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Senior researcher of the Spanish National Research Council (CSIC) at the research institute INGENIO (CSIC-UPV). She is Public Sector Specialist with extensive experience in the empirical analysis of the role of universities and their contribution to regional socio-economic development, their relationships with industry, and the way in which they develop and promote human capital competencies. From 1999 to 2001, she worked at the World Bank in the Social Human Development Department and since then she collaborates with the World Bank as an External Consultant. Her parallel active participation in the former REFLEX and CHEERS projects (FP6 and FP4, respectively), bolstered her interest in analysing surpluses and deficits in human capital competencies. She is currently the Project Coordinator of Erasmus+ CBHE FOSTERC project (2016-2020). She has published several articles related to the domain of the project in the following international refereed journal Active Learning in Higher Education, Higher Education, Journal of HE, Research in Higher Education, Research Policy, Regional Studies, Sustainability, Scientometrics and World Development.
The interactions between the higher education sector and society and industry have been attracting increased attention in terms of ways to develop social innovation solutions to societal problems. Despite calls from politicians and the existence of some guidelines, we know little about how higher education could incorporate social innovation activities into its structure and missions. This study examines some practice experiences in two southern European public universities in Portugal and Spain. We show that the third mission of universities, which includes social innovation, is both linked to the first two missions of teaching and research, depending on the university’s historical and social context. The high dependence of higher education institutions on economic returns increases the importance of political action to drive the development of social innovation activities. This conditioning factor seems to be intrinsic to some of the barriers that have been identified, such as lack of legitimization and recognition of social innovation practices at the formal governmental level.
Sílvia Monteiro; Rosa Isusi-Fagoaga; Leandro Almeida; Adela García-Aracil. Contribution of Higher Education Institutions to Social Innovation: Practices in Two Southern European Universities. Sustainability 2021, 13, 3594 .
AMA StyleSílvia Monteiro, Rosa Isusi-Fagoaga, Leandro Almeida, Adela García-Aracil. Contribution of Higher Education Institutions to Social Innovation: Practices in Two Southern European Universities. Sustainability. 2021; 13 (7):3594.
Chicago/Turabian StyleSílvia Monteiro; Rosa Isusi-Fagoaga; Leandro Almeida; Adela García-Aracil. 2021. "Contribution of Higher Education Institutions to Social Innovation: Practices in Two Southern European Universities." Sustainability 13, no. 7: 3594.
Reseña de Santos Rego, Miguel A. (Ed). (2020). La transferencia de conocimiento en Educación. Un desafío estratégico. Madrid: Narcea.
Adela García-Aracil. Nuevos enfoques sobre la transferencia de conocimiento en Educación. Reseña de Santos Rego, Miguel A. (Ed). (2020). La transferencia de conocimiento en Educación. Un desafío estratégico. Madrid: Narcea. Creativity and Educational Innovation Review 2021, 160 -164.
AMA StyleAdela García-Aracil. Nuevos enfoques sobre la transferencia de conocimiento en Educación. Reseña de Santos Rego, Miguel A. (Ed). (2020). La transferencia de conocimiento en Educación. Un desafío estratégico. Madrid: Narcea. Creativity and Educational Innovation Review. 2021; (4):160-164.
Chicago/Turabian StyleAdela García-Aracil. 2021. "Nuevos enfoques sobre la transferencia de conocimiento en Educación. Reseña de Santos Rego, Miguel A. (Ed). (2020). La transferencia de conocimiento en Educación. Un desafío estratégico. Madrid: Narcea." Creativity and Educational Innovation Review , no. 4: 160-164.
The aim of this paper is to provide insights into the appropriateness of teaching-learning and evaluation processes using rubrics, for student self-assessments. We studied students enrolled on the Master’s in Secondary Education Teaching—Music Specialism course. In the Spanish secondary education system, music is seen as increasing equity and improving student performance in line with the Agenda 2030 Sustainable Development Goals. The training of new teachers and the ongoing professional development of the current teaching force are critical for improving the quality of education. We adopted an action-research approach and obtained feedback from the Masters’ students via questionnaires administered at the start and end of the process (pre- and post-test). Our results show that using rubrics as formative and shared assessment tools has a positive influence on students’ perceptions of their acquisition of both transversal and specific competencies, as well as demonstrating the utility of rubrics for their future professional practice. However, rubrics on their own are not sufficient to increase the facility for learning and awareness among students.
Rosa Isusi-Fagoaga; Adela García-Aracil. Assessing Master Students’ Competencies Using Rubrics: Lessons Learned from Future Secondary Education Teachers. Sustainability 2020, 12, 9826 .
AMA StyleRosa Isusi-Fagoaga, Adela García-Aracil. Assessing Master Students’ Competencies Using Rubrics: Lessons Learned from Future Secondary Education Teachers. Sustainability. 2020; 12 (23):9826.
Chicago/Turabian StyleRosa Isusi-Fagoaga; Adela García-Aracil. 2020. "Assessing Master Students’ Competencies Using Rubrics: Lessons Learned from Future Secondary Education Teachers." Sustainability 12, no. 23: 9826.
Adela García-Aracil; Cecilia Albert. Signalling and Credentialism, Higher Education. The International Encyclopedia of Higher Education Systems and Institutions 2020, 2534 -2540.
AMA StyleAdela García-Aracil, Cecilia Albert. Signalling and Credentialism, Higher Education. The International Encyclopedia of Higher Education Systems and Institutions. 2020; ():2534-2540.
Chicago/Turabian StyleAdela García-Aracil; Cecilia Albert. 2020. "Signalling and Credentialism, Higher Education." The International Encyclopedia of Higher Education Systems and Institutions , no. : 2534-2540.
Adela Garcia-Aracil; Rosa Isusi-Fagoaga. Appropriateness of education and employment. Socialinis ugdymas 2020, 52, 55 -61.
AMA StyleAdela Garcia-Aracil, Rosa Isusi-Fagoaga. Appropriateness of education and employment. Socialinis ugdymas. 2020; 52 (2):55-61.
Chicago/Turabian StyleAdela Garcia-Aracil; Rosa Isusi-Fagoaga. 2020. "Appropriateness of education and employment." Socialinis ugdymas 52, no. 2: 55-61.
Danguolė Bylaitė-Šalavėjienė; Adela García-Aracil. Promoting competency-based education in Belarusian Higher Education. Socialinis ugdymas 2020, 51, 24 -32.
AMA StyleDanguolė Bylaitė-Šalavėjienė, Adela García-Aracil. Promoting competency-based education in Belarusian Higher Education. Socialinis ugdymas. 2020; 51 (1):24-32.
Chicago/Turabian StyleDanguolė Bylaitė-Šalavėjienė; Adela García-Aracil. 2020. "Promoting competency-based education in Belarusian Higher Education." Socialinis ugdymas 51, no. 1: 24-32.
Our study seeks to (i) explore the factor structure of the perceived employability scale - Higher Education version; (ii) identify the biographical and contextual predictors of the perceived employability. For this purpose, 373 Portuguese graduates participated in our study. Based on collected data, we performed confirmatory factor analysis and regression analysis. The data allow to confirm a four-factor solution with a 67% total variance explained (34% for factor 1, 14% for factor 2, 12% for factor 3 and 7% for factor 4), based on the theorical framework. Regarding the predictors of the perceived employability, gender and study area arose as negative predictors, while the previous work experience showed to be a negative predictor. Based on the results we can provide theorical and practical explanations regarding the evaluation and intervention in the graduates’ employability.
Sílvia Monteiro; Adela García-Aracil; Leandro Silva Almeida. Adaptation and Initial Validation of the Perceived Employability Scale. Paidéia (Ribeirão Preto) 2019, 29, 1 .
AMA StyleSílvia Monteiro, Adela García-Aracil, Leandro Silva Almeida. Adaptation and Initial Validation of the Perceived Employability Scale. Paidéia (Ribeirão Preto). 2019; 29 ():1.
Chicago/Turabian StyleSílvia Monteiro; Adela García-Aracil; Leandro Silva Almeida. 2019. "Adaptation and Initial Validation of the Perceived Employability Scale." Paidéia (Ribeirão Preto) 29, no. : 1.
This study explores the factors that contribute to students’ perceptions of their preparedness for transition from university to work, taking a multidimensional perspective on their academic experience. To that end, a questionnaire was designed and administered to students enrolled in the final year of their master’s degree programme. Students were asked to self-assess their preparedness for the transition to the world of work and also self-assess their academic experience by exploring their academic engagement and the knowledge and competencies they developed during their study. Regarding academic engagement, we find that they consider that participation in lectures and the quality in developing collective work have a positive influence on their preparedness for work, while regular attendance at lectures appears to be negatively associated with their perceptions of their preparedness. The results also show that the practical and theoretical content, together with methodological and employability competencies, have a positive impact on students’ perceptions of their preparedness for transition to work. Thus, the promotion of learning experiences fostering methodological and practical competencies, together with more collective career-related experience and employability skills, may better help prepare graduates for the transition to work.
Adela García-Aracil; Sílvia Monteiro; Leandro S Almeida. Students’ perceptions of their preparedness for transition to work after graduation. Active Learning in Higher Education 2018, 22, 49 -62.
AMA StyleAdela García-Aracil, Sílvia Monteiro, Leandro S Almeida. Students’ perceptions of their preparedness for transition to work after graduation. Active Learning in Higher Education. 2018; 22 (1):49-62.
Chicago/Turabian StyleAdela García-Aracil; Sílvia Monteiro; Leandro S Almeida. 2018. "Students’ perceptions of their preparedness for transition to work after graduation." Active Learning in Higher Education 22, no. 1: 49-62.
Adela García-Aracil; Cecilia Albert. Signalling and Credentialism, Higher Education. Encyclopedia of International Higher Education Systems and Institutions 2017, 1 -6.
AMA StyleAdela García-Aracil, Cecilia Albert. Signalling and Credentialism, Higher Education. Encyclopedia of International Higher Education Systems and Institutions. 2017; ():1-6.
Chicago/Turabian StyleAdela García-Aracil; Cecilia Albert. 2017. "Signalling and Credentialism, Higher Education." Encyclopedia of International Higher Education Systems and Institutions , no. : 1-6.
Purpose – The purpose of this paper is to explore the influence of work experience and gender on graduates’ perception of competencies, preparation and expectations of success in labour market (LM) transition. The research questions that guide this study are: How do graduates evaluate the competencies acquired during their masters’ degree? How do graduates evaluate their preparation for transition to the LM and their expectations of success? Design/methodology/approach – Within the framework of employability models, the authors explore the perception of competencies developed during higher education (HE). Given previous reported effects of gender and work experience on the process of work transition, these two variables are also considered. A questionnaire was administered to 411 students in their final masters’ degree year. Descriptive and inferential statistics, namely, univariate analysis of variance (F-anova 2×3) with post-hoc multiple comparison test (post-hoc HSD of Tukey), are developed to analyse the data and address the research questions. Findings – The main results show that there are no significant group differences concerning perception of the development of competencies; the effect of work experience on perceptions related to preparation for transition to the LM depends on gender; and expectations of successful transition to the LM are related to gender, with no significant influence of prior work experience. Originality/value – These data suggest that, in developing their programmes, it is important for HE institutions to consider self-beliefs related to students’ diversity, in order to maximize the development and effective use of competencies and individual resources in work contexts, for all students. Exploration of the effect of gender and work experience on perceptions of competencies and preparation for the LM should help HE institutions define curricular programmes and support graduates in preparing for entry to the LM.
Sílvia Monteiro; Leandro Almeida; Adela Garcia Aracil. Graduates’ perceptions of competencies and preparation for labour market transition. Higher Education, Skills and Work-Based Learning 2016, 6, 208 -220.
AMA StyleSílvia Monteiro, Leandro Almeida, Adela Garcia Aracil. Graduates’ perceptions of competencies and preparation for labour market transition. Higher Education, Skills and Work-Based Learning. 2016; 6 (2):208-220.
Chicago/Turabian StyleSílvia Monteiro; Leandro Almeida; Adela Garcia Aracil. 2016. "Graduates’ perceptions of competencies and preparation for labour market transition." Higher Education, Skills and Work-Based Learning 6, no. 2: 208-220.
Education programmes are designed to equip young populations with the qualifications required to assume responsible roles in specific professions and in society generally. In this paper, the focus of the analysis is on the significance of a number of higher education programme characteristics in allocating young higher education graduates across the labour market and how these graduates perform in their jobs. Graduate performance is analysed in terms of both monetary and non-monetary pay-offs. The findings show that education programmes in which learning is linked to acquisition of work experience result in better paid employment, although an appropriate balance between theoretical and practical-oriented curricula is important.
Adela García-Aracil. Effects of college programme characteristics on graduates’ performance. Higher Education 2014, 69, 735 -757.
AMA StyleAdela García-Aracil. Effects of college programme characteristics on graduates’ performance. Higher Education. 2014; 69 (5):735-757.
Chicago/Turabian StyleAdela García-Aracil. 2014. "Effects of college programme characteristics on graduates’ performance." Higher Education 69, no. 5: 735-757.
This study examines the productivity growth of Spanish universities over the period 1994–2008. The Malmquist index is used to illustrate the contribution of efficiency and technological change to changes in the universities’ productivity. The results indicate that annual productivity growth is attributable largely to efficiency improvements rather than technological progress. Gains in scale efficiency appear to have played only a minor role in productivity gains. The results contribute to the knowledge of the university system in Spain, describing different university behaviours that could be useful for management at the institutional and national level.
Adela García-Aracil. Understanding productivity changes in public universities: Evidence from Spain. Research Evaluation 2013, 22, 351 -368.
AMA StyleAdela García-Aracil. Understanding productivity changes in public universities: Evidence from Spain. Research Evaluation. 2013; 22 (5):351-368.
Chicago/Turabian StyleAdela García-Aracil. 2013. "Understanding productivity changes in public universities: Evidence from Spain." Research Evaluation 22, no. 5: 351-368.
This article identifies those aspects of the academic environment that are associated with graduates' overall satisfaction with their higher education (HE) course. We use REFLEX data, which allow comparison among 14 European countries, based on a pooled sample and individual country regressions. Overall, the degree of satisfaction with HE studies appears to be driven to a great extent by the academic environment. The results also confirm the persistence of country-specific traits in different HE systems. This substantial variation among European countries in terms of learning environment may have an influence on subsequent employment experience. While some systems encourage independent learning through participation in research projects, others rely heavily on direct teaching as the main source of information.
Adela Garcia-Aracil. A comparative analysis of study satisfaction among young European higher education graduates. Irish Educational Studies 2012, 31, 223 -243.
AMA StyleAdela Garcia-Aracil. A comparative analysis of study satisfaction among young European higher education graduates. Irish Educational Studies. 2012; 31 (2):223-243.
Chicago/Turabian StyleAdela Garcia-Aracil. 2012. "A comparative analysis of study satisfaction among young European higher education graduates." Irish Educational Studies 31, no. 2: 223-243.
Licencia Creative Commons Reconocimiento-No comercial 3.0 España.[ES]: Este artículo analiza, desde la perspectiva del Nuevo Institucionalismo Sociológico, cuáles son las misiones que las universidades públicas españolas asumen de forma institucional en sus planes estratégicos. Para tal fin, se ha utilizado el análisis de contenido. En general, los resultados indican que las universidades muestran mayor énfasis en la misión “Docencia”, seguida de la “Investigación”, y en último lugar en la “Transferencia de conocimiento”, si bien este patrón no es homogéneo en todas las universidades. Se han identificado dos tipologías de universidades en función del peso otorgado a cada misión: las más centradas en “Docencia” frente a las focalizadas en “Investigación y Transferencia de Conocimiento”.[EN]: From the New Sociological Institutionalism point of view, we have seen what the missions that institutionally Spanish public universities assume in their strategic plans are. It has been applied the content analysis approach. We have found that indicators are more frequent to teaching activities, in second place appeared research activities and in third place were knowledge transfer activities. Not all universities assume the same grade of institutionalization for each mission. In fact, we have obtained a typology of universities split in two groups, one focused to teaching and another focused to research and knowledge transfer.Peer Reviewe
Davinia Palomares-Montero; Adela García-Aracil; Elena Castro-Martínez. Misiones actuales de las universidades públicas: una perspectiva sociológica. Arbor 2012, 188, 171 -192.
AMA StyleDavinia Palomares-Montero, Adela García-Aracil, Elena Castro-Martínez. Misiones actuales de las universidades públicas: una perspectiva sociológica. Arbor. 2012; 188 (753):171-192.
Chicago/Turabian StyleDavinia Palomares-Montero; Adela García-Aracil; Elena Castro-Martínez. 2012. "Misiones actuales de las universidades públicas: una perspectiva sociológica." Arbor 188, no. 753: 171-192.
Artículo distribuido bajo una licencia de uso y distribución “Creative Commons Reconocimiento-No Comercial 3.0 España”.[ES]: Evaluar el desempeño de las universidades es complicado ya que se trata de una institución multidimensional que desarrolla numerosas actividades en base a sus tres principales misiones: docencia, investigación y transferencia de conocimiento. En este contexto, diversas metodologías de evaluación de las universidades han sido propuestas en base al uso de indicadores, existiendo intensos debates acerca de qué indicadores son los más apropiados. Esta situación hace que resulte indispensable sistematizar la diversidad de indicadores para obtener una evaluación más rigurosa de las instituciones universitarias. El presente trabajo profundiza en esta cuestión, identificando un listado de indicadores relacionados con la evaluación de las universidades. El sistema de indicadores propuesto ha sido validado a través del método Delphi que ha permitido alcanzar cierto consenso entre los expertos participantes. La identificación realizada sirve de ayuda para tomar decisiones en torno a qué indicadores deben ser incluidos en los modelos de evaluación universitaria. Sin embargo, los resultados del estudio ponen de manifiesto que entre los gestores universitarios continúa habiendo discrepancias en cuanto a la identificación de los indicadores tanto a qué misión representan como en su tipología y grado de importancia.[EN]: The evaluation of higher education activities is complex given their multiple objectives, which focus activities on the three principal academic missions of teaching, research and knowledge transfer. Various methodologies using indicators for the evaluation of universities have been proposed in the professional literature and there is intense debate over which are the most appropriate. Therefore, it is necessary to establish criteria against which to judge the existing indicators. This paper contributes directly to both theory and practice by providing a list of prioritized critical indicators for the evaluation of higher education institutions. For that purpose, we use the Delphi technique to try to achieve some sort of consensus among a group of experts with in-depth knowledge of higher education evaluation. Our results show that among the panel of experts there is no consensus and no clear cut division on the identification of which indicators are the most effective for the evaluation of university missions, the type of indicator and their degree of importance in the evaluation process.Este trabajo ha recibido apoyo del proyecto ref. ECO2008-02553/ECON, titulado\ud «Las misiones de la universidad y su complementariedad. Nuevos métodos de evaluación en términos de efi ciencia», fi nanciado por el Plan Nacional de I+D\ud del Ministerio de Ciencia e Innovación.Peer reviewe
Adela García-Aracil; Davinia Palomares-Montero. Indicadores para la evaluación de las instituciones universitarias: validación a través del método Delphi. Revista Española de Documentación Científica 2012, 35, 119 -144.
AMA StyleAdela García-Aracil, Davinia Palomares-Montero. Indicadores para la evaluación de las instituciones universitarias: validación a través del método Delphi. Revista Española de Documentación Científica. 2012; 35 (1):119-144.
Chicago/Turabian StyleAdela García-Aracil; Davinia Palomares-Montero. 2012. "Indicadores para la evaluación de las instituciones universitarias: validación a través del método Delphi." Revista Española de Documentación Científica 35, no. 1: 119-144.
In the last decades, there has been an upsurge in studies on the evaluation of universities using different indicator systems, which has resulted in a multiplicity of indicators. This paper tries to identify which are the most important indicators for the evaluation of higher education institutions, since currently there is no consensus on this. We use the Delphi technique to try to achieve some sort of consensus among a group of experts occupying senior academic and management positions in the Spanish higher education (HE) system, with in-depth knowledge of HE institutions evaluation. The paper contributes directly to both theory and practice by providing a list of prioritized critical indicators for the evaluation of HE institutions. Although the analysis focuses on experts from Spanish HE institutions evaluation, our findings can be generalized to other European HE institutions.
Davinia Palomares-Montero; Adela García-Aracil. What are the key indicators for evaluating the activities of universities? Research Evaluation 2011, 20, 353 -363.
AMA StyleDavinia Palomares-Montero, Adela García-Aracil. What are the key indicators for evaluating the activities of universities? Research Evaluation. 2011; 20 (5):353-363.
Chicago/Turabian StyleDavinia Palomares-Montero; Adela García-Aracil. 2011. "What are the key indicators for evaluating the activities of universities?" Research Evaluation 20, no. 5: 353-363.
This paper provides a new and systematic characterization of 488 universities, from 11 European countries: Finland, France, Germany, Hungary, Italy, Netherlands, Norway, Portugal, Spain, Switzerland and UK. Using micro indicators built on the integrated Aquameth database, we characterize the European university landscape according to the following dimensions: history/foundation of university, dynamics of growth, specialization pattern, subject mix, funding composition, offer profile and productivity.
Cinzia Daraio; Andrea Bonaccorsi; Aldo Geuna; Benedetto Lepori; Laurent Bach; Peter Bogetoft; Margarida Fonseca Cardoso; Elena Castro-Martínez; Gustavo Crespi; Ignacio Fernandez de Lucio; Harold Fried; Adela García-Aracil; Annamaria Inzelt; Ben Jongbloed; Gerhard Kempkes; Patrick Llerena; Mireille Matt; Maria Olivares; Carsten Pohl; Tarmo Raty; Maria J. Rosa; Cláudia S. Sarrico; Léopold Simar; Stig Slipersæter; Pedro Teixeira; Philippe Vanden Eeckaut. The European university landscape: A micro characterization based on evidence from the Aquameth project. Research Policy 2011, 40, 148 -164.
AMA StyleCinzia Daraio, Andrea Bonaccorsi, Aldo Geuna, Benedetto Lepori, Laurent Bach, Peter Bogetoft, Margarida Fonseca Cardoso, Elena Castro-Martínez, Gustavo Crespi, Ignacio Fernandez de Lucio, Harold Fried, Adela García-Aracil, Annamaria Inzelt, Ben Jongbloed, Gerhard Kempkes, Patrick Llerena, Mireille Matt, Maria Olivares, Carsten Pohl, Tarmo Raty, Maria J. Rosa, Cláudia S. Sarrico, Léopold Simar, Stig Slipersæter, Pedro Teixeira, Philippe Vanden Eeckaut. The European university landscape: A micro characterization based on evidence from the Aquameth project. Research Policy. 2011; 40 (1):148-164.
Chicago/Turabian StyleCinzia Daraio; Andrea Bonaccorsi; Aldo Geuna; Benedetto Lepori; Laurent Bach; Peter Bogetoft; Margarida Fonseca Cardoso; Elena Castro-Martínez; Gustavo Crespi; Ignacio Fernandez de Lucio; Harold Fried; Adela García-Aracil; Annamaria Inzelt; Ben Jongbloed; Gerhard Kempkes; Patrick Llerena; Mireille Matt; Maria Olivares; Carsten Pohl; Tarmo Raty; Maria J. Rosa; Cláudia S. Sarrico; Léopold Simar; Stig Slipersæter; Pedro Teixeira; Philippe Vanden Eeckaut. 2011. "The European university landscape: A micro characterization based on evidence from the Aquameth project." Research Policy 40, no. 1: 148-164.
Higher Education Institutions are undergoing important changes involving the development of new roles and missions, with implications for their structure. Governments and institutions are implementing strategies to ensure the proper performance of universities and several studies have investigated evaluation of universities through the development and use of indicator systems. In this paper, we review some of the systems applied to the OECD countries, with special attention to Spain. We demonstrate the difficulty involved in establishing classification criteria for existing indicators, on which there is currently no consensus.This paper was supported by the research project ref. ECO2008-02553/ECON, named ‘‘The University Missions and Their Complementarity. New Methods of Evaluating Efficiency’’, funds provided by the National R&D Programme of the Spanish Ministry of Science and Innovation.Peer Reviewe
Adela García-Aracil; Davinia Palomares-Montero. Examining benchmark indicator systems for the evaluation of higher education institutions. Higher Education 2009, 60, 217 -234.
AMA StyleAdela García-Aracil, Davinia Palomares-Montero. Examining benchmark indicator systems for the evaluation of higher education institutions. Higher Education. 2009; 60 (2):217-234.
Chicago/Turabian StyleAdela García-Aracil; Davinia Palomares-Montero. 2009. "Examining benchmark indicator systems for the evaluation of higher education institutions." Higher Education 60, no. 2: 217-234.
This paper explores the effects of degree choice on the distribution of occupational benefits in terms of income, and their contribution to the gender earnings gap, among young European higher education graduates. The results reveal that the field of study, which is the result of a personal choice, appears to influence the distribution of work-related benefits among graduates even after controlling for unobservable heterogeneity and observable individual/job specific characteristics. Analysis of the gender earnings gap shows that the earning disparities among female/male graduates in Education, Humanities and Mathematics are smaller.
Adela García-Aracil. College Major and the Gender Earnings Gap: A Multi-country Examination of Postgraduate Labour Market Outcomes. Research in Higher Education 2008, 49, 733 -757.
AMA StyleAdela García-Aracil. College Major and the Gender Earnings Gap: A Multi-country Examination of Postgraduate Labour Market Outcomes. Research in Higher Education. 2008; 49 (8):733-757.
Chicago/Turabian StyleAdela García-Aracil. 2008. "College Major and the Gender Earnings Gap: A Multi-country Examination of Postgraduate Labour Market Outcomes." Research in Higher Education 49, no. 8: 733-757.
[ES]: En las últimas décadas, las universidades están experimentando nuevos roles y tendencias que tienen serias implicaciones en su estructura y funcionamiento. Los gobiernos y organismos implicados en la educación superior están implementando estrategias para mejorar la eficiencia en las universidades y así asegurar su correcto funcionamiento. En este sentido, son muchos los estudios que abordan la evaluación de las universidades mediante la utilización de sistemas de indicadores. En este artículo se presenta una revisión bibliográfica de algunas de las propuestas de indicadores utilizados en la evaluación de las universidades en países de la OCDE, dedicando especial atención a los elaborados en España. El trabajo realizado pone de manifiesto la complejidad que conlleva analizar y estructurar la diversidad de indicadores propuestos, y es que el uso de indicadores no es únicamente una actividad técnica o neutra, sino que supone juicios de valor y responde a una serie de objetivos predeterminados. Es principalmente por esta razón que hasta la fecha no se haya alcanzado un consenso entre los diferentes organismos involucrados.[EN]: In the last decades, universities are undergoing new roles and tendencies which have important implications in their structure and procedures. Governments and institutions involved in higher education are implementing strategies to improve universities’ efficiency and to ensure the proper universities’ performance. In this sense, there are some studies that address the assessment of universities through the development and use of indicators’ systems. In this paper, we present a bibliographic review of those indicators’ systems used for the assessment of universities in the OECD countries, paying special attention to those applied in Spain. The study shows the complexity that means the analysis and the structure of the indicators proposed by the literature, mainly due to the use of indicators is not only a technical or neutral activity, but it implies to make valued judgments and answer predetermined objectives. Therefore, until now, there is not a consensus among all the organizations involved in the approach.Peer reviewe
Davinia Palomares-Montero; Adela Garcia-Aracil; Elena Castro-Martinez. Assessment of Higher Education Institutions: A Bibliographic Review of Indicatorsâ Systems. Revista Española de Documentación Científica 2008, 31, 1 .
AMA StyleDavinia Palomares-Montero, Adela Garcia-Aracil, Elena Castro-Martinez. Assessment of Higher Education Institutions: A Bibliographic Review of Indicatorsâ Systems. Revista Española de Documentación Científica. 2008; 31 (2):1.
Chicago/Turabian StyleDavinia Palomares-Montero; Adela Garcia-Aracil; Elena Castro-Martinez. 2008. "Assessment of Higher Education Institutions: A Bibliographic Review of Indicatorsâ Systems." Revista Española de Documentación Científica 31, no. 2: 1.