Browsing by Author "Celis, Sergio"

Now showing 1 - 7 of 7
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    Curriculum analytics adoption in higher education: A multiple case study engaging stakeholders in different phases of design
    (2023) Hilliger, Isabel; Miranda Mendoza, Constanza; Celis, Sergio; Pérez‐Sanagustín, Mar
    Several studies have indicated that stakeholder engagement could ensure the successful adoption of learning analytics (LA). Considering that researchers and tech developers may not be aware of how LA tools can derive meaningful and actionable information for everyday use, these studies suggest that participatory approaches based on human-centred design can provide stakeholders with the opportunity to influence decision-making during tool development. So far, there is a growing consensus about the importance of identifying stakeholders' needs and expectations in early stages, so researchers and developers can design systems that resonate with their users. However, human-centred LA is a growing sub-field, so further empirical work is needed to understand how stakeholders can contribute effectively to the design process and the adoption strategy of analytical tools. To illustrate mechanisms to engage various stakeholders throughout different phases of a design process, this paper presents a multiple case study conducted in different Latin American universities. A series of studies inform the development of an analytical tool to support continuous curriculum improvement, aiming to improve student learning and programme quality. Yet, these studies differ in scope and design stage, so they use different mechanisms to engage students, course instructors and institutional administrators. By cross analysing the findings of these three cases, three conclusions emerged for each design phase of a CA tool, presenting mechanisms to ensure stakeholder adoption after tool development. Further implications of this multiple case study are discussed from a theoretical and methodological perspective.
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    Design of a Curriculum Analytics Tool to Support Continuous Improvement Processes in Higher Education
    (2020) Hilliger Carrasco, Isabel; Aguirre, Camila; Miranda, Constanza; Celis, Sergio; Perez-Sanagustin, Mar
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    Evaluating usage of an analytics tool to support continuous curriculum improvement
    (2019) Hilliger Carrasco, Isabel; Miranda Mendoza, Constanza Sofía; Celis, Sergio; Pérez San Agustín, Mar
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    Internationalization Activities in Chilean Universities
    (2024) Véliz Calderón, Daniela Ximena; Bernasconi Ramírez, Andrés; Guzmán, Pamela; Berríos, Paulina; Celis, Sergio
    Internationalization is a key component in career development and success in the academic world. In the case of Chile, academic work has become more professionalized in recent decades. On the one hand, there has been an increase in the number of full-time professors, which indicates a greater dedication to the academic profession. This reality coexists with the predominance of part-time jobs characteristic of universities in Latin America. Additionally, an uptick of internationalization is indicated by the slight increase in the number of international professors. The activities through which academics develop internationalization activities in Chile were investigated through the Chilean version of the international survey of the academic profession, Academic Profession in the Knowledge-Based Society, applied to academics in 11 Chilean universities (2018–2019), with roughly 1,200 complete responses obtained. The results of Chile are aligned with international trends for peripheral countries. Even when different internationalization activities are reported by academics, the general image that emerges is that of a lukewarm internationalization: while most of the faculty collaborate internationally in research, they lament the lack of adequate university support for these activities and, more generally, do not see the internationalization rhetoric of the universities supported by action. Faculty are undecided on whether their institutions provide opportunities or funding for faculty members to undertake research abroad, for visiting international students, for visiting international scholars and for the recruitment of faculty members from foreign countries. On the other hand, professors claim that they emphasize international perspectives or content in their courses, and that their research is international in scope or orientation; both of these trends represents forms of internationalization at home. All benefits usually associated with increased internationalization are confirmed by respondents, except increased mobility of faculty and increased brain gain.
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    Lessons learned from designing a curriculum analytics tool for improving student learning and program quality
    (2022) Hilliger Carrasco, Isabel; Aguirre, Camila; Miranda, Constanza; Celis, Sergio; Perez-Sanagustin, Mar
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    Pathways to the creation of research capacities in Universities in developing countries: perspectives from a literature review
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2023) Veliz, Daniela; Bernasconi Ramírez, Andrés; Celis, Sergio; Mella, Monserratt; Miranda, Constanza
    Universities seeking to establish or expand their research missions in developed countries have at their disposal well-established literature on strategies to foster research capacity in universities. On the contrary, the literature on these processes in the context of developing countries is quite recent and scarce. We offer a descriptive, narrative review of the literature on research capacity building in universities in developing countries, both in terms of the conceptual models or theoretical frameworks used and of strategies reported. We also compare this corpus with recent literature on this set of issues coming from developed countries, covering 40 papers overall. On the theoretical side, we find substantial differences in density and content across both sets of papers. The empirical dimension suggests universities in developing countries tackle the problems of fostering research capacity piecemeal and idiosyncratically without the benefit of an overall conceptual model or blueprint to guide them.
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    Redesigning engineering education in Chile: How selective institutions respond to an ambitious national reform
    (American Society for Engineering Education, 2016) Celis, Sergio; Hilliger Carrasco, Isabel