Artículos
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0.
1.jpg)
1.jpg)
