De "quantofrenias" y "artefactos" o la "doxa" en el reino de la "episteme" : Uso y abusos de las escalas de estimaciones sumadas en la evaluación del desempeño docente en contextos de educación superior universitaria

Este trabajo presenta una reflexión metodológica relativa al uso de escalas de estimaciones sumadas o Likert en la evaluación del desempeño docente en el contexto universitario. Se presentan antecedentes en el marco de las prescripciones técnicas para este tipo de escalamientos, así como un conjunto de observaciones referidas a la pertinencia de su aplicación con fines evaluativos y a sus limitaciones en tanto herramienta para la generación de conocimiento. Se concluye que la escala de Likert puede ser utilizada en contexto evaluativos, atendiendo al conjunto de requerimientos ligados a su aplicación y tratamiento analítico-interpretativo, reconociendo los problemas insalvables que presenta, de manera de sopesar y relativizar la construcción del dato numeral. De este modo, se hace explícita la crítica al carácter "quantofrénico" y "artefactual" que acompaña su aplicación, y que contradictoriamente se inscribe en un discurso que sitúa la evaluación docente en el marco de políticas de calidad en educación superior

De "quantofrenias" y "artefactos" o la "doxa" en el reino de la "episteme" : Uso y abusos de las escalas de estimaciones sumadas en la evaluación del desempeño docente en contextos de educación superior universitaria

Este trabajo presenta una reflexión metodológica relativa al uso de escalas de estimaciones sumadas o Likert en la evaluación del desempeño docente en el contexto universitario. Se presentan antecedentes en el marco de las prescripciones técnicas para este tipo de escalamientos, así como un conjunto de observaciones referidas a la pertinencia de su aplicación con fines evaluativos y a sus limitaciones en tanto herramienta para la generación de conocimiento. Se concluye que la escala de Likert puede ser utilizada en contexto evaluativos, atendiendo al conjunto de requerimientos ligados a su aplicación y tratamiento analítico-interpretativo, reconociendo los problemas insalvables que presenta, de manera de sopesar y relativizar la construcción del dato numeral. De este modo, se hace explícita la crítica al carácter "quantofrénico" y "artefactual" que acompaña su aplicación, y que contradictoriamente se inscribe en un discurso que sitúa la evaluación docente en el marco de políticas de calidad en educación superior

De "quantofrenias" y "artefactos" o la "doxa" en el reino de la "episteme" : Uso y abusos de las escalas de estimaciones sumadas en la evaluación del desempeño docente en contextos de educación superior universitaria

Este trabajo presenta una reflexión metodológica relativa al uso de escalas de estimaciones sumadas o Likert en la evaluación del desempeño docente en el contexto universitario. Se presentan antecedentes en el marco de las prescripciones técnicas para este tipo de escalamientos, así como un conjunto de observaciones referidas a la pertinencia de su aplicación con fines evaluativos y a sus limitaciones en tanto herramienta para la generación de conocimiento. Se concluye que la escala de Likert puede ser utilizada en contexto evaluativos, atendiendo al conjunto de requerimientos ligados a su aplicación y tratamiento analítico-interpretativo, reconociendo los problemas insalvables que presenta, de manera de sopesar y relativizar la construcción del dato numeral. De este modo, se hace explícita la crítica al carácter "quantofrénico" y "artefactual" que acompaña su aplicación, y que contradictoriamente se inscribe en un discurso que sitúa la evaluación docente en el marco de políticas de calidad en educación superior

Un nuevo sistema de gobernanza para afrontar los retos del siglo XXI en la educación universitaria en Perú basado en el modelo de análisis de políticas

Un nuevo sistema de gobernanza para afrontar los retos del siglo XXI en la educación universitaria en Perú basado en el modelo de análisis de políticas, surge de observar el efecto de la competencia en los mercados, de la distribución de los escasos recursos según productividad y rendimiento, y de la gestión ineficiente de las universidades ya que estos parámetros están cambiando los criterios de confianza y legitimidad del sistema universitario en Perú. Las universidades se perciben más como instituciones del sector público, mientras que los servicios que ofrecen deben más bien contribuir a la modernización de la sociedad emergente y a la economía del conocimiento. Las reformas universitarias- iniciadas en los años 80 - han estado inspiradas en las organizaciones universitarias exitosas que han logrado modificar su gobernanza y van dirigidas a transformar ciertas instituciones burocráticas en organizaciones capaces de desempeñar la función de actores en esta competición global por los recursos y los mejores talentos. En este contexto, la universidad peruana se enfrenta a dos grandes desafíos: el de adaptarse a las nuevas perspectivas mundiales, y el poder dar mejor respuesta a las demandas, necesidades y expectativas de la sociedad. Un cambio en el sistema de gobernanza para la educación superior universitaria dará una solución integral a estos desafíos permitiéndole enfrentar los problemas de la universidad para su desarrollo e inserción en las corrientes mundiales. La metodología planteada en la investigación es cualitativa parte del análisis de la realidad como un TODO, sin reducirlos a sus partes integrantes, con la interpretación de los hechos, buscando entender las variables que intervienen. Se propone una política para la educación universitaria en Perú que se permeabilice a la sociedad, cambiando el modelo de planificación de un modelo de reforma social a un modelo de análisis de políticas, donde el Estado Peruano actúe como único responsable de responder a la sociedad demandante como su representante legal, y con unos organismo externo e independiente que siente las bases de la práctica, como se está haciendo en muchos modelos universitarios del mundo. Esta investigación presenta una primera fase conceptual, que aborda la evolución histórica de las universidades en el Perú, analizando y clarificando las fuerzas impulsoras a través del tiempo y distinguir las principales líneas que le imprimen dirección y sentido a los cambios de una realidad educativa universitaria. Así mismo, en esta fase se hace un análisis de la situación actual de las universidades en el Perú para llegar a determinar en qué situación se encuentra y si está preparada para enfrentar los retos de la educación universitaria mundial, para esto se analizan los modelos universitarios de mayor prestigio en el mundo. El marco teórico anterior permite sentar, en una segunda fase de la investigación, las bases científicas del modelo que se propone: el modelo de planificación de análisis de políticas para el sistema universitario peruano. Este modelo de ámbito público propuesto para la educación universitaria peruana basa su estrategia en un modelo de planificación con un objetivo común: “Mejorar la calidad de la educación superior universitaria peruana con el fin de aumentar la empleabilidad y la movilidad de los ciudadanos así como la competitividad internacional de la educación universitaria en Perú”, y con unas líneas de acción concretadas en cuatro objetivos específicos: 1) competencias (genéricas y específicas de las áreas temáticas); 2) enfoques de enseñanza, aprendizaje y evaluación; 3) créditos académicos; 4) calidad de los programa. Así como los fundamentos metodológicos del modelo de análisis de políticas, utilizado como estructura política, teniendo en cuenta las características básicas del modelo: a) Planificación desde arriba; b) Se centra en la toma de decisiones; c) Separación entre conocimiento experto y decisión; d) El estudio de los resultados orienta el proceso decisor. Finalmente, se analiza una fase de validación del modelo propuesto para la educación superior universitaria peruana, con los avances ya realizados en Perú en temas de educación superior, como es, el actual contexto de la nueva Ley Universitaria N°30220 promulgada el 8 de julio de 2014, la creación del SUNEDU y la reorganización del SINEACE, que tienen como propósito atender la crisis universitaria centrada en tres ejes principales incluidos en la ley, considerados como bases para una reforma. Primero, el Estado asume la rectoría de las políticas educativas en todos los niveles educativos. El segundo aspecto consiste en instalar un mecanismo de regulación de la calidad que junto con la reestructuración de aquellos otros existentes debieran sentar las bases para que las familias y estudiantes tengan la garantía pública de que el servicio que se ofrece, sin importar sus características particulares, presenten un mínimo común de calidad y un tercer aspecto es que la ley se reafirma en que la universidad es un espacio de construcción de conocimiento basado en la investigación y la formación integral. Las finalidades, la estructura y organización, las formas de graduación, las características del cuerpo docente, la obligatoriedad por los estudios generales, etc., indican que la reflexión académica es el centro articulador de la vida universitaria. Esta validación también se ha confrontado con los resultados de las entrevistas cualitativas a juicio de experto que se han realizado a rectores de universidades públicas y privadas así como a rectores miembros de la ex ANR, miembros de organizaciones como CONCYTEC, IEP, CNE, CONEAU, ICACIT e investigadores en educación superior, con la finalidad de analizar la sostenibilidad del modelo propuesto en el tiempo. Los resultados evidencian, que en el sistema universitario peruano se puede implementar un cambio hacía un modelo de educación superior universitaria, con una política educativa que se base en un objetivo común claramente definido, un calendario para lograrlo y un conjunto objetivos específicos, con un cambio de estructura política de reforma social a un modelo de análisis de políticas. Así mismo se muestran los distintos aspectos que los interesados en la educación superior universitaria deben considerar, si se quiere ocupar un espacio en el futuro y si interesa que la universidad peruana pueda contribuir para que la sociedad se forje caminos posibles a través de una buena docencia que se refleje en su investigación, con alumnos internacionales, sobre todo, en los postgrados; con un investigación que se traduzca en publicaciones, patentes, etc., de impacto mundial, con relevancia en la sociedad porque contribuye a su desarrollo, concretándose en trabajos de muy diversos tipos, promovidos junto con empresas, gobiernos en sus diversos niveles, instituciones públicas o privadas, etc., para que aporten financiación a la universidad. ABSTRACT A new system of governance to meet the challenges of the twenty-first century university education in Peru based on the model of policy analysis, comes to observe the effect of market competition, distribution of scarce resources according to productivity and performance, and inefficient management of universities as these parameters are changing the criteria of trust and legitimacy of the university system in Peru. Universities are perceived more as public sector institutions, while the services provided should rather contribute to the modernization of society and the emerging knowledge economy. The-university reforms initiated in the 80s - have been inspired by successful university organizations that have succeeded in changing its governance and as attempting to transform certain bureaucratic institutions into organizations that act as actors in this global competition for resources and top talent. In this context, the Peruvian university faces two major challenges: to adapt to the new global outlook, and to better respond to the demands, needs and expectations of society. A change in the system of governance for university education give a comprehensive solution to address these challenges by allowing the problems of the university development and integration into global flows. The methodology proposed in this research is qualitative part of the analysis of reality as a whole, without reducing them to their constituent parts, with the interpretation of the facts, seeking to understand the variables involved. a policy for university education in Peru that permeabilizes society is proposed changing the planning model of a model of social reform a model of policy analysis, where the Peruvian State to act as the sole responsible for responding to the applicant as its legal representative, and with external and independent body that provides the basis of practice, as is being done in many university models in the world. This research presents an initial conceptual phase, which deals with the historical development of universities in Peru, analyzing and clarifying the driving forces over time and distinguish the main lines that give direction and meaning to changes in university educational reality. Also, at this stage an analysis of the current situation of universities in Peru is done to be able to determine what the situation is and whether it is prepared to meet the challenges of the global higher education, for this university models are analyzed most prestigious in the world. The above theoretical framework allows to lay in a second phase of research, the scientific basis of the model proposed: the planning model of policy analysis for the Peruvian university system. This proposed model of public sphere for the Peruvian college bases its strategy on a planning model with a common goal: "To improve the quality of the Peruvian university education in order to enhance the employability and mobility of citizens and the international competitiveness of higher education in Peru ", and lines of action materialized in four specific objectives: 1) competences (generic and specific subject areas); 2) approaches to teaching, learning and assessment; 3) credits; 4) quality of the program. As well as the methodological foundations of policy analysis model, used as political structure, taking into account the basic characteristics of the model: a) Planning from above; b) focuses on decision making; c) Separation between expertise and decision; d) The study of the results process guides the decision maker. Finally, a validation phase of the proposed Peruvian university higher education, with the progress already made in Peru on issues of higher education model is analyzed, as is the current context of the new University Law No. 30220 promulgated on July 8 2014, the creation of SUNEDU and reorganization of SINEACE, which are intended to serve the university crisis centered on three main areas included in the law, considered as the basis for reform. First, the State assumes the stewardship of education policies at all educational levels. The second aspect is to install a mechanism for regulating the quality along with the restructuring of those existing ones should lay the foundation for families and students to guarantee that public service is offered, regardless of their individual characteristics, are of common minimum quality and a third aspect is that the law reaffirms that the university is building a space of research-based knowledge and comprehensive training. The aims, structure and organization, forms of graduation, faculty characteristics, the requirement for the general studies, etc., indicate that the academic reflection is the coordinating center of university life. This validation has also been confronted with the results of qualitative interviews with expert judgment that has been made to directors of public and private universities as well as leading members of the former ANR members of organizations like CONCYTEC, IEP, CNE, CONEAU, ICACIT and researchers in higher education, in order to analyze the sustainability of the proposed model in time. The results show, that the Peruvian university system can implement a change to a model of university education, an educational policy based on clearly defined common goal, a timetable for achieving specific objectives set and, with a change social policy structure to a model of reform policy analysis. It also shows the various aspects that those interested in university education should consider, if you want to occupy a space in the future and if interested in the Peruvian university can contribute to society possible paths is forged through research good teaching, international students, especially in graduate programs; with research that results in publications, patents, etc., global impact, relevance to society because it contributes to their development taking shape in very different types of jobs, promoted with businesses, governments at various levels, public institutions or private, etc., to provide funding to the university.

Contemplative Education CenterStage: Training the Mindful Performer

In the late 20th century and early 21st century, contemplative education/studies courses, concentrations, and initiatives have emerged in the academy. Although there has been significant discussion of postsecondary courses and programs that have integrated contemplative views and practices in the literature, there have been few studies of contemplative curricula and pedagogy in higher education. Additionally, there have been even fewer inquiries of the influence of contemplative education on performing arts training within conservatories and college and university departments. The aim of this qualitative study was two-fold: (1) to describe, interpret, and appraise the impact of contemplative education on the curricula of an interdisciplinary conservatory level performing arts program, MFA Contemporary Performance, at Naropa University; and (2) to disclose, compare, and analyze MFA student perceptions of the influence of contemplative education on their professional and personal development. The following questions guided this study: (1) How do faculty and students characterize contemplative education within the MFA in Theater: Contemporary Performance Program? (2) How does contemplative education impact the intended and operational curricula of courses within the MFA Contemporary Performance Program? (3) How do graduate students perceive the effects of contemplative education, offered by the MFA Contemporary Performance Program, on the development of their communication abilities, presence-in-performance, sociolinguistic perspectives, and aesthetic perspectives? Based on the research methodology of educational criticism and connoisseurship, this investigation provides a vivid description and interpretation of the intended and operational curricula of three core courses within the MFA program. These curricula were examined through five dimensions: intentional, curricular, pedagogical, structural, and evaluative. In order to shape our understanding of the contemplative and performative nature of the curricula, the significant and subtle qualities of the courses were further captured by preparation, context-building, reflective, showing, and closing conventions. Since the courses were grounded in postmodern view, they were evaluated according to Doll's criteria of richness, recursion, relations, and rigor for the evaluation of postmodern curricula. MFA first- and second-year students primarily characterized contemplative education as body/mind training for performance and personal development, sitting meditation, and cultivation of mindfulness and awareness. Student perceptions of the impact of contemplative education on the development of their communication abilities, presence-in-performance, sociolinguistic perspectives, and aesthetic perspectives, throughout the course of their two-year training, are presented in a dimensional analysis. The research reveals eight different themes that intersect the three core curricula and interviews with MFA students and faculty. These thematics include inclusivity, nowness, silence, improvisation, goodness, heart, training, and space. The beginning letter of each theme combines to form the acronym, insights. The framework of insights connects and illuminates the most potent aspects of MFA Contemporary Performance values and training.

The Need for Professional Translation and Interpretation in School Districts

The language barrier prevents Latino students from experiencing academic success, and prevents Latino parents from participating in their children's education. Through a review of journal articles, research projects, doctoral dissertations, legislation, and books, this project studies the benefits and dangers of various methods of translating and interpreting in the education system, including issues created by language barriers in schools, common methods of translating and interpreting, and legislation addressing language barriers and education. The project reveals that schools use various methods to translate and interpret, including relying on children, school staff and machine translation, although such methods are often problematic and inaccurate. The project also reveals that professional translation and interpretation are superior to the various non-professional methods.

Situating Learning: (Re)examining the Notion of apprenticeship in Coach Education

The last two decades has seen a proliferation in the provision of and importance attached to coach education in many Western countries. Pivotal to many coach education programmes is the notion of apprenticeship. Increasingly, mentoring is being positioned as a possible tool for enhancing coach education and professional expertise. However, there is a paucity of empirical data on interventions in and evaluations of coach education programmes. In their recent evaluation of a coach education programme, Cassidy, Potrac & McKenzie conclude that the situated learning literature could provide coach educators with a generative platform for the (re)examination of apprenticeships and mentoring in a coach education context. This paper discusses the merits of using Situated Learning theory and the associated concept of Communities of Practice (CoP) to stimulate discussion on developing new understandings of the practices of apprenticeship and mentoring in coach education.

Creating a culture for critical and situated technology use through effective learning design

The purpose of this concise paper is to propose, with evidence gathered through a systematic evaluation of an academic development programme in the UK, that training in the use of new and emerging learning technologies should be holistically embedded in every learning and training opportunity in learning, teaching and assessment in higher education, and not only as stand-alone modules or one-off opportunities. The future of learning in higher education cannot afford to allow Universities to disregard that digital literacy is an expected professional skill for their entire staff.

Complex skills and academic writing:a review of evidence about the types of learning required to meet core assessment criteria

Assessment criteria are increasingly incorporated into teaching, making it important to clarify the pedagogic status of the qualities to which they refer. We reviewed theory and evidence about the extent to which four core criteria for student writing-critical thinking, use of language, structuring, and argument-refer to the outcomes of three types of learning: generic skills learning, a deep approach to learning, and complex learning. The analysis showed that all four of the core criteria describe to some extent properties of text resulting from using skills, but none qualify fully as descriptions of the outcomes of applying generic skills. Most also describe certain aspects of the outcomes of taking a deep approach to learning. Critical thinking and argument correspond most closely to the outcomes of complex learning. At lower levels of performance, use of language and structuring describe the outcomes of applying transferable skills. At higher levels of performance, they describe the outcomes of taking a deep approach to learning. We propose that the type of learning required to meet the core criteria is most usefully and accurately conceptualized as the learning of complex skills, and that this provides a conceptual framework for maximizing the benefits of using assessment criteria as part of teaching. © 2006 Taylor & Francis.

Developing a robust self evaluation framework for active learning:the first stage of an ERASMUS+ project (QAEMarketPlace4HEI)

In ensuring the quality of learning and teaching in Higher Education, self-evaluation is an important component of the process. An example would be the approach taken within the CDIO community whereby self-evaluation against the CDIO standards is part of the quality assurance process. Eight European universities (Reykjavik University, Iceland; Turku University of Applied Sciences, Finland; Aarhus University, Denmark; Helsinki Metropolia University of Applied Sciences, Finland; Ume? University, Sweden; Telecom Bretagne, France; Aston University, United Kingdom; Queens University Belfast, United Kingdom) are engaged in an EU funded Erasmus + project that is exploring the quality assurance process associated with active learning. The development of a new self-evaluation framework that feeds into a ?Marketplace? where participating institutions can be paired up and then engage in peer evaluations and sharing around each institutions approach to and implementation of active learning. All of the partner institutions are engaged in the application of CDIO within their engineering programmes and this has provided a common starting point for the partnership to form and the project to be developed. Although the initial focus will be CDIO, the longer term aim is that the approach could be of value beyond CDIO and within other disciplines. The focus of this paper is the process by which the self-evaluation framework is being developed and the form of the draft framework. In today?s Higher Education environment, the need to comply with Quality Assurance standards is an ever present feature of programme development and review. When engaging in a project that spans several countries, the wealth of applicable standards and guidelines is significant. In working towards the development of a robust Self Evaluation Framework for this project, the project team decided to take a wide view of the available resources to ensure a full consideration of different requirements and practices. The approach to developing the framework considered: a) institutional standards and processes b) national standards and processes e.g. QAA in the UK c) documents relating to regional / global accreditation schemes e.g. ABET d) requirements / guidelines relating to particular learning and teaching frameworks e.g. CDIO. The resulting draft self-evaluation framework is to be implemented within the project team to start with to support the initial ?Marketplace? pairing process. Following this initial work, changes will be considered before a final version is made available as part of the project outputs. Particular consideration has been paid to the extent of the framework, as a key objective of the project is to ensure that the approach to quality assurance has impact but is not overly demanding in terms of time or paperwork. In other words that it is focused on action and value added to staff, students and the programmes being considered.

Compilation of organic carbon distribution and sedimentology in the surface sediments on the continental margin offshore southwestern Africa

In this study we demonstrate the relevance of lateral particle transport in nepheloid layers for organic carbon (OC) accumulation and burial across high-productive continental margins. We present geochemical data from surface sediments and suspended particles in the bottom nepheloid layer (BNL) from the most productive coastal upwelling area of the modern ocean, the Benguela upwelling system offshore southwest Africa. Interpretation of depositional patterns and comparison of downslope trends in OC content, organic matter composition, and 14C age between suspended particles and surface sediments indicate that lateral particle transport is the primary mechanism controlling supply and burial of OC. We propose that effective seaward particle transport primarily along the BNL is a key process that promotes and maintains local high sedimentation rates, ultimately causing high preservation of OC in a depocenter on the upper slope offshore Namibia. As lateral transport efficiently displaces areas of enhanced OC burial from maximum production at highly productive continental margins, vertical particle flux models do not sufficiently explain the relationship between primary production and shallow-marine OC burial. On geologic time scales, the widest distribution and strongest intensity of lateral particle transport is expected during periods of rapid sea-level change. At times in the geologic past, widespread downslope lateral transport of OC thus may have been a primary driver of enhanced OC burial at deeper continental slopes and abyssal basins.

Las expectativas de los estudiantes y la calidad del servicio ofertado por la universidad de Sevilla

En este artículo se presenta un análisis diferencial de las expectativas de los estudiantes de la Universidad de Sevilla (España), en función de las ramas del conocimiento, agrupadas en las dimensiones personal, universidad, curricular y docencia. Las aportaciones han sido recogidas en un cuestionario aplicado a 1082 estudiantes de las áreas de humanidades, bio-sanitaria, económica-jurídica y científico-técnica, a través de un análisis de la varianza para la comparación de medias (asumiendo varianzas iguales y pruebas de Scheffé y Tukey). Se han contrastado los valores medios de cada rama, con el fin de determinar si las diferencias observadas resultan estadísticamente significativas. Los resultados obtenidos ponen de manifiesto que la dimensión personal y la de universidad son valoradas de forma similar en las cuatro ramas del conocimiento; en cambio en la dimensión curricular, las expectativas son más favorables para la rama bio-sanitaria y, en la docencia para la rama de humanidades. En definitiva, los resultados presentan las fortalezas y las debilidades en las dimensiones consideradas y permiten extraer conclusiones de las que derivan indicadores de interés para la mejora de la comunidad universitaria.

Cooperative or collaborative learning: Is there a difference in university students’ perceptions?

The hypothesis that the same educational objective, raised as cooperative or collaborative learning in university teaching does not affect students’ perceptions of the learning model, leads this study. It analyses the reflections of two students groups of engineering that shared the same educational goals implemented through two different methodological active learning strategies: Simulation as cooperative learning strategy and Problem-based Learning as a collaborative one. The different number of participants per group (eighty-five and sixty-five, respectively) as well as the use of two active learning strategies, either collaborative or cooperative, did not show differences in the results from a qualitative perspective.

Diagnóstico del rendimiento académico de estudiantes de una escuela de educación superior en México

El objetivo del artículo es realizar un diagnóstico sobre la percepción de los factores que intervienen en el rendimiento académico de los estudiantes de cinco carreras universitarias en una escuela de educación superior en México, para así reconocer las áreas de oportunidad que permitan sugerir políticas y estrategias para elevar su rendimiento. Se utilizó una muestra de 1651 estudiantes, se obtuvieron los datos a partir de un cuestionario con treinta preguntas que estudian la percepción del rendimiento académico en escala tipo Likert. Se realizó un análisis factorial exploratorio que permitiera reducir los datos, facilitar la interpretación y validar el instrumento. Se identificaron tres factores: a) el rol de los profesores, b) la evaluación y c) la motivación de los estudiantes. Se llevó a cabo un análisis comparativo por carrera. Se encontró que los estudiantes perciben que la mayoría de los maestros no se preocupan por la condición de los jóvenes en situación de reprobación. Además, casi no motivan y carecen de expresiones de sentimientos de orgullo por los logros académicos de los estudiantes. La mitad de los participantes piensa que los docentes no cubren el temario en su totalidad. Se detectó que los estudiantes poseen una alta motivación siendo esto positivo porque son alumnos dedicados y responsables. Se concluye realizando una serie de sugerencias y explicando las implicaciones que tiene este trabajo para las instituciones de educación superior.