Publicado ene 1, 2020



PLUMX
Almetrics
 
Dimensions
 

Google Scholar
 
Search GoogleScholar


Milena Benítez-Restrepo https://orcid.org/0000-0003-1744-6749

##plugins.themes.bootstrap3.article.details##

Resumen




La revisión de literatura realizada con 40 artículos publicados entre 2010 y 2016, sobre la cultura académica y su relación con el proceso de enseñanza aprendizaje, en diferentes universidades y países, evidencia el interés y reconocimiento a su importancia en el quehacer universitario, en coyunturas políticas, sociales, culturales presentes en su devenir. En tal sentido, constituye un aporte al campo del conocimiento que se construye a partir de los vacíos identificados en la bibliografía y la falta de consenso evidenciada entre los autores revisados. Finalmente, se define la cultura académica con una visión más amplia y trascendental.





Keywords

Cultura académica, educación superior, enseñanza, aprendizajeScientific culture, higher education, teaching, learning

References
Adendorff, H. (2011). Strangers in a Strange Land - On Becoming Scholars of Teaching. London Review of Education, 9 (3), 305-315. DOI: https://doi.org/10.1080/14748460.2011.616323. Disponible en: https://www.ingentaconnect.com/content/ioep/clre/2011/00000009/00000003/art00004?crawler=true

Arambewela, R. & Hall, J. (2013). The Interactional Effects of the Internal and External University Environment, and the Influence of Personal Values, on Satisfaction among International Postgraduate Students. Studies in Higher Education, 38 (7), 972-988. https://doi.org/10.1080/03075079.2011.615916

Araujo, K. (2015). Culturas académicas: entre reinvención y contrabando. Pa- peles del CEIC [Centro de Estudios sobre la Identidad Colectiva, Univer- sidad del País Vasco], 1 (118), 1-17. http://dx.doi.org/10.1387/pceic.13014. Disponible en: https://www.ehu.eus/ojs/index.php/papelesCEIC/article/view/13014/12457

Austin, A. E. (1996). Institutional and Departmental Cultures: The Relationship between Teaching and Research. New Directions for Institutional Research, 90, 57-66. https://doi.org/10.1002/ir.37019969009

Bailey, R. (2013). Exploring the Engagement of Lecturers with Learning and Teaching Agendas through a Focus on their Beliefs about, and Experience with, Student Support. Studies in Higher Education, 38 (1), 143-155. https://doi.org/10.1080/03075079.2011.578246

Bell, E. (2013). Organisational Culture and Learning: A Case Study. Nurse Education Today, 33 (11), 1337-1341. https://doi.org/10.1016/j.nedt.2013.02.009

Bentley, P. J. & Kyvik, S. (2012). Academic Work from a Comparative Perspective: a Survey of Faculty Working Time across 13 Countries. Higher Education, 63(4), 529-547. DOI 10.1007/s10734-011-9457-4

Bernasconi, A. (2010). La apoteosis del investigador y la institucionalización de la profesión académica en Chile. Estudios sobre Educación, 19, 139-163. Disponible en https://www.unav.edu/publicaciones/revistas/index.php/estudios-sobre-educacion/article/view/4584/3952

Biggs, J. (2004). Calidad del aprendizaje universitario, Vol. 7. Madrid: Narcea Ediciones.

Brunner, J. J. (2012). La idea de universidad en tiempos de masificación. Revista Iberoamericana de Educación Superior, RIES, 3 (7), 130-145. DOI: 10.22201/iisue.20072872e.2012.7.69. Disponible en http://www.redalyc.org/pdf/2991/299129031008.pdf

Clark, B. R. (1980). Academic Culture. Higher Education Research Group, Institution for Social and Policy Studies, Yale University, Working Paper. Disponible en: https://files.eric.ed.gov/fulltext/ED187186.pdf

Cox, B. E.; McIntosh, K. L.; Reason, R. D. & Terenzini, P. T. (2011). A Culture of Teaching: Policy, Perception, and Practice in Higher Education. Research in Higher Education, 52 (8), 808-829. DOI 10.1007/s11162-011-9223-6.

DeAngelo, L.; Mason, J. & Winters, D. (2015). Faculty Engagement in Mentoring Undergraduate Students: How Institutional Environments Regulate and Pro- mote Extra-Role Behavior. Innovative Higher Education, 41 (4), 317-332. DOI 10.1007/s10755-015-9350-7

Drew, S. & Klopper, C. (2014). Evaluating Faculty Pedagogic Practices to Inform Strategic Academic Professional Development: A Case of Cases. Higher Edu- cation, 67 (3), 349-367. DOI: 10.1007/s10734-013-9657-1

Feather, D. (2016). Defining Academic-Real or Imagined. Studies in Higher Edu- cation, 41 (1), 110-123. DOI: 10.1080/03075079.2014.914921

Findlow, S. (2012). Higher Education Change and Professional-Academic Identity in Newly ‘Academic’ Disciplines: The Case of Nurse Education. Higher Edu- cation, 63 (1), 117-133. DOI 10.1007/s10734-011-9449-4.

Freedman, M. (1979). Academic Culture and Faculty Development. Orinda, California: Montaigne Publishing.

García-Guadilla, C. (2003). Balance de la década de los ‘90 y reflexiones sobre las nuevas fuerzas de cambio en la educación superior. En Marcela Mollis (comp.). Las universidades en América Latina: ¿reformadas o alteradas? La cosmética del poder financiero, 17-37. Buenos Aires: Consejo Latinoameri- cano de Ciencias Sociales, CLACSO. Disponible en: http://biblioteca.clacso.edu.ar/clacso/gt/20101109010429/mollis.pdf, http://biblioteca.clacso.edu.ar/gsdl/collect/clacso/index/assoc/D3056.dir/2gguadilla.pdf

Glowacki-Dudka, M. & Treff, M. (2011). Forming an Institutional Culture with Multinational Administrators and Teachers at Effat College, Saudi Ara- bia. Intercultural Education, 22 (2), 207-222. DOI: 10.1080/14675986.20 11.567078

González-Ugalde, C. (2015). Perspectivas y desafíos de la docencia en educación superior chilena. En A. Bernasconi (ed.). La educación superior de Chile. Transformación, desarrollo y crisis, 371-407. Santiago de Chile: Centro de Estudios de Políticas y Prácticas en Educación, CEPPE, Ediciones Pontificia Universidad Católica de Chile, Ediciones UC.

Habel, C. & Whitman, K. (2016). Opening Spaces of Academic Culture: Doors of Perception; Heaven and Hell. Higher Education Research & Development, 35 (1), 71-83. DOI: 10.1080/07294360.2015.1133570

Henriques, A.; Nagamine, A. & Nagamine, C. M. L. (2012). Reflexões sobre análise institucional: o caso do ensino e aprendizagem de integrais múlti- plas. Bolema: Boletim de Educação Matemática, 26 (44), 1261-1288. DOI: 10.1590/S0103-636X2012000400008. Disponible en: http://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/issue/view/939

Hrabowski III, F. A. (2014). Institutional Change in Higher Education: Innovation and Collaboration. Peabody Journal of Education, 89 (3), 291-304. DOI: 10.1080/0161956X.2014.913440

Jiang, X.; Napoli, R. di; Borg, M.; Maunder, R.; Fry, H. & Walsh, E. (2010). Be- coming and Being an Academic: the Perspectives of Chinese Staff in Two Research-Intensive UK Universities. Studies in Higher Education, 35 (2), 155- 170. DOI: 10.1080/03075070902995213

Krause, K. L. D. (2014). Challenging Perspectives on Learning and Teaching in the Disciplines: the Academic Voice. Studies in Higher Education, 39 (1), 2-19. https://doi.org/10.1080/03075079.2012.690730

Kreber, C. (ed.). (2008). The University and its Disciplines. Teaching and Learning within and beyond Disciplinary Boundaries. New York: Taylor & Francis.

Kustra, E.; Doci, F.; Gillard, K.; Hondzel, C. D.; Goff, L.; Gabay, D.; Meadows, K.; Borin, P.; Wolf, P.; Ellis, D.; Eiliat, H.; Grose, J.; Dawson, D. & Hughes, S. (2015). Teaching Culture Perception: Documenting and Transforming Ins- titutional Teaching Cultures. Collected Essays on Learning and Teaching, 8, 231-244. DOI: https://doi.org/10.22329/celt.v8i0.4267. Disponible en: https://celt.uwindsor.ca/index.php/CELT/article/view/4267

Lattuca, L. R.; Terenzini, P. T.; Harper, B. J. & Yin, A. C. (2010). Academic Envi- ronments in Detail: Holland’s Theory at the Subdiscipline Level. Research in Higher Education, 51 (1), 21-39. DOI 10.1007/s11162-009-9144-9

Mathieson, S. (2012). Disciplinary Cultures of Teaching and Learning as Socially Situated Practice: Rethinking the Space between Social Constructivism and Epistemological Essentialism from the South African Experience. Higher Education, 63 (5), 549-564. DOI 10.1007/s10734-011-9458-3

Mathison, K. (2015). Effects of the Performance Management Context on Aus- tralian Academics’ Engagement with the Scholarship of Teaching and Lear- ning: A Pilot Study. The Australian Educational Researcher, 42 (1), 97-116. DOI: 10.1007/s13384-014-0154-z

Matthews, K. E.; Lodge, J. M. & Bosanquet, A. (2014). Early Career Academic Perceptions, Attitudes and Professional Development Activities: Questio- ning the Teaching and Research Gap to Further Academic Development. International Journal for Academic Development, 19 (2), 112-124. DOI: 10.1080/1360144X.2012.724421

Mellado, C. (2011). Examining Professional and Academic Culture in Chilean Jour- nalism and Mass Communication Education. Journalism Studies, 12 (3), 375- 391. DOI: 10.1080/1461670X.2010.507373

Muldoon, R. & Wijeyewardene, I. (2012). Two Approaches to Mentoring Students into Academic Practice at University. Journal of the Australian & New Zealand Student Services Association, 39, 21-31.

Palomares-Ruiz, A. (2011). El modelo docente universitario y el uso de nuevas metodologías en la enseñanza, aprendizaje y evaluación [The Educatio- nal Model at University and the Use of New Methodologies for Teaching, Learning and Assessment]. Revista de Educación, 355, 591-604. DOI: 10- 4438/1988-592X-RE-2011-355-038. Disponible en: http://www.educacion-yfp.gob.es/dam/jcr:6a501328-72b6-4138-a12e-f65b7b5d0bc8/re35525.pdf

Reason, R. D.; Cox, B. E.; Quaye, B. R. L. & Terenzini, P. T. (2010). Faculty and Institutional Factors that Promote Student Encounters with Difference in First-Year Courses. The Review of Higher Education, 33 (3), 391-414. DOI: 10.1353/rhe.0.0137

Rhoads, R. A. & Hu, J. (2012). The Internationalization of Faculty Life in China. Asia Pacific Journal of Education, 32 (3), 351-365. DOI: 10.1080/02188791. 2012.711293. Disponible en: https://escholarship.org/content/qt8fd261rh/qt8fd261rh.pdf

Roermund, T. C. van; Tromp, F.; Scherpbier, A. J.; Bottema, B. J. & Bueving, H. J. (2011). Teachers’ Ideas versus Experts’ Descriptions of ‘the Good Teacher’ in Postgraduate Medical Education: Implications for Implementation. A Qualitative Study. BMC Medical Education, 11 (1), 1-8. DOI 10.1186/1472- 6920-11-42

Rostan, M. & Ceravolo, F. A. (2015). The Internationalisation of the Academy: Convergence and Divergence across Disciplines. European Review, 23 (S1), S38-S54. DOI: 10.1017/S1062798714000763

Rumyantseva, N. L. & Caboni, T. C. (2012). Are Academics in Kazakhstan Capable of Self-Regulation? A Study of Faculty’s Normative Structure in the Midst of Higher Education Decentralization Reforms. Tertiary Education and Mana- gement, 18 (1), 1-16. DOI: 10.1080/13583883.2011.597057

Sánchez-Claros, J. P. (2014). Influencia de la cultura académica de origen en el desempeño docente de profesores universitarios noveles. Historia y Comu- nicación Social, 9, 523-533. Disponible en: https://revistas.ucm.es/index.php/HICS/article/download/45046/42417

Saroyan, A. & Trigwell, K. (2015). Higher Education Teachers’ Professional Lear- ning: Process and Outcome. Studies in Educational Evaluation, 46, 92-101. DOI: 10.1016/j.stueduc.2015.03.008

Sierra-Neves, M. T. de (2012). El desarrollo de la cultura académica en institu- ciones de educación superior públicas en México: UNAM y UAM. En B. Y. García & B. I. Ortiz-Molina (comps.). Reflexiones acerca del trabajo acadé- mico en el contexto iberoamericano, 63-92. Bogotá: Universidad Distrital Francisco José de Caldas. Disponible en: https://www.researchgate.net/profile/Barbara_Sanchez3/publication/277229606_El_trabajo_academico_del_profesor_universitario/links/5591725c08ae15962d8e2141/El-trabajo-academico-del-profesor-universitario.pdf

Simon, E. (2014). Teaching Political Science Research Methods in Hungary: Trans- ferring Student-Centered Teaching Practices into a Subject-Focused Acade- mic Culture. European Political Science, 13, 78-95. DOI:10.1057/eps.2013.43

Smith, K. (2011). Cultivating Innovative Learning and Teaching Cultures: A Ques- tion of Garden Design. Teaching in Higher Education, 16 (4), 427-438. DOI: 10.1080/13562517.2011.560374

Snow, C. P. (1959). The Two Cultures and the Scientific Revolution. Cambridge, New York: Cambridge University Press.

Stefani, L. (2009). Planning Teaching and Learning, Curriculum Design and Development. En H. Fry, S. Ketteridge & S. Marshall (eds.). A Handbook for Teaching and Learning in Higher Education. Enhancing Academic Practice, Chapter 4, 40-57. New York: Routledge. Disponible en: http://biblioteca.ucv.cl/site/colecciones/manuales_u/A%20Handbook%20for%20Teaching%20and%20Learning%20in%20Higher%20Education%20Enhancing%20academic%20and%20Practice.pdf

Szelényi, K. & Rhoads, R. A. (2013). Academic Culture and Citizenship in Transi- tional Societies: Case Studies from China and Hungary. Higher Education, 66 (4), 425-438. DOI 10.1007/s10734-013-9614-z

Thompson, D. R. & Clark, A. M. (2013). Academic Culture in Nursing: Devalued, Defiant or Dead? International Journal of Nursing Studies, 50 (11), 1431- 1433. DOI:10.1016/j.ijnurstu.2013.05.009

Thomsen, J. P. (2012). Exploring the Heterogeneity of Class in Higher Education: Social and Cultural Differentiation in Danish University Program- mes. British Journal of Sociology of Education, 33 (4), 565-585. DOI 10.1080/01425692.2012.659458

Torres-Olave, B. M. (2011). “There Is a World Out There”: Spatial Imagination, Agency, and Academic Culture in a Mexican University Program. Compara- tive Education Review, 55 (1), 030-055. DOI: 10.1086/656734

Wan, C. da; Chapman, D. W.; Zain, A. N. M.; Hutcheson, S.; Lee, M. & Austin, A. E. (2015). Academic Culture in Malaysia: Sources of Satisfaction and Frustration. Asia Pacific Education Review, 16 (4), 517-526. DOI 10.1007/s12564-015-9398-1

Wisker, G. & Claesson, S. (2013). The Impact of Cross-Disciplinary Culture on Student-Supervisor Perceptions. International Journal of Doctoral Studies, 8, 21-37. Disponible en: http://www.informingscience.com/ijds/Volume8/IJDSv8p021-037Wisker0389.pdf

Woolley, N. N. & Jarvis, Y. (2007). Situated Cognition and Cognitive Apprenticeship: A Model for Teaching and Learning Clinical Skills in a Technologically Rich and Authentic Learning Environment. Nurse Education Today, 27 (1), 73-79. DOI:10.1016/j.nedt.2006.02.010

Yang, R. (2015). Reassessing China’s Higher Education Development: A Focus on Academic Culture. Asia Pacific Education Review, 16 (4), 527-535. DOI 10.1007/s12564-015-9397-2
Cómo citar
Benítez-Restrepo, M. (2020). Cultura académica y enseñanza-aprendizaje en educación superior. Revisión de literatura. Magis, Revista Internacional De Investigación En Educación, 13, 1–23. https://doi.org/10.11144/Javeriana.m13.caea
Sección
Artículos