Complex trajectories. Example of sequence analysis: comparative report
In this report we have presented both, on the one hand, the normative framework that different institutions of higher education establish as pathways for their students and, on the other hand, the description of the trajectories that students follow within these institutions. Thus, in a way, it is p...
| Autores: | , , , , , , |
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| Tipo de documento: | relatório científico |
| Data de publicação: | 2023 |
| País: | España |
| Recursos: | Universitat Politècnica de Catalunya (UPC) |
| Repositório: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglês |
| OAI Identifier: | oai:upcommons.upc.edu:2117/440725 |
| Acesso em linha: | https://hdl.handle.net/2117/440725 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Higher education Pathways for students Trajectories the students Inequalitys Distance learning universities Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Ensenyament universitari Àrees temàtiques de la UPC::Ensenyament i aprenentatge::TIC's aplicades a l'educació::Ensenyament virtual (eLearning) Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Gestió i planificació educativa::Avaluació educativa (avaluació del procés) |
| Resumo: | In this report we have presented both, on the one hand, the normative framework that different institutions of higher education establish as pathways for their students and, on the other hand, the description of the trajectories that students follow within these institutions. Thus, in a way, it is possible to observe the differences, often divergences, between the institutional logic and the students' logics. Students' trajectories are differentiated according to various personal and institutional characteristics. It is for this reason that we have presented these differences in terms of the various elements of inequality in each of the contexts analysed. However, generalisations are difficult to make because the contexts are very different and because sometimes the patterns of inequality take different forms. An interesting example is how, between two of the distance learning universities analysed for which we have the entire cohort data – OU and UOC-, we see that OU students show a significantly higher dropout rate in the first year, while the overall dropout rate is broadly similar. Thus, inequalities are usually reflected in the expected sense, but it is often necessary to look at the data in more detail, also thinking about the context, or to use complementary analyses that can uncover new patterns of inequality. In this sense, there is still a way to go in the work of exploring other forms of inequality in the trajectories that could be specific to each context. In particular, we have observed that on-line universities follow their own processes and logics that deserve more detailed comparative analyses, more focused on their own references and contexts. |
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