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Experiences and Evidence Related to the Learning Outcomes: A Descriptive Study
(TIIKM Publishing, 2020)
Villarreal-García, Mónica Adriana
;
García Casas, Claudia María
The descriptive study presented here is placed in the context of Higher education. As part of the curriculum transition of the Academic programs of a private University in Mexico City, which went from a model by objectives to learning outcomes, the questions that guided this investigation where: What experiences and evidence scuttled teachers from the operational program of the bachelor´s degree in Education? How do they align to the egress profile set out in the oficial curriculum? Therefore aims to identify and describe the characteristics that define the experiences and evidence proposed by teachers to demonstrate students learning and how they line up with the established egress profile in the official curriculum of the Education program. Among the preliminary findings, it was found that there is no conceptual clarity that distinguishes the experience of learning evidence in the programmatic proposal of the disciplinary syllabus, nor of its articulation with the egress profile. It was also identified that learning experiences and evidence tend to be mostly focused on the figure of the teacher rather than the student. ©The authors ©TIIKM PUBLISHING.
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Entramado de significados. La transición de la educación media superior a la universidad en tiempos de pandemia
(Global Knowledge Academics, 2021)
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Tommasi Garza, Natalia
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Villarreal-García, Mónica Adriana
;
Sin abstract disponible.
9
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Losses In Professional Women: A Qualitative Study
(Otjivanda Presse, 2023)
Villarreal-García, Mónica Adriana
Today's professional women seek to reconcile the different environments and spaces in their lives and to achieve this, they need to set priorities, which implies choosing and giving up certain things according to their primary reason of existence. The purpose of this study is to identify the losses that professional women have had throughout their lives and the way they cope with them. The study was developed through an interpretative paradigm with a qualitative approach; the method used was the phenomenological narrative. Eleven women were interviewed in depth, where the main findings were the difference between losses and renunciations, among them: separations, self-forgetfulness, work, and deaths. The ways of coping with that are: spirituality, pain management, emotional intelligence. The meaning of life, resilience and support networks stand out in the women's discourse. ©The authors © Journal of Namibian Studies.
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La mujer en la gobernanza de instituciones públicas de educación superior en México. Estudio comparativo
(Sociedad Española de Educación Comparada, SEEC, 2024)
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;
Villarreal-García, Mónica Adriana
In the upward trajectory of women, equality in leadership positions within higher education institutions is still not evident, although there's a growing shift in university governance that's starting to break the historic barriers for women, it remains a reality that this level has been largely unattainable to them. Various international and national laws and policies have pushed for gender equality, but it is still a work in progress. Globally, women hold almost a quarter of the top university leadership roles, but in Latin America, progress is slower. Despite qualifications and merits, women face numerous obstacles in reaching top university leadership positions. This study aims to investigate the position of women in university governance in Mexico by comparing public institutions, based on the national gender equity policy. It seeks to pinpoint specific policies or actions being implemented. For this, a descriptive and transversal work was followed in multilevel analysis in comparative studies which allows multifaceted and holistic investigations of the phenomena to be studied. The findings show that while the government and other entities have established laws and policies for gender equality, there is still a noticeable gap in the governance of public universities. Even though some progress has been made in addressing gender-based violence and other equality initiatives, these efforts are not enough to fundamentally change the culture and provide women with full access to the governing level. ©2024 Mónica del Carmen Meza Mejía, Claudia Fabiola Ortega-Barba, Mónica Adriana Villarreal-García. ©2024 Sociedad Española de Educación Comparada, SEEC, Universidad Nacional de Educación a Distancia, UNED
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Women and Leadership in Higher Education: A Systematic Review
(MDPI, 2023)
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Villarreal-García, Mónica Adriana
;
The theoretical postulates of gender studies demonstrate that inequality, when it comes to women, is more of a sociocultural construct than the result of nature. Gender inequality is typical of higher education, where inclusion of women was a milestone and where the “female advantage” phenomenon refers to the rise of women at this level. Thus, this study aims to investigate the patterns of action that women take in academia when exercising leadership positions. It aims to understand the social behavior related to this phenomenon based on scientific research. The study followed a quantitative method, systematizing the process based on the PRISMA. 2020 guidelines to work with the bibliographic material identified in the Scopus database, and another qualitative method was used in conjunction for a resulting descriptive documentary analysis of the results obtained. This study concludes that women exercise leadership in higher education in teaching, research, and management roles with unequal participation in each of them. ©MDPI
Scopus© Citations 14 30 1

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