University of Azuay wellbeing survey 2019

Autores/as

DOI:

https://doi.org/10.37135/kai.03.06.03

Palabras clave:

seguridad en el campus, cooperación, accountability, bienestar

Resumen

Integrar la salud en todos los aspectos de la cultura del campus es una de las llamadas a la acción en la Carta Internacional de Okanagan de 2015. El Ministerio de Educación Superior de Ecuador exige que una institución mantenga una unidad administrativa de bienestar destinada a promover los derechos de los miembros de la comunidad académica. La cooperación y la comunicación son fundamentales para mantener un modelo de seguridad y bienestar en el campus. Para guiar el cambio institucional, esta investigación recopiló datos relevantes cuantitativos como cualitativos de estudiantes, maestros y representantes de la administración. Las recomendaciones para un plan de acción de cuatro años se basan en el hallazgo principal de una mayor transparencia y direccionalidad de la rendición de cuentas.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Altbach, P. G. (2004). Globalisation and the university: Myths and realities in an unequal world. Tertiary Education & Management, 10(1), 3-25.

A Call to Men (2020). LIVE Respect on Campus Toolkit. VAWnet.org. Accessed June 1. https://vawnet.org/material/live-respect-campus-toolkit.

Baik, C., Larcombe, W., Brooker, A., Wyn, J., Allen, L., Brett, M., James, R. (2016). A Framework for Promoting Student Mental Wellbeing in Universities. Melbourne: University of Melbourne.

Brackmann, M. M. (2010). Internacionalização da educação superior e política externa brasileira: estudo da criação da Universidade Federal da Integração Latino-Americana (UNILA).

Columbia University (2020). Student Well-Being Survey. Columbia University Life. https://universitylife.columbia.edu/wellbeingsurvey.

Consejo de Educación Superior. (2010, October 12). Ley Orgánica de Educación Superior, LOES, Registro Oficial No. 298.

Charter, O. (2015). An international charter for health promoting universities and colleges. Kelowna: sn.

Gallup Inc. (2014). Great jobs, great lives. Washington DC: Gallup, Inc.

Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist studies, 14(3), 575-599.

Harper, D. (1986). Meaning and work: A study in photo elicitation. Current sociology, 34(3), 24-46.

Holt, M., & Powell, S. (2017). Healthy Universities: a guiding framework for universities to examine the distinctive health needs of its own student population. Perspectives in public health, 137(1), 53-58.

Ibáñez, D. B. (2017). La violencia de género en Ecuador: un estudio sobre los universitarios. Revista Estudios Feministas, 25(3), 1313-1327.

Knight, J. (2004). Internationalization remodeled: Definition, approaches, and rationales. Journal of studies in international education, 8(1), 5-31.

Liebenberg, L. (2009). The visual image as discussion point: Increasing validity in boundary crossing research. Qualitative research, 9(4), 441-467.

Liebenberg, L., Ungar, M., & Theron, L. (2014). Using video observation and photo elicitation interviews to understand obscured processes in the lives of youth resilience. Childhood, 21(4), 532-547.

Mitchell, C. (2015). Looking at showing: On the politics and pedagogy of exhibiting in community-based research and work with policy makers. Educational Research for Social Change, 4(2), 48.

Orygen. (2017). Under the Radar: The Mental Health of Australian University Students. Orygen. The National Centre of Excellence in Youth Mental Health.

Puig de la Bellacasa, M. 2017. Matters of care: Speculative ethics in more than humanworlds. Minneapolis: University of Minnesota Press.

Smith, D. E. (1987). The everyday world as problematic: A feminist sociology. University of Toronto Press.

Stein, S., Andreotti, V., Bruce, J., & Suša, R. (2016). Towards different conversations about the internationalization of higher education. Comparative and International Education, 45(1), 2.

University of California. Request for Proposals for Global Grants for University Campus-Based Violence Prevention Research. Global Health Institute. https://ucghi.universityofcalifornia.edu/centers-of-expertise/womens-health-gender-and-empowerment/request-proposals.

Wang, C., & Burris, M. A. (1994). Empowerment through photo novella: Portraits of participation. Health education quarterly, 21(2), 171-186.

Descargas

Publicado

2021-01-01

Cómo citar

Carr, A., Abad Merchán, M., & Ullauri, N. (2021). University of Azuay wellbeing survey 2019. Kairós. Revista De Ciencias Económicas, Jurídicas Y Administrativas, 4(6), 37–51. https://doi.org/10.37135/kai.03.06.03