Metodologías docentes y evaluativas para la formación universitaria en gestión y administración en la Universidad de Antofagasta, Chile
The formation of competencies in management and administration has distinctive characteristics that require teaching and evaluation strategies congruent with this field of study. The objective of the research was to analyze the teaching and learning evaluation methodologies in the field of undergrad...
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| Autores principales: | , , |
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| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Universidad de Costa Rica
2023
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| Materias: | |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/52837 |
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| Sumario: | The formation of competencies in management and administration has distinctive characteristics that require teaching and evaluation strategies congruent with this field of study. The objective of the research was to analyze the teaching and learning evaluation methodologies in the field of undergraduate programs in the field of management and administration at the Universidad de Antofagasta, Chile, through a mixed design carried out during the years 2021 and 2022. It considers the documentary analysis of subject programs and learning guides of a single case, as well as the participation of 10 final year students and 5 teachers as key informants, who through semi-structured interviews and focus groups share their experiences and perspectives on the formative process. The main findings of the study show an important presence of traditional teaching and evaluation methodologies, such as lectures or theoretical tests, combined with active student-centered methodologies such as problem-based learning or role-playing. The key informants' accounts expose the repercussions of the online modality implemented during the pandemic, especially on faculty motivation due to low student attendance and participation in virtual classes. The main conclusion states that the studied case shows some of the complexities for university teaching arising from the change of paradigm proposed by the model of training by labor competences, which requires the strengthening of teaching professionalization for the implementation of teaching and evaluation methodologies related to the training model indicated in the case study. |
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