University Degree Courses Research Articles

Deafness and Communicative Barriers with reference to University Courses in the Rehabilitation area

Abstract Introduction Deafness frustrates communication. It creates a communication deficit/barrier between the deaf person and the hearing community. Without appropriate training of Healthcare staff in effective communication strategies, this gap can marginalize/exclude the Deaf Community by denying them access to necessary Healthcare provision with adverse outcome for diagnostic and therapeutic success. This study highlights the pressing need for and desire of Healthcare staff for training in effective communication strategies, the willingness of University Healthcare Degree Course Directors to explore this, and the perspective of the Deaf community itself, entitled to equal access to Healthcare Material and Methods Using the Google forms platform, online questionnaires were given to the 3 stakeholders all over Italy: Deaf people DP; Rehabilitation Healthcare Staff RHS; University Degree Course Directors in Rehabilitation UDCDR. Data Analysis was carried out using the Google Forms program, SPSS program Windows7 Excel Spreadsheet. Results 252 RHS (89% women) participated, (92.9%) interested in Courses about Communication with Deaf People (57% of these had deaf patients, but only 45% had specific training). 39 DCHR took part (39,4% Heads of Speech Therapy courses and 35,3% Heads of Developmental Neuro-Psychomotricity Therapy courses). These Heads do not foresee training courses on the subject, even though 92% of them consider it quite/ very important for their students’ formation. 23 DP participated (69% aged 18-45); 56% report having received simplistic communications solely because they are deaf; 78% had problems in establishing a relationship of trust with health staff, due to communication barriers. Conclusions Both health workers and deaf people identify significant training needs to overcome communication barriers. Apropos, the UDCDR involved show their willingness to pursue further study of this. Key messages • This study highlights the need to train health workers in essential communication strategies with deaf people, to reduce the significant barriers that prevent their access to appropriate therapy. • There is a need for training in effective communication strategies between deaf people and Rehabilitation Health Professionals. Training should be duly adapted to provide all inclusive Healthcare.

Integrating technologies in translation teaching: a study on trainers’ perceptions

ABSTRACT In recent years, the language industry has undergone a technological revolution, and professionals are increasingly required to have strong technological knowledge and expertise. Undergraduate translation programmes have tried to adapt to these changing market demands, albeit at a much slower pace. However, there still seems to be a significant gap between the increasingly challenging technological demands of the translation market and training in translation technologies (TT) in university degree courses. A previous empirical study investigating the presence of technology in undergraduate translation module syllabi showed that there is little integration of TT into translation modules. This paper presents a follow-up study, the primary goal of which is to comprehensively describe this situation with the testimonies of a cohort of translation trainers in Spanish higher-education institutions at undergraduate level. We expect to contribute to the field by reporting on the challenges experienced by trainers who are trying to integrate technologies into their practical translation modules. Findings show that there is little integration of TT into the teaching methodology of translation modules. This is due, in most cases, to factors that are beyond trainers’ control.

Comparison of the Structural Relationship between the Factors Influencing the Psychological Well-being of Adult Learners in the University Degree Courses in Korean and Chinese

본 연구는 한국과 중국의 대학 학위과정 성인학습자의 교육서비스 질, 자기주도학습능력, 학습몰입이 심리적 안녕감에 미치는 영향을 구조적 관계에 의하여 분석하고, 교육서비스 질과 심리적 안녕감의 관계에 대한 자기주도학습능력 및 학습몰입의 매개효과를 분석하여 비교하였다. 연구방법은 한국의 LiFE 사업에 참여한 대학의 성인학습자 303명과 중국의 대학평생교육원 학력인정과정 성인학습자 528명을 대상으로 설문을 실시하여 가정의 검토, 구조방정식 추정 및 매개효과를 비교‧분석하였다. 이에 대한 분석결과를 보면, 첫째, 한국 성인학습자의 심리적 안녕감에 영향을 미치는 변인 간의 구조적 관계는 교육서비스 질과 자기주도학습능력, 교육서비스 질과 학습몰입, 자기주도학습능력과 학습몰입, 학습몰입과 심리적 안녕감의 경로가 유의하게 나타난 반면, 교육서비스 질과 심리적 안녕감, 자기주도학습능력과 심리적 안녕감의 경로가 유의하지 않았다. 중국 성인학습자의 심리적 안녕감에 영향을 미치는 변인간의 구조적 관계는 교육서비스 질과 심리적 안녕감, 교육서비스 질과 자기주도학습능력, 교육서비스 질과 학습몰입, 자기주도학습능력과 학습몰입, 학습몰입과 심리적 안녕감의 경로가 유의하게 나타난 반면, 자기주도학습능력과 심리적 안녕감의 경로가 유의하지 않았다. 둘째, 학위과정 성인학습자의 교육서비스 질과 심리적 안녕감의 매개 효과는 학습몰입만이 단일매개하고, 자기주도학습능력과 학습몰입이 이중매개하는 결과로 한국과 중국이 같게 나타났다. 이상과 같이 중국 성인학습자의 교육서비스 질과 심리적 안녕감의 관계에 대하여 중국은 직접적인 관계가 있는 반면에 한국은 관계가 없고, 나머지 변인들은 심리적 안녕감에 한국과 중국이 같이 영향을 미치는 것으로 확인되었다.This study was to compare the structural relationship between educational service quality, self-directed learning ability, learning commitment, and psychological well-being of adult learners in the university degree achievement courses in Korea and China, and compared the mediating effect of self-directed learning ability and learning well-being. The research method conducted a survey of 303 adult learners at universities participating in the LiFE project in Korea and 528 adult learners in the academic qualification course of the University Lifelong Education Center in China to compare and analyze the assumptions, structural equation estimation, and mediating effects. According to the analysis results, first, the structural relationship between variables that affect the psychological well-being of Korean adult learners was significant in education service quality and self-directed learning ability, education service quality and learning commitment, and psychological well-being. In the structural relationship between variables affecting the psychological well-being of Chinese adult learners, the paths of educational service quality and psychological well-being, educational service quality and learning commitment, self-directed learning ability and psychological well-being were significant, but the paths of self-directed learning ability and psychological well-being were not significant. Second, the mediating effect of educational service quality and psychological well-being of adult learners in the degree acquisition process was the same as that of Korea and China as a result of single-mediation of learning commitment and self-directed learning ability and learning commitment. As described above, it was confirmed that China has a direct relationship with the relationship between the educational service quality and psychological well-being of Chinese adult learners, while Korea has no relationship with the rest of the variables have an effect on psychological well-being.

Why are students attending fee-charging second-level schools in Ireland more likely to progress to high-demand university degree courses? Evidence from the Growing Up in Ireland longitudinal survey

ABSTRACT A small minority of Irish students attend fee-charging second-level schools. However, media analyses of the backgrounds of those students who go on to more sought-after tertiary educational institutions or degree courses suggest that a disproportionate number of them were attendees at fee-charging schools. There are a few reasons why this might be the case. In this analysis, the longitudinal data points of the Growing Up in Ireland (GUI) study are exploited to weigh up the evidence behind differing explanations. An estimated measure of Leaving Certificate success was generated for 3105 participants in wave 4 of the GUI. From waves 1 and 2, the ability of those participants was calculated based on their performance in several standardised tests taken prior to attending second-level school. The analysis found that while the students who attended fee-charging schools were about 9% ahead in Leaving Certificate performance, they had roughly the same lead in measured ability on entry into the second-level schools. The analysis found a significant but marginal positive effect on attending private schools. This result is in line with the general international findings. Ireland’s hybrid funding structure for fee-paying schools is discussed. Gender and household income effects were noted.

Evaluative Knowledge and Skills of Student Teachers Within the Adapted Degree Courses

Due to the COVID-19 pandemic, many university initial teacher education courses have been adapted into remote mode. Starting from specific topics of the training curriculum, the work focuses on adapting courses on evaluative knowledge and skills in an e-learning environment; it examined the development of student teachers’ evaluative knowledge (terminology and concepts) and skills (design of paper and pencil assessment tools) who took the adapted courses. A comparative study of two adapted university degree courses (University of Bergamo and Mediterranean University of Reggio Calabria in Italy – initial training of future primary school teachers) in the area of evaluation, was carried out. The study involved 155 primary school student teachers and made a mixed method investigation with sequential system. The first exploratory method collected quantitative data by an “ad hoc” questionnaire on student teacher’ knowledge, the second confirmatory method gained qualitative data through the document analysis of paper-and-pencil assessment tool on student teachers’ skill. The results highlight substantial similarities on knowledge (function of evaluation, difference between evaluation and assessment, object of school evaluation) and skill (ability to refer to real situations and promote situated knowledge) but also differences (construct of school “evaluation processes” and ability to provide different solutions for solving the task) e specific difficulty in implementing the “constructive alignment.”

Psychometric properties of the FACES IV package for Spanish adolescents

The family plays an essential role in the life of an adolescent. Hence, an acceptable understanding and an evaluation of family functioning is fundamental for effective interventions with adolescents in the psychological, social, and educational fields. The main purpose of this study is to examine the psychometric properties of the Family Adaptability and Cohesion Evaluation Scale (FACES IV), the Family Communication Scale (FCS), and the Family Satisfaction Scale (FSS), for assessing the family functioning of Spanish adolescents. The sample was comprised of 1187 adolescents between 14 -18 years old (49.96% boys and 50.04% girls; M = 16.17; SD = 1.31) from Castile and Leon (Spain), selected from 23 educational centers, 10 university degree courses, and 18 specific juvenile centers for adolescents with either family or behavioral problems. The scales of Balanced Cohesion, Balanced Flexibility and Disengaged showed good convergent validity, while Enmeshed, Rigid, and Chaotic did not. For this reason some items were removed, obtaining a shortened version of FACES IV, that demonstrated acceptable reliability, and good convergent and predictive validity. The FCS and FSS scales yielded excellent psychometric properties. The results confirmed the factorial structure of the FACES IV, its transcultural applicability, and its validity for different ages. The hypotheses of the circumplex model were confirmed, except for the dysfunctionality of two scales, Enmeshed and Rigid, that contrary to what was expected, showed positive correlations with Family Communication, Family Satisfaction, Balanced Cohesion, and Balanced Flexibility. In brief, our results present the FACES IV package as a useful instrument for the assessment of family functioning of Spanish adolescents. Future studies will be necessary to confirm the trend observed for the two aforementioned scales among adolescents.

Pre-primary and Primary Teacher Formation in Italy: Contents and Methodology

This contribution aims to describe the formation process of pre-primary and primary teachers in Italy. Some brief historical aspects about the development of the pre-primary and primary teacher curriculum are described to better understand how the formation process has changed in Italy in the last twenty years. A university degree course is now the basic requirement to become a teacher at pre-primary and primary level. In the description of the different parts which make up the Italian degree course curriculum, some pedagogical reflections are presented with their didactical and methodological implications.

An experimental approach to evaluate osmosis and tonicity on white blood cells by flow cytometry for biomedical physiology students

ABSTRACT Flow cytometry has become an important tool in the fields of veterinary, medicine, and biological sciences in general. However, in the introductory and even in advanced university degree courses, students do not have many opportunities to be in contact with this type of technology. This situation motivated us to design a simple and inexpensive laboratory exercise for an Animal Physiology course that can be adapted to different biomedical university degrees according to their specific needs, and in which flow cytometry is used to analyse the effect of tonicity on the cellular volume and viability of components of the blood that are not usually used for this type of assay. In addition, we apply modern information technologies to improve laboratory practices through the use of a simulation platform, the preparation of a report in the format of a scientific article, and the adoption of a formative evaluation. This practice aims at increasing the students’ ability to solve problems using flexible scientific methods, to develop skills such as handling experimental assays, and the ability to discuss their observations or obtained results. Finally, the activity brings them closer to their future professional career in clinical application or provides an opportunity to initiate in the research field.

EAP teachers’ assessment literacy: From theory to practice

This study explored the extent to which English for Academic Purposes (EAP) teachers were assessment literate, their beliefs about assessment, their actual classroom assessment practices, and the reasons behind the possible mismatches. Data were collected through Assessment Literacy Survey (Mertler, 2003), semi-structured interviews, classroom observation checklists, and the field notes obtained from a sample of 27 language and 23 content teachers of e.g., engineering, basic sciences, medical sciences, etc., out of whom 28 participated in the process of interviews and observations. Data were analyzed both quantitatively and qualitatively in this sequential explanatory mixed-methods study. The findings indicated that only a few EAP teachers were assessment literate and that field of study, university degree, and assessment training courses were statistically significant predictors of EAP teachers’ assessment literacy. Inconsistencies between assessment beliefs and assessment practices were found across both groups of teachers for which numerous reasons were noted by the participants. Implications for EAP teachers themselves and EAP teacher education programs are discussed.

PIBID-UNESP 2014 A 2016: A AVALIAÇÃO DO PROGRAMA A PARTIR DE DADOS DE EGRESSOS

O presente trabalho apresenta resultados de análise dos dados de avaliação do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) da Universidade Estadual Paulista. A avaliação da implementação de uma ação relacionada com a política pública se faz necessária como método de análise e como possiblidade de redirecionamento e/ou ajustes em sua execução. O olhar para e a partir dos egressos do PIBID/UNESP contribuiu para a avaliação dos percursos dos subprojetos desenvolvidos na universidade, fator estratégico à definição da política institucional para formação de professores. A análise refere-se aos dados coletados por meio de questionário Google Docs enviado a 127 egressos e com retorno de 51 respondentes. A partir das respostas, traçaram-se o perfil e as principais características sobre os egressos do programa entre os anos de 2014 e 2016, além de levantarem-se aspectos relativos à atuação profissional. Os dados evidenciam que elementos importantes do programa foram apropriados na constituição do modo de ser professor. Esses resultados, somados a outros dados institucionais, favoreceram a reflexão acerca do PIBID e da formação de professores na universidade, que, com sua característica multicampi, tem nas licenciaturas um de seus principais pilares de atuação.

Videotaped teaching and learning methodology – an experiential learning and action research approach

PurposeThis paper aims to assess the effectiveness of videotaped learning when used in a university in the UAE, in terms of evaluating the experiences of the students, along with highlighting its benefits along with challenges. The research aims to analyse the challenges and benefits of videotaped story workshop method for university students in the UAE. Experiential learning theory can be the basis of this videotaped method of learning and can be used for further theory and the contribution of this research study to knowledge in international education in business.Design/methodology/approachThe results got by extracting primary data (quantitative and qualitative) from a sample size of 201 students. The paper used an action research methodology within a university degree course and within the teaching profession. The research design is associated with measuring and assessing the challenges and benefits of videotaped story workshop method for university students, along with the perceptions of the students towards its use. The study primarily used participatory action research which is a community-based study, action-based enquiry and action learning. The approach mostly used to improve the conditions and practices in a range of social environments.FindingsThe results suggest that most students were in favour of incorporating videotaped story workshop method for the learning experience as this eradicates common linguistic and cultural barriers. Observations indicate the students found it quite challenging to learn new techniques of making videos but later on shown a positive attitude towards the adoption of technology in terms of creating videos and presenting. Technology allowed students to make videos to showcase previous experiences and stories via digital storytelling. Such methods enhance student’s knowledge and academic skills while supporting learning behaviour and inspires them to plan, organise and share their ideas and expertise.Research limitations/implicationsThe above methodology has good potential for inclusive learning and teaching at the higher education level which was not attempted due to lack of connecting to the learners with challenges at the university and for the researchers able to connect to such people. This method can be easily extended to inclusive teaching and learning with minor adjustments as required with the disabilities noticed for the learners. Hence, while most students displayed a positive attitude towards learning from creating, sharing and viewing digital stories, it can be argued that a certain proportion of them was not able to benefit entirely from it due to lack of experience and skills in generating videos. Therefore, attention must be emphasised upon factors to minimise these challenges in multiple ways, for example, provision of training to students for easy employment of videotaping or affordable internet access, etc.Practical implicationsThe students also stated that initially, they perceived videotape methodology quite challenging; however, with time, they started enjoying this method. Videotaped story workshops, learners easily grasp the idea/knowledge through subtitles, even if the lessons are not delivered in their native language. This aspect results in increasing student’s motivation towards learning new concepts and coordinating with other teams to share knowledge and ideas. The method creates a strong sense of achievement amongst students that serves as a motivational driver for academic performance. The videotaped story workshop method supports student’s learning rate, increases their interest and makes the whole learning process more enjoyable.Social implicationsThe learning experience will improve as students and teachers get comfortable using this videotape learning methodology. The method will be useful in remote learning as in the COVID19 situation and has immense social implications, especially in education. It can extend to most domains and knowledge, teaching scenarios for engineering and business. The research promises to add to the knowledge of blended learning and to the experiential learning approach which is useful to the international business of education and its future.Originality/valueThe classroom activities videotapes stored in platforms, making it convenient for the students and teachers to browse through at their convenience and to improve on in the future. This videotape method applies to any field of learning such as music, cooking, engineering, language study, business studies as it has the advantage to be transcribed and also captions added for the learners and teachers to understand it better. It can be useful in remote learning situations, also like the current one. It promises to be a more efficient way of learning for the future in education and the education business will benefit from it.

Effectiveness of a perceptual illusions contest as an innovative educational tool for gaining competences in a psychology university degree course

ABSTRACT In this study, we implemented a visual illusions contest as an educational activity within the practical programme of the subject Perception and Attention (Bachelor’s Degree in Psychology). The contest was evaluated by verifying its effectiveness as a teaching tool for achieving the competences assigned to the course. We designed questionnaires for evaluating its effectiveness that were given to the students at the beginning and end of the course. The statistical analyses show that there are significant differences between the students’ knowledge of the psychological processes before and after the activity (A2 competence). There were also significant improvements in the use of bibliographic and search resources (C3 competence) between the initial and final questionnaire. We conclude that the proposed activity is effective as a teaching tool for helping students achieve the core knowledge of the subject and its assigned competences.

A Low-Cost Multicomputer for Teaching Environments

We propose a teaching resource that uses HardKernel boards to build an MPI server with 256 cores. Although this system has a relatively low performance, the aim is to provide access to hundreds of cores for carrying out scalability analyses, while obtaining a good trade-off between performance, price, and energy consumption. Here, we give details about the implementation of this system at both the hardware and software levels. We also explain how it was used to teach parallel programming in a university degree course, and discuss the teachers' and students' comments about using this new system.

Nursing students' attitudes towards obese people, knowledge of obesity risk, and self-disclosure of own health behaviours: An exploratory survey

BackgroundThe rates of people being overweight and obese are recognised as global public health concerns. Negative attitudes towards obese and overweight people are prevalent among health care professionals. Nurses and nursing students have a significant role in health promotion of people who are obese or overweight and can assist people in achieving healthy lifestyles. However, evidence suggests that nurses and nursing students fail to engage in healthy lifestyles themselves and display negative attitudes towards obese and overweight people. Such negative behaviours put nurses and nursing students in a precarious position when advising overweight and obese people to adopt healthy lifestyles. ObjectivesThis study aimed to ascertain nursing students' obesity risk knowledge, their attitudes towards obese and overweight people, and their own health promoting lifestyle behaviours. DesignA descriptive correlational study was used. SettingOne university in the United Kingdom. ParticipantsA total of 210 nursing students enrolled on a university degree course in Adult or Mental Health Nursing in years 1, 2 and 3. MethodsData were collected using three valid and reliable questionnaires: Obesity Risk Knowledge Scale, Attitudes Towards Obese Persons Scale and the Health Promoting Lifestyle Profile. Dependent variables were correlated with independent variables on field of study, year of study, and gender. ResultsResults showed that nursing students engage in unhealthy lifestyle behaviours and fail to meet government recommended levels for physical activity. Nursing students had poor knowledge on obesity risk and displayed neutral attitudes towards overweight and obese people. ConclusionsEducational providers of nursing courses should embrace the need for nursing students to interrogate and enhance their own healthy lifestyle behaviours as an integral component of the pre-registration education course. This may strengthen the credibility and suitability of nursing students as future nurses in health promoting activities of patients who are overweight and obese.

Once Upon A Time: A Framework for Developing Creative Writing in ESP and EAP

Creativity is useful for enriching the quality of learning (Maley, 2015). Using English for creative learning purposes is essential for studying on various university degree courses. Writing is potentially considered as the most important skill although it is a difficult skill for Second Language (SL) learners to master (Nunan, 1999). One of the possible reasons for this is that it has not been well-emphasized and developed in English language materials (Alkhaldi, 2014; Tomlinson, 2015). This study focuses on writing, particularly, creative writing in English for Specific Purposes (ESP) and English for Academic Purposes (EAP) courses. The main purpose of an ESP course and EAP course is to improve traditional and technical writing skills for students, and this might be at the expense of creative writing. This study explores creative writing and its possible challenges. It also discusses the significance of creativity, creativity and the language learner, creativity and motivation, creative writing, and the role of creative writing in ESP/EAP. Finally, it elaborates and recommends a systematic, principled framework based on a review of the related literature for developing creative writing in ESP/EAP courses.

Self-reported genital warts among sexually-active university students: a cross-sectional study

BackgroundGenital warts are one of the most common forms of sexually-transmitted disease, but their epidemiology has yet to be thoroughly elucidated. The present study was designed to shed light on the prevalence of clinically-confirmed, self-reported genital warts (GWs) in a representative sample of the university population.MethodsIn 2015, a cross-sectional survey was conducted on 11,096 individuals approached at the Students Information Bureau where they came to enroll for a university degree course. Participants completed an anonymous, self-administered questionnaire providing information on their sociodemographic characteristics, sexual behavior, and any history of clinically-diagnosed genital warts. Multivariate logistic regression was then used to identify any factors associated with the disease.ResultsOur analysis was conducted on 9259 questionnaires (83.4%). Participants were a mean 21.8 ± 4.8 years of age, and 59.6% were female. Overall, 124 individuals (1.3%, 95%CI: 1.0–1.6) reported having been diagnosed with genital warts: 48 men (1.3%, 95%CI: 0.9–1.6), and 76 women (1.4% 95%CI: 1.1–1.7). Overall, 22.5% of the sample were vaccinated (1.3% of the males and 36.8% of the females). The group of respondents aged 30 years or more had the highest incidence of genital warts (males: 5.6%, 95%CI: 2.5–8.6; females: 6.9%, 95%CI: 3.4–10.4). The independent risk factors associated with a history of disease were (for both genders) a history of other sexually-transmitted diseases, and ≥2 sex partners in the previous 24 months. A protective role emerged for routine condom use. Additional risk factors associated with genital warts in males concerned men who have sex with men, bisexuality vis-à-vis heterosexuality, and smoking.ConclusionsThe findings emerging from our study help to further clarify the epidemiology of genital warts in young people, and may be useful to public health decision-makers. This study showed that genital warts occur in men as well as women, and suggests that both genders should be monitored for this disease to ascertain the effects of the free HPV vaccination offered to all girls in the Veneto in their 12th year of life since 2008, and to all boys of the same age since 2015.

Migrazioni virtuali: teletandem per l’apprendimento di una L2

Virtual migrations. Teletandem for second language learning Teletandem is included as an L2 learning context in different university degree courses throughout the world. It is a form of telecollaboration by which two students, proficient in two different languages, interact orally via Voice Over Internet Protocol (VOIP) technology in order to develop their L2 competences. The current paper aims to describe a learning scenario based on teletandem as it is designed and experienced at the University of Salento. Together with teletandem sessions, the learning scenario includes different classroom tasks, performed collaboratively by students and teachers. For the tasks, video recordings of teletandem sessions are used. Students are asked to select parts of the conversation with their partner in order to discuss linguistic and cultural communicative problems. The whole learning scenario aims primarily to enhance students’ oral communication abilities (both in monologues and in interaction). The following topics are therefore discussed: the basic characteristics of teletandem interaction; digital resources used for the learning scenario; the role of the teacher as a mediator; and how mediation sessions are organized.

Does Teacher Encouragement Influence Students\u2019 Educational Progress? A Propensity-Score Matching Analysis

Theory suggests that teacher encouragement can aid students’ educational progress, but there are not yet quantitative inferential studies that assess its longer-term impact. With data from the Longitudinal Study of Young People in England (LSYPE), I use propensity-score matching to investigate whether encouragement influences the likelihood of students enrolling in (1) advanced high school (A-level) courses and (2) a university degree course. Model estimates suggest that encouragement does have a significant positive impact on both outcomes. In addition, I investigate whether encouragement effects vary according to parental education and the given student’s prior academic achievement; it appears that the impact is greatest for those students in the middle third of academic achievement as well as those with lower levels of parental education. These findings have important policy implications, especially as it seems that teacher encouragement has the greatest influence on those students most likely to be on the margin for university attendance.

Los fines de la formación universitaria desde una perspectiva de género

Presentamos los principales resultados del análisis de los discursos que profesorado y alumnado (según sexo) han elaborado sobre los fies de un conjunto de asignaturas de titulaciones universitarias de la Universitat Autònoma de Barcelona (UAB) (Catalunya, España). Analizamos, desde la perspectiva de género, qué tipo de relaciones de cuidado y de provisión remiten dichos discursos. Identifiamos una concepción compartida entre profesorado y alumnado, independientemente del sexo y de la titulación, que pone el acento en la provisión como principal fi de las asignaturas. La incorporación de la dimensión del cuidado en los fies aparece como un elemento secundario.

Exploiting Twitter in Market Research for University Degree Courses

Exploiting Twitter in Market Research for University Degree Courses