This page has only limited features, please log in for full access.

Unclaimed
María-José Bezanilla
University of Deusto

Honors and Awards

The user has no records in this section


Career Timeline

The user has no records in this section.


Short Biography

The user biography is not available.
Following
Followers
Co Authors
The list of users this user is following is empty.
Following: 0 users

Feed

Journal article
Published: 14 February 2021 in Multidisciplinary Journal of Educational Research
Reads 0
Downloads 0

In our globalised, pluralistic, and often information-swamped society, critical thinking is recognised as an important competence to be developed in university education. In order to investigate this, 142 Latin American and Spanish teachers were asked about the importance of and potential for developing critical thinking in university education. Their responses were subjected to an inductive analysis, which lead to 13 categories about the reasons why it is important, and 11 categories about the potential and limitations for developing it in university education. These categories were found to remain statistically unchanged regardless of age, years of teaching experience, area of knowledge, gender and geographical area. Results show that teachers consider important to teach critical thinking at university and mainly for students to become good professionals in a complex world. Teachers believe it is possible to teach it, as long as active methodologies are used, in addition to other reasons, such as taking into account the lack of interest and preparation about critical thinking that students bring to university. Getting to know university teacher´s views about the importance and possibilities of teaching and learning critical thinking is crucial for the establishment of meaningful curriculum plans and learning activities for its development.

ACS Style

María-José Bezanilla; Héctor Galindo-Domínguez; Manuel Poblete. Importance and possibilities of development of critical thinking in the university: the teacher's perspective. Multidisciplinary Journal of Educational Research 2021, 11, 20 -48.

AMA Style

María-José Bezanilla, Héctor Galindo-Domínguez, Manuel Poblete. Importance and possibilities of development of critical thinking in the university: the teacher's perspective. Multidisciplinary Journal of Educational Research. 2021; 11 (1):20-48.

Chicago/Turabian Style

María-José Bezanilla; Héctor Galindo-Domínguez; Manuel Poblete. 2021. "Importance and possibilities of development of critical thinking in the university: the teacher's perspective." Multidisciplinary Journal of Educational Research 11, no. 1: 20-48.

Journal article
Published: 23 January 2020 in Sustainability
Reads 0
Downloads 0

Universities are increasingly paying more attention to developing academic entrepreneurship. This paper analyses the existing relationships between the relevant factors that contribute to the development of the entrepreneurial university. A previously validated questionnaire was administered to a sample of 84 deans of a number of faculties in Spain. The aim was to assess the universities’ development in terms of 13 influencing factors in encouraging entrepreneurship. The findings show that universities’ contextual factors had only minor influence on internal factors. Internal resources were found to be moderately or highly correlated with the processes put in place by universities to promote entrepreneurship. In particular, reference to entrepreneurship in a university’s mission, strategy, policies and procedures had a correlation with all the entrepreneurship factors analysed. Support from the management team and organisational design were not among the most important factors; however, they were positively associated with training and research processes, which, in turn, seemed to be strongly related to all factors in the development of the entrepreneurial university, especially with university mission and strategy. The findings show the relationships between the factors involved in the development of the entrepreneurial university. This will help universities to adopt measures that are better suited to promoting entrepreneurship.

ACS Style

María José Bezanilla; Ana García-Olalla; Jessica Paños-Castro; Arantza Arruti. Developing the Entrepreneurial University: Factors of Influence. Sustainability 2020, 12, 842 .

AMA Style

María José Bezanilla, Ana García-Olalla, Jessica Paños-Castro, Arantza Arruti. Developing the Entrepreneurial University: Factors of Influence. Sustainability. 2020; 12 (3):842.

Chicago/Turabian Style

María José Bezanilla; Ana García-Olalla; Jessica Paños-Castro; Arantza Arruti. 2020. "Developing the Entrepreneurial University: Factors of Influence." Sustainability 12, no. 3: 842.

Journal article
Published: 01 September 2019 in Thinking Skills and Creativity
Reads 0
Downloads 0
ACS Style

María-José Bezanilla; Donna Fernández Nogueira; Manuel Poblete; Héctor Galindo-Domínguez. Methodologies for teaching-learning critical thinking in higher education: The teacher’s view. Thinking Skills and Creativity 2019, 33, 1 .

AMA Style

María-José Bezanilla, Donna Fernández Nogueira, Manuel Poblete, Héctor Galindo-Domínguez. Methodologies for teaching-learning critical thinking in higher education: The teacher’s view. Thinking Skills and Creativity. 2019; 33 ():1.

Chicago/Turabian Style

María-José Bezanilla; Donna Fernández Nogueira; Manuel Poblete; Héctor Galindo-Domínguez. 2019. "Methodologies for teaching-learning critical thinking in higher education: The teacher’s view." Thinking Skills and Creativity 33, no. : 1.

Review
Published: 02 June 2019 in Innoeduca. International Journal of Technology and Educational Innovation
Reads 0
Downloads 0

El aula invertida es una metodología que se ha venido aplicando principalmente a nivel universitario, posiblemente, debido a la capacidad que le proporciona al estudiante para ser protagonista en el proceso de aprendizaje. En este estudio se realiza una revisión sistemática de esta metodología a nivel universitario en España. Los resultados obtenidos del análisis de 109 investigaciones apuntan a un paulatino incremento en el número de publicaciones por año, tanto en español como en inglés; hecho que podría estar relacionado con un aumento en el uso de esta metodología en las clases universitarias. A pesar de haber pocas universidades que consideran esta metodología como parte común en sus prácticas, casi la mitad de las universidades españolas han tenido un primer contacto con ella. La gran mayoría de estas experiencias han tenido un gran peso en los diferentes campos de la rama de las ciencias sociales y jurídicas, así como en las ingenierías y arquitectura y han empleado principalmente diseños y técnicas cuantitativas. Los principales objetivos en esta temática fueron dos: medir el impacto del flipped classroom en el rendimiento académico de los estudiantes y conocer su percepción o satisfacción con la propia experiencia. A pesar de no existir un claro consenso sobre su efectividad en el rendimiento académico, un alto porcentaje de estudios manifestaron conclusiones generales positivas o positivas y neutras. Finalmente, en vista de estos resultados, se presentan diferentes recomendaciones y futuros temas de investigación.

ACS Style

Héctor Galindo-Domínguez; María-José Bezanilla. A systematic review of Flipped Classroom methodology at university level in Spain. Innoeduca. International Journal of Technology and Educational Innovation 2019, 5, 81 -90.

AMA Style

Héctor Galindo-Domínguez, María-José Bezanilla. A systematic review of Flipped Classroom methodology at university level in Spain. Innoeduca. International Journal of Technology and Educational Innovation. 2019; 5 (1):81-90.

Chicago/Turabian Style

Héctor Galindo-Domínguez; María-José Bezanilla. 2019. "A systematic review of Flipped Classroom methodology at university level in Spain." Innoeduca. International Journal of Technology and Educational Innovation 5, no. 1: 81-90.

Journal article
Published: 31 October 2018 in Revista de Educación a Distancia (RED)
Reads 0
Downloads 0
ACS Style

Luana Ferreira-Lopes; María-José Bezanilla; Iciar Elexpuru-Albizuri. Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education. Revista de Educación a Distancia (RED) 2018, 1 .

AMA Style

Luana Ferreira-Lopes, María-José Bezanilla, Iciar Elexpuru-Albizuri. Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education. Revista de Educación a Distancia (RED). 2018; (58):1.

Chicago/Turabian Style

Luana Ferreira-Lopes; María-José Bezanilla; Iciar Elexpuru-Albizuri. 2018. "Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education." Revista de Educación a Distancia (RED) , no. 58: 1.

Journal article
Published: 05 March 2018 in International Journal of Innovation Science
Reads 0
Downloads 0

Purpose The entrepreneurial university is being widely studied, given its importance as an agent in economic and social development. This paper presents the findings of a study that had a twofold objective. First, it sought to establish a model of maturity for the measurement of the level of academic entrepreneurship in universities. Second, it aimed to apply this maturity model to a sufficiently wide and varied sample of faculties to discover their current level of academic entrepreneurship, as well as their differences by area of knowledge, type of university and autonomous region in Spain. Design/methodology/approach A questionnaire was designed with items grouped into 14 blocks that defined the entrepreneurial university according to the model previously developed. The questionnaire was answered by 84 deans/directors belonging to different faculties/universities from six Spanish regions. Findings The findings showed that the Spanish universities stand out in four areas: internationalisation, use of active methodologies, mission and strategy and management team support. However, the legal and administrative context, the funds for entrepreneurship and the training of staff in entrepreneurship are not sufficiently developed. Significant differences were observed between regions but not by type of university or area of knowledge. Originality/value The results provide an innovative model that explains the factors that define the entrepreneurial university, as well as guidelines for universities to move forward in developing stages.

ACS Style

Nekane Errasti; María-José Bezanilla; Ana Garcia-Olalla; Elena Auzmendi; Jessica Paños-Castro. Factors and maturity level of entrepreneurial universities in Spain. International Journal of Innovation Science 2018, 10, 71 -91.

AMA Style

Nekane Errasti, María-José Bezanilla, Ana Garcia-Olalla, Elena Auzmendi, Jessica Paños-Castro. Factors and maturity level of entrepreneurial universities in Spain. International Journal of Innovation Science. 2018; 10 (1):71-91.

Chicago/Turabian Style

Nekane Errasti; María-José Bezanilla; Ana Garcia-Olalla; Elena Auzmendi; Jessica Paños-Castro. 2018. "Factors and maturity level of entrepreneurial universities in Spain." International Journal of Innovation Science 10, no. 1: 71-91.

Investigaciones
Published: 01 January 2018 in Estudios pedagógicos (Valdivia)
Reads 0
Downloads 0

Gracias al desarrollo del aprendizaje basado en competencias, se ha producido un gran interés por el pensamiento crítico en la educación superior. La empleabilidad, por otra parte, ha influido poderosamente en su protagonismo como competencia imprescindible en el desarrollo profesional en un entorno innovador. Diversos autores han estudiado el concepto de pensamiento crítico y los procesos implicados en su desarrollo y formación. El presente artículo analiza qué entienden los docentes universitarios por pensamiento crítico y la importancia que conceden al mismo. Es una investigación mixta cuantitativa/cualitativa, con 230 docentes universitarios, que desvela interesantes resultados, como que la mayoría lo vinculan a procesos de análisis y razonamiento, algunos al cuestionamiento, evaluación y toma de decisiones y muy pocos lo entienden como acción y compromiso, siendo para todos un aspecto muy importante de la formación universitaria. Estos resultados tienen grandes implicaciones para la enseñanza-aprendizaje del pensamiento crítico en la educación superior.

ACS Style

María José Bezanilla-Albisua; Manuel Poblete-Ruiz; Donna Fernández-Nogueira; Sonia Arranz-Turnes; Lucía Campo. El Pensamiento Crítico desde la Perspectiva de los Docentes Universitarios. Estudios pedagógicos (Valdivia) 2018, 44, 89 -113.

AMA Style

María José Bezanilla-Albisua, Manuel Poblete-Ruiz, Donna Fernández-Nogueira, Sonia Arranz-Turnes, Lucía Campo. El Pensamiento Crítico desde la Perspectiva de los Docentes Universitarios. Estudios pedagógicos (Valdivia). 2018; 44 (1):89-113.

Chicago/Turabian Style

María José Bezanilla-Albisua; Manuel Poblete-Ruiz; Donna Fernández-Nogueira; Sonia Arranz-Turnes; Lucía Campo. 2018. "El Pensamiento Crítico desde la Perspectiva de los Docentes Universitarios." Estudios pedagógicos (Valdivia) 44, no. 1: 89-113.

Conference paper
Published: 01 March 2017 in INTED2017 Proceedings
Reads 0
Downloads 0
ACS Style

Z. Aginako; M. Garmendia; María-José Bezanilla. DIFFICULTIES TEACHERS HAVE WHEN THEY IMPLEMENT A PBL OR PJBL APPROACH IN THE CLASSROOM AT ENGINEERING SCHOOLS. INTED2017 Proceedings 2017, 1, 6411 -6421.

AMA Style

Z. Aginako, M. Garmendia, María-José Bezanilla. DIFFICULTIES TEACHERS HAVE WHEN THEY IMPLEMENT A PBL OR PJBL APPROACH IN THE CLASSROOM AT ENGINEERING SCHOOLS. INTED2017 Proceedings. 2017; 1 ():6411-6421.

Chicago/Turabian Style

Z. Aginako; M. Garmendia; María-José Bezanilla. 2017. "DIFFICULTIES TEACHERS HAVE WHEN THEY IMPLEMENT A PBL OR PJBL APPROACH IN THE CLASSROOM AT ENGINEERING SCHOOLS." INTED2017 Proceedings 1, no. : 6411-6421.

Journal article
Published: 16 September 2015 in Educar
Reads 0
Downloads 0

El Espacio Europeo de Educación Superior (EEES) exige que en el desarrollo de sus titulaciones, las universidades incorporen un enfoque del aprendizaje basado en competencias. Una de las dificultades con las que se encuentra el docente es la incorporación de las competencias genéricas en su materia: cómo planificarlas, trabajarlas y evaluarlas. En este artículo se aporta un instrumento para facilitar al profesorado la integración de la competencia genérica en su asignatura. El instrumento fue aplicado por un grupo de profesores de la Universidad de Deusto mediante una entrevista semiestructurada con el apoyo de un protocolo de valoración y estandarización de las respuestas. Los resultados indican que el instrumento es eficaz, ya que ayuda a los docentes a mejorar la planificación del desarrollo y la incorporación de la competencia genérica en el marco de una asignatura. Asimismo, se observan otros beneficios como la toma de conciencia de la importancia de trabajar las competencias genéricas, así como mejores formas de trabajarlas.

ACS Style

Manuel Poblete; María José Bezanilla; Donna Fernández-Nogueira; Lucía Campo. Teacher Training in Generic Competences: A Planning and Development Tool. Educar 2015, 52, 1 .

AMA Style

Manuel Poblete, María José Bezanilla, Donna Fernández-Nogueira, Lucía Campo. Teacher Training in Generic Competences: A Planning and Development Tool. Educar. 2015; 52 (1):1.

Chicago/Turabian Style

Manuel Poblete; María José Bezanilla; Donna Fernández-Nogueira; Lucía Campo. 2015. "Teacher Training in Generic Competences: A Planning and Development Tool." Educar 52, no. 1: 1.

Journal article
Published: 15 January 2014 in Journal of New Approaches in Educational Research
Reads 0
Downloads 0

This paper focuses on the design of a serious game for the teaching and assessment of generic competences, placing particular emphasis on the competences assessment aspect. Taking into account important aspects of competence assessment such as context, feedback and transparency, among other aspects, and using the University of Deusto's Generic Competences Assessment Model based on the defining of levels, indicators and descriptors as a reference point, a serious game has been designed for the development and evaluation of two Generic Competences: Problem Solving and Entrepreneurship, aimed at final-year undergraduate and first-year postgraduate students. The design process shows that having a Competence Assessment Model based on levels, indicators and descriptors is of great help in defining the game's scenarios and learning and assessment activities. Serious games can also be excellent resources to help in the development and assessment of generic competences, but not as a unique tool, since the concept of competence in itself is highly complex (integrating knowledge, skills, attitudes and values) and some elements might require other methods and techniques for its development. It also reveals the difficulties of evaluating competences in general and through serious games in particular.

ACS Style

María-José Bezanilla; Sonia Arranz; Alex Rayón; Isabel Rubio; Iratxe Menchaca; Mariluz Guenaga; Eduardo Aguilar. A proposal for generic competence assessment in a serious game. Journal of New Approaches in Educational Research 2014, 3, 42-51 .

AMA Style

María-José Bezanilla, Sonia Arranz, Alex Rayón, Isabel Rubio, Iratxe Menchaca, Mariluz Guenaga, Eduardo Aguilar. A proposal for generic competence assessment in a serious game. Journal of New Approaches in Educational Research. 2014; 3 (1):42-51.

Chicago/Turabian Style

María-José Bezanilla; Sonia Arranz; Alex Rayón; Isabel Rubio; Iratxe Menchaca; Mariluz Guenaga; Eduardo Aguilar. 2014. "A proposal for generic competence assessment in a serious game." Journal of New Approaches in Educational Research 3, no. 1: 42-51.

Journal article
Published: 16 October 2013 in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje
Reads 0
Downloads 0

This paper presents the research work carried out by an interdisciplinary group of technologists, educators, and entertainment experts from the University of Deusto to develop a serious game to practice generic skills in job-oriented education. This innovative serious game focuses on entrepreneurship skills and problem solving competences. Technology is a facilitator for a new teaching methodology, but it also imposes certain restrictions to be considered by the entire project team.

ACS Style

Mariluz Guenaga; Sonia Arranz; Isabel Rubio Florido; Eduardo Aguilar; Alex Ortiz De Guinea; Alex Rayon; María-José Bezanilla; Iratxe Menchaca. Serious Games for the Development of Employment Oriented Competences. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 2013, 8, 176 -183.

AMA Style

Mariluz Guenaga, Sonia Arranz, Isabel Rubio Florido, Eduardo Aguilar, Alex Ortiz De Guinea, Alex Rayon, María-José Bezanilla, Iratxe Menchaca. Serious Games for the Development of Employment Oriented Competences. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje. 2013; 8 (4):176-183.

Chicago/Turabian Style

Mariluz Guenaga; Sonia Arranz; Isabel Rubio Florido; Eduardo Aguilar; Alex Ortiz De Guinea; Alex Rayon; María-José Bezanilla; Iratxe Menchaca. 2013. "Serious Games for the Development of Employment Oriented Competences." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 8, no. 4: 176-183.