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2.
This study compares the extent to which higher education policy analysts and master’s and doctoral faculty of higher education and public affairs programs match on a set of competencies thought to be important to higher education policy analysis. Analysts matched master’s faculty in three competencies while analysts and doctoral faculty matched in five competencies. The findings suggest possible reasons why analysts and graduate faculty agree or differ on various competencies. Also, the findings raise important questions regarding the preparation of higher education policy analysts and the graduate programs that educate them. This study is an addition to the body of competency literature. Eduardo C. Arellano  obtained a B.A. in Political Science and an M.P.A from the University of Texas at El Paso, and he holds the Ph.D. in Educational Administration from New Mexico State University. He is an assistant professor at New Mexico State University in the Department of Educational Management and Development. His special interests are interactional diversity, competency, and US–Mexico border studies. Mario C. Martinez  has a B.A. in Electrical Engineering from New Mexico State University, an M.B.A. from the University of Texas at Austin, and a Ph.D. in Educational Policy and Leadership from Arizona State University. He is an associate professor at the University of Nevada-Las Vegas in the department of Educational Leadership. His special interests are higher education policy, governance, finance, competency modeling, and strategy.  相似文献   

3.
Anatomical sciences curricula have been under constant reform over the years, with many countries having to reduce course hours while trying to preserve laboratory time. In Mexico, schools have historically been autonomous and unregulated, and data regarding structure and methods are still lacking. A national survey was sent by the Mexican Society of Anatomy to 110 anatomical sciences educators. The questionnaire consisted of 50 items (open and multiple choice) for gross anatomy, microscopic anatomy, neuroanatomy, and embryology courses in medical schools across Mexico. A clinical approach was the most common course approach in all disciplines. Contact course hours and laboratory hours were higher in Mexican anatomy education compared to other countries, with the highest reported contact hours for embryology (133.4 ± 44.1) and histology (125 ± 33.2). There were similar contact hours to other countries for gross anatomy (228.5 ± 60.5). Neuroanatomy course hours (43.9 ± 13.1) were less than reported by the United States and similar to Saudi Arabia and higher than the United Kingdom. Dissection and microscopy with histological slides predominate as the most common laboratory activities. Traditional methods prevail in most of the courses in Mexico and only a few educators have implemented innovative and technological tools. Implementation of new methods, approaches, and curricular changes are needed to enhance anatomical sciences education in Mexico.  相似文献   

4.
We identify the discourse which underlies a series of interviews with opinion leaders who represent academia, industry, and government in Mexico. All three sectors identify with modernization and claim that higher education should play a more active role in transferring modern technology to Mexican industry. Privately, however, all informants appear to oppose such a technology transfer for various reasons. The contrast between public and private positions suggests an eroding confidence in the role of higher education as a factor of modernization. Political power in Mexico once derived its legitimacy from social and economic stability, not from science and technology. Lately stability is increasingly being questioned, while conservative institutions of higher education such as UNAM are caught in the crossfire. Our research suggests a persistence of pre-industrial stereotypes derived from an obsolete Colonial ideology which has outworn its usefulness. These results demand a re-interpretation of the crisis in our higher education system. While the National University has consistently satisfied the demand for graduates in the country (Lorey 1993), in 1995 more than 120,000 applications for freshman registration were rejected. Graduates from public universities are being displaced from political decision-making. The question of reform of higher education in Mexico has serious implications for the future of the nation.  相似文献   

5.
Quality practices in higher education involve more than mere compliance with standards and technical mandates; given the complexity of the decisions involved in quality in higher education, this concept, quality, can be analyzed as symbol and performance. This paper utilizes translation as heuristic to analyze the implementation of US institutional accreditation in Mexico. Such analysis unearths the power relations that underpin the emergent internationalization of quality practices in higher education.  相似文献   

6.
This paper describes the main characteristics of the Higher Education System in Mexico, in order to establish a reference framework for the coverage of attention to Mexican students and the problem derived from the increases in the take-up of people enrolling for higher education studies. Against such background, we described the link established between financing and evaluation policies in order to draw on financial resources higher education is provided by the Federal Government and which based is on efficiency and quality criteria. Finally, the development of accreditation in Mexico is described together with the foreign conditions influencing this issue which has become—together with in-take and financing—one of the main topics of the agenda of higher education for the foreseeable future.  相似文献   

7.
The creation and the achievements of the Virtual University of Monterrey Tech (Instituto Tecnolo´gico y de Estudios Superiores de Monterrey) in Mexico are briefly described. Monterrey Tech itself, which was founded in 1943, has had a vocation going back a number of years to offer distance education on a number of satellite campuses. The Virtual University was founded in 1996 to carry on the distance education vocation of the institution as a whole in Mexico and in other Latin American countries with the use of the new information and communications technologies (ICTs). The Virtual University is particularly active in the domain of community education, teacher retraining, in-company training programmes, and in the offer of training for Mexican state and local officials. Although a private entity, the Virtual University and its parent organization, Monterrey Tech, are firmly committed to the public development of Mexico.  相似文献   

8.
This article reports research findings of a comparative research project, supported by a generous grant from the International Development Research Centre (IDRC). We studied adult education policy implementation in the Province of Alberta, Canada; in Mexico City and a rural district of the State of Mexico; and urban and rural districts of Dar‐Es‐Salaam in Tanzania, East Africa. The study was conducted between 1987‐1991 by three research groups coordinated internationally by Carlos Alberto Torres. Interviews were conducted in the three countries with 50 policy‐makers, 155 adult education teachers, and 447 adult learners. Policy‐makers and teachers wer interviewed using structured, in‐depth interviews, and students were surveyed twice, at the beginning of the programs in 1988‐89 and 15 months later. Only public programs in adult education, skill upgrading, and literacy training were selected, including Alberta Vocational Centers (AVC) and Community Vocational Colleges (CVC); seven different public programs in Mexico, and Folk‐Development Colleges and adult literacy programs from the Institute of Adult Education in Tanzania. Rural and urban programs were studied in Northern and Central Alberta, in the Federal District (Mexico City) and a rural district outside Mexico City, and in a rural municipality and the urban area of Dar‐Es‐Salaam in Tanzania. Two types of programs were studied in the three research settings: academic upgrading programs (consisting of literacy training and adult basic education) and skill upgrading programs Although this article reports specific research findings for the province of Alberta, it benefits from the findings of the international study and from criticisms and analyses made by members of the international teams. Hence, the authors are grateful to Suleman Sumra and Yosiah Bwatwa from the University of Dar‐Es‐Salaam, Raj Pannu and M. K. Bacchus from the University of Alberta, and Sylvia Schmelkes, Carlos Muñoz Izquierdo and Susan Street from the Center for Educational Research in Mexico, for their many contributions to this research.  相似文献   

9.
The present study addresses gender gaps in North American research productivity, which may be influenced by personal and family variables, as well as professional and work-related variables. The study was conducted as part of the Changing Academic Profession (CAP) International Survey, conducted in 2007–08. Using articles as indicator of research productivity, we analyzed the gender gap in publication rates among full-time higher education faculty in our combined sample (Canada, Mexico, and the United States). This analysis has implications for higher education policy. In terms of research productivity, the relative productivity rates of male and female academics have been a policy priority for many years to increase the cumulative rates of research activity. We found that the variables related to research intensity varied by country, providing a more nuanced understanding of the gender gap between male and female faculty.  相似文献   

10.
Over the last 30 years, Chile and Mexico have been implementing neoliberal policies to reform their higher education systems. This report compares the development and impact of those policies within three main areas in both countries, namely: (1) trends and characteristics of the growing private higher education sector, (2) commercialisation and business-like trends that private academia is experiencing and, finally, (3) it discusses how all this has created tensioning situations with assessment and accrediting agencies to ensure quality in their private higher education systems. This study shows that private higher education is facing the following challenges in both nations: (1) an uncritical implementation of neoliberal policies, (2) that there is a very unregulated legislation that has allowed many private institutions to profit within loopholes in the law, (3) that quality has become a central concern and some of the mechanisms applied to correct it have not been effective, showing a lack of a comprehensive system of quality assessment, and (4) that enrolment has grown but with several mismatches that challenge the initial goal of advancing economic development through human resources capacities. Alternative policies are discussed.  相似文献   

11.
This article examines adult education policy in two settings. The cases of Mexico and Nicaragua illustrate how the goals, content, methods, and outcomes of adult education differ according to state policy. Mexico (1970-1990) represents a "corporatist" state that undertook an incrementalist approach to literacy provision for purposes of political legitimation and social integration, while Nicaragua (1979-1990) represents a "revolutionary state" that pursued a structuralist approach to achieve fundamental changes in education and society. Despite their contrasting orientations, these two countries share many characteristics typical of dependent capitalist states in Latin America.  相似文献   

12.
This article examines the politics behind the initial centralization of primary education in Chihuahua, Mexico during the 1920s and 1930s. The article argues that the centralization of primary education was one of many tools used by the federal government to consolidate its power in the wake of the Mexican Revolution (1910–1917) and create a corporatist state. Even before the Revolution, federal officials were concerned that neither states nor municipalities were capable of providing primary education (especially in rural areas) adequate to Mexico’s needs. Even though the 1917 Constitution gave control over primary education to the municipal government, Education Ministry (SEP) officials began taking major steps in centralizing primary education under the auspices of the federal government during the administration of Alvaro Obregón (1920–1924) by subsidizing state‐run primary schools and refusing to deal with municipal governments. Under Plutarco Elías Calles (1924–1928) the SEP undermined state‐run education by annulling all existing contracts with state governments and creating a parallel federal primary schools system. The federal government also tried to gain control over federal teachers by centralizing control over grassroots unions. The SEP’s drive to centralize control over schooling reached its climax during this period with the federalization of all primary schools in Chihuahua and Queretaro in 1935.  相似文献   

13.
Given the almost 2-year COVID-19 school-related closure in Mexico, children and adolescents have experienced a negative impact not only on their learning, but as well as on their mental health and well-being. Although international research has shown that distant learning as a response to the COVID-19 school-related closures has severely affected students with special education needs, there is still a lack of studies conducted in Mexico. Thus, this study attempts to tackle this gap by exploring how Mexican students with and without special education needs coped with distance learning as well as its impact on their emotional experiences. A total of 293 Mexican lower secondary students participated in the study. Independent sample t-tests indicated that, in comparison with students without special needs, students with special needs coped significantly worse during distance learning as well as had higher levels of negative activation. Additionally, multiple linear regression analyses revealed that students' self-efficacy functioned as an important coping mechanism. Implications of the results, as well as further lines of research are discussed.  相似文献   

14.
Since the establishment of national university systems in Mexico and Venezuela, three principal demands have dominated the formulation of university policy: the ideological demand imposed by government rhetoric and national aspirations (a demand reflected in federal expenditure), the demand of the national economy for different areas and levels of professional expertise, and the broad-based political and social demand for upward mobility by way of university education. Tensions between these three demands in both Mexico and Venezuela have stemmed from the historically decreasing ability of Latin American economies to produce significant long-term social mobility into the middle classes. Although in the 1940s and 1950s the university systems played important roles in promoting social mobility, by the 1960s the number of professional jobs was much smaller than the number of university graduates. By the 1980s, the social role of the universities was severely limited by economic crisis brought on by a combination of dropping oil prices, debt, and government deficits. The major challenge currently facing Mexico and Venezuela in higher education policy is to restart economic growth to provide jobs for university graduates.  相似文献   

15.
This article discusses two studies on the extent and nature of cross-racial interactions (CRIs) among undergraduate students from two neighboring US–Mexico borderland communities. Of the four participating higher education institutions, two were adjacent to the US–Mexico borderline, while the other two were 45 miles away from the borderline. One study relied on survey responses from over 900 students, while the other relied on focus group data from over 30 students. The participating students were from two universities and two community colleges. Although the students shared some common experiences and attitudes, there were some marked and important differences among them. These differences made a compelling argument for localizing what diversity means and customizing efforts to foster CRIs on college campuses.  相似文献   

16.
Abstract

Although Web 2.0 has changed students’ roles, placing them at the centre of the teaching-learning process, attitudes towards Web 2.0 have been observed to have a relation with its use in a formal academic context. An instrument was applied to higher education students in Mexico to explore their perceptions by collecting information on students’ attitudes, training and use of Web 2.0, and its impact on higher education. The findings showed that training in Web 2.0 determines use of it, as well as the attitudes towards it and the possible impact these can have on teaching-learning processes. No differences were found regarding participants’ gender in relation to their perceptions of the use of Web 2.0 as a learning environment.  相似文献   

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18.
《欧洲教育》2013,45(1-2):137-145
The following represents a shortened version of a paper delivered by Professor Dieter Goldschmidt at an international conference on higher education that took place in February 1980 at Ajijic, Mexico. Comparative research on higher education has increased considerably during the last years, attracting not only the attention of scholars but also of decision-makers who are in need of data with a more international comparative dimension. This article reviews essential ingredients of comparative research, points out major problems encountered, and formulates some proposals for future action in this domaine.)  相似文献   

19.
Despite significant educational expansion, Mexico’s educational attainment rates are relatively low. Though primary school enrollment is at nearly 100%, less than half of young adults ages 18-29 have finished upper secondary school (USE). This article examines how family-level factors, particularly parental education and household wealth, are associated with the likelihood of children dropping out of USE early in Mexico – a shift away from the well-established focus on primary education. Using region fixed effects logistic regressions, I examine the role of both mother’s and father’s education in predicting children’s educational persistence – and how this varies for boys and girls. Data is derived from a nationally representative sample of USE-aged youth in Mexico (n = 8,235). Results indicate that increases in parental education decrease the likelihood of children dropping out in upper secondary school, even when controlling for financial resources and other family- and household-level characteristics. Notably, these results vary across boys and girls.  相似文献   

20.
We write from a public university in Mexico’s interior, as 2 language professors from countries with fraught, yet intertwined, sets of histories—Mexico and the United States. Having lived in 2 countries with dramatic increases in nationalist policies, we reflect on having lived abroad through the increases in nationalism in our lived experiences. We also explore our understandings of retornados, the transnational returnees to Mexico, and how these students impact us and our teaching in Mexico in an English teacher education program. We conclude with implications for educators, as well as tempered senses of hope in these fraught political times.  相似文献   

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