{"id":3060,"date":"2019-05-10T16:23:00","date_gmt":"2019-05-10T16:23:00","guid":{"rendered":""},"modified":"2022-01-18T04:17:45","modified_gmt":"2022-01-18T04:17:45","slug":"6152dadbcd0d4","status":"publish","type":"post","link":"https:\/\/consejoderectores.cl\/en\/2019\/05\/10\/6152dadbcd0d4\/","title":{"rendered":"ENCE survey of CRUCH universities reveals how their students experience academic life and learning processes"},"content":{"rendered":"

During the presentation of the results, the rector of the Catholic University of Temuco, Aliro B\u00f3rquez, said that "we have been learning to have data of this nature to optimize our work and improve the quality of higher education."<\/p>\n

The 90.1% of the first-year students and the 87.9% of the fourth-year students claim to review and learn \u201ca lot\u201d and \u201ca lot\u201d of the contents seen in class; while three out of four young people can apply what they have learned to new situations. Although they value the performance of teachers, there are many who have never spoken with a teacher outside of class hours.<\/p><\/blockquote>\n

More than 7 thousand students from five institutions that belong to the Council of Rectors of Chilean Universities (CRUCH) participated in 2018 in the National Survey for the Evaluation of Student Engagement (ENCE).<\/p>\n

This initiative, which is sponsored by the Council of Rectors, began 2017 as a pilot in three universities, last year two were added and for the 2019 application five more will participate. In total there are 10 universities, although it is expected that other institutions of the Council of Rectors will join, in order to promote the exchange of information and good practices between them.<\/p>\n

The results of ENCE 2018 were presented this Friday, within the framework of the International Seminar "Student Engagement and Promotion of University Education", organized by CRUCH and the educational institutions that participate in the project "Evaluation of Student Engagement and Use of Evidence for the Improvement of Higher Education \u201d.<\/p>\n

The activity was inaugurated by the rector of the Catholic University of Temuco, Aliro B\u00f3rquez, who said that "we have been learning to have data of this nature to optimize our work and improve the quality of higher education." He added that ENCE allows "collaborative and synergistic work between CRUCH universities, by sharing data on the experiences of their students and on which practices work best to promote commitment and participation."<\/p>\n

For his part, the academic vice-rector of the University of Valpara\u00edso and one of those in charge of the initiative, Jos\u00e9 Miguel Salazar, highlighted that the instrument \u201callows us to better understand what is happening to our students, how they live the university, how they use their time, with whom and how they interact. This allows us to better understand what space they have to come to class and work with us; but also to see what things we can do to improve that experience \u201d.<\/p>\n

The seminar was attended by prominent national academics, researchers from the Millennium Nucleus of Higher Education Student Experiences, NMEdSup and researchers from Indiana University, United States: Dr. Alexander McCormick, Director of National Survey of Student Engagement from the Center for Postsecondary Research, and Dr. Judith. A. Ouimet, Senior Assistant Vice Provost in Curricular Development and Assessment.<\/p>\n

Main results of ENCE 2018<\/h4>\n

According to Salazar, ENCE shows that \u201cwe live in a reality of great diversity and the aggregated results give a guideline from which to look at it. But the results of each university, each generation of students and each type of career, speak of very different realities \u201d. The academic vice-rector of the U. de Valpara\u00edso added that \u201cthis is an instrument for improvement, so that the institutions collect their own data, compare them and see what they can do to talk with their students, in terms of academic load, how they distribute the time and what other needs they have \u201d.<\/p>\n

The survey was administered to 7,383 students from the Pontifical Catholic University of Chile, the University of Chile, the University of Valpara\u00edso, the University of Playa Ancha, and the Catholic University of Temuco. The sample included students from the 2018 cohort (first year) and the 2015 cohort (fourth year), enrolled in undergraduate and\/or bachelor's degree programs in the areas of Business Administration; Agriculture; Art and Architecture; Sciences; Social Sciences; Law; Education; General Studies; Humanities; Health; and Technology.<\/p>\n

The questionnaire had 90 items (questions) and considered 9 evaluation dimensions, which respond to four macro areas that cover aspects associated with the student experience and learning, such as: Academic challenge, Learning with peers, Experience with teachers, and University environment .<\/p>\n

Among the positive findings, those surveyed reviewed content and applied theories: 51.31% of first-year students (2018 cohort) indicated that they reviewed or learned \u201cquite a bit\u201d of the content covered in class, and 38.81% chose the \u201ca lot\u201d option. For fourth-year students (2015 cohort), the results were similar, with 51.21% and 36.71%, respectively. Meanwhile, 75.21% of first-year students stated that they applied \u201cquite a bit\u201d or \u201ca lot\u201d of the facts, theories, or methods studied in class to practical problems and new situations; this percentage reached 76.61% for fourth-year students.<\/p>\n

On the other hand, it was evidenced that in both courses, students have more difficulties in evaluating different points of view - only the 24.7% of the first year and the 25.7% of the fourth year say they do it very frequently - and formulate new ideas, from different sources, where only the 24% of the 2018 cohort and the 23% of the 2015 cohort admit to doing it very frequently.<\/p>\n

Another of ENCE's conclusions is that many students go to classes without having finished reading and homework: the fourth-year 53% states that they face this situation frequently or very frequently, while this percentage reaches 47.2% in the first-year group. anus. Participation in classes is lower than expected: 41.8% of students who entered in 2015 and 48.8% of 2018 never or almost never ask in classes. However, the 70.9% (first year) and the 63.6% (fourth year) review notes after school; while 67.5% (first year) and 64.7% (fourth year) summarize the contents seen in classes. Academics are well evaluated by both the first and fourth year groups: 89% of those who entered 2018 and 84% of those who entered 2015 ensure that their teachers frequently or very frequently teach organized classes.<\/p>\n

Both cohorts also consider that academics frequently or very frequently use examples or illustrations to explain difficult topics (85.8% and 84.1%, respectively). However, the majority of respondents say that they never talk to teachers about their future academic plans (59% for the first year and 43.4% for the fourth). In addition, the 48.5% (2018 cohort) and the 36.4% (2015 cohort) state that they have never spoken with a teacher outside of class hours.<\/p>\n

This year 2019, the ENCE survey will be applied during the second semester in 10 CRUCH universities, since the University of Ays\u00e9n, the Catholic University of Sant\u00edsima Concepci\u00f3n, the University of Talca, the Metropolitan Technological University and the University joined the initiative. of the Border.<\/p>\n

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Durante la presentaci\u00f3n de los resultados, el rector de la Universidad Cat\u00f3lica de Temuco, Aliro B\u00f3rquez, sostuvo que \u201chemos ido aprendiendo a contar con datos de esta naturaleza para optimizar nuestro quehacer y mejorar la calidad de la educaci\u00f3n superior\u201d. 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