Magdalena Suárez-Ortega

Performance, Reflexivity, and Learning Through Biographical-Narrative Research

This article provides a critical reflection on biographical-narrative research based on research experience with qualitative methodology, particularly with the application of phenomenological and existential methods with rural women in processes of socio-laboral transition. Focusing on this methodological approach, this article will consider: (a) the use and importance of the biographical-narrative approach in social sciences, (b) the main tensions and paradoxes that exist today in studies based on interpretative-critical methods, (c) the biographical-narrative research process using life stories, their phases, tasks, and contributions to science. Joining theoretical and field research, the author shows how the biographical-narrative method and its performance favor critical reflection and shared learning. The reflection on one’s own experience this method provides gives a person a sense of authorship regarding her life, and contributes to the development and transformation of the participants.

Influence of gender, educational attainment and family environment on the educational aspirations of secondary school students

This paper examines the influence of gender, educational attainment and family-related variables on the academic aspirations of students aged. Using data from the Academic Achievement Assessment in Andalusia (Spain) during 2006/2007 and from a questionnaire answered by 3963 students and 3842 families, we obtained information about students’ test scores, their academic expectations and the social and educational resources of their families. Chi-square tests and a binary logistic regression were carried out to identify the influence of the independent variables on aspirations. Results show that all variables are relevant to the students’ aspirations, but when their combined effects are considered, educational attainment and the educational levels of parents have greater power than gender to predict students’ aspirations.

Estereotipos de género y valores sobre el trabajo entre los estudiantes españoles

Introduction: this article analyzes three key variables identified as relevant in the professional development of Spanish students: gender values and stereotypes, preconceived ideas about work, and career development skills. The final objective is to explore and obtain a global vision of the scope and characteristics of these dimensions from a comparative perspective, based on gender, in order to identify the elements that contribute to or inhibit gender discrimination in education and future professional life. Methodology: a descriptive and inferential type of design is adopted in the study of variables, combining quantitative and qualitative exploratory techniques applied to a sample of Spanish students who were completing their compulsory secondary education, vocational training and social guarantee programmes or higher education studies. The main sample is made up of 1190 students (56.3% women and 43.7% men, between the ages of 16 and 32 years) from six autonomous regions. Professionals from the education system also participate in this research. Results: the results indicate a relationship between age, educational level and the presence of gender stereotypes and bias in ideas relating to work and the professions, Specifically, significant gender differences were found in the following factors: the elements considered relevant in order to be successful in life, the allocation of roles, work-related values, the difficulties encountered in career development and the skills needed to find a job. Discussion and conclusions: from these results, practical implications can be found for the improvement of educational programmes and the activity of student guidance departments and services in primary, secondary and. university education

Evaluación de un modelo de orientación tutorial y mentoría en la Educación Superior a distancia

This paper reports a model of tutorial guidance and mentoring in college that has been implemented at the Spanish National University for Distance Education for two academic years, in order to welcome new students and provide them with orientation, thus enhancing the quality of their academic transition and early adjustment. Designed with the distance methodology, the model incorporates the role of the advisor (played by a faculty mentor) and peer mentors (senior students) and combines the use of e-mentoring with face-to-face mentoring. This guidance intervention is organised around the Tutorial Guidance Plan, starting with web-based specific training for those involved. Thus, new students can receive guidance and advice from a personal advisor and a peer mentor for at least their first year at university. The programme was validated using a complex research design to assess the process and product. Data were collected using ad-hoc questionnaires, interviews, diaries, records and discussion groups. The results corroborate the benefits participants gained from this mode of guidance. The evaluations describe students� orientation needs, the evolution of the helping relationship, the points it addressed and the means of communication used. A general assessment of the programme and the satisfaction of participants� expectations is also given. From the assessment of benefits, it is concluded that the model is viable and applicable in distance higher education. Also, the model makes it possible to demonstrate the suitability of this methodology for achieving a flexible mentoring relationship tailored to the needs of each student.

Educational achievement and effective schools: examples of best practice

In this article, we present key aspects of a research project entitled ‘Students’ Cultural Diversity and School Efficacy: A Repertory of Best Practice in Compulsory Learning Centers.’ First, we present our concept of cultural diversity and a reflection regarding ‘best school practices’ and the notion of ‘student achievement at school.’ In the second part, we analyze two practices which may seem quite different from each other: learning communities and a program of attention to diversity, which illustrate several ways of adopting an intercultural approach. The repertory of good practices mentioned can serve as an insightful resource for teachers.

The impact of mobility on the lives and careers of female and male academics in higher education

Abstract Exploring the personal and professional implications of academic mobility, with a special emphasis on the influence of gender, is essential for our understanding of career development in higher education. This chapter focuses on the subjective experiences around career and professional performance of a group of ‘mobilized’ academics. Through data analysis we have found that both gender and cultural factors were mediating in the careers of the participants. Specifically, mobility has an impact on the curriculum and was perceived as a facilitator of career advancement, but also meant costs, especially at personal and family level, but also institutional.

Diseño y validación de un instrumento de evaluación de competencias para la gestión de la carrera emprendedora

espanolEste trabajo tiene como finalidad disenar un instrumento para evaluar las competencias que estan presentes en la carrera emprendedora y que permiten gestionar los talentos conducentes al exito en el mundo empresarial. Incluye dos escalas que evaluan respectivamente las competencias emprendedoras y las competencias generales de gestion de la carrera. Se realiza un estudio de validez de contenido mediante el juicio de 16 expertos, aplicandose a una muestra de empresarios consolidados y emprendedores en transicion ( n =248). Se estudia su estructura factorial (mediante analisis factoriales exploratorio y confirmatorio) confirmandose la validez del modelo obtenido y compro bando su consistencia interna (α=.868 y .905). El analisis de conglomerados identifica tres perfiles relevantes. Se concluye acerca de la idoneidad y utilidad del instrumento, y se discute sobre la caracterizacion e implicaciones de los perfiles competenci ales hallados con relacion a las variables sociodemograficas. EnglishThe purpose of this work is to design an instrument to assess the competencies that exist in the entrepreneurial career, which allow to manage the conducive abilities in order to be successful in the business e n vironment. It includes two scales that evaluate respectively the entrepreneurial competences and the management general skills of the career. A validity study of content has been made with the trial of 16 experts, applying it to a sample of employers and entrepreneurs in transition ( n =248). The factorial structure has been analysed (th rough exploratory and confirmatory factorial analysis), confirming the validity of the model obtained and checking its internal consistency ( α =.868 and .905). The cluster analysis identifies three relevant profiles. The study concludes about the appropriat eness and usefulness of the instrument and discusses the characterization and implications of the competence profiles found with regard to the sociodemographic variables.