Gotowe bibliografie tematyczne / Teaching methodologies

Gotowa bibliografia na temat „Teaching methodologies”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 27 kwietnia 2022

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Artykuły w czasopismach na temat "Teaching methodologies"

MUKHTAR, Fatima, NOREEN HASHMI, MUHAMMAD ALI RAUF, Amna Anzar, Khurram Islam Butt, Moneeb Ahmed i Kumail Abbas. "TEACHING METHODOLOGIES;". Professional Medical Journal 19, nr 05 (8.10.2012): 597–603. http://dx.doi.org/10.29309/tpmj/2012.19.05.2325.

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Objective: To determine preferences of medical students for modes of teaching, qualities of a good teacher and assessmenttechniques in medical education. Design: A descriptive cross-sectional study. Setting: Lahore Medical and Dental College, Lahore. Period:January 2011. Material & Methods: All students of third and fourth year MBBS classes were included in the study (n=127). A pre-testedquestionnaire was used for data collection. A 7-point Likert scale ranging from 1(strongly disagree) to 7(strongly agree) was used to determinestudent’s preferences of teaching styles. The data was recorded using SPSS version 16.0. Descriptive statistics were computed. Results: Thepreferred teaching methods for basic science subjects were skills laboratory 88(70%), followed by problem based learning 70(55%) andinteractive lectures 65(51%). The same teaching methods i.e. skills laboratory 101(80%), problem based learning 89(70%) and interactivelectures 79(62%) were also popular for the teaching of clinical science subjects. The least preferred teaching method for both basic 51(40%)and clinical 58(46%) sciences was didactic lectures. The desirable quality of a good teacher was reported as teaching skills 111(87%) and thepreferred assessment technique was found to be multiple choice questions 90(71%). Conclusions: Students prefer the student centredteaching styles as opposed to the traditional approach. Good teaching skill is the most desirable quality of a teacher and most students like to beassessed by multiple choice questions.

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Kaur, Harkirat. "New Teaching Methodologies". International Physiology 3, nr 2 (2015): 121–22. http://dx.doi.org/10.21088/ip.2347.1506.3215.8.

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Pattanshetti, Sheetal V., Daksha Dixit, Shilpa Bhimalli i R. D. Virupaxi. "M.B.B.S. Undergraduate Learner’s Perspective Regarding Embryology Teaching Learning Methodologies". Indian Journal of Anatomy 7, nr 5 (2018): 522–27. http://dx.doi.org/10.21088/ija.2320.0022.7518.11.

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Souto, Rafaella Queiroga, Francisca Marcia Pereira Linhares, Maria Isabelly de Melo Canêjo, Francis Solange Vieira Tourinho, Renata Cavalcanti Cordeiro i Pierre Pluye. "Teaching-learning methodologies from the perspective of nursing students". Revista da Rede de Enfermagem do Nordeste 19 (14.08.2018): e3408. http://dx.doi.org/10.15253/2175-6783.2018193408.

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Da Silva Façanha, Luciano, João Batista Bottentuit Júnior, Maria do Socorro Gonçalves da Costa, Sansão Hortegal Neto, Tamara Cristina Bastos Santos, Klisman Lucas De Sousa Castro, Cláudia Da Silva, Francyhélia Benedita Mendes Sousa, Elayne De Araújo Pereira i Irlene Veruska Batista da Silva. "Educommunicative methodologies". International Journal for Innovation Education and Research 9, nr 8 (1.08.2021): 299–305. http://dx.doi.org/10.31686/ijier.vol9.iss8.3300.

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This article aims to point out methodologies that can help in the remote teaching process, as well as to point out some difficulties encountered by both teachers and students. Education during social isolation has been the subject of much concern for educators, mothers, fathers and even students themselves. The pandemic took everyone by surprise and, so that education was not put to one side, educational institutions had to adapt to this new scenario and overcome the challenges imposed by the pandemic. This adaptation has not been easy for either side, be it educational institutions, educators, parents and students, as the preparation to use technologies in teaching was something instantaneous, there was no preparation time, so in a little space of time, it was necessary to discover and rediscover new methods and new ways to teach, now virtually, bringing out, mainly, creativity. This article, therefore, comes to show some aspects in relation to the current scenario, the difficulties and some options to streamline remote classes.

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Beardsley, Robert S. "Communication Skills in New Teaching Methodologies". Journal of Pharmacy Teaching 7, nr 3-4 (2000): 49–74. http://dx.doi.org/10.1300/j060v07n03_04.

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Dalton, Bruce, i Austin Chuck Kuhn. "Researching Teaching Methodologies in the Classroom". Journal of Teaching in Social Work 17, nr 1-2 (29.06.1998): 169–84. http://dx.doi.org/10.1300/j067v17n01_12.

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Watfa, Mohamed K., i Diana Audi. "Innovative virtual and collaborative teaching methodologies". Behaviour & Information Technology 36, nr 7 (24.01.2017): 663–73. http://dx.doi.org/10.1080/0144929x.2016.1275806.

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Montrezor, Luís Henrique. "Integrating Teaching Methodologies for Learning Physiology". FASEB Journal 34, S1 (kwiecień 2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.03743.

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Torres Aza, Santiago Felipe, Gloria Isabel Monzón Álvarez, Gianny Carol Ortega Paredes i José Manuel Calizaya López. "Teaching methodologies in times of pandemic". Minerva 2, nr 4 (16.03.2021): 5–10. http://dx.doi.org/10.47460/minerva.v2i4.22.

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The current times call for reforms in educational processes. The Covid-19 pandemic had an unforeseen impact on the educational system in all countries. This need for change requires new pedagogies and new methods for teaching and learning. Understanding the need for change is essential for the formulation of adaptive proposals, as well as for the generation of training activities to complement the teaching curriculum. New educational practices lead to a vision of educational quality, with new approaches that allow the continuous integration of knowledge and permanent interaction with the student. This paper presents an analysis of the new teaching methodologies in times of confinement due to the pandemic caused by Covid-19. Keywords: Teaching methodologies, educational system, learning process. References [1]É. Tremblay-Wragg, C. Raby, L. Ménard y I. Plante, «El uso de estrategias didácticas diversificadas por cuatro profesores universitarios: ¿qué contribución a la motivación de aprendizaje de sus alumnos?,» Docencia en educación superior, vol. 26, nº 21, 2021. [2]L. Czerniewicz, R. Mogliacci, S. Walji, A. Cliff, B. Swinnerton y N. Morris, «Enseñanza y aprendizaje académico en el nexo: desagregación, mercantilización y digitalización en la educación superior,» Teaching in Higher Education, vol. 26, nº 2021, p. 16, 2021. [3]S. Dogan y A. Adam, «Aumentar el efecto del desarrollo profesional en la instrucción efectiva a través de comunidades profesionales,» Docentes y docencia: teoría y práctica, vol. 26, nº 3-4, pp. 326-349, 2020. [4]I. M. Torres Salas, «La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas,» Educare, vol. 14, nº 1, pp. 131-142, 2010. [5]B. Fabio, J. Antonio Palomino y J. González Henríquez, «Evaluación y contraste de los métodos de enseñanza tradicional y lúdico,» Revista de Educación física y deportes, vol. 13, nº 94, pp. 29-36, 2008. [6]Y. Benítez y C. Mora, «Enseñanza tradicional vs aprendizaje activo,» Revista Cubana de Física, vol. 27, nº 2A, pp. 175-179, 2010. [7]P. Morales Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [8]R. Gil-Galván, I. Martín-Espinosa y F. Gil-Galván, «University student perceptions of competences acquired through problem-based learning,» Educación XXI, vol. 24, nº 1, pp. 271-295, 2020. [9]E. Ortiz Cermeño, «El aprendizaje basado en problemas,» Perfiles Educativos, vol. 41, nº 164, pp. 208-213, 2019. [10]E. Araos-Baeriswyl, C. Moll-Manzur, Á. Paredes y J. Landeros, «Aprendizaje invertido: un enfoque pedagógico en tiempos de pandemia,» Rev. Atención Primaria, vol. 53, nº 1, p. 117, 2021. [11]V. León-Carrascosa, M. Belando-Montoro y S. Sánchez-Serrano, «Design and validation of a questionnaire to evaluate the service-learning methodology,» Rev.Estudios sobre educación, vol. 39, nº 1, pp. 247-266, 2020. [12]J. Collado-Ruano, M. Ojeda, M. Malo y D. Amino, «Educación, arte e interculturalidad: El cine documental como lenguaje comunicativo y tecnología innovadora para el aprendizaje de la metodología I + D + I,» Rev. Texto livre, vol. 13, nº 3, pp. 376-393, 2020. [13]P. M. Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [14]J. A. Martí, M. Heydrich, M. Rojas y A. Hernández, «Aprendizaje basado en proyectos: Una experiencia de innovación docente,» Universidad EAFIT, vol. 46, nº 158, pp. 11-21, 2010. [15]L. Rojas y N. M. Jaimes, «Canvas LMS y el trabajo colaborativo como metodología de aprendizaje en entornos virtuales,» de Congreso Ibérico de Sistemas y Tecnologías de la Información, CISTI, Bogotá, Colombia, 2020. [16]B. Bordel y P. Mareca, «Results and Trends in educational MOOCs in the engineering area with MIRIADAX platform. A case study,» de 15th Iberian Conference on Information Systems and Technologies, CISTI 2020; Seville; Sevilla, España, 2020. [17]K. Vermeir y G. Kelchtermans, «Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten.,» Teachers and Teaching: Theory and Practice, vol. 26, nº 3-4, pp. 248-263, 2020. [18]B. Tucker, «The Flipped Classroom: Online instruction at home frees class time for learning,» Education Next, vol. 1, nº 1, pp. 82-84, 2012. [19]M. V. Ledo, N. R. Michelena, N. N. Cao, I. d. R. M. Suárez y M. N. Vialart Vidal, « Aula invertida, nueva estrategia didáctica,» Educación Médica Superior, vol. 30, nº 3, pp. 678-688, 2016. [20]Metodologías activas por medio de las TIC, [Online]. Available: https://www.campuseducacion.com/blog/recursos/articulos-campuseducacion metodologias-activas-por-medio-de-las-tic/?cn-reloaded=1. [Last access: February 14, 2021].

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Rozprawy doktorskie na temat "Teaching methodologies"

Malone, Joanne. "Creative teaching methodologies for hospitality management education". Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602396.

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This dissertation explores the role of creative teaching methods in hospitality management education. It examines how hospitality lecturers and students perceive the role of creativity in a selection of higher education institutions in the Republic of Ireland. It also reports on the current level of creative leaching practices within the hospitality discipline in these institutions and how effective they are within the disciplinary and institutional contexts in which they occur. A mixed methods approach was used to gather the views of lecturers and students concerning creativity and its role in higher education within the hospitality discipline. The research adopted three traditional data collection methods: survey questionnaires, interviews and focus groups. The data from the student and lecturer surveys were combined with data from interviews and focus groups to provide an indication of the current levels of creativity in teaching methods. On the whole, the hospitality lecturers and students in the study supported the use of creative teaching methods to enhance hospitality education. This position is consistent with current literature in the field. A range of factors and conditions were identified by the research as enabling or inhibiting the adoption of creative teaching methods in hospitality management education. These included challenging working conditions and a lack of available resources. Additionally, this research was used to identify what the respondents perceived as missing from hospitality education and how teaching and learning could be improved. The results suggest that questions need to be asked about the structure of many hospitality management programmes. The consensus among lecturers and students was the need for a more practically orientated curriculum and increased opportunities for structured work placements. In summary the results of this study add to our understanding of how hospitality lecturers and students perceive the role of creativity in higher education. They also indicate the current level of creative teaching practices within the hospitality discipline and how effective they are within the disciplinary and institutional contexts in which they are practised.

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Allen, Beryl M. "Teaching methodologies for the training of educators for the professions". Thesis, University of Surrey, 1985. http://epubs.surrey.ac.uk/2386/.

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Bertz, Michael. "Situated learning methodologies and assessment in civil engineering structures education". Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/21484.

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Tucky, Kristina L. "A comparison of two teaching methodologies in a middle school algebra classroom". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/ktucky2007.pdf.

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Byrne, Damian. "An evaluation of ESP teaching methodologies at Udmurt State University in Russia". Thesis, Northumbria University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341659.

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Mourente, Mariana. "Ensino/aprendizagem de literatura: o prazer do texto". Thesis, Universidade Federal do Rio de Janeiro, 2005. http://hdl.handle.net/10919/71597.

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This dissertation investigates what are the teaching methods that most stimulate learners’ autonomy and the pleasure to read. Questionnaires for undergraduate students and interviews with professors were used to gather data. Furthermore, a combination of different teaching methods was tested at an experimental workshop on Brazilian literature, in order to verify what initiatives can effectively help to stimulate learners’ autonomy and increase their motivation.

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Lynn, Carol E. "Teaching methodologies utilized by nurse educators to enhance critical thinking in nursing students". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/707.

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Clements, Andrea D. "Variety Of Teaching Methodologies Used By Homeschoolers: Case Studies Of Three Homeschooling Families". Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/7306.

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Rainford, Chantal. "AN EVALUATION OF TEACHING METHODOLOGIES AT INCREASING DERIVED RELATIONAL RESPONDING IN CHILDREN WITH DISABILITIES". OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2428.

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The present study sought to examine the use of two teaching procedures as methods of increasing relational responding in children with developmental disabilities. We compared one procedure that presented test probes for combinatory entailment and transformation of function probes throughout the acquisition of directly trained A-B and B-C relations. In the second procedure test probes were withheld until the learner achieved mastery criteria for the directly trained A-B and B-C relations. Results show that all three participants achieved mastery criterion across both procedures and demonstrated the emergence of mutual entailment, combinatory entailment, and transformation of stimulus function. The presentation of entailed and transformation probes resulted in faster acquisition of directly trained and test relations. An account of current research and implications of these findings is provided.

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Holik, Michael T. "Comparing the Effectiveness of Flipped Classroom and Traditional Classroom Student Engagement and Teaching Methodologies". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131577.

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Studies exist on the effectiveness of learning in a flipped classroom learning setting; however, there is limited research available regarding the success or failure rates of flipped classroom learning in technical culinary arts programs. This study, using an action-based research approach, was designed to gather evidence from a technical education program to determine if students perform better in the flipped classroom or traditional classroom. Multiple instruments were designed to gather information about the culinary flipped classroom format. Instructor and student perceptions about the learning in each type of classroom were explored, levels of student engagement were recorded, and final course grades for the culinary classroom were gathered. Perceptions of the students and instructor indicated engagement in the flipped classroom were higher in the flipped classroom than the traditional classroom. The analysis of final course grades did not indicate a significant difference between the two teaching formats. While the focus of the study was on one culinary arts technical education program and cannot be generalized to other technical education programs, future research suggestions included conducting studies where the data are disaggregated to provide more specific answers. In addition, the suggestion was made to conduct further studies using more traditional research methods such as quantitative, qualitative, and mixed methods.

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Książki na temat "Teaching methodologies"

Curtis, Andy. Methods and Methodologies for Language Teaching. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-40737-5.

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Teaching mathematics online: Emergent technologies and methodologies. Hershey, PA: Information Science Reference, 2011.

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Mukherjee, Soumyajit, red. Teaching Methodologies in Structural Geology and Tectonics. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2781-0.

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Alleyne, Noreen. High impact learning methodologies. [Toronto]: Ministry of the Solicitor General, 1992.

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Ghuddah, ʻAbd al-Fattāḥ Abū. Prophet Muhammad the teacher: And his teaching methodologies. Karachi: Zam Zam Publishers, 2003.

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Puren, Christian. Histoire des methodologies de l'enseignement des langues. Paris: Nathan, 1988.

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Pandian, Ambigapathy. Curriculum development, materials design, and methodologies: Trends and issues. Redaktor Abdul Malik Mohamed Ismail, Shaik. [Glugor], Pulau Pinang: Penerbit Universiti Sains Malaysia, 2011.

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Writing studies research in practice: Methods and methodologies. Carbondale: Southern Illinois University Press, 2012.

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Association, Information Resources Management. STEM education: Concepts, methodologies, tools, and applications. Hershey PA: Information Science Reference, 2015.

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Ndaruga, Ayub Macharia. Innovative environmental education methodologies: Case study analysis on practice. Nairobi, Kenya: Manilla Publishers, 2013.

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Części książek na temat "Teaching methodologies"

Larsen-Freeman, Diane. "Research on Language Teaching Methodologies". W Studies in Bilingualism, 119. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/sibil.2.13lar.

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Rijo, Cátia, Helena Grácio i Sandra Antunes. "Teaching Methodologies in Communication Design". W Advances in Intelligent Systems and Computing, 36–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60477-0_4.

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Ilie, Cornelia, Catherine Nickerson i Brigitte Planken. "Research Methodologies and Business Discourse Teaching". W Teaching Business Discourse, 37–54. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96475-1_3.

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Yang, Zhile, Kang Li i Yuanjun Guo. "A New Compact Teaching-Learning-Based Optimization Method". W Intelligent Computing Methodologies, 717–26. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09339-0_72.

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Zhai, Junqing. "Research Design and Methodologies". W Teaching Science in Out-of-School Settings, 37–62. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-591-4_4.

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Filius, Renee M., i Sabine G. Uijl. "Teaching Methodologies for Scalable Online Education". W Handbook for Online Learning Contexts: Digital, Mobile and Open, 55–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67349-9_5.

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Yu, Ge, i Jinhai Liu. "A Modified Teaching-Learning Optimization Algorithm for Economic Load Dispatch Problem". W Intelligent Computing Methodologies, 63–69. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95957-3_8.

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Curtis, Andy. "Communicative Language Teaching in Context". W Methods and Methodologies for Language Teaching, 73–102. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-40737-5_4.

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Khan Suddahazai, Imran H., i Sheikh Faizal Ahmad Manjoo. "Developing Pedagogical Methodologies in Teaching Islamic Economics". W Teaching and Research Methods for Islamic Economics and Finance, 112–36. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003252764-11.

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Epstein, Terrie, i Cinthia S. Salinas. "Research Methodologies in History Education". W The Wiley International Handbook of History Teaching and Learning, 61–91. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119100812.ch3.

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Streszczenia konferencji na temat "Teaching methodologies"

Altimira, Mireia, i Lisa Prahl-Wittberg. "TEACHING RESEARCH METHODOLOGIES". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1690.

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"Origins of Contemporary Teaching Methodologies". W July 11-12, 2017 Bangkok (Thailand). EAP, 2017. http://dx.doi.org/10.17758/eap.ed0717028.

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Howell, Michael J., Brian Merlo i Paul A. Fishwick. "Layered Simluations for Teaching Methodologies". W SIGSIM-PADS '15: SIGSIM Principles of Advanced Discrete Simulation. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2769458.2769488.

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Turner, Cameron J. "Teaching Design Methodologies Across Engineering Disciplines". W ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-38331.

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The Colorado School of Mines (CSM) offers a combined capstone design experience for mechanical, civil, electrical and environmental engineering students. In a recent re-invention of our design curriculum, a new emphasis on design methodologies has been implemented. Many of these design methods have origins in the design of electro-mechanical products, and it is certainly in these areas where the most vibrant design communities seem to reside. Yet in a combined setting, analogous design processes appear to exist in a broader engineering design community. This paper describes the capstone design program at CSM, with a focus on the methods that we are teaching and how they translate between disciplines. The lessons learned in such a translation not only illuminate how engineering design may differ in other disciplines, but also may reveal new perspectives on mechanical design processes.

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Nicholson, A. E., i K. M. Fraser. "Methodologies for teaching new programming languages". W the second Australasian conference. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/299359.299373.

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Gómez-Luna, Juan, Ezequiel Herruzo, José Ignacio Benavides, George Maroulis i Theodore E. Simos. "WETT: Evaluating Teaching Tools and Methodologies". W COMPUTATIONAL METHODS IN SCIENCE AND ENGINEERING: Advances in Computational Science: Lectures presented at the International Conference on Computational Methods in Sciences and Engineering 2008 (ICCMSE 2008). AIP, 2009. http://dx.doi.org/10.1063/1.3225366.

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Revilla, Isabel, i Ana M. Vivar-Quintana. "The application of new teaching methodologies". W TEEM'18: Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3284179.3284197.

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Catarino, Joao. "Teaching Methodologies for New Information Technologies". W 2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE). IEEE, 2021. http://dx.doi.org/10.1109/cispee47794.2021.9507231.

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Salmerón-Manzano, Esther, Maria Del Mar Sánchez-Pérez i Francisco Manzano-Agugliaro. "BILINGUAL TEACHING AT CEIA3 UNIVERSITIES: STUDENTS' PERCEPTIONS ON TEACHING METHODOLOGIES". W 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0930.

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Ronoh, Kennedy, Elizabeth Muli, Edwin Ngwawe i Sam Njuki. "Internet of Things Learning Methodologies, Teaching Tools and Teaching Platforms". W 2021 International Conference on Electrical, Computer and Energy Technologies (ICECET). IEEE, 2021. http://dx.doi.org/10.1109/icecet52533.2021.9698711.

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Raporty organizacyjne na temat "Teaching methodologies"

Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso i J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.

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Sanz, E., P. Alonso, B. Haidar, H. Ghaemi i L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.

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The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research or scientific field. In this context, key performance indicators (KPIs) form the base on which the quality and scope of the methodologies developed in the project will be quantified and benchmarked. The project’s final product will be an online tool that higher education students can use to learn entrepreneurship from a social network perspective. Performance measurement is one of the first steps of any project and involves the choice and use of indicators to measure the effectiveness and success of the project’s methods and results. All the KPIs have been selected according to criteria of relevance, measurability, reliability, and adequacy, and they cover the process, dissemination methods, and overall quality of the project. In this document, each KPI is defined together with the units and instruments for measuring it. In the case of qualitative KPIs, five-level Likert scales are defined to improve indicator measurability and reliability. The KPIs for prodPhD are divided into three main dimensions, depending on the stage of the project they evaluate. The three main dimensions are performance and development (which are highly related to the project’s process), dissemination and impact (which are more closely correlated with the project’s output), and overall project quality. Different sources (i.e., European projects and papers) have been drawn upon to define a set of 51 KPIs classified into six categories, according to the project phase they aim to evaluate. An Excel tool has been developed that collects all the KPIs analysed in the production of this document. This tool is shared in the Scipedia repository.

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