Evaluación de la Inclusión en Educación Superior Mediante Indicadores

  1. Carmen Márquez 1
  2. Marta Sandoval 1
  3. Sergio Sánchez 1
  4. Cecilia Simón 1
  5. Anabel Moriña 2
  6. Beatriz Morgado 2
  7. Irene Moreno-Medina 1
  8. José Antonio García 3
  9. Vicente Díaz-Gandasegui 4
  10. Begoña Elizalde San Miguel 4
  1. 1 Universidad Autónoma Madrid
  2. 2 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  3. 3 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  4. 4 Universidad Carlos III de Madrid
    info

    Universidad Carlos III de Madrid

    Madrid, España

    ROR https://ror.org/03ths8210

Journal:
REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación
  1. Mora Olate, María Loreto

ISSN: 1696-4713

Year of publication: 2021

Volume: 19

Issue: 3

Pages: 33-52

Type: Article

DOI: 10.15366/REICE2021.19.3.003 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

Metrics

Cited by

  • Scopus Cited by: 8 (18-02-2024)
  • Dialnet Métricas Cited by: 8 (18-02-2024)
  • Web of Science Cited by: 4 (15-10-2023)
  • Dimensions Cited by: 8 (20-12-2023)

SCImago Journal Rank

  • Year 2021
  • SJR Journal Impact: 0.59
  • Best Quartile: Q1
  • Area: Sociology and Political Science Quartile: Q1 Rank in area: 304/1374
  • Area: Cultural Studies Quartile: Q1 Rank in area: 71/1204
  • Area: Education Quartile: Q2 Rank in area: 426/1441

Índice Dialnet de Revistas

  • Year 2021
  • Journal Impact: 1.400
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 25/235

CIRC

  • Social Sciences: A

Scopus CiteScore

  • Year 2021
  • CiteScore of the Journal : 2.9
  • Area: Cultural Studies Percentile: 95
  • Area: Sociology and Political Science Percentile: 79
  • Area: Education Percentile: 72

Journal Citation Indicator (JCI)

  • Year 2021
  • Journal Citation Indicator (JCI): 0.96
  • Best Quartile: Q2
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q2 Rank in area: 254/743

Dimensions

(Data updated as of 20-12-2023)
  • Total citations: 8
  • Recent citations (2 years): 6
  • Field Citation Ratio (FCR): 9.27

Abstract

Universities are spaces that certain students struggle to access or where they find outstanding obstacles to remain. Moving towards the construction of universities where all can learn and participate in equal opportunities is an unplayable task that many institutions do not know how to face. This work aims to design a system of indicators that facilitates universities to self-assessing the conditions they offer their students with respect to inclusion. With a methodology based on the literature review and validation of indicators by 18 experts using the Delphi method, a total of 30 indicators are presented grouped into six key dimensions. These dimensions refer to institutional culture, equitable access, student-centered learning, well-being and participation, mobility and employability and achievement. To facilitate the use of this instrument, each indicator is accompanied by a brief description, a measure and scale of evaluation, the periodicity with which it should be measured and the possible level of disaggregation. In conclusion, the adequacy of the Delphi method for the validation of indicators is recognized and the contribution of evaluation instruments is highlighted as tools that allow to demonstrate situations of university inequality. It is considered relevant the urgency of reversing the university model towards a model focused on the design of strategies that allow progress towards true inclusion.

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